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Bachelor of Science in Nursing

In accordance with the Schreiner University’s Mission Statement and the American Nurses Association’s (2003) definition of BSN nursing, Schreiner University’s BSN Program is committed to advancing the nursing profession through the holistic educational preparation of health professionals to develop and produce quality graduates who are nurse leaders, lifelong learners, and are dedicated to the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations through the provision of safe, competent nursing care.

Schreiner University’s 2020 BSN Graduate NCLEX Pass Rate 100%

The overall pass rate for Texas programs was 91.9 percent in 2019, which is above the national average of 88.07 percent. NCLEX pass rates are monitored by the Texas State Board of Nursing and are viewed as a measure of how well nurses are prepared to provide safe, quality care for health care consumers.

Prospective students may apply to the Schreiner Bachelor of Science in Nursing (BSN) program starting November 1, 2021. Deadline for submission of application and other required paperwork to the Schreiner University BSN program is April 15, 2022 for consideration of admission in the Fall semester.  Applicants may contact the office of the Nursing Department at 830-792-7481 if they require assistance.

The applicant must have all of the following paperwork submitted and an interview scheduled prior to the April 15, 2022 deadline to be eligible for admission:

Completed NursingCAS application.

NursingCAS Login

Unless currently enrolled at Schreiner University, you must submit a record of current acceptance. University application can be located at applyschreiner.force.com/application or contact the Admissions Office at 830-792-7217

  • ATI TEAS scores (within the last six months before application deadline) minimum score of 75.
  • Two letters of recommendation (not family members)
  • Essay (500 words maximum) addressing why you want to be a nurse, what challenges you feel may interfere with your successful completion of the BSN program and if you feel you can overcome those challenges. List community service and your projected 5 year goals.
  • Official transcripts of all undergraduate coursework completed. A minimum overall GPA of 3.0 in all prerequisite coursework, with a “B” or better for all math and science courses.
  • Relevant professional, academic achievements, awarded certifications or healthcare experience may be submitted; however it is not required.
  • Immunizations required include:
    • MMR series of two immunizations, positive titer
    • TDaP, must include Pertussis, within past 10 yr.
    • Hepatitis B series of 3 immunizations, or titer
    • Varicella series of 2 immunizations, positive titer, or DSHS History of Illness Form signed by parent or healthcare provider.
    • Meningitis vaccine in accordance with Texas Law for new students less than 30 years of age.
  • Recommended: Covid Immunization
  • Find more details in the BSN Handbook

Fall 2022 Admission

Application Deadline April 15, 2022
Rolling Admission Process

Been Accepted? Here are your next steps…

Complete all next steps required for a junior or transfer
Sign and return the acceptance form to the Nursing Department Office
Sign up and complete the required Criminal Background Check and send approval documentation to the Nursing Department

View Academic Catalog

Traditional BSN program at Schreiner University

Nursing is defined as an art and a science. Across the nation, nursing is recognized as two of the most difficult programs of Baccalaureate study. Courses in math and sciences provide a strong foundation for making nursing decisions necessary to secure or maintain optimal health for self and others. This program of study has many demands, but the rewards are well worth the effort and they last a lifetime. Schreiner University’s BSN program prepares students for this challenging and rewarding career.

For questions regarding the application process, please contact our admissions counselors at admissions@schreiner.edu.

STUDENT’S EXPENSE OF APPLYING TO PROGRAM:

ATI TEAS Entrance Exam $110.00
ATI TEAS-Prep Book and 2 Online Practice Exams $90.00 (Optional)
NursingCAS Application Fee $55.00
CastleBranch – Drug Test $45.00 & Medical Document Manager $35.00

  • Sub-total $245.00 ($335.00 with Test Prep)

STUDENT’S IMMEDIATE EXPENSE ONCE ACCEPTED INTO THE PROGRAM:
Criminal Background Check (paid directly to BON) $45.00

  • Sub-Total $45.00

STUDENT’S EXPENSES PRIOR TO BSN ORIENTATION:
Immunizations as required (dependant on health insurance coverage and eligibility)
2 Uniforms with Patch
Shoes
Stethoscope
Pen Light
History and Physical Exam Pocket List
Laptop computer with internet, camera, & audio capabilities
BLS/CPR MUST BE American Heart Association (AHA)

STUDENT EXPENSE AT PROGRAM COMPLETION:
Application Fee to BON (paid directly to BON) $200.00
Jurisprudence Testing Fee (paid directly to BON) $25.00
NCLEX Testing Fee (paid directly to testing site) $139.00

  • Sub-Total $364.00

ALL FEES ARE SUBJECT TO CHANGE
ALL NURSING STUDENTS ARE REQUIRED TO CARRY MEDICAL INSURANCE

Prior to scheduling your entrance examination, it is highly recommended that you go to a​t​i​t​e​s​t​i​n​g​.​c​o​m​ and order an examination study guide in a package with 2 practice examinations for a total of $90.00 (prices subject to change). Make sure that you order the study guide and practice examinations for the ATI TEAS Examination. Do not order a version that is located at Amazon, etc., as it is not the official study guide and does not cover the same content. We recommend beginning to prepare at least one month prior to sitting for your examination.

The TEAS exam is multiple choice and covers the following:

  • Reading – paragraph comprehension, passage comprehension, and inferences/conclusions
  • Math – whole numbers, metric conversion, fractions, decimals, algebraic equations, percentages, and ratio/proportion
  • Science – science reasoning, science knowledge, biology, chemistry, anatomy, physiology, basic physical principles, and general science
  • English and Language Usage – punctuation, grammar, sentence structure, contextual words, and spelling

You will need to sign up for the entrance examination with Joanie Reece by calling 830-792-7481 or email jreece@schreiner.edu.

Next, you will need to go to the Business Office on campus and pay $110 for the examination. Be sure to tell them this is for the BSN Entrance Examination Fee as it goes in a special account. You can either pay cash, check or by credit card. You will need to bring a copy of your receipt the day of the examination along with a photo ID.

You must arrive 15 minutes early to get signed on your computer, turn off your cell phone, place personal items in the front of the room and receive instructions. There is a limit of two attempts per admission cycle on the ATI TEAS Entrance Examination for admission to the SU BSN program.

