Jamie Hansen, Carroll University faculty

Dr. Jamie Hansen

Clinical Associate Professor of Nursing 262.650.4922 jlhansen@carrollu.edu Voyager House 202

TEACHES IN THE FOLLOWING PROGRAM(S)

Nursing Nursing (MSN)

Biography

Dr. Jamie Hansen joined the nursing faculty at Carroll University in Fall 2010. Prior to transitioning to academia she worked as a Registered Nurse on a cardiac care unit. Dr. Hansen earned her Ph.D. in 2016 from Marquette University. While at Carroll, Dr. Hansen has established a strong research trajectory focused on interventions to improve student outcomes using simulation learning experiences. She is well published and has presented at numerous regional, national, and international nursing conferences. She has mentored over a dozen honors nursing research students who have presented their work at local and national nursing conferences. Dr. Hansen was awarded the Benjamin F. Richardson Jr. Faculty Award for excellence in teaching, research and educational innovation in 2021.

Education

  • Marquette University, Doctor of Philosophy (Ph.D.) in Nursing  
  • University of Phoenix, Master of Science in Nursing Health Care Education Concentration
  • Cardinal Stritch University, Bachelor of Science in Nursing
  • Waukesha County Technical College, Associate Degree in Nursing

Areas of Specialization

Medical Surgical Nursing, Nursing Education, Simulation

Scholarly and Professional Achievements

Peer-Reviewed Publications

Hansen, J. & Holz, M. (2021). Facilitating multiple medical surgical nursing practicum groups during simulation laboratory days. Nursing Education Perspectives,42 (2), 126-127. doi:10.1097/01.NEP0000000000000575
Woda, A. Dreifuerst, K.T., & Hansen, J. (2021). Using a four-phased process when implementing a multi-site simulation study. Clinical Simulation in Nursing, 54,17-21.
Woda, A. Hansen, J., Dreifuerst, K.T., Garnier-Villarreal, M., Anderson, P. & Hardy, T. (2019). The impact of simulation on knowledge and performance gain. Clinical Simulation in Nursing, 34, 16-21. doi:10.1016.j.ecns.2019.05.001  
Hansen, J. & Bratt, M. (2017). Effect of sequence of simulated and clinical practicum learning experiences on clinical competency of nursing students. Nurse Educator, 42(5), 231-235. doi:10.1097/NNE.0000000000000364
Woda, A., Hansen, J., Paquette, M., & Topp, R. (2017). The impact of simulation sequencing on perceived clinical decision making. Nurse Education in Practice, 26(1), 33-38. doi:10.1016/j.nepr.2017.06.008
Woda, A., Gruenke, T., Alt-Gertman, P., & Hansen, J. (2016). Nursing student perceptions regarding simulation experience sequencing. Journal of Nursing Education, 55(9), 528-532. doi:10.3928/01484834-20160816-07
Hansen, J. & Bratt, M. (2015).  Competence acquisition in simulated learning experiences: A concept analysis. Nursing Education Perspectives, 36(2), 102-107. doi:10.5480/13-1198

Selected Recent Peer-Reviewed Scientific and Professional Presentations

Bradley, C., Johnson, B.K., Dreifuerst, K.T., Woda, A., Loomis, A., & Hansen, J. Making debriefing meaningful: Assessing student knowledge outcomes after faculty training in debriefing for meaningful learning. Concurrent session at NLN Education Summit Washington D.C. September 2021.
Bradley, C., Johnson, B.K., Dreifuerst, K.T., Woda, A., Loomis, A., & Hansen, J. The importance of debriefing training: Measuring student knowledge outcomes after faculty training in debriefing for meaningful learning. Podium Presentation at the 2021 International Nursing Association for Clinical Simulation and Learning (INACSL) Conference Denver, CO June 2021.
Woda, A., Dreifuerst, K.T., Bradley, C., Johnson, B.K., Hansen, J. & Loomis, A. Testing the impact of a train-the-trainer program on the use of debriefing for meaningful learning. Podium presentation at the 2020 NLN Education Summit Orlando, FL, September 2020.
Johnson, B.K., Bradley, C., Dreifuerst, K.T., Loomis, A. Woda, A. & Hansen, J. Teaching assimilation, accommodation, and anticipation in simulation with debriefing for meaningful learning: The knowledge assessment scale and knowledge application scale. Podium presentation at the 2020 NLN Education Summit Orlando, FL, September 2020.
Bradley, C., Johnson, B.K., Thomas, K.T., Woda, A., Hansen, J., & Loomis, A. How well do you DML? Assessing your use of debriefing for meaningful learning. Podium presentation at the 2020 NLN Education Summit Orlando, FL, September 2020.
Hansen, J. & Holz, M. Successful use of simulation for high-stakes evaluation in a medical surgical practicum course. Podium Presentation at International Nursing Association for Clinical Simulation and Learning (INACSL) Conference Raleigh, NC, June 2020.
 
