RN to BSN
Advance your career with our online RN to BSN program. With our individualized attention, small class sizes, and courses structured for working nurses, you will achieve more.
The fully-online ADN to BSN degree will give students the education and skills needed to advance their career and meet the ever-changing needs of the nursing profession. Students who participate in Schreiner’s Online RN to BSN program will complete innovative coursework that is interwoven with ethical principles.
Our program is built for success—you can maintain your nursing career while having the flexibility to earn an accredited Bachelor of Science in Nursing degree. As an accelerated Online RN to BSN degree, students can complete the program in as little as one year. In addition to required coursework, students can choose electives that include opportunities abroad or credit for certifications that they already have earned.
Nursing CertificationsSchreiner University’s Online RN to BSN program has been awarded accreditation from the following organizations and is in good standing with the Texas Board of Nursing:
We want you to be successful. The admissions requirements for Schreiner’s Online RN to BSN degree are constructed to maximize the likelihood of your success as a professional nurse.
Am I Eligible?
RN to BSN Applicants must:
- Have a 2.5 GPA or higher (provisional admission considered if below a 2.5)
- Have an Associates Degree in Nursing from a regionally accredited college/university
- Send ALL official college transcripts
- Hold a current, unencumbered license as a Registered Nurse in the United States*
- Complete the online application
- Pay the $50.00 application fee
| TERM | START DATE | APPLICATION DEADLINE |
| Spring B | March 8, 2021 | March 1, 2021 |
| Summer A | May 3, 2021 | April 26, 2021 |
| Summer B | June 28, 2021 | June 21st, 2021 |
| Fall A | August TBD, 2021 | August TBD, 2021 |
| Fall B | October TBD, 2021 | October TBD, 2021 |
Schreiner University is committed to providing an affordable Online RN to BSN degree. If you are employed with one of our partner healthcare providers, you are eligible for a $2,000 scholarship. This helps reduce the average cost of the RN to BSN program, making the full tuition for the nursing courses only $8,000! Ask us today if your employer is a partner!
Schreiner’s Bachelor of Science in Nursing online degree is a Bachelor’s completion program for licensed RNs with an Associates Degree. In order to earn the degree, students must satisfy the nursing core, nursing electives, and general education requirements.
The purpose of this course is to examine the role of research in professional nursing. The value of research based knowledge as a means to promote safe, culturally sensitive, quality, patient centered care, and the use of the research process as a means to evaluate quality of care and the role of evidence-based practice in the development of nursing intervention strategies will also be examined
The purpose of this course is to provide an introduction to professional nursing and the role of the professional nurse in customizing the promotion and maintenance of health to individuals through culturally sensitive competent patient centered care. Course content includes advocacy, safety, the multidisciplinary team, the nature and history of professionalism and processes underlying professional nursing, basic concepts of health and illness and legal issues in nursing practice, and nursing theory and its implication for patient care.
This course is designed to enhance the working RN’s knowledge and skills with applying evidence based practice for health promotion across the lifespan with an emphasis on vulnerable populations. This course will emphasize the daily as a client, cultural diversity, teaching principles across the lifespan. Health promotion education will use evidence based research and will also focus on communication, community resources and screening in a clinical setting.
The purpose of this course is to focus on the role of the professional nurse as a leader and manager in the collaborative design and delivery of customized, culturally sensitive, safe, competent, patient-centered nursing care including the role of advocate in conjunction with the interdisciplinary healthcare team. Traditional management theories and practices are examined utilizing a strong emphasis on the development of transformational leadership, including the organization, planning, staffing, directing and controlling of various resources in today’s diverse health care systems. Students are provided the opportunity to partner with leaders and managers in the clinical practicum setting to explore and influence health care delivery system issues that affect quality of care.
The purpose of this course is to focus on the role of nursing in establishing partnership with communities with emphasis on customizing therapeutic care in order to protect, promote, and restore optimal community health. The student is given the opportunity in the Community Health setting to deliver quality community health care across all levels of prevention and to explore the planning and implementation of customized community health programs. Utilizing a leader/manager role as a partner in community health, the student will be provided the opportunity to collaborate with various agencies/institutions and health care delivery systems.
This course emphasizes the skills essential to the assessment parameter of the nursing process. The purpose of this course is to broaden the nurse’s knowledge base, increase their assessment skills, and facilitate their ability to apply these skills in a clinical setting. The knowledge from this course is immediately applicable to everyday patient care. Another focal point of the course is the evaluation and utilization of research and additional sources of information necessary to address patient needs and provide quality care.
The purpose of this course is to integrate the community service component into the lives of Schreiner University Online RN-BSN students via a Capstone Project. Students will identify a site and a learning need in the community of their choice. The student will develop and implement a community service project to meet the chosen learning need. Students will be required to identify community based nursing care needs integral to the provision of safe, competent, caring, culturally sensitive, and patient centered nursing care, in addition to the role of the community advocate.
