Directories
Holloway Hall

Directories

Operator: 410-543-6000

Hinderer, Katherine

Faculty, Nursing
Devilbiss Science Hall (DH) 206
410-543-6417 or ext 36417
kahinderersalisburyedu
Website



Courses  []

2014 Fall

  • NURS 319-020 HEALTH ASSESSMENT
    Functional health assessment of individuals from adolescence through older adulthood. Students practice health assessment skills in clinical settings with people of varied ages, social, cultural and economic backgrounds. Intended for students admitted to undergraduate nursing program. Five hours per week.
  • NURS 319-022 HEALTH ASSESSMENT
    Functional health assessment of individuals from adolescence through older adulthood. Students practice health assessment skills in clinical settings with people of varied ages, social, cultural and economic backgrounds. Intended for students admitted to undergraduate nursing program. Five hours per week.
  • NURS 319-023 HEALTH ASSESSMENT
    Functional health assessment of individuals from adolescence through older adulthood. Students practice health assessment skills in clinical settings with people of varied ages, social, cultural and economic backgrounds. Intended for students admitted to undergraduate nursing program. Five hours per week.
  • NURS 319-030 HEALTH ASSESSMENT
    Functional health assessment of individuals from adolescence through older adulthood. Students practice health assessment skills in clinical settings with people of varied ages, social, cultural and economic backgrounds. Intended for students admitted to undergraduate nursing program. Five hours per week.
  • NURS 319-610 HEALTH ASSESSMENT
    Functional health assessment of individuals from adolescence through older adulthood. Students practice health assessment skills in clinical settings with people of varied ages, social, cultural and economic backgrounds. Intended for students admitted to undergraduate nursing program. Five hours per week.
  • NURS 458-151 CRITICAL CARE
    Introduces students to collaborative critical care practice. Prepares students interested in critical care clinical practice to recognize and categorize causes of sudden deterioration of the critically ill patient. Teaches appropriate treatment and interventions for the deteriorating critically ill patient. Prerequisites: Admission to the Nursing or Respiratory Therapy major; for NURS majors: successful completion with a C or better of NURS 310, 311, 350, 351; for RESP majors: senior status with successful completion of all junior level courses and concurrent enrollment in fall senior level coursework; or permission of instructor. Three hours per week.
  • NURS 490-004 INDEPENDENT STUDY
    Intensive study in a specific area of nursing agreed upon by the student and faculty member. Open to senior and graduate students. May be taken twice under different course subtitles recorded with the registrar. Prerequisite: Written consent of instructor who will direct the study and chair of the department.
  • NURS 593-190 CAPSTONE I: PROPOSAL
    Focused on the development and refinement of a scholarly study of a clinical case, a topic or an issue relevant to the student’s master’s degree track. The Capstone Proposal reflects the culminating synthesis of knowledge from graduate courses as an independent project under the direction of a project chair and committee. Requires that the student demonstrate critical thinking, a proficiency in oral and written communication, and use of appropriate information technology. May not receive credit for NURS 593 and NURS 591. Prerequisites: Year 2 or 3 of M.S. program, MATH 502, NURS 542, NURS 544, and permission of the instructor.
  • NURS 594-190 CAPSTONE II: IMPLEMENTATION
    Focuses on the implementation of the previously approved Capstone Proposal (NURS 593) and reflects a culminating synthesis of knowledge from graduate courses as an independent project under the direction of a project chair and committee. Critical thinking excellent oral and written communication, and skillful use of information technology are required. May not receive credit for NURS 594 and NURS 591. Prerequisites: Year 2 or 3 of M.S. program, permission of the instructor, successful completion of NURS 593.
  • NURS 595-190 CAPSTONE III: DISSEMINATION
    Focuses on the dissemination of the previously approved Capstone Proposal and Implementation (NURS 593, 594) and reflects a culminating synthesis of knowledge from graduate courses as an independent project under the direction of a Capstone Committee chair and committee. Critical thinking excellent oral and written communication, and skillful use of information technology are required. May not receive credit for NURS 595 and NURS 591. Prerequisites: Year 3 of M.S. program, permission of the instructor, successful completion of NURS 594.
  • RESP 458-010 CRITICAL CARE
    Introduces students to collaborative critical care practice. Prepares students interested in critical care clinical practice to recognize and categorize causes of sudden deterioration of the critically ill patient. Teaches appropriate treatment and interventions for the deteriorating critically ill patient. Prerequisites: Admission to the Nursing or Respiratory Therapy major; for NURS majors: successful completion with a C or better of NURS 310, 311, 350, 351; for RESP majors: senior status with successful completion of all junior level courses and concurrent enrollment in fall senior level coursework; or permission of instructor. Three hours per week.

