College of Health Sciences
Degree BSN, Nursing
Department Chair Cynthia Mailloux, PhD, RN, CNE
Audrey Cunfer, Director of Simulation, BSN College Misericordia, MSN Misericordia University
Kathleen Gelso, Assistant Professor of Nursing - clinical faculty, BSN Villanova University, MSN College Misericordia
Brenda Hage, Professor of Nursing, BSN State University of New York at Albany; MSN College Misericordia, PhD Virginia Commonwealth University; DNP Chatham University
Todd Hastings, Assistant Professor of Nursing, BA Rutger’s University; MS The Pennsylvania State University; MS Wilkes University
Michele Hawkins, Assistant Professor of Nursing - clinical faculty, BSN Wilkes University; MSN College Misericordia
Cynthia Mailloux, Chair - Professor of Nursing, BSN Wilkes University; MSN College Misericordia; PhD The Pennsylvania State University
Vanessa Mayorowski, Assistant Professor of Nursing - clinical faculty, BSN Marywood College; MSN College Misericordia
Brenda Pavill, Associate Professor of Nursing, BSN Wilkes University, MSN College Misericordia, PhD Marywood University
Kathleen R. Sheikh, Assistant Professor of Nursing, BSN Villanova University, MSN College Misericordia
Donna Ayers Snelson, Associate Professor of Nursing, BSNE Wilkes University; MSN University of Pennsylvania; D Ed. The Pennsylvania State University
Cathy Speace, Assistant Professor of Nursing, BSN, MSN University of Pennsylvania
Christina Tomkins, Assistant Professor of Nursing - clinical faculty, BSN, MSN Bloomsburg University
Marion Villano, Assistant Professor of Nursing, BSN, MSN College Misericordia
Annette Weiss, Assistant Professor of Nursing, BSN The Pennsylvania State University; MSN University of Hartford; PhD Duquesne University
Pamela Welsh, Assistant Professor of Nursing, BSN, MSN College Misericordia
The Department of Nursing at Misericordia University is an integral part of the College of Health Sciences. The nursing faculty supports the mission of the university and the principles of academic excellence, service leadership, and professional preparation which are components of the Trinity of Learning. The faculty is committed to providing quality education to its students, based on the values of mercy, service, justice, and hospitality. The beliefs serve as the foundation of the nursing curriculum. Faculty holds the following beliefs about persons, environment, health, and nursing.
Persons. Persons are whole human beings, unique in their inherent worth and dignity. Persons function as autonomous agents characterized by the capacity for emotions, reasoning, and perceiving.
Environment. Environment is the context in which persons exist. Environment is dynamic, multidimensional and reciprocal.
Health. Health is experienced by persons as a dynamic state of being which results from a process of making choices over time.
Nursing. Nursing is a learned profession based on its own theory and science. As a science, nursing focuses on research, information, and health care technology which are foundational to evidenced based practice. As a practice, nursing is concerned with the health and well being of persons as individuals, families, groups, communities, and the global society. Communication skills are an essential component of the nurse person relationship. Nurses support the active participation of persons in determining health care decisions. They are engaged in health promotion, risk reduction, disease prevention, and illness and disease management which involve the shared responsibility of persons, health care providers and society. Nurses use critical thinking and the nursing process to design, provide, manage and coordinate care within the health care system. Ethical and legal principles guide the practice of professional nursing.
The faculty further believes that teaching/learning is a co-creative process. Learning is a life long process that involves critical thinking and intellectual curiosity. Learning occurs when the student is an active participant in the learning process. Students share in the responsibility to achieve their highest potential.
Teaching is viewed as an empowering process. Members of the faculty engage with diverse learners to achieve outcomes of the nursing program and promote educational mobility. Faculty enhances the teaching/learning process by maintaining current knowledge in the discipline of nursing and integrating research and service into nursing education.
Undergraduate education in nursing cultivates higher order thinking skills through the integration of liberal arts and professional studies. The undergraduate nursing program prepares professional nurses for leadership roles in health care. Students are prepared as nurse generalists to assist people with managing an increasingly complex system of care. At the end of the curriculum students are prepared for graduate study in nursing.
Consistent with the mission of the university and its goals for graduate education, the nursing faculty believes that master's education in nursing builds on the skills of a baccalaureate nursing education. Master's nursing education has as its primary focus the advanced practice clinical role. Advanced practice nurses are educated to practice independently and interdependently in the role of health care providers. The faculty believes that the transition to the role of advance practice nurse occurs throughout the entire master's program and results in the preparation of a clinician who is able to provide a broad range of health care services that are directed toward the improvement of patient care outcomes. Finally, faculty believes that master's education in nursing provides the foundation for future doctoral study in nursing.
The nursing faculty purport that graduate education assists students to acquire higher-order critical thinking and decision making skills. Advanced practice nurses are prepared to analyze, synthesize, and utilize research evidence to provide high quality health care, initiate change, and improve practice. As beginning clinicians, students must develop an understanding of health care policy, organization, and finance and use this knowledge to make cost-effective clinical decisions, to improve health care delivery, and to enhance outcomes of patient care. Master's nursing education promotes an understanding of the principles, personal values, and beliefs that provide a framework for the decision making and consultation processes which influence the interventions and care delivered by clinicians. Professional role development provides students with a clear understanding of the nursing profession, advanced practice nursing roles, and the requirements for, and regulation of, these roles. Master's nursing education exposes students to a broad range of nursing and related theories and facilitates the integration of appropriate theory in the development of comprehensive and holistic approaches to care. Advanced practice nursing students understand the wide diversity of sub-cultural influences on human behavior including ethnic, racial, gender, age and class differences and demonstrate this understanding in the delivery of culturally sensitive care. Clinicians prepared in an advanced practice nursing program develop a strong theoretical foundation in health promotion, illness prevention, disease management, and maintenance of function across the health/illness continuum. These clinicians generate and use expert teaching and coaching strategies to promote and preserve health and healthy life styles.
Advanced practice nursing education requires additional core skills and knowledge to further support the role of clinician. Expert clinicians conduct comprehensive health assessments and physical examinations, using increasingly sophisticated communication and observational skills. They apply knowledge of system-focused, physiologic and pathologic mechanisms of disease as a basis for physical examination, diagnostic reasoning, decision making, and management of care. Knowledge of advanced pharmacology, including pharmacotherapeutics and pharmacokinetics of broad categories of pharmacologic agents, is essential to the clinician's selection of appropriate disease management and treatment modalities. Finally, advanced practice nursing students must have the opportunity to master knowledge of health care problems and to apply knowledge and skills in extensive clinical practice.