This course covers basic concepts related to the abnormal function and change in various organ systems in the face of disease. Effects of disease and other pathological agents are of primary concern, rather than the biology of the agents themselves. We will study the fundamental changes in body physiology due to disease. Considerations are given to selected pathological alterations and their effects on physiological and psychological functions. Emphasis is put on selected illnesses most often encountered by health professionals with emphasis placed on disease processes, manifestations, and treatment. Focus is on presentation of selected pathophysiology and subsequent symptomatology in diverse clients across the lifespan. Common diseases and disorders are covered, and emphasis is given to cardiovascular, pulmonary, hepatic, renal and reproductive systems.
This course examines the history of healthcare informatics, cur-rent issues, basic informatics concepts and health information management systems. The use of technology to help make decisions and to improve the health status of the individual, family, and community will be emphasized. Students will apply informatics concepts to a current clinical practice setting suggesting methods to use technology to improve patient safety and work effectiveness. The student will also learn to identify, gather, pro-cess, and manage information/data.
The purpose of this course is to provide an overview of the basic principles involved with the legislative process and an examination of how nurses can use political advocacy strategies to influence health care policies. Focus is on applying interpersonal, communication, leadership, and advocacy skills to support the application of social justice principles in health care delivery practices to diverse populations and promote the nursing profession.
This course explores global issues affecting personal, community, and international health and development using approaches from health promotion, population health, and primary health care to help frame analyses. Nursing students will learn about the basic perspectives on health policy issues in various geographical regions and the effects of significant world events. Global Health Nursing demonstrates how the nurse creates an environment of inclusion and demonstrates evidence-based, quality nursing care in complex situations as well as across health care systems and diverse settings.
This course must be approved by the Director of Nursing.
To be accepted as credit in the nursing program, national nursing certifications must be approved by the Director of Nursing.
This course covers basic concepts related to the abnormal function and change in various organ systems in the face of disease. Effects of disease and other pathological agents are of primary concern, rather than the biology of the agents themselves. We will study the fundamental changes in body physiology due to disease. Considerations are given to selected pathological alterations and their effects on physiological and psychological functions. Emphasis is put on selected illnesses most often encountered by health professionals with emphasis placed on disease processes, manifestations, and treatment. Focus is on presentation of selected pathophysiology and subsequent symptomatology in diverse clients across the lifespan. Common diseases and disorders are covered, and emphasis is given to cardiovascular, pulmonary, hepatic, renal and reproductive systems.
This course examines the history of healthcare informatics, cur-rent issues, basic informatics concepts and health information management systems. The use of technology to help make decisions and to improve the health status of the individual, family, and community will be emphasized. Students will apply informatics concepts to a current clinical practice setting suggesting methods to use technology to improve patient safety and work effectiveness. The student will also learn to identify, gather, pro-cess, and manage information/data.
The purpose of this course is to provide an overview of the basic principles involved with the legislative process and an examination of how nurses can use political advocacy strategies to influence health care policies. Focus is on applying interpersonal, communication, leadership, and advocacy skills to support the application of social justice principles in health care delivery practices to diverse populations and promote the nursing profession.
This course explores global issues affecting personal, community, and international health and development using approaches from health promotion, population health, and primary health care to help frame analyses. Nursing students will learn about the basic perspectives on health policy issues in various geographical regions and the effects of significant world events. Global Health Nursing demonstrates how the nurse creates an environment of inclusion and demonstrates evidence-based, quality nursing care in complex situations as well as across health care systems and diverse settings.
This course must be approved by the Director of Nursing.
To be accepted as credit in the nursing program, national nursing certifications must be approved by the Director of Nursing.
- NURS 3309 – Transition to Profession Nursing must be taken within the first two sessions of the nursing program.
- NURS 4397- Nursing Capstone must be taken during the last two sessions of the nursing program or with the last general education course. Exceptions to this policy must be approved by the Director of Nursing.
- To be accepted as credit in the nursing program, national nursing certifications must be approved by the Director of Nursing.
- No more than two courses, totaling no more than 6 credit hours may be transferred into the RN to BSN pro-gram. These courses must be assessed by the Director of Nursing to be equivalent to one of the Schreiner University nursing courses and have been taken from an accredited school as described earlier in this handbook. Nursing courses that are substantially different from Schreiner University courses may be accepted for credit in place of Independent Study or International Study, if approved by the Director of Nursing
- If a student is submitting any degree requirements outside of Schreiner, (such as transcripts for core classes taken at another school) those must be completed and the required documentation must be received by Schreiner no later than the deadlines below:
DEADLINES
| To Graduate in: | Everything Must be Received by Schreiner before: |
| August 2020 | May 1st, 2020 |
| December 2020 | September 1st, 2020 |
| May 2021 | February 1st, 2021 |
| August 2021 | May 1st, 2021 |
| December 2021 | September 1st, 2021 |
Nursing Faculty
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).
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).
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.
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).
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.
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).
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.
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.
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.
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).
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.
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).
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.
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.
*Although we can accept students with a Registered Nursing license from any state, Schreiner may only accept online students living in Texas and a select few other states. Contact us today if you live and have a license from another state to see if you qualify.
The baccalaureate degree program in nursing at Schreiner University is accredited by the Commission on Collegiate Nursing Education, 655 K Street, NW, Suite 750, Washington, DC 20001, 202-887-6791. – ccneaccreditation.org