ATI – TEAS Exam Dates 2021-2022
Exam Location & time TBD

Weds., 11/3/21
Weds., 11/10/21
Weds., 11/17/21
Weds., 1/12/22
Weds., 1/19/22
Weds., 1/26/22
Weds., 2/2/22
Weds., 2/9/22
Weds., 2/16/22
Weds., 2/23/22
Weds., 3/2/22
Weds., 3/16/22
Weds., 3/23/22
Weds., 3/30/22
Weds., 4/6/22
Weds., 4/13/22

Exam Date, Time and Location Subject to Change

National Student Nursing Association (NSNA) & Texas Nursing Student Association (TNSA)

The National Student Nurses Association (NSNA) was founded in 1952. It is a nonprofit organization for students who are enrolled in associate, baccalaureate, diploma, and generic graduate nursing programs. The NSNA is committed to nurturing the professional development of nursing students.

Membership in the Texas Nursing Student Association (TNSA):
Schreiner University will establish a chapter of the Texas Nursing Students Association following the 10th student who joins NSNA/TNSA.

As a member of TNSA and NSNA you are entitled to may benefits (TNSA, 2011):

  • Delegate representation in the annual House of Delegates at both the TNSA and NSNA convention.
  • Eligible to submit resolutions to the TNSA and NSNA House of Delegates.
  • Eligible for contests, awards, and scholarships at the local, state and national level.
  • Affiliated with the largest nursing student association in the United States and the largest state association.
  • Networking opportunities with students across the state and country along with nursing leaders and specialty nurses.
  • A year’s subscription to Imprint, the only magazine published by nursing students for nursing students.
  • Eligible to attend Council of Schools and State Convention.

Membership is open to students enrolled in the Bachelor of Science in Nursing program at Schreiner University. Meetings are held twice per semester and one service project is completed each semester. For additional information, please contact Dr. Ruth Grubesic, Associate Professor/Nursing and Public Health, r​b​g​r​u​b​e​s​i​c​@​s​c​h​r​e​i​n​e​r​.​e​d​u​.

Nursing Honor Society at Schreiner University

Founded in 2013, the Schreiner University Nursing Honor Society offers the opportunity to learn, serve, lead and grow with other nurses. Our School of Nursing’s Honor Society is a first step to founding a local chapter of Sigma International.

Membership to the SU Nursing Honor Society is by invitation to baccalaureate and online nursing students who demonstrate excellence in scholarship and to nurse leaders exhibiting exceptional achievements in nursing.

Membership Criteria

Undergraduate Students who:

  • have completed half of the nursing curriculum.
  • achieve academic excellence and have a cumulative GPA of 3.5 or higher.)
  • rank in the upper 35th percentile of cohort.
  • meet the expectation of academic integrity.

I’m Invited, Now What?

  • Complete an application and other requested materials.
  • Submit application as directed by the Nursing Honor Society counselor.
  • Dues are $60 and include a two-year membership, honor cords, and certificate.

(Note: Current SU Honor Society member will become members of the Sigma International chapter at SU once founded. At that time, dues will increase)

Membership Benefits

  • Two to three (2-3) general meetings per year with at least one free Continuing Education Unit (CEU) for each meeting.
  • A venue to present future work.
  • A way to keep in touch with the School of Nursing, other alumni, and network with other professionals.
  • Contributions to the profession through scholarships.

Questions About Membership?

Contact James Papesca MSN, CRNA, Assistant Professor Nursing, jpapesca@schreiner.edu

Sigma International

  • A joint partnership between Peterson Regional Medical Center, Hill Country Memorial Hospital, and Schreiner University is underway to introduce a Sigma International Chapter to the Texas Hill Country.
  • A collaboration between students and practicing nurses will strengthen the healthcare community. Membership will be open to nurse leaders in practice settings.
  • From its inception, Sigma has recognized the value of scholarship and excellence in nursing practice. In 1936, Sigma became the first US organization to fund nursing research. Today, Sigma supports these values through its numerous professional development products and services that focus on the core areas of education, leadership, career development, evidence-based nursing, research, and scholarship. These products and services advance the learning and professional development of members and all nurses who strive to improve the health of the world’s people.
  • Charter application is pending approval…Fall 2020

Nurse Leader Candidates must:

  • be legally recognized to practice nursing in their country.
  • have a minimum of a baccalaureate degree or the equivalent in any field.
  • demonstrate achievement in nursing.

Get a strong start towards a career in nursing from the very beginning. With one-on-one advising and peer study groups, the Pre-Nursing Learning Community will set you up for nursing school success. This group will learn about careers within nursing (like pediatric nursing and trauma nursing), will learn life saving techniques like Stop the Bleed, and will discuss ethical issues that nurses confront. If you want to be a nurse, this group is for you! Learn more about the Pre-Nursing Learning Community.

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This course is an introduction to the philosophy and theory of nursing; nursing history and professional organizations; patient assessment, the nursing process; critical thinking and clinical judgment. The student will develop the foundation for providing direct patient care through skills in communication, assessment, vital signs, activities of daily living, and providing for patient safety, and related technical nursing skills needed to meet patient needs.

This course is an introduction to the philosophy and theory of nursing; nursing history and professional organizations; patient assessment, the nursing process; critical thinking and clinical judgment. The student will develop the foundation for providing direct patient care through development and practice of skills in communication, assessment, vital signs, activities of daily living, and related technical nursing skills needed to meet the patient needs of the adult experiencing health problems in a compassionate, ethical, and safe manner within a variety of settings.

This course focuses on application of theoretical principles regarding holistic care of the diverse adult within various settings who are experiencing health problems of low to moderate severity. The ANA Standards of Care and the ANA Code of Ethics provide the framework for this nursing care.

This course focuses on advancing the students ability to use critical thinking in applying theoretical principles and requisite knowledge and skills to function more independently in application of the nursing process directed at health restoration, health promotion, and health maintenance for the adult experiencing low to moderate health conditions within the healthcare setting.

