3 results match your criteria: "University of Massachusetts Dartmouth College of Nursing and Health Sciences[Affiliation]"
Facilitating Health-Promoting Self-Care in Older Adults: A Theory Synthesis.
Nurs Sci Q
October 2024
University of Massachusetts Dartmouth College of Nursing and Health Sciences, Dartmouth, MA, USA.
The authors describe the development of a model that focuses on how primary care providers can facilitate health promotion in older adults. The health-promoting self-care in older adults (HPSOA) model was developed through a synthesis of key concepts from the Health Promotion model and the Modeling Role Modeling Theory. Walker and Avant's strategy for theory synthesis was used in its development.
View Article and Find Full Text PDFA Cohort Model of Mentoring as Facilitator to the Transition to an Academic Nurse Faculty Position Following Completion of a PhD.
Nurs Educ Perspect
August 2021
About the Authors Jennifer Viveiros, PhD, RN, CNE, is a faculty member, University of Massachusetts Dartmouth College of Nursing and Health Sciences, North Dartmouth, Massachusetts. Monika Schuler, PhD, RN, CNE, is a faculty member, University of Massachusetts Dartmouth College of Nursing and Health Sciences. Joohyun Chung, PhD, MStat, RN, is a faculty member, University of Massachusetts Amherst College of Nursing. Lynn D'Esmond, PhD, RN, CNE, is a faculty member, University of Massachusetts Dartmouth College of Nursing and Health Sciences. For more information, contact Dr. Viveiros at
Successful transition to an academic nurse educator role is challenging; it is necessary to identify facilitators and barriers that aide or hinder this process. This study used an autoethnographic qualitative design to explore the lived experiences of a cohort of faculty during their transition into a tenure-track role. Three facilitators (noncompetitive environment, resource sharing, and cohort approach) and two barriers (work-life balance and intrusion of old habits) emerged as themes.
View Article and Find Full Text PDFLeadership, Teamwork, and Collaboration: The Lived Experience of Conducting Multisite Research Focused on Quality and Safety Education for Nurses Competencies in Academia.
Nurs Educ Perspect
February 2021
About the Authors Monika S. Schuler, PhD, RN, CNE, is assistant professor, University of Massachusetts Dartmouth College of Nursing and Health Sciences, North Dartmouth, Massachusetts. Rayna Letourneau, PhD, RN, is assistant professor, College of Nursing, University of South Florida, Tampa, Florida. Gerry Altmiller, EdD, APRN, ACNS-BC, ANEF, FAAN, is professor and director, Quality and Safety Innovation Center, The College of New Jersey, Ewing Township, New Jersey. Belinda Deal, PhD, RN, CNE, is associate professor and BSN program director, University of Texas at Tyler School of Nursing, Tyler, Texas. Beth A. Vottero, PhD, RN, CNE, is associate professor, Purdue University Northwest, Hammond, Indiana. Teri Boyd, EdD, MNSc, RN, is assistant professor, Goldfarb School of Nursing at Barnes Jewish College, St. Louis, Missouri. Nancy W. Ebersole, PhD, RN, is associate professor, Salem State University, Salem, Massachusetts. Randi Flexner, DNP, APN, FNP-BC, RN, is clinical assistant professor, Rutgers University College of Nursing, New Brunswick, New Jersey. Janet Jordan, MSN, RN, and Vicki Jowell, MSN, RN, are clinical instructors, University of Texas at Tyler School of Nursing. Linda McQuiston, PhD, RN, is assistant professor, Indiana State University, Terre Haute, Indiana. Tommie Norris, DNS, RN, is professor, University of Tennessee Health Science Center, Memphis, Tennessee. Mary Jo Risetter RN, MSN, is a faculty member and Kathleen Szymanski, MSN, RN, is an instructor, Lake Michigan College, Benton Harbor, Michigan. Danielle Walker, PhD, RN, CNE, is assistant professor, Harris College of Nursing and Health Professions, Texas Christian University, Fort Worth, Texas. For more information, contact Dr. Schuler at
Aim: The aim of this study was to explore facilitators and barriers to conducting a multisite national study in nursing academia unsupported by grant funding.
Background: Scholarship focused on the Quality and Safety Education for Nurses (QSEN) competencies stimulates opportunities for research and collaboration among nurse educators and clinicians. Twelve members of the QSEN Academic Task Force collaborated on a multisite study of the effectiveness of a QSEN teaching strategy and published the findings.