2015 Spring

  • NURS 329-001 RESEARCH METHODS NURSING
    Provides an understanding of the research process with opportunities to develop critical analysis skills in critiquing current nursing research and interpreting evidence to inform practice. Prerequisites: NURS 312, MATH 155. Three hours per week.
  • NURS 329-002 RESEARCH METHODS NURSING
    Provides an understanding of the research process with opportunities to develop critical analysis skills in critiquing current nursing research and interpreting evidence to inform practice. Prerequisites: NURS 312, MATH 155. Three hours per week.
  • NURS 329-610 RESEARCH METHODS NURSING
    Provides an understanding of the research process with opportunities to develop critical analysis skills in critiquing current nursing research and interpreting evidence to inform practice. Prerequisites: NURS 312, MATH 155. Three hours per week.
  • NURS 350-001 NURSING CARE OF ADULTS II
    Advanced study of the theory necessary for providing nursing care to seriously ill adults from illness through rehabilitation and recovery. Examines trends in provision of critical and rehabilitative care in rural settings and selected issues related to women’s health. Prerequisites: NURS 310, 311, 319, 329 (prereq/coreq). Three hours per week.
  • NURS 350-002 NURSING CARE OF ADULTS II
    Advanced study of the theory necessary for providing nursing care to seriously ill adults from illness through rehabilitation and recovery. Examines trends in provision of critical and rehabilitative care in rural settings and selected issues related to women’s health. Prerequisites: NURS 310, 311, 319, 329 (prereq/coreq). Three hours per week.

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Awards, Scholarship & Creative Works:  []

Article(s)

Hinderer, K.A. & Joyner, R.L. 
(2014). 
An interprofessional approach to undergraduate critical care education. 
Journal of Nursing Education, 
Hinderer,K.A., DiBartolo, M.C. & Walsh, C.M. 
(2014). 
HESI Admission Assessment (A2) exam scores, program progression, & NCLEX-RN success in baccalaureate nursing: An exploratory study of dependable academic indicators of success. 
Journal of Professional Nursing, 
Lee, M.C., Hinderer, K.A. & Kehl, K. 
(2014). 
A systematic review of advance care planning & advance directives in Chinese people from eastern & western cultures. 
Journal of Hospice & Palliative Care Nursing, 
Hinderer, K.A. & Lee, M.C. 
(2013). 
Assessing a nurse-led advance directive & advance care planning seminar.

Journal of Applied Nursing Research, online,
Reid, T.P., Hinderer, K.A., Jarosinski, J.M., Mister, B.J. & Seldomridge, L.A. 
(2013). 
Expert clinician to clinical teacher: Developing a faculty academy & mentoring initiative. 
Nurse Education in Practice, 
13(4), 
288-293. 
Hinderer, K. 
(2012). 
Reactions to patient death: The lived experience of critical care nurses.

Dimensions of Critical Care Nursing, 31(4), 252-259.
Hinderer, K. & Joyner, R.L. 
(2012). 
An initial experience with an undergraduate critical care course. 
American Journal of Respiratory & Critical Care Medicine, 
185, 
A3339. 
Von Rueden, K., Hinderer, K., McQuillen, K., et al. 
(2010). 
Secondary traumatic stress in trauma nurses: Prevalence and exposure, coping, and personal/environmental characteristics.