This course focuses on the major classifications of pharmacology with emphasis on pharmacotherapeutic actions, related pathophysiology, and clinical applications for patient across the lifespan. The course includes legal, ethical, and regulatory parameters related to medication administration.

This course is an introduction to theories of nursing, the role of research in professional nursing practice, and the responsibilities of professional nurses in finding, critiquing and applying research in professional practice.

This course focuses on the holistic care of children and families using clinical decision making to care for culturally diverse parent-child families. The course provides students with the opportunity to examine the role of the professional nurse in providing care to the parent-child family based on standards and best practices. Theories and evidenced-based practices are used to guide nursing assessment, health promotion, maintenance, restoration, risk reduction, and teaching of the parent-child family experiencing multiple health states across environments.

This course focuses on effective application of knowledge, skills and attitudes of the professional nurse in applying nursing principles in caring for culturally and socially diverse children and families. The student will demonstrate clinical reasoning with evidence-based practice (EBP), in application of the nursing process directed at health maintenance, restoration, risk reduction and teaching of children and families.

This course focuses on the knowledge, skills, and attitudes necessary in the provision of patient-centered holistic nursing care for adults with chronic health conditions. Emphasis is placed on increasing the learner’s conceptual knowledge base and independent functioning in the adult clinical setting, application of the nursing process and critical thinking with evidence-based practice (EBP) and theories in providing care directed at health restoration, health promotion, and health maintenance, for the young, middle, and older adult.

This course focuses on effective application of knowledge, skills and attitudes of the professional nurse in applying nursing principles using holistic patient-centered care for diverse adults within various settings. The student will demonstrate proficiency in using clinical reasoning and evidence-based practice information (EBP), in application of the nursing process directed at health restoration, health promotion, and health maintenance, for the adult with multiple chronic health conditions.

This course builds upon knowledge, skills, and attitudes necessary to provide patient-centered holistic nursing care for diverse adult patients with complex multi- system health needs in critical care settings. Emphasis is placed on application of the nursing process, and nursing theories along with clinical reasoning using evidence-based nursing practice (EBP) directed toward health restoration, promotion, and maintenance.

This course focuses on proficient application of knowledge, skills and attitudes of the professional nurse in applying nursing principles using holistic patient-centered care for diverse adults within various settings. The student will demonstrate advanced functioning using clinical reasoning with evidence-based practice (EBP), in application of the nursing process directed at health restoration, health promotion, and health maintenance, for the adult with complex multi-system health needs in the critical care setting.

This course focuses on behavioral health concepts related to mental illness prevention, health maintenance and healing applied to clients and families of all ages. An overview of the continuum of mental wellbeing and acute and chronic psychiatric/behavioral illness and treatment modalities is included, both preventive and therapeutic, as is cultural and social influences and perceptions related to mental illness. Analysis of professional roles provides a basis for application of the nursing process and therapeutic communication in the behavioral health setting, using a holistic health framework.

This course focuses on effective application of knowledge, skills and attitudes of the professional nurse in using nursing principles in caring for culturally and socially diverse persons with mental health concerns, and using treatment modalities, both preventive and therapeutic. The student will demonstrate clinical reasoning with evidence-based practice (EBP), in application of the nursing process directed at health maintenance, restoration, health promotion, and teaching of clients with mental health concerns.

This course focuses on the holistic nursing care of child-bearing women and their newborns in culturally diverse families. Students have the opportunity to examine the role of the professional nurse based on standards and best practices. Students learn to use theories and evidence-based practices to guide planning of nursing assessment, promoting health maintenance, restoration, risk reduction, and teaching of the mother and family experiencing pregnancy and childbirth.

This course focuses on effective application of knowledge, skills and attitudes of the professional nurse in using nursing principles to provide holistic patient-centered care for the mother and family experiencing pregnancy and childbirth. The student will demonstrate proficiency using clinical reasoning with evidence-based practice (EBP), in application of the nursing process directed at health maintenance, restoration, risk reduction and teaching of the mother and family experiencing pregnancy and childbirth.

This course focuses on the knowledge, skills, and attitudes that provide a foundation for critical thinking and decision-making in leadership and management, supervision, and delegation. The course examines healthcare system policy, finance, regulation, analysis, and transformation of healthcare systems at department levels to improve the quality and safety of patient care. Leadership strategies and theories that promote effective, mutually respectful, ethical working relationships in organizational and community settings are emphasized.

This course focuses on proficient application of knowledge, skills, and attitudes of the professional nurse in applying skills in leadership and management, supervision, and delegation.  The student will demonstrate proficient functioning in using clinical reasoning and evidence-based practice (EBP) in application of the nursing process directed at health restoration, health promotion, and health maintenance, for multiple adult clients in organizational and community settings.

This emphasis of this course is clinical pharmacotherapeutic applications in patient care. Students will use review, simulations and case studies to synthesize nursing program content related to pharmacotherapeutic applications, with an emphasis on safety and nursing standards.

This course focuses on current nursing issues and preparation for, and assessment of, readiness to enter professional practice. Students will engage in activities intended to contribute to a successful job search, explore issues that may confront the profession of nursing or the individual nurse, and assess readiness for the NCLEX.

This course focuses on holistic public health nursing care of populations in local, national, and global settings, emphasizing levels of prevention and health promotion based on determinants of health (policy-making, social factors, health services, individual behavior, and biology/genetics).

This course focuses on proficient application of holistic public health nursing care of populations in local, national, and global settings, emphasizing levels of prevention and health promotion based on determinants of health (policy-making, social factors, health services, individual behavior, and biology/genetics).

Current BSN Handbook
2021-2022 Textbook List

U.S. Department of Education regulation 34 CFR 600.9 c, 668.41, 668.43, 668.50

New language impacting programs leading to professional licensure has been added to 34 CFR §668.43 to ensure that notifications are being made to students regardless of modality. These rules include requirements for both general and direct disclosures for enrolled and prospective students as to whether or not a program’s curriculum meets State educational requirements for licensure or certification. An institution will also be required to provide disclosures when a determination cannot be made. The U.S. Department of Education’s regulation 34 CFR 600.9(c), State Authorization, requires that a higher education institution offering distance education in a state where it is not physically located meet individual state requirements for offering distance or correspondence education within that state and requires that institutions provide certain disclosures relating to state distance authorization status, consumer complaint information, refund policies, and program licensure requirements, among others.

