Nursing (MSN)

I believe that an education with a foundation in science is essential for entry into nursing or advanced practice nursing. Nursing clinical reasoning skills grow as students apply an understanding of disease as the loss of normal function.

Students have great variation in their manner in which they acquire, process, manipulate, store, and retrieve learned information. It is a faculty priority to assist students with the development of metacognitive strategies to assist learning success and retention.

"As an educator, researcher, and student advisor, I am passionate about preparing the next generation of nurse leaders, educators, and scholars. I believe advancing the science of nursing education is dependent upon preparing doctoral students who question and explore how they teach while generating the best evidence for their teaching practices."

"As a teacher, my role is to help students go beyond the facts. It is equally important to help students grow as people, support their professional and intellectual development, and to expand their world views. Through this growth process, students better understand themselves, their clients, and the clients' experiences."

"I am a proud graduate of Widener's FNP program and very passionate to teach, mentor and guide students to achieve their goals in becoming successful graduates of this program. The program is well known in the Tri-State area and beyond, and because of our certification pass rate and graduate's preparedness for the work-force, our graduates are able to be employed as APRN's very soon after graduation."

"My teaching philosophy has its roots in Bandura's Theory of Self-Efficacy. I believe that students learn (and clients change behaviors) through observing others perform activities, doing the activities themselves, having positive feedback provided, and having their anxieties decreased."

I ascribe to a pragmatic philosophy of teaching and learning. I believe that nursing education must be practical and logically aligned to the diverse needs of the population we served.

I consider myself to be compassionate and caring, and strive to engage my students in respectful dialogue. Teaching is a collaborative process between students and faculty, and there is a reciprocal relationship as we all learn from each other. As an advanced holistic nurse, I incorporate self-care, self-responsibility, spirituality, and reflection in my teaching and seek to be a role model for my students.

"I teach because I believe sharing knowledge and stimulating thinking is a fundamental task of any discipline. I believe that education is change, and change is a constant human feature; education is, in this way, choosing to change. Though the focus of my scholarship and teaching centers on research methods, measurement, evaluation, and quality improvement, these knowledge areas form the bedrock of evidence-based practice—the kind of practice all health care professionals aspire to deliver to patients, families, and communities."