Journal of Trauma Nursing, 17(4), 191-200.
Von Rueden, K.T., Hinderer, K.A., McQuillan, K.A., Murray, M., Logan, T., Kramer, B., Gilmore, R. & Friedmann, E. 
(2010). 
Secondary traumatic stress in trauma nurses: Prevalence & exposure, coping, & personal/environmental characteristics. 
Journal of Trauma Nursing, 
17(4), 
191-200. 

Awards(s)

Hinderer, K.A. (2013). AACN Research Abstract Award - American Association of Critical Care Nurses.

Presentations

Hinderer, K. (2013). What Patients Want: Assessing an Educational Intervention to Improve Advance Directive Completion. Presented at American Association of Critical Care Nurses National Teaching Institute, Boston, MA.
Hinderer, K. & Lee, M.C. (2013). Developing a Culturally Sensitive Seminar Assessing Attitudes toward Advance Care Planning in Chinese Americans. Presented at Sigma Theta Tau International 42nd Biennial Convention, Indianapolis, IN.
Jarosinski, J., Brown Reid, T., Brown, V., McDowell, D. & Webster, D. (2013). The Ethical Mandate for Inter-Professional Collaboration: Bringing Collaboration into the Classroom. Presented at National Nursing Ethics Conference, Los Angeles, CA.
Lee, M.C. & Hinderer, K. (2013). Developing a Culturally Sensitive Seminar Assessing Attitudes toward Advance Care Planning in Chinese Americans. Presented at Lawrence S. Bloomberg Faculty of Nursing Emerging Scholars Program, Toronto, Canada.
Seldomridge, L., Brown Reid, T., Hinderer, K., & Jarosinski, J. (2013). Creating Educators from Expert Clinicians: The Eastern Shore Faculty Academy & Mentoring Initiative. Presented at Maryland Nurses Association, 110th Conference, Annapolis, MD.
Hinderer, K. & Joyner, R. (2012). Building Our Future: Multi-professional Critical Care Education. Presented at NETNEP 2012: 4th International Nurse Education Conference. Presented at 4th International Nurse Education Conference, Baltimore, MD.
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Mister, B., Jarosinski, J., Hinderer, K., Brown-Reid, T., Seldomridge, L. & Anderson, M. (2012). Addressing Clinical Faculty Shortages through Collaborative Partnership: Creating a Clinical Nursing Faculty Academy in Rural Maryland. Presented at NETNEP 2012: 4th International Nurse Education Conference. Presented at 4th International Nurse Educator Conference, Baltimore, MD.
Hinderer, K. & McDowell, D. (2011). West Meets East: Increasing Diversity Education Through Short-Term Study Abroad Programs. Presented at Drexel University Nurse Educator's Institute (DUNEI), Atlantic City, NJ.

Poster Presentations

Brown, V., Nutt, R., & Hinderer, K. (2013). Promoting Academic Success through Innovation: The Development of a Pre-nursing Living Learning Community. Presented at Drexel University Nursing Education Institute, New Orleans, LA.
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Hinderer, K. & Friedmann, E. (2012). End-of-Life Decision Making Among Patients & Their Proxies. Presented at the Evidence Based Practice Nursing Conference. Presented at Peninsula Regional Medical Center, Salisbury, MD.
Hinderer, K. & Joyner, R. (2012). An Initial Experience With an Undergraduate Critical Care Course. Presented at the 2012 American Thoracic Society International Conference. Presented at American Thoracic Society International Conference, San Francisco, CA.
Hinderer, K. & Friedmann, E. (2011). End-of-Life Decision Making Among Patients & Their Proxies. Presented at the National Institute of Nursing Research: The Science of Compassion: Future Directions in End of Life & Palliative Care. Presented at National Institute of Nursing Research, Bethesda, MD.

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Please send any updates to lahanscom@salisbury.edu.





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