Authorization

The RN program traditional face-to-face track is licensed in Texas. The online BSN track is a non-licensure program. It is a Bachelor Degree completion program. The program is accredited by SACS-COC and CCNE. Consequences of Moving States: Students are advised that Schreiner University Nursing Program maintains a state licensure status in Texas and relocation to another state may impact a student’s continued ability to remain enrolled in a program. In addition, for students enrolled in licensure-leading programs, relocation to another state may impact the student’s ability to obtain professional licensure, certification or other credential in another state. Students are advised to carefully review, evaluate and understand the requirements of the applicable licensure board in the state in which they intend to relocate. Schreiner University Nursing Program cannot guarantee that students who relocate will be able to remain in their program or meet the requirements of state licensure boards.

State Authorization Reciprocity Agreement

Schreiner University is a current member of the National Council for State Authorization Reciprocity Agreements. This is an agreement among member states that establishes comparable national standards for interstate offering of postsecondary distance education courses and programs. SARA only applies to distance education not on ground or group activities (NCS 3(4) and only focuses on U.S. distance education that crosses state lines. The members of SARA are states not institutions or students. SARA does not replace state authorization and only accredited federally recognized institutions can operate under SARA. SARA pertains to approval of distance education courses and programs offered across state lines by institutions that already have degree authorization in at least one state. States have the option of becoming a member of SARA through their regional compact. There are four regional compacts, including: Midwestern Higher Education Compact (MHEC), New England Board of Higher Education (NEBHE, Southern Regional Education Board (SREB) and Western Interstate Commission for Higher Education (WICHE). Institutions within in a SARA state with state authorization in own state can also offer distance education courses and/or programs to any other SARA state member.

Complaints

Students are provided an online training and have been provided information about the Texas BON, AACN, and SACS-COC accrediting entity and how to file a complaint against the nursing program. Texas BON complaint can be emailed to complaints@bon.texas.gov, faxed to (512) 305-6870, or mailed to: Texas Board of Nursing, Enforcement, Suite 3-460, 333 Guadalupe St, Austin, Texas 78701. Commission of Collegiate Nursing Education (CCNE) complaints can be sent to Commission on Collegiate Nursing Education One DuPont Circle, NW, Suite 530, Washington, DC 20036, Telephone: 202-887-6791, Fax: 202-887-8476. SACSCOC for complaints regarding a violation of accreditation policies, students may use the Complaint Procedures against SACS-COC or its Accredited Institutions Policy Statement to find information about how to make a complaint to the University’s accrediting body, the Commission on Colleges of the Southern Association of Colleges and Schools (SACSCOC). The Policy Statement is available from the SACSCOC Website at http://www.sacscoc.org/. The student must send two copies of the Complaint against Institutions Information Sheet and Form, contained in the Policy Statement, to the President of the accrediting body at the following address: Southern Association of Colleges and Schools Commission on Colleges, 1866 Southern Lane Decatur, GA 30033-4097.

Adverse Action

The RN program at Schreiner University has met all requirements for licensure, CCNE, and SACS-COC. Currently, there are no adverse actions at this time. Should the RN program receive an adverse action, students will be notified via email and/or snail mail within 5 business days.

Refunds

Students have been provided with the contact number and email for tuition refunds. The student should contact the Office of Financial Services at FinancialServices@schreiner.edu or 830-792-7229. In addition, information regarding student refunds can be found here – https://schreiner.edu/admissions/financial-services/policies-forms/

Licensure Requirements

The RN program at Schreiner University has met all requirements for Texas Licensure. All students who graduate from the Traditional BSN Program Track will meet requirements to take the NCLEX. The Board of Nursing does not have purview over the OBSN track.

CCNE Accreditation Seal

The baccalaureate degree program in nursing at Schreiner University is accredited by the Commission on Collegiate Nursing Education (http://www.ccneaccreditation.org)

Program Coordinator

Sparks, Wanda


Wanda R. Sparks
Wanda R. Sparks, RN, PhD
Nursing Program Director | Assistant Professor
Academic Affairs

Nursing Advisory Committee – 
Meeting dates:
November 2021, Date: TBD
April 2022, Date: TBD

Nursing Advisory Committee
Clinical Sites
BSN Information Flyer
MSN EDUCATION PRACTICUM

Nursing Faculty

Contois, Joyce


Joyce Contois
Joyce Contois, DNP, RN
Adjunct Nursing Faculty
Academic Affairs
Directory:

TEACHING

Nursing background encompasses over 24 years of healthcare experience. Primary interest include: acute care, gerontology, medical surgical, growth and development and palliative care. Currently courses: Leadership, Management, Global Health, to BSN students.

RESEARCH

DNP scholarly inquiry project was researching the effects of palliative care knowledge on initiation of referrals within an acute care setting.

SERVICE

Member, National League of Nursing. Member, Bristol Plymouth Practical Nurse Program Committee, Taunton, Massachusetts. Instructor, Stop the Bleed.

EDUCATION

Associate Degree in Nursing, Bristol Community College (1996), completed an RN-to-BSN at the University of Massachusetts (1999), MSN from University of Phoenix – Online (2014), DNP in Nursing Education from Regis College – Online (2020).

Chevalier, Stephen


Stephen Chevalier
Stephen Chevalier, MSN, BSN
Adjunct Nursing Faculty
Academic Affairs
Directory:

TEACHING

Nursing background encompasses over 15 years of healthcare experience. Primary interest include: emergency nursing, operating room, GI Lab, medical surgical, long term care, and management. Current courses: Foundations of Professional Nursing, Adult Medical Surgical, Simulation and Nursing Skills Lab.

RESEARCH

MSN capstone project: Nursing burn out and turn over. Areas of research interest have been, fall prevention, addressing the need of United States Veterans receiving long term care, emergency nurse conscious-sedation education.

SERVICE

Member, Safe Patient Handling Committee. Provider, Advanced Cardiac Life Support. Provider Basic Life Support. Qualified, Emergency Room Triage, Phone Triage.

