2013 Summer I

• NURS 405-610 NURSING EXTERN SEMINAR
  Discussions of timely topics in nursing and health care. Explores concerns in nursing career development including role conflict, role transition, and reality shock. Students refine skills in assertiveness, clinical decision making, time management, and conflict resolution. Prerequisite: NURS 350 and 351 with a C or better, or permission of instructor.

• NURS 593-194 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 594-194 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.

2013 Summer II

• NURS 593-194 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.

2013 Fall

• NURS 310-001 NURSING CARE OF ADULTS I
  Theory related to nursing care of adults with common health problems who need to maintain or regain optimal levels of functioning. Emphasizes problem solving through use of a variety of resources; examines trends and issues relevant to health care in rural communities. Intended for students admitted to the undergraduate nursing program. Corequisite: NURS 311. Three hours per week.

• NURS 310-002 NURSING CARE OF ADULTS I
  Theory related to nursing care of adults with common health problems who need to maintain or regain optimal levels of functioning. Emphasizes problem solving through use of a variety of resources; examines trends and issues relevant to health care in rural communities. Intended for students admitted to the undergraduate nursing program. Corequisite: NURS 311. Three hours per week.

• NURS 312-610 INTRO TO PROF NURSING PRACTICE
  Introduces students to professional nursing practice including history, legal, ethical, economic, and cultural issues, and nursing process. Discussion of roles and responsibilities in communication, documentation, and use of clinical technologies with application through web, campus-based and selected field experiences. Prerequisites: Admission to the nursing major or 2nd Bachelor's Degree program, BIOL 334 with a C or better. Three hours lecture per week.

• NURS 312-611 INTRO TO PROF NURSING PRACTICE
  Introduces students to professional nursing practice including history, legal, ethical, economic, and cultural issues, and nursing process. Discussion of roles and responsibilities in communication, documentation, and use of clinical technologies with application through web, campus-based and selected field experiences. Prerequisites: Admission to the nursing major or 2nd Bachelor's Degree program, BIOL 334 with a C or better. Three hours lecture per week.

• NURS 312-612 INTRO TO PROF NURSING PRACTICE
  Introduces students to professional nursing practice including history, legal, ethical, economic, and cultural issues, and nursing process. Discussion of roles and responsibilities in communication, documentation, and use of clinical technologies with application through web, campus-based and selected field experiences. Prerequisites: Admission to the nursing major or 2nd Bachelor's Degree program, BIOL 334 with a C or better. Three hours lecture per week.

• NURS 561-701 HEALTH CARE MGMT SEMINAR
  Organized around major management functions, focuses on development of theoretical and practical knowledge to prepare students for advanced management responsibilities in diverse health care settings. Explores professional and organizational dynamics including an overview of management theories, organizational behavior, marketing of health care services, resource analysis and allocation, conflict management, performance improvement, quality management, and implementing planned change. Co-requisite: NURS 562. Three hours per week.

• NURS 593-194 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 594-194 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 595-194 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.

Visit the GullNet Logon Page to logon and view the entire schedule of classes.

Article(s)

Jeffers, L.A. & DiBartolo, M.C. 
(In press). 
Raising health care provider awareness of sexually transmitted disease in patients over fifty. 
Journal of Gerontological Nursing, 
*

DiBartolo, M.C. 
(2012). 
Dementia Revisited. 
Journal of Gerontological Nursing, 
38(5), 
46-50. 
*

DiBartolo, M.C., Salimian, F., Kotteman, J.E. & DiBartolo, G.R. 
(2012). 
Engaging Baccalaureate Nursing Students in Statistics. 
Nurse Educator, 
37(4), 
145-146. 
*

Cottingham, S., DiBartolo, M.C., Battistoni, S., & Brown, T. 
(2011). 
Partners in nursing: A mentoring initiative to enhance nurse retention. 
Nursing Education Perspectives, 
32(4), 
250-255. 
*

DiBartolo, M.C. & Seldomridge, L. A. 
(2010). 
From community outreach to reaching students: Using public access television as an educational strategy. 
Nurse Educator, 
35(3), 
1-4. 
*

DiBartolo, M.C. & Walsh, C.M. 
(2010). 
Desperate times call for desperate measures: Where are we in addressing academic dishonesty? [Guest Editorial] 
Journal of Nursing Education, 
49(10), 
543. 
*

