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
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.