EDUCATION

Associate Degree of Applied Science in Nursing, Austin Community college (2008). Completed an RN-to-BSN at the University of Texas Arlington (2014). MSN in Healthcare Administration from University of Texas Arlington – Online (2017).

Fuller, Abigail


Abby Fuller
Abigail Fuller, Ph.D., RN
Adjunct Nursing Faculty
Academic Affairs
Directory:

TEACHING

She has taught undergraduate and graduate nursing students since 2006 instructing on-line, in the classroom, instructional labs, simulation, and clinical. Current courses include: Health Across the Lifespan, Politics and Policy, Transitions to Nursing Practice, Pediatrics, Medical-Surgical Nursing.

RESEARCH

Dissertation (2012): Perceived Deployment Stressors and Well-Being among Veterans of Iraq and Afghanistan. Graduate Thesis (2004): Self-Reported Risk-Taking Behaviors and Rate of Non-Battle Injury in Deployed Male U.S. Marines. Graduate Research Project: Quantitative Data Analysis and Interpretation, Descriptive Investigation of Health Disparities in Northern Plains Elder American Indians. Graduate Research Assistant under the direction of Glenda Lindseth, Ph.D., University of North Dakota, Projects include: Examine the effects of fluid consumption on cognitive function while controlling for sleep, physical activity, and nutrient intakes of healthy adults. The effects of carbohydrate intake on cognitive flight performance. Current research interest: Combat stressors and veteran well-being, Risk for injury and risk behaviors, Women veterans and deployment stressors, ATI and NCLEX pass rates, Cultural beliefs, spirituality and health. Publications: Social bullying in nursing academia: Addressing the phenomenon (2019). Conference proceedings: Perceived Deployment Stressors and Well-Being among Veterans of Iraq and Afghanistan (2013). Self-reported Risk-Taking Behaviors and Rate of Non-Battle Injury in Deployed Male U.S. Marines (March 2007). Poster presentations: Descriptive Investigation of Health Disparities in Northern Plains Elder American Indians (March 2009).

SERVICE

Professional affiliations: Emergency Nurses Association, Sigma Theta Tau (Delta Alpha Chapter at Large)
Golden Key International Honor Society, Texas Nurses Association, Naval Reserve Association. Instructor: Trauma Nursing Core Course. Retired Commander United States Navy Nurse Corps.

EDUCATION

BSN, Alaska Methodist University. Master of Science Nursing-ED, University of the Incarnate Word. Ph.D. in Nursing, University of North Dakota.

Granger, Jessica


Jessica Granger
Jessica Granger, Ph.D-c., MSN, RN
Adjunct Nursing Faculty
Academic Affairs
Directory:

TEACHING

Clinical background consists of adult and pediatric emergency departments in Texas, which include: Memorial Hermann, Ben Taub Hospital, Children’s Hospital of San Antonio, and First Choice Emergency Room. Current courses: Nursing Research, Capstone, Community Health and Politics and Healthcare.

RESEARCH

Areas of research interest have been, trauma-informed care, vicarious traumatization, and the variables associated with Human Trafficking in the Emergency Department.

SERVICE

Certified Emergency Room Nurse, Board of Certification for Emergency Nursing.

EDUCATION

BSN from The University of Texas Medical Branch (2009). MSN in Nursing Education from The University of Texas at Arlington (2018). Ph.D. candidate, The University of Texas at Arlington (2021).

Grota, Patti


Patti Grota
Patti Grota, PhD, RN
Adjunct Nursing Faculty BSN Program
Academic Affairs
Directory:

TEACHING

She has taught undergraduate and graduate nursing students since 2012 instructing on-line, in the classroom, instructional labs, simulation, and clinical. Current courses include: Leadership, Management and Transitions to Nursing Practice.

RESEARCH

Dr. Grota was honored with the APIC New Investigator of the Year Award in 2011 for her research in infection control isolation and associated adverse events. 2016, awarded the UTHSCSA Presidential Junior Scholar Research Award. Her research focus is in evidence-based practices to prevent infections and adverse effects of isolation. Clinical editor of the APIC TEXT (2014), an international reference text for infection prevention. Co-director, Texas Higher Education Grant for Nursing Simulation Developing a comprehensive robust integrated simulation program (2107-2019). Publication, Using international nursing association for clinical simulation and learning standards to evaluate the rigor of high-fidelity simulation learning experiences, Clinical Simulation in Nursing (2020).

SERVICE

Dr. Grota is a nationally recognized infection prevention expert and has been active in the Association for Infection Prevention and Control (APIC) locally and nationally for over twenty-five years.

EDUCATION

BSN from Oklahoma Baptist University, MS clinical nurse specialist from the University of Oklahoma Health Science Center, Ph.D. from the University of Texas Health Science Center in San Antonio. Internship at Columbia University School of Nursing.

Grubesic, Ruth


Ruth B. Grubesic
Ruth B. Grubesic, DrPH, RN, PHCNS-BC
Professor
Academic Affairs

TEACHING

Clinical background includes Med/Surg/Urology, Pediatrics, Home Health, and YMCA Summer Camp Nursing. Began teaching in 1991. Current nursing course: Population Health Nursing.

RESEARCH

Research has focused on health promotion and community gardening, nutrition, and community/academic collaboration.

SERVICE

Officer, National Chapter Sigma Theta Tau. Member, Texas Nurses Association. Certified trainer for vision and hearing screening by the Texas Department of State Health Services. Managed a Community Vaccination Clinic, and currently manages nursing care at the San Antonio Refugee Health clinic.

EDUCATION

Diploma in Nursing, Methodist Medical Center SON (1985). RN-BS, Bradley University, (1989). Master of Science in Community Health Nursing (1994). Doctorate, Public Health with a focus on International and Family Health (2001). Board Certified Public Health Clinical Nurse Specialist (1997).

Johnson, Lisa


Lisa Johnson
Lisa Johnson, PhD, RN
Adjunct Nursing Faculty
Academic Affairs
Directory:

TEACHING

Healthcare background consists of over 20 years of experience in pediatric hematology/oncology and mental health. Dr. Johnson’s teaching philosophy revolves around collaboration and sharing of knowledge to give meaning or context to the material. Current courses: Pathophysiology, Informatics, Transitions to Professional Nursing.

