Photo of Kristen Sethares

faculty

Kristen Sethares, PhD she/her/hers

Professor

College of Nursing & Health Sciences / Adult

Curriculum Vitae

Contact

508-999-9148

508-999-9127

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Dion 308B

Education

2003Boston CollegePhD
1993University of Massachusetts BostonMSN
1987University of Massachusetts DartmouthBS

Teaching

  • Nursing research
  • Quantitative research methods
  • Nursing intervention development
  • Honors thesis writing
  • Mentorship

Teaching

Programs

Teaching

Courses

Prerequisite for Honors APEX. The course leads students through project development and explores creative and critical thinking in the context of American culture, politics, economics and society; research ethics; time management; and public presentation. They will identify their project supervisor and submit their initial APEX proposal. This is scheduled as a blended course. In addition to meeting for one hour and forty minutes each week, you will be asked to complete weekly online assignments and provide peer feedback to other students. Students will earn three credits for completing this course.

Prerequisite for Honors APEX. The course leads students through project development and explores creative and critical thinking in the context of American culture, politics, economics and society; research ethics; time management; and public presentation. They will identify their project supervisor and submit their initial APEX proposal. This is scheduled as a blended course. In addition to meeting for one hour and forty minutes each week, you will be asked to complete weekly online assignments and provide peer feedback to other students. Students will earn three credits for completing this course.

Apply advanced strategies for selecting and evaluating various research designs used to investigate nursing phenomena. Emphasis is on sampling strategies, instrumentation, data collection methods, data analysis techniques and interpretation of findings. Critically examine scientific rigor and ethical concerns related to research with human subjects.

Critical analysis and synthesis of various evidence-based strategies and programs of research related to living with chronic illness.  Critiques the development, theoretical underpinnings, scientific rigor, access and equity and outcomes of interventions to manage phenomena of concern to persons living with chronic illness. The role of the PhD-prepared nurse as leader and member of the interdisciplinary research team generating, translating and scaling evidence-based interventions in collaboration with users is highlighted.

Weekly seminar discussions or presentations based on nursing or interdisciplinary research, theory development or methods alternating with focused dissertation discussions with faculty. Detailed exploration of grant development skills integrated across the four semester sequence supports skill development for dissertation proposal.

Weekly seminar discussions or presentations based on nursing or interdisciplinary research, theory development or methods alternating with focused dissertation discussions with faculty. Detailed exploration of grant development skills integrated across the four semester sequence supports skill development for dissertation proposal.

Weekly seminar discussions or presentations based on nursing or interdisciplinary research, theory development or methods alternating with focused dissertation discussions with faculty. Detailed exploration of grant development skills integrated across the four semester sequence supports skill development for dissertation proposal.

The dissertation is the culmination of knowledge development across the program. Over a period of several semesters, students synthesize and integrate knowledge from the program of study and develop a concentrated investigation of a fundamental or applied issue pertinent to nursing science. Students' research must make a contribution to nursing science in the area of chronic illness and /or nursing education. Students will successfully complete the qualifying requirement and prepare a formal proposal endorsed by the students' dissertation committee. The written dissertation must be completed in accordance with the rules of the Office of Graduate Studies and the College of Nursing.

The dissertation is the culmination of knowledge development across the program. Over a period of several semesters, students synthesize and integrate knowledge from the program of study and develop a concentrated investigation of a fundamental or applied issue pertinent to nursing science. Students' research must make a contribution to nursing science in the area of chronic illness and /or nursing education. Students will successfully complete the qualifying requirement and prepare a formal proposal endorsed by the students' dissertation committee. The written dissertation must be completed in accordance with the rules of the Office of Graduate Studies and the College of Nursing.

Research

Research activities

  • Assessment of research needs of American Association of Heart Failure Nurses members
  • Dyadic intervention to promote health in HTN patients
  • Promoting self-regulated learning in undergraduate nursing students

Research

Research interests

  • Self-care of chronic illness and heart failure
  • Self-regulated learning strategies
  • Health literacy in older adults
  • Learning styles
  • Symptom clusters in chronic illness

Select publications

See curriculum vitae for more publications

  • Sethares, K.A., & Asselin, M.E. (2022).
    Use of exam wrapper metacognitive strategy to promote student self-assessment of learning: An integrative review.
    Nurse Educator, 37-41
  • Sethares, K. A., & Chin, E. (2021).
    Age and gender differences in physical heart failure symptom clusters.
    Heart & Lung, 50(6), 832-837.
  • Hunter Revell S.M., Sethares K.A., Chin E.D., Kellogg M.B., Armstrong D., & Reynolds T. (2022).
    A transformative learning experience for senior nursing students.
    Nurse Educator, 47, 161-167.
  • Walsh, J.A., & Sethares, K.A. (2022).
    The use of guided reflection in simulation-based education with prelicensure baccalaureate nursing students
    Journal of Nursing Education, 61(2), 73-79.
  • Sabo, K.K., Chin, E.D., Sethares, K.A., Revell, S.H., & Nicholas, P. (2022).
    Knowledge, attitudes, and practices of primary healthcare providers with assessing and supporting older informal caregivers.
    Geriatric Nursing, 44, 159-166.

Additional links