Stacen Keating

Faculty

Stacen Keating headshot

Stacen Keating

PhD RN

Clinical Associate Professor

1 212 998 5382

Stacen Keating's additional information

Stacen Keating, PhD, RN, is a clinical associate professor at NYU Meyers College of Nursing. Teaching in both the undergraduate and DNP programs, her focus relates to applied epidemiology concepts and the overall importance of population and public health science for nurses. Her primary scholarship focus is on the global preparation of nurse educators in creating a healthcare workforce that can meet UN Sustainable Development Goal 3, to ensure healthy lives and promote well-being for all at all ages. She is currently working toward certification in the area of instructional design methods from NYU’s School of Professional Studies, in order to inform her curriculum development work. Disseminating instructional design knowledge has the ability to help her promote the development and delivery of nursing education globally that is steeped in evidence-based best practices for teaching and learning.

From a leadership perspective, Keating sits on the advisory council of Nurses International, a non-profit organization creating open-access educational resources for nursing students and educators in low-and-middle-income countries. The Nurses International Open Access BSN is an integrated program that includes classroom lectures, student and instructor references, assignments, and assessment items. Keating is also actively engaged in the Alliance of Nurses for a Healthy Environment as part of a sub-committee promoting the engagement of nurses to impact governmental policy to take responsible action to improve environmental health and address climate change.

Among her many honors, Keating was a fellow of the Hartford Institute on Geriatrics and a scholar at the John A. Hartford Foundation's Building Academic Geriatric Nursing Capacity program. She also won a faculty award from the College of New Jersey Support of Scholarly Activities

Keating received her PhD from the University of Pennsylvania, MS from Northeastern University, and BSN from Columbia University School of Nursing. She completed a post-doctoral fellowship at the University of Pennsylvania's Center for Health Outcomes and Policy Research.

PhD - University of Pennsylvania
MS - Northeastern University
BSN - Columbia University School of Nursing

Community/population health
Gerontology
Nursing education
Primary care
Underserved populations

American Nurses Association
Alliance of Nurses for a Healthy Environment
SONSIEL (Society of Nurse Scientists, Innovators, Entrepreneurs and Leaders)
Sigma Theta Tau, Upsilon Chapter
Sigma Theta Tau, Alpha Zeta Chapter

Faculty Honors Awards

Fellow, Hartford Institute for Geriatric Nursing (2019)
Digital Innovation Boot Camp, American Association of the Colleges of Nursing in conjunction with Apple, Inc. (2019)
Faculty Award, College of New Jersey Support of Scholarly Activities (2010)
Scholar, John A. Hartford Foundation's Building Academic Geriatric Nursing Capacity (2006)
Penn-Hampton Scholar Award, University of Pennsylvania School of Nursing-Hampton University Center for Researching Health Care Disparities

Publications

Integrating Climate Change in the Curriculum: Using Instructional Design Methods to Create an Educational Innovation for Nurse Practitioners in a Doctor of Nursing Practice Program

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E-Learning for Population Health Management: An Educational Innovation to Prepare Student and Practicing Nurses for Value-Based Care

Djukic, M., Mola, A., Keating, S., Melnyk, H., & Haber, J. (2021). Nursing Education Perspectives, 42(6), E117-E119. 10.1097/01.NEP.0000000000000857
Abstract
Abstract
ABSTRACT: To educate nursing students and practicing registered nurses about population health management (PHM), a team of faculty and PHM clinical leaders created an innovative, scalable, turnkey ready, multimedia e-learning module. The module has four lessons; takes approximately three hours to complete; and can be accessed using a weblink from computers, smart phones, and tablets. The module engages learners with videos, flashcards, case studies, and a variety of interactive knowledge checks. Each learner can obtain a record of completion, which can be shared with faculty. Faculty implemented the module with 48 senior prelicensure nursing students who reported improved self-efficacy in PHM.

The Development of Nurses International: Nurses Called to Serve in Low-income Countries

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Establishing Global Nursing Education Equity by Developing Open Access Resources

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Notes from the field: ‘nurses international’ uses oer to support nurse educators

Ewing, H., Chickering, M., Burner, L., Keating, S. A., Berland, A., & Frank, E. (2020). Journal of Learning for Development, 7(3), 459-466.
Abstract
Abstract
Educating nurses in developing countries is challenging due to limited resources. Nurses International advances nursing education through the use of Open Educational Resources, which provide a unique model to teach and mentor nurse educators globally. Using current resources and materials that are free online and teacher-facing, an innovative program has been established that can be employed to support development of and scale education for the healthcare workforce, through teaching the teachers and enhancing the education of nurses.

Nurses International Open Educational Resources for Global Impact

Keating, S. A., Berland, A., Capone, K., & Chickering, M. J. (2020). Creative Nursing, 26(3), 164-168. 10.1891/CRNR-D-19-00087
Abstract
Abstract
The Nurses international Open Educational Resources (NI-OER) directly addresses the global shortage of nurse educators by providing an open-access English-language curriculum for a Bachelor of Science in Nursing program. The aim of the program is to provide educators in low- and middle-income countries with international standard content suitable for low-resource settings. The NI-OER include classroom lectures, references and learning resources, evaluation materials, and checklists for clinical practice. In order to meet local requirements, users can adapt the material according to the Creative Commons license. The development of evidence-based educator materials is a volunteer effort by two sponsoring organizations, Nurses International and the Bangladesh Health Project. Over time, additional resources and translations will be developed using communities of practice.

Open education resources to support the WHO nurse educator core competencies

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Psychometric testing of the immigrant Barriers to Health Care Scale: Hispanic Version

Keating, S., Carlson, B., Jimenez, S., Estrada, J., Gastelum, B., Romero, T., & Riegel, B. (2009). Nursing and Health Sciences, 11(3), 235-243. 10.1111/j.1442-2018.2009.00446.x
Abstract
Abstract
Barriers to care contribute to health inequities for immigrant populations. Although inadequate health insurance is a known barrier, other factors impact the issue. Few instruments exist to specifically measure these other barriers. The purpose of this study was to test the Immigrant Barriers to Health Care Scale - Hispanic Version. It was first pilot-tested in southern California with a Mexican population. After refinement, the instrument was tested in a north-eastern sample of diverse Hispanic adults. The data were analyzed using exploratory factor analysis. Factor loadings and communalities were used to assess the adequacy of the scale's items. Six items were deleted due to ambiguous factor loadings. The final 11 items loaded onto four factors and explained 54.58% of the variance. The coefficient alpha was 0.81 for the instrument. The Immigrant Barriers to Health Care Scale is a reliable and valid tool. Its further use and reporting with other socially and economically disadvantaged groups is advised.

Translating research into practice: Transitional care for older adults

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Transitional care

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