RESEARCH

Dr. Johnson has focused on addressing issues related to social determinants of health through service learning, connecting students with resources, and supporting and mentoring students on their journey to achieving their personal and educational goals. pediatric nurses’ experiences with caring for children who have been traumatized. Podium Presentation: Global Nursing Activities: Applying Social Determinants of Health and Fostering Civic Engagement, Nursing Leadership and Scholarship (2014), Exposure to Children’s Traumatic Events: Pediatric Nurses’ Experiences (2016), Balancing Needs: Pediatric Nurses’ Experiences with Exposure to the Traumatic Events of Children (2016), Ethical Issues in Service Learning (2017), Engaging, Supporting, and Retaining First Year Nursing Students (2017). Poster Presentations: Global Nursing Activities, Lessons Learned, Insights Gained (2014), Exposure to Children’s Traumatic Events, Pediatric Nurses’ Experiences (2015). Publications: Balancing Needs of Child, Parent, and Nurse, APHON Counts (2017). Contributor to Medical Terminology Made Incredibly Easy book (2018). Other areas of interest and research include service learning, global health, policy development, and fostering student success

SERVICE

Co-Chair, Healthcare Academic Pathway at Community College of Philadelphia. Secretary, Pennsylvania Association of Deans and Directors. Secretary, Nursing Children’s Network – chapter of Society of Pediatric Nurses. NLN CNEA site visitor. Member, Medical Reserve Corps. Academic coach. Faculty Advisor, Student Government Association, Community College of Philadelphia. Member, American Nurses Association. Member Sigma Theta Tau. Member, Pennsylvania State Nurses Association.

EDUCATION

Bachelor’s degree in anthropology/sociology. MSN with a focus in community health and education. Ph.D. in nursing. Certified Pediatric Nurse.

Lara, Alejandro


Alejandro Lara
Alejandro Lara, Masters in Nursing Science, RN
Adjunct Nursing Faculty
Academic Affairs
Directory:

TEACHING

Clinical background includes, correctional healthcare, California Department of Corrections and Rehabilitation. Supervisor, nurse educator, and Director of Nursing, Folsom Women’s Facility’s. Home- health, Infusion Nurse, Oncology. Current courses: Foundations of Professional Nursing, Adult Medical Surgical, Simulation and Nursing Skills Lab.

RESEARCH

Project management and inquiry has been in, electronic health records, patient error reporting, and quality improvement.

SERVICE

Electronic Health Record System Trainer, T4T. English as a Second Language teacher. Co-project manager for the implementation of a School Based Clinic, Sacramento City Unified School District.

EDUCATION

Associate of Arts in General Education, Valencia College (2005). Bachelor of Science in Nursing, University of Miami (2007). Masters in Nursing Science and Healthcare Leadership, University of California (2014). Bilingual; Spanish and English.

Luketich, Crystal


Crystal Luketich
Crystal Luketich, DNP-c, RN
Adjunct Nursing Faculty
Academic Affairs
Directory:

TEACHING

Healthcare background consists of critical care, wound care & hyperbaric and nurse manager.
Current courses: Foundations of Professional Nursing, Adult Medical Surgical, Simulation and Nursing Skills Lab.

RESEARCH

Areas of research interest: patient satisfaction, pressure ulcer prevention, reduction in staff turnover.

SERVICE

Affiliations: American Nurses Association, Pennsylvania State Nurses Association, American Nurses Association, Pennsylvania State Nurses Association, Pennsylvania Organization of Nurse Leaders, Sigma Theta Tau,Golden Key International Honor Society, National Society of Leadership and Success. Schreiner University Nursing Advisory Committee. Lean Sigma Green Belt Certification. U.S. Navy Veteran, hospital corpsman.

EDUCATION

Associate of Science in Nursing, Kapiolani Community college, Hawaii. BSN, Old Dominion University, Virginia. MSN with a focus in Leadership & Management, Capella University, Minnesota. MBA, Capella University, Minnesota. Doctor of Nursing Practice candidate.

Madsen, Lydia


Lydia T. Madsen
Lydia T. Madsen, Ph.D., RN, AOCNS, FNAP
Adjunct Nursing Faculty
Academic Affairs
Directory:

TEACHING

Expanded clinical and teaching background. Over 22 years’ experience in clinical research. Transplant Coordinator UTHSC Houston. APRN, Department of Genitourinary Medicine. Dr. Madsen’s areas of academic interest include evidence-based practice nursing-clinical, post-graduate oncology for advanced practice nurses and Holistic Health Assessment.