DiBartolo, M. C. & Seldomridge, L. A. 
(2009). 
Cinemeducation: Teaching end-of-life issues using feature films 
Journal of Gerontological Nursing, 
35(8), 
30-37. 
*

DiBartolo, M. C. 
(2008). 
The Demographic Tidal Wave: Are We Ready? [Guest Editorial] 
Journal of Gerontological Nursing, 
34(4), 
3-4. 
*

Seldomridge, L. A. & DiBartolo, M. C. 
(2007). 
The changing face of accelerated second bachelor's degree students. 
Nurse Educator, 
32(6), 
240-245. 
*

DiBartolo, M. C. 
(2006). 
Respect and dignity: Enduring concepts, enduring challenges [guest editorial]. 
Journal of Gerontological Nursing, 
32(5), 
12. 
*

DiBartolo, M. C. 
(2006). 
Careful hand feeding: A reasonable alternative to PEG tube placement in individuals with dementia. 
Journal of Gerontological Nursing, 
32(5), 
25-33. 
*

DiBartolo, M. C. & Seldomridge, L. A. 
(2005). 
A review of intervention studies to promote NCLEX-RN success of baccalaureate graduates. 
Nurse Educator, 
30(4), 
166-171. 
*

Seldomridge, L. A. & DiBartolo, M. C. 
(2005). 
A profile of accelerated second bachelor's degree nursing students. 
Nurse Educator, 
30(2), 
2-6. 
*

Seldomridge, L.A. & DiBartolo, M. C. 
(2004). 
Can success or failure be predicted for baccalaureate graduates on the computerized NCLEX-RN? 
Journal of Professional Nursing, 
20(6), 
361-368. 
*

DiBartolo, M. C. & McCrone, S. 
(2003). 
Recruitment of rural community-dwelling older adults: Barriers, challenges, and strategies. 
Journal of Aging and Mental Health, 
7, 
75-82. 
*

DiBartolo, M. C. & Soekem, K. L. 
(2003). 
Appraisal, coping, hardiness, & self-perceived health in community-dwelling spouse caregivers of persons with dementia. 
Research in Nursing & Health, 
26, 
445-448. 
*

DiBartolo, M. C. 
(2002). 
Exploring self-efficacy and hardiness in spousal caregivers of persons with dementia. 
Journal of Gerontological Nursing, 
27, 
24-33. 
*

DiBartolo, M. C. 
(2002). 
On her own terms. 
Journal of Gerontological Nursing, 
28, 
55-56. 
*

Kane, M. K., & DiBartolo, M. C. 
(2002). 
Complex physical and mental health needs of rural incarcerated women. 
Issues in Mental Health Nursing, 
23, 
209-229. 
*

DiBartolo, M. C. 
(2000). 
Caregiver burden: Instruments, challenges & nursing implications of Alzheimer's patients & their caregivers. 
Journal of Gerontological Nursing, 
26, 
46-53. 
*

DiBartolo, M. C. 
(1998). 
Philosophy of science in doctoral nursing education revisited. 
Journal of Professional Nursing, 
14, 
350-360. 
*

Presentations

DiBartolo, M. C. & Seldomridge, L. A. (2009). Clickers in the classroom: Thinking out loud without the risk. Presented at the Drexel University Nursing Education Institute. Presented at Drexel University Nursing Education Institute, Arlington, VA.
*

Dissertation(s)

DiBartolo, M. (2001). Appraisal, coping, hardiness, & self-perceived health in spouse home caregivers of persons with dementia., 
*

Poster Presentations

Webster, D. & DiBartolo, M. (2010). Addressing Academic Incivility in Nursing Education. Presented at Institute for Educators in Nursing & Health Professions, University of Maryland at Baltimore, MD.
*

DiBartolo, M. C. & Seldomridge, L. A. (2008). Clickers in the classroom: Thinking out loud without the risk. Poster presented at the Drexel University Nursing Education Institute. Presented at Drexel University Nursing Education Institute, Atlantic City, NJ.
*

* * *

Please send any updates to smfridie@salisbury.edu.

• SU Foundation Awards Faculty Grants
  Monday, June 17, 2002

Visit the Press & Publications site for more information.