Hansen, J. & Holz, M. Facilitating multiple clinical groups simultaneously during simulation laboratory days. Podium Presentation at International Nursing Association for Clinical Simulation and Learning (INACSL) Conference Phoenix, Arizona, June 20, 2019.
Woda, A., Hansen, J., Dreifuerst, K.T., Anderson, P., & Garnier-Villarreal, M. Exploring the impact of simulation on knowledge gain regarding the care of the patient with diabetes. Poster Presentation at International Nursing Association for Clinical Simulation and Learning (INACSL) Conference Toronto, ON Canada, June 2018.
Hansen, J. Effect of sequence of simulated and clinical practicum learning experiences on clinical competency of nursing students. Poster Presentation at National Nurse Educator Summit, Orlando, FL April 3, 2017.

Grant Activity

  • 2021-2022 Johnson, B.K. (PI), Woda, A., Bradley, C.S., Hansen, J., & Loomis, A. (Co-Investigators). Exploring the Application of the Knowledge Assessment Scale and Knowledge Application Scale with Screen Based Simulation (vSim) and Debriefing. Laerdal Medical Grant. International Nursing Association for Clinical Simulation and Learning Debra Spunt Mini Grant.
  • 2019-2021 Bradley, C.S. (PI), Johnson, B.K., Dreifuerst, K.T., Woda, A., Hansen, J. & Loomis, A. (Co-Investigators) Measuring the Impact of Training on the Use of Debriefing for Meaningful Learning: Faculty and Student Outcomes. National League for Nursing
  • 2019-2020 Johnson, B.K. (PI), Bradley, C.S., Dreifuerst, K.T., Hansen, J., Loomis, A., & Woda, A. (Research Team Members) Testing the Impact of Training on the Use of Debriefing for Meaningful Learning: Faculty and Student Outcomes. Development Grant Texas Tech University Health Sciences Center School of Nursing 
  • 2019-2020 Woda, A. (PI), Dreifuerst, K.T. (Co-I) Bradley, C.S., Hansen, J., Johnson, B.K. & Loomis, A. (Research Team Members) A Pilot Study Testing the Impact of a Train the Trainer Program on the use of Debriefing for Meaningful Learning. Regner Research Award Marquette University College of Nursing
  • 2017-2018 Woda, A., Hansen, J. (Co-PIs), Dreifuerst, K.T., Anderson, P., & Garnier-Villarreal, M. (Team Members) Exploring the Impact of Simulation on Knowledge Gain Regarding the Care of the Patient with Diabetes. Sigma Theta Tau

Service to Carroll University and Profession

  • Carroll University

    • Observer to the Board of Trustees
    • Clinical Faculty Promotion Committee
    • Academic Steering Committee
  • Professional Service

    • Sigma Theta Tau-Tau Mu Chapter Member

Honors and Awards

  • 2021 Recipient of the Carroll University Benjamin F. Richardson Jr. Faculty Award for excellence in teaching, research, and educational innovation
  • 2015 Midwest Nursing Research Society-Honorable Mention Student PhD Research Poster Competition

What is your teaching style?

I use a student-centered teaching style. I feel this approach helps me to best facilitate students learning process.

Why do you do what you do?

I became a nurse educator because I love the profession of nursing and wanted to be around students who share the same passion as I do.

How do you make learning engaging?

I try to use a variety of learning activities such as case studies, games, and role-play activities throughout the course of the semester to help engage students in the content being discussed.

What should students know about you?

Students should know that while I am serious in class I am very approachable and understanding.

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