RESEARCH

Co-authored publication titles: Local tumor control with salvage cryotherapy for locally recurrent prostate cancer after external beam radiotherapy (2001). Salvage Cryotherapy for recurrent prostate cancer after radiotherapy: variables affecting patient outcome (2002). Closed-suction or penrose drainage after partial nephrectomy: does it matter? (2004). Young age is an independent prognostic factor for survival in sporadic renal cell carcinoma (2004). A renal mass in the setting of a nonrenal malignancy: When is a renal tumor biopsy appropriate? (2004). Increased incidence of benign histology in elderly patients with renal masses (2005). Assessing and Addressing Erectile Function Concerns in Patients Postprostatectomy (2006). Laparoscopic cytoreductive nephrectomy: the MD Anderson Cancer Center experience (2006). Randomized Phase II Trial Evaluation of Erectile Function after Attempted Unilateral Cavernous Nerve-Sparing Retropubic Radical Prostatectomy with versus without Unilateral Sural Nerve Grafting for Clinically Localized Prostate Cancer (2009). A Multidisciplinary Prostate Cancer Clinic for Newly Diagnosed Patients: Developing the Role of the Advanced Practice Nurse (2009). Are there differences in zonal distribution and tumor volume of prostate cancer in patients with a positive family history? (2010). Radical Prostatectomy and moderate to severe lower urinary tract symptoms in organ-confined prostate cancer (2011). Tools &Technology: Update on doctor of nursing practice (DNP) and available programs (2011). Dietary resource information for the oncology patient: tips and tools (2012). An integrative review of nursing research on active surveillance in a senior prostate cancer patient population (2013). Screening for intimate partner violence in the oncology population (2013). Impact of a Clinical Trial Initiative on Clinical Trial Enrollment in a Multidisciplinary Prostate Cancer Clinic (2014). Cancer prediction nomograms for the oncology advanced practice provider (2014). The Toxicity and Benefit of Various Dosing Strategies for Interleukin-2 in Metastatic Melanoma and Renal Cell Carcinoma (2015). Hormone Replacement Therapy: An Increased Risk of Recurrence and Mortality for Breast Cancer Patients? (2015). The Effectiveness of Granulocyte Transfusions in Neutropenic Oncology Patients: A Comprehensive Review of the Literature (2016). Clinical management of bowel dysfunction after low anterior resection for rectal cancer: A comprehensive review (2016). Interventions to manage uncertainty and the fear of cancer recurrence in female breast cancer survivors: a review of the literature (2016). Vaginal testosterone for management of aromatase inhibitor related sexual dysfunction: an integrative review (2017). Establishing an Individual Writing Practice (2017). Instruments that Predict Oncology Treatment Risk in the Senior Population (2017). Starting an Advanced Practice Provider Professional Writing Group (2017). Human Papillomavirus in males (2018). Determining Clinically Based Factors Associated with Reclassification in the Pre-MRI Era using a Large Prospective Active Surveillance Cohort (2020). Co-Author book chapters: Manual of Clinical Trials Nursing; Chapter 6: Statistical Considerations for Protocol Development Manual for Clinical Trials Nursing, ONS publication 2nd Edition (2008). Manual of Clinical Trials Nursing; Chapter 15: Protocol Development & Response Assessment, ONS publication 3rd Edition (2015). Current research interests are the treatment related development of osteoporosis oncology population, ageism in the Nursing professions and the future of telemedicine for seniors as it pertains to complex oncology care within smaller communities.

SERVICE

Member, Oncology Nursing Society. Member, Sigma Theta Tau International – Honor Society of Nursing. Member, Advanced Practitioner Society for Hematology and Oncology. Member, Sigma Theta Tau, Beta Beta Chapter. Fellow, National Academies of Practice. Journal of Advanced practitioner in Oncology, Associate Editor.

EDUCATION

BSN from The University of Texas in Austin (1977), MSN Clinical Research Management from the University of Texas Health Science Center in Houston (2005), Clinical Nurse Specialist Oncology from The University of Texas Health Science Center Houston (2005), Advanced Practice Registered Nurse Licensure in Texas (2006), Ph.D. in Nursing from Texas Woman’s University Houston (2014).

McDonald, Lisa


Lisa McDonald
Lisa McDonald, DNP, APRN, CPNP
Assistant Professor
Academic Affairs
Directory:

TEACHING

Clinical practice includes: Pediatric nursing, hematology, oncology, clinical research, blood and marrow transplant, pediatric cancer survivorship care, vaccinations across the lifespan. Current nursing courses: Pediatrics, Behavioral Health, Holistic Health, Nursing Research, Leadership and Management, Maternal Newborn, Transitions.

RESEARCH

Dissertation title: Fasting Guidelines for Pediatric Cancer Patients in an Adult Cancer Hospital.
Doctoral Nursing Practice Project: Development of an evidence-based clinical guideline for age-appropriate screening, prevention, and management of bone abnormalities in children post-hematopoietic stem cell transplant.
Publication Books: Woods D, & McDonald L (2011). Non-Hodgkin Lymphoma. In C. Baggot, D. Fochtman, G. Foley, & K. Patterson Kelly, Nursing care of children and adolescents with cancer and blood disorders (pp. 1023-1037). Glenview: Association of Pediatric Hematology/Oncology Nurses.
Co-authored publication titles: Anticipating the Role of Amifostine. (2000). APON Counts 14(3).
Advancing Knowledge and Practice in Adolescents Coping with Cancer. Seminars in Oncology Nursing 16(4): 335-336. Chemotherapy and Biotherapy: Guidelines and Recommendations for Practice (2001), Oncology Nursing Society, Pittsburgh, PA. Nursing Considerations for CLOLARTM (Clofarabine) in the Treatment of Acute Lymphoblastic Leukemia in Children (2006). Clinical Journal of Oncology Nursing, 10(6): 809-815.Growth patterns and gastrointestinal symptoms in pediatric patients after hematopoietic stem cell transplantation. Oncology Nursing Forum, 2008 May;35(3):443-8.
Unrelated cord blood transplantation in children with idiopathic severe aplastic anemia. Bone Marrow Transplant, 2008 42(9):589-95.
Clonal cytogenetic abnormalities after tyrosine kinase inhibitor therapy in PH+ all resolution after decitabine therapy. Pediatr Blood Cancer ( 2011). Development of an evidence-based clinical guideline for age-appropriate screening, prevention, and management of bone abnormalities in children post-hematopoietic stem cell transplant. Journal of Pediatric Oncology Nursing (2013).
Clinical practice implications of immunizations after pediatric bone marrow transplant: a literature review (2013). Journal of Pediatric Oncology Nursing, 30 (1):7-17.Comprehensive, Family-Centered Patient Education, A Long and Windy Road. Biology of Blood and Marrow Transplantation (2018).
Development of a Multidisciplinary Nutritional Support Team in a New Pediatric Bone Marrow Transplant Program. Biology of Blood and Marrow Transplantation (2018).

SERVICE

National Chapter Sigma Theta Tau and Counselor for the Schreiner University and Peterson Memorial Regional Medical Center at-large-chapter. Member, Schreiner University Assessment Committee. Chair Nursing Program Student Advisement Committee. ATI Liaison. Academic appointment, Baylor College of Medicine.

EDUCATION

Associated Degree Nursing (1992), North Harris Montgomery Community College. BSN (1996), University of Texas Health Science Center Houston School of Nursing. MSN Pediatric Nurse Practitioner (2003), University of Texas Health Science Center Houston School of Nursing. Doctor of Nursing Practice (2012), University of Alabama. Board Certified Pediatric Nurse Practitioner, Primary Care. Board Certified Bone Marrow Transplant Nurse.

Papesca, Jamie


Jamie Papesca
Jamie Papesca, DNP, CRNA, APRN
Online RN to BSN Coordinator | Assistant Professor
Academic Affairs
Directory:

TEACHING

Diversified teaching and clinical background. Chief of Anesthesia at Reeves County Hospital District, Pecos, TX. Seven years in the Neuro-Surgical Intensive Care Unit at Parkland Hospital, two years as an Organ Recovery Coordinator with Southwest Transplant Alliance and 16 years specializing in regional anesthesia and women’s health. Dr. Papesca’s areas of academic interest include clinical simulation, pharmacological applications in nursing, evidence-based practice research, advanced pathophysiology, and primary care of the adult.

RESEARCH

Dissertation: Effects of Neuraxial Anesthesia on Readiness for Ambulation Following Total Knee Arthroplasty. Poster Discussion, 30th International Nursing Research Congress, Calgary, Alberta, Canada, Megacode Across the Lifespan. Podium presentation Schreiner University, Rapid Recovery in Total Knee Arthroplasty.

SERVICE

Member, American Association of Nurse Anesthetists. Member, Texas Association of Nurse Anesthetists National Chapter Sigma Theta Tau and Treasurer of the Schreiner University and Peterson Memorial Regional Medical Center at-large-chapter. Member, Schreiner University Academic Affairs Committee. Chair Nursing Program Evaluation Committee. Member, Schreiner University Institutional Review Board.

EDUCATION

BSN from The Catholic University of America, Washington, D.C. (1997), Critical Care and Trauma Internship, Parkland Health and Hospital System (1998) MSNA from Texas Christian University (2005), Certified Nurse Anesthetist through the National Board of Certification & Recertification for Nurse Anesthetists (2005), DNP in Nursing Science, Regis College in (2020).

Sparks, Wanda


Wanda R. Sparks
Wanda R. Sparks, RN, PhD
Nursing Program Director | Assistant Professor
Academic Affairs

TEACHING

Diversified teaching and clinical background. Clinical work comprises ER, ICU, Flight Nursing, Psychiatric Nursing, Healthcare Manager, Ambulatory Care, PACU, Educator. Dr. Sparks areas of academic focus include clinical simulation, women’s health, behavior health, critical care, pediatrics, management and leadership. Currently credentialed to teach: BLS, ACLS, ENPC, SAMA, MHFA.

RESEARCH

Papers published: Sparks, W. (2010) English Language Learners: Uneven Odds. Minority Nurse, Fall 2010, 37-37.Miles, D., Sparks, W (2014) Social Media and Consumer Behavior: A marketing Study On Using Structural Equation Modeling for Measuring the Social Media Influence On Consumer Behavior. The Journal of Marketing Perspectives. Sparks, W. (2011). Teaching the Higher Education English Language Learner: An International Nursing Student Perspective. Southwest Teaching and Learning Journal. Dissertation: Exploring educational issues international nursing student enrolled in a professional nursing programs in south Texas and their perceptions of education barriers (2009). Podium presentations: Faculty Considerations Associated with Teaching the English Language Learner: A Nursing Student Perspective (2011). The Purpose Driven Career: Versatility for the new nurse (2016). Providing Care During A Life-Threatening Emergency In K-12 Setting (2017). Providing Care to Individuals with Autism Across the Lifespan (2019). De-escalation Techniques: An Imperative Approach to Counter Workplace Violence (2019). eCard Best Practices Peer-to-Peer. ECC Regional Conference (2019). Continuing education presentations: Nursing Faculty Considerations Associated with teaching the English Language Learner Nursing Student (2010). Mental Health Took Kit (2017).

SERVICE

Member: Emergency Nurses Association. Sigma Theta Tau Honor Society-Delta Alpha at Large Chapter/former president. Pennsylvania State Alumni Association. Texas Organization of Baccalaureate and Graduate Nursing Education. Schreiner University Faculty Affairs Committee. Schreiner University Assessment Committee. International Association of Forensic Nurses. American Association of Colleges of Nursing. Grants: $5,000.00, High Fidelity Mannequin Simulation Use in Advanced Cardiac Life (2015). $500.00, Smartboard Implementation in the Nursing Classroom (2019), $50,000.00 Nursing Shortage Reduction Regular Program Grant (2020). Air Force Veteran, Flight Nurse. Director Schreiner University BSN Program.

EDUCATION

RN-Diploma, Baptist School of Health Professions (1991). BSN, University of Texas Health Science Center (1996). MSN in adult health with a concentration in administration, University of the Incarnate Word (2001). Ph.D. Organizational Leadership, University of the Incarnate Word (2009). Forensic Nursing Certificate, Pennsylvania State University (2016). Certified Ambulatory Care Nurse. Certified Forensic Nurse.

Wilkins, Nicole


Nicole Wilkins
Nicole Wilkins, MSN, RN
Clinical Education Center Coordinator
Academic Affairs
Directory:

TEACHING

Clinical background includes interventional cardiac catheterization with ACLS and IBC Therapy certifications, interventional radiology, pediatrics, home health, and long-term acute care. Current courses include: Foundations of Professional Nursing, Adult Medical Surgical, High-Fidelity Simulation and Nursing Skills Lab.

RESEARCH

Research focus has been on Sex Education and Services in Texas with an emphasis on Higher Education.

SERVICE

2010-2013, United States Air Force. Awarded the Iraqi Campaign Medal. National Chapter Sigma Theta Tau and Leadership Succession Committee of the Schreiner University and Peterson Memorial Regional Medical Center at-large-chapter. Member, Schreiner University BSN Admission Committee. Over 500 hours of volunteer service with Schreiner University Healthcare Clinic.

EDUCATION

Bachelor of Science in Nursing, Schreiner University (2018). Master of Science in Nursing with a specialization in Leadership and Administration, Capella University (2020). Simulation Certificate, National League for Nursing. Emergency Management Certificate. Combat Lifesaver Certificate, United States Army.

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