Felician College is a private Roman Catholic college with two campuses, located in Lodi and Rutherford, New Jersey.It was founded as the Immaculate Conception Normal School by the Felician Sisters in 1923, and became Immaculate Conception Junior College in 1942. With the authorization of its first four-year program in teacher education in 1967, it incorporated as Felician College. Enrollment is approximately 2,500, with undergraduates comprising around 2,000 students. 21% are men, and 79% are women.The Lodi campus library holds over 120,000 volumes, offers access to 40,000 electronic books, and subscribes to over 400 periodicals. It also provides access to over 20,000 serial titles online. The Curriculum Materials Library and Technology Center in Sammartino Hall on the Rutherford campus collects children's literature, curriculum guides, and other teaching materials for grade levels kindergarten through twelve. An active information literacy instruction program through library liaisons begins with the Freshmen Year Experience program.According to its website, the college is "designed to bring students to their highest potential and to foster a love for God, self-knowledge, service to the community and a love for learning within the great liberal arts tradition of a CatholicFelician heritage."The Rutherford campus is home to Iviswold Castle, a historic building currently under restoration. Wikipedia.
News Article | April 17, 2017
The Community for Accredited Online Schools, a leading resource provider for higher education information, has released its analysis of New Jersey’s best online colleges and universities for 2017. 16 four-year schools made the list, with Rutgers University, Saint Peter’s University, College of Saint Elizabeth, Seton Hall University and Caldwell University scoring the highest. Of the 9 two-year colleges that also made the list Mercer County Community College, Camden County College, Rowan College at Burlington County, Atlantic Cape Community College and Passaic County Community College were the top five schools. “These New Jersey schools have demonstrated their excellence not only for offering outstanding online certificates and degrees but also for providing high-quality student resources,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “For students with geographical limitations or busy schedules, these online programs maintain the same high standards as more traditional, on-campus learning options.” To earn a spot on the “Best Online Schools in New Jersey” list, colleges and universities must be accredited, public or private not-for-profit institutions. Each college is also judged based on additional data points such as the availability of financial aid opportunities, academic counseling services, student/teacher ratios and graduation rates. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: The Best Online Four-Year Schools in New Jersey for 2017 include the following: Caldwell University Centenary College College of Saint Elizabeth Fairleigh Dickinson University-Metropolitan Campus Felician College Georgian Court University Monmouth University Montclair State University New Jersey City University New Jersey Institute of Technology Rowan University Rutgers University Saint Peter's University Seton Hall University Thomas Edison State University William Paterson University of New Jersey The Best Online Two-Year Schools in New Jersey for 2017 include the following: Atlantic Cape Community College Bergen Community College Brookdale Community College Camden County College Cumberland County College Mercer County Community College Ocean County College Passaic County Community College Rowan College at Burlington County ### About Us: AccreditedSchoolsOnline.org was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable, quality education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success.
News Article | December 5, 2016
The International Nurses Association is pleased to welcome Dianne Donohue-Hand, RN, to their prestigious organization with her upcoming publication in the Worldwide Leaders in Healthcare. Dianne is a Registered Nurse currently serving patients at the Leonia Middle School, St. Mary’s Hospital, and Clara Maass Medical Center. She holds over three decades of experience and an extensive expertise in all facets of nursing, especially critical care and school nursing. Dianne Donohue-Hand graduated with her Bachelor Degree in Nursing from Felician College in Rutherford, New Jersey. An advocate for continuing education, Dianne then went on to obtain her Master’s Degree in Business Administration from the Florida Institute of Technology in Melbourne, Florida. To keep up to date with the latest advances and developments in nursing, Dianne maintains a professional membership with the Bergen County School Nurses Association and the Reserve Officers Association. Dianne attributes her great success to her ability to work in independently, as well as seeing the end result of her hard work and her patients getting better. When she is not assisting patients, Dianne enjoys reading. Learn more about Dianne Donohue-Hand here: http://inanurse.org/network/index.php?do=/4128190/info/ and be sure to read her upcoming publication in the Worldwide Leaders in Healthcare.
Fitzpatrick J.J.,Case Western Reserve University |
Campo T.M.,Felician College |
Campo T.M.,Atlanticare Regional Medical Center |
Campo T.M.,Shore Medical Center |
Gacki-Smith J.,Institute for Quality
Journal of Emergency Nursing | Year: 2014
Introduction: The value of specialty certification has been of interest to the profession and has been related to a number of key variables. The specific aims of this study were to determine differences between certified and noncertified ED nurses in perceptions of structural empowerment, anticipated turnover, intent to leave the current position, and intent to leave the nursing profession. In addition we explored differences in the key variables based on position (staff or manager) and background variables (eg, age, ethnicity, etc). Participants also were asked to indicate reasons why they intended to leave their current position and the nursing profession. Methods: In this descriptive quantitative design, data were collected via a Web-based survey of the Emergency Nurses Association membership. There were 2,633 participants who completed the surveys; 1,525 of the participants were staff nurses and 2,237 worked full time in the emergency department. Differences in empowerment, anticipated turnover, or intent to leave current position or the profession were determined based on specialty certification among the total sample and the subsamples of staff nurses and full-time employees. Results: There were differences based on certification status on several dimensions of empowerment, in all of the samples. There were no significant differences in anticipated turnover, or intent to leave position or profession based on certification status. Discussion: The study adds to our understanding of the value of specialty certification among ED nurses. Additional study is warranted to determine the benefits of specialty certification to additional organizational, professional, and clinical patient outcomes. © 2014 Emergency Nurses Association.
News Article | December 21, 2016
With an upcoming publication in the Worldwide Leaders in Healthcare, Virginia Pabin, RN, joins the prestigious ranks of the International Nurses Association. Virginia is a Traveling Nurse ,an Independent Contractor through Clinical Resources. With over 20 years of experience in her field and an extensive expertise in all facets of nursing. Virginia is certified in gerontological nursing and specializes in LTC and sub acute care nursing . Virginia graduated from Felician College, with her nursing degree with honors in 1996. Virginia keeps up to date with the latest advances and developments in her field by maintaining a professional membership with APIC, NADONA and the National Association of Professional Women, which honored her with the VIP Woman of the Year Award in 2015/ 2016. When she is not assisting patients, Virginia enjoys fly-fishing, volunteering, and charity work. Learn more about Virginia here: http://inanurse.org/network/index.php?do=/4130067/info/ and be sure to read her upcoming publication in the Worldwide Leaders in Healthcare.
Vilhauer R.P.,Felician College
Psychology and Health | Year: 2011
The objective of this study was to explore the experiences of women with metastatic breast cancer (MBC) in mixed-stage and stage-specific groups. Interpretative phenomenological analysis (IPA) was used to examine 15 interviews from eight women with MBC. The interviewees felt that their experiences were very much different from those of women with primary breast cancer (BC), because of their different prognoses. In mixed-stage groups, the interviewees described feeling silenced, marginalised and helpless. They did not receive support in these groups because survivors of primary BC are often afraid to face the idea of metastasis. In stagespecific MBC groups, on the other hand, women were able to talk openly and were understood by others with whom they identified. They became more informed about issues related to their illness. Seeing others living well despite MBC made them feel more hopeful. Although there are some disadvantages of participating in stage-specific groups, the findings suggest that, overall, stage-specific groups are more helpful to women with MBC than mixed-stage groups. These findings have implications for the provision of group support for this population. © 2011 Taylor & Francis.
Ellis C.S.,Felician College
Journal of Neuroscience Nursing | Year: 2015
Background: Although proper diet has been found to play an important role in patient outcomes, studies have shown that intensive care unit patients often receive inadequate nutrition. Moreover, it has been found that critically ill patients who are mechanically ventilated regularly receive even less nutrition. Inadequate nutrition has been associated with impaired immune response, increased susceptibility to infection, poor wound healing, and neuromuscular impairment. These factors lead to prolonged dependence on ventilators, protracted length of stay, and increased morbidity and mortality. This study investigates the use of an enteral nutrition (EN) protocol and its ability to prompt earlier initiation of feedings and more complete nutrition in mechanically ventilated patients to minimize such complications. Methods: In a sample of 51 mechanically ventilated patients admitted to an intensive care unit, percentage of prescribed calories received and percentage of feedings initiated with 24-48 hours of intubation were calculated before and after the initiation of an EN protocol. Results: In the postintervention group (n = 18), 83.3% received EN with the first 24-48 hours after intubation, compared with 54.5% in the preintervention group (n = 33). In the postintervention group, 77.8% received at least 60% of their prescribed feeding goal compared with 63.6% of the preintervention group. Conclusion: Findings show that the use of an EN protocol when caring for mechanically ventilated patients leads to earlier initiation of feedings as well as more complete nutrition.
Vilhauer R.P.,Felician College
International Journal of Social Psychiatry | Year: 2015
Background: The characterization of auditory verbal hallucinations (AVH) in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-V), diverges from recent research literature, which demonstrates the occurrence of AVH in individuals who are psychologically healthy. This discrepancy raises the question of how the public perceives AVH. Public perceptions are important because they could potentially affect how individuals with AVH interpret these experiences and how people view voice hearers. Aims: Because media portrayals can provide a window into how phenomena are viewed by the public, an archival study of newspaper articles was carried out to examine depictions of AVH. Methods: A sample of 181 newspaper articles originating in the United States was analyzed using a content analysis approach. Results: The majority of articles examined contained no suggestion that AVH are possible in psychologically healthy individuals. Most articles suggested that AVH were a symptom of mental illness, and many suggested that AVH were associated with criminal behavior, violence and suicidality. Conclusion: The news media examined tended to present a misleading and largely pathologizing view of AVH. More research is needed to shed light on how, and to what extent, public perceptions may influence those who experience AVH. © 2014 The Author(s).
Vilhauer R.P.,Felician College
Palliative and Supportive Care | Year: 2014
Objective: To compare the experiences of women with metastatic breast cancer (MBC) in computer-mediated and face-to-face support groups. Method: Interviews from 18 women with MBC, who were currently in computer-mediated support groups (CMSGs), were examined using interpretative phenomenological analysis. The CMSGs were in an asynchronous mailing list format; women communicated exclusively via email. All the women were also, or had previously been, in a face-to-face support group (FTFG). Results: CMSGs had both advantages and drawbacks, relative to face-to-face groups (FTFGs), for this population. Themes examined included convenience, level of support, intimacy, ease of expression, range of information, and dealing with debilitation and dying. CMSGs may provide a sense of control and a greater level of support. Intimacy may take longer to develop in a CMSG, but women may have more opportunities to get to know each other. CMSGs may be helpful while adjusting to a diagnosis of MBC, because women can receive support without being overwhelmed by physical evidence of disability in others or exposure to discussions about dying before they are ready. However, the absence of nonverbal cues in CMSGs also led to avoidance of topics related to death and dying when women were ready to face them. Agendas for discussion, the presence of a facilitator or more time in CMSