The Nursing Honors Track provides an in-depth experience in nursing research and evidence- based practice for students who are pursuing a Baccalaureate in Nursing. Included with the standard nursing courses, there is the opportunity to develop a unique relationship with a nursing professor who will support and encourage a more comprehensive and extensive experience. Nursing Honors Students are prepared for challenges of the healthcare arena and gain more advanced knowledge in evidence-based practice and research and the framework necessary to support an evidence-based practice. Nursing Honors Students will take Honors sections of fundamental science courses in the College of Science and Health and upon completion of all prerequisites; they will continue their studies with nursing courses. The Track is Ideal For: Nursing Majors who expect to continue their education to the masters and/or doctoral level with a minimum 3.0 GPA Nursing students interested in becoming a generalist nurse Nursing students interested in working within the healthcare system acting as a novice evidence-based practicing nurse Curriculum In addition to the general nursing courses, the Nursing Honors Track students are expected to complete several nursing courses at the honors level: Critical Thinking Honors and Leadership Seminar Honors. There are three additional courses that the Nursing Honors Track students must complete that are specific to the Track: Evidence-based Clinical Practice, Nursing Research Honors, and the Independent Research Seminar Honors. The Evidence-based Clinical Practice and the Nursing Research Honors courses will prepare the Nursing Honors students for the Independent Research Project that they will implement with their professor during the Independent Research Seminar the last semester of their senior year. What projects have students completed in the past? Students in the Nursing Track have produced theses with the following titles: Emily Brower, Self-efficacy in Older Adults in Long-term Care Facilities or Senior Centers, 2015 Sarah Hastings, The Effect of Spirituality on coping with stress, 2015 Jasmine Lao, The Relationship Between Animal Assisted Therapy and Perceived Stress in College Students, 2015 Briana Lichtenberger, Procrastination through social media and its effects on GPA, 2015 Anushka Lobo, Non-Prescriptive Use of ADHD Medication and Self-Efficacy, 2015 Matthew Louie, Relationship Between Video Games and Violence, 2015 Rebecca Lubitz, The Relationship Between Stress at Work and Burnout Among Registered Nurses, 2015 Rex Magbanua, Effect of Music Intervention on Stress Perception in College Students, 2015 Sara Mangano, Personality, Self-Efficacy, and Happiness, 2015 Trishia Omana, Alcohol Consumption and Stress Levels in College Students, 2015 Andrea Romero, Burnout in Nursing Faculty Members, 2015 Dallas Smith, Academic Procrastination and Problematic Internet Use, 2015 Denise Sy, Relationship Between Stress and Mobile Video Gaming, 2015 Mizuki Tanaka, The Effect of Exercise on Stress, 2015 Delecia Brown, Is Religiosity/Spirituality Related to Perceived Stress in College Students?, 2014 Natalie Del Guidice, Technology's Effect on Academic Performance, 2014 Lauren Ensley, The Relationship Between Sex Education and Sexual Knowledge, Sexual Attitudes, and sexual Behavior in College Age Individuals, 2014 Jeffrey Lao, The Views and Attitudes towards Influenza Vaccines and How it Affects Vaccination Decisions in College Students, 2014 Jeanine Marinello, Early Onset Health Education and Smoking Behaviors, 2014 Alexis Martinez, The Effects of Body Shape on Academic Performance, 2014 Brianna McPartland, The Relationship Between Amount of Exercise and Stress Levels in College Students attending a Public University, 2014 Tanya Monroe, The Relationship Between Alcohol Consumption, Quality of Life, and Grade Point Average in College Students, 2014 Kristian-Neil Urbina, The Relationship of Sleep Quality and Stimulant Use to Academic Performance, 2014 Lauren Boyton, The Relationship between spirituality, anxiety, and depression among four year BSN students studying at universities in New Jersey, 2013 Min Kyung Kang, A Comparison of Course Delivery Methods in Nursing Education: Student Satisfaction, Perceived Stress, and Anxiety, 2013 Christopher Klobus, The Effectiveness of Electronic Medical Record System and It's Correlation with the Quality of Nursing Care, 2013 Kristine Malig, The Correlation of Attitudes Towards Mental Illness and Social Distance, 2013 Tenzin Y. Nelung, Exercise, Risk for Anxiety, & Risk for Depression, 2013 Nhat Minh Nguyen, Perceived Stress, Social Support, and GPA in College Students, 2013 Kristina Palermo, The Effect of Physical Activity on Self-Esteem, 2013 Hannah Vallangca, Mood Risk for Depression Among College Students: Living on Campus versus Living at Home, 2013 Erin Wydner, Crohn's Disease in Adult Men and Women and the Relationship between Fatigue, Anxiety, and Quality of Life, 2013 Sandra Zavala, Relationship between Perceived Stress, Sleep Quality, and Dietary Habits in Nursing Students, 2013 Rebecca Couper, Pet Therapy and Stress in College Students, 2012 Elisa Di Bianco, HIV/AIDS Knowledge and Testing Among College Students, 2012 Amanda Gaetano, Examining the relationship between alcohol use and religiosity in college students, 2012 Tenzin K. Nelung, Nutritional Knowledge and Healthy Diets, 2012 Christina Niotis, Among College Students, What is the Relationship Between Sleep Quality and the Factors Age, Gender, GPA and Chosen Major?, 2012 Amanda Paul, College Students' Academic Major's Affect on Stress and coping, 2012 Catherine Paul, Does a Person's Perception of their Risk for Diabetes affect their Lifestyle Choices?, 2012 Caressa Valdueza, Risk for Depression and Migratory Grief among Recent Immigrant College Students, 2012 Rebecca Van Vugt, Exercise Amount and Fatigue Levels among College Students, 2012 Lauren Randolph, Palliative Care End on Life, 2011 Jean Piuck, A Comparative Study of the Use of Visualization in Tibetan Buddhist Religious and Medical Practice and in Contemporary U.S. Health Care, 1987 How do I enroll? To enroll in the Nursing Honors Track, contact the Director, Dr. Jill Nocella, at (973) 720- 3483 or at NOCELLAJ1@wpunj.edu. You could also contact Jan Pinkston at (973) 720-3776 or at firstname.lastname@example.org. A completed track application must also be submitted to the Honors College. About the Track Director Dr. Jill Nocella holds a Doctorate in Nursing Research and Theory Development from New York University and a Masters in Nursing from the Pennsylvania State University. She has worked extensively in the managed care environment in the areas of preventive health, quality management and case management. She is a clinical nurse specialist in community health as well as a complex case manager. Her primary research interest is focused on quality of care, specifically the role of nurses in clinical and utilization outcomes of patients with chronic conditions. She has presented her research at the Eastern Nursing Research Society and NYU Langone Medical Center. Her publications include: Dickson, V. V., Nocella, J., Yoon, H. W., Hammer, M., D’Eramo-Melkus, G., & Chyun, D. (2013). Cardiovascular disease self-care interventions, Nursing Research and Practice, 407608, 1-16. Nocella, J. (2013). Telehealth in The Encyclopedia of Eldercare (3rd edition), Capezuti, Malone, Katz, Mezey. Springer Publishing Company.