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faculty
Kristen Sethares, PhD she/her/hers
Professor
College of Nursing & Health Sciences / Adult
Contact
508-999-9148
508-999-9127
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Dion 308B
Education
| 2003 | Boston College | PhD |
| 1993 | University of Massachusetts Boston | MSN |
| 1987 | University of Massachusetts Dartmouth | BS |
Teaching
- Nursing research
- Quantitative research methods
- Nursing intervention development
- Honors thesis writing
- Mentorship
Teaching
Programs
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.
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.