Stacen Keating

Faculty

Stacen Keating headshot

Stacen Keating

PhD RN

Clinical Associate Professor

1 212 998 5382

433 First Ave
New York, NY 10010
United States

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, Prof. 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

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

Digital Innovation Boot Camp, American Association of the Colleges of Nursing in conjunction with Apple, Inc. (2019)
Fellow, Hartford Institute for Geriatric Nursing (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

Blind, J., Keating, S.A., Moorehouse, A.M. & Klar, R. (In press, 2025). Chapter 25: Population and Public Health. In M.J Vetter & K.E. Zavotsky (Eds.) Evidence-Based Practice for Nursing and Healthcare Quality Improvement (2nd ed.). Philadelphia, PA: Elsevier Publishing.

Keating, S. (2025). In Elsevier Publishing.
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Integrating Design Thinking Competencies Into a Community Health Nursing Course : Creative Problem-Solving Around the Healthy People National 2030 Goals

Keating, S., Ea, E., Jo Vetter, M., & Boyar, K. L. (2025). 10.1097/01.NEP.0000000000001414
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Design thinking (DT) has evolved as a human-centered framework for solving problems in a number of industries including health care and education. Users of DT move through a multistep dynamic process involving five stages: empathy, problem identification, ideation, prototyping, and testing. This article highlights one program’s efforts to operationalize DT into the undergraduate nursing curriculum as a project-based learning strategy in a senior class. This educational innovation works to develop advanced critical thinking and problem-solving competencies for approximately 450 nursing students each academic year and has been taking place since 2019.

Integrating design thinking competencies into a community health nursing course: Creative problem solving around the Healthy People National 2030 Goals. Nursing Education Perspectives

Keating, S. (2025).
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Rapid implementation of open-access pandemic education for global frontline healthcare workers

Christianson, J., Frank, E., Keating, S., Boyer, S., & Chickering, M. (2025). (Vols. 18, Issue 1, p. 13). 10.1186/s13104-025-07088-4
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BACKGROUND: The recent global pandemic posed extraordinary challenges for healthcare systems. Frontline healthcare workers required focused, immediate, practical, evidence-based instruction on optimal patient care modalities as knowledge evolved around disease management. OBJECTIVE: This course was designed to provide knowledge to protect healthcare workers; combat disease spread; and improve patient outcomes. METHODS: A team of global healthcare workers responded by rapidly creating a competency-based online course. To promote transcultural applicability, the course was developed by an international team of more than 45 educators from over 20 countries. Course delivery included a built-in language translation tool, routine updates, and several innovative course design elements. User feedback was collected to determine efficacy of course content, structure, unique delivery elements, and delivery options. RESULTS: An initial population of online learners (n = 147) living in 23 different countries and representing 22 languages completed the course and participated in post-course surveys. An additional population of learners (n = 505) attended an in-person offering of course materials. Course participants gave positive feedback and several requested additional courses in similar formats. CONCLUSION: Global open access education courses may provide needed resources to empower healthcare professionals during health crises. Responsive course design can accommodate diverse learner resources and transcultural applicability.

Expanding Environmental Care Competencies for Future and Current Healthcare Providers

Keating, S., Klar, R. T. T., Keating, S. A., & Stimpfel, A. W. W. (2024). (Vols. 8, Issues 2, pp. 47-52).
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The multiple impacts of the environment on the health of populations can oftentimes be clouded by the daily care practices of healthcare providers. This case study describes an innovative graduate level elective course that uses a problem-based approach to apply evidence-based principles of environmental health to the care of populations. Initial implementation of the course, over two cohorts in 2023, had primarily second-degree undergraduate nursing students. Lessons learned included the necessity to provide peer-to-peer support for several of the graduate level assignments. Positive student outcomes included an expanded understanding of the three main content areas of the course: (1) how soil, air, and water must be considered in individual and population-centered care; (2) the impact of the design of the built and healthcare built environment; and (3) considerations of planetary health for sustainability and mitigation. Faculty outcomes included coaching of undergraduate students in this graduate course and the development of peer-to-peer mentoring activities.

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

Keating, S., Vetter, M. J., Klar, R. T., & Wright, F. (2022). (Vols. 18, Issues 4, pp. 424-428). 10.1016/j.nurpra.2021.11.009
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An applied epidemiology course for doctor of nursing practice students was revised to include a module on the impact of climate change on population health. The Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model of instructional design is a gold standard framework for creating course content and guided the module development. A nurse content expert discussed the environmental impacts of climate change on health using literature, actual clinical scenarios, and the application of epidemiologic data. Topics included safeguarding workers and vulnerable populations within the context of the coronavirus disease 2019 pandemic. Students posted reflections on their understanding of module content in response to structured prompts electronically in the learning management system for review by the faculty. Faculty evaluation of responses identified the need to further develop and integrate environmental epidemiology and climate change content more fully within the doctor of nursing practice curriculum.

Using Design Thinking to Thread the Social Determinants of Health in an Undergraduate Curriculum

Ea, E., Vetter, M. J., Boyar, K. L., & Keating, S. (2022). 10.1097/NNE.0000000000001293
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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). (Vols. 42, Issues 6, pp. E117-E119). 10.1097/01.NEP.0000000000000857
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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.

Global Nursing Education : International Resources Meet the NLN Core Competencies for Nurse Educators

Keating, S., Berland, A., Capone, K., & Chickering, M. J. (2021). (Vols. 26, Issue 1). 10.3912/OJIN.VOL26NO01MAN08
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The global need for nurses and nurse educators presents a challenge to meet the needs of the world-wide population. International level targets, such as the United Nations Sustainable Development Goals, are in place and expectations of graduates are evolving rapidly due to increasingly complex healthcare needs. The capacity of effective nurse educators is a significant constraint to addressing the global shortage of nurses. The National League for Nursing (NLN) has established eight core competencies for nurse educators to ensure that education of nurses is robust. This article briefly discusses the shortage at hand. We describe the Nurses International-Open Educational Resources (NI-OERs) initiative to align freely available content and support with the NLN competencies to develop nurse faculty and attain nursing education equity in low and middle-income countries. In conclusion, this work will help to develop a better prepared cadre of global nurse educators who can equip nurses with current evidenced based knowledge to deliver healthcare across global populations.

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

Capone, K., Keating, S., Chickering, M., & Etcher, L. A. (2020). (Vols. 37, Issues 2, pp. 108-113). 10.1097/CNJ.0000000000000699
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Nurses International (NI) is a global faith-based nursing education consulting organization dedicated to relieving suffering in low-resource countries by providing quality educational support to nurses and nursing schools. This article describes its inception by founder Miriam Chickering and details the beginning stages of the development of NI and examples of its work.