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Recent Publications

May 19, 2014 —

Dr. Nancy Gerber’s chapter, The Therapist Artist: An Individual and Collective Worldview, was just published in the book Identity and Art Therapy, which was “magnificently conceived of and edited by Dr. Maxine Borowsky Junge,” according to Dr. Gerber, an associate clinical professor and Director of the PhD Program in Creative Arts Therapies.

Dr. Faye Meloy, Associate Dean of Nursing, and Dr. Stephen Gambescia, Assistant Dean of Academic and Student Affairs, published a best practice article titled Guidelines for response to student requests for academic considerations: Support versus enabling, in the May/June issue of Nurse Educator.

An interdisciplinary team from Drexel published Sensory Stimuli as Obstacles to Emergency Care for Children with Autism Spectrum Disorder in the Advanced Emergency Nursing Journal. The authors from the College of Nursing and Health Professions included Drs. Ellen Giarelli and Thomas Hardie, both associate professors in the Doctor of Nursing Practice Department, Pennoni STAR Scholar and student research assistant Ce (Angelo) Yuan, and Rachel Pagano. Dr. Romy Nocera, Clinical Research Director at the Drexel College of Medicine, and Renee Turchi, an associate professor at the Drexel School of Public Health, were also authors.

Dr. Roberta Waite, an associate professor and Assistant Dean of Academic Integration and Evaluation of Community Programs, and Dr. Stephanie Brooks, an assistant clinical professor and Chair of the Couple and Family Therapy Department, published Cultivating social justice learning and leadership skills: A timely endeavor for undergraduate student nurses in the journal Nurse Education Today. The article examines the interrelationship between multiculturalism, cultural competence, and social justice; advances an argument for understanding the relationship between social justice and student learning; and examines the need to revise nursing education to introduce social justice in pre-licensure nurse leadership education. These skills are requisite learning for nursing students, providing them with the capacity for critical thinking and advocacy skills needed for social action related to their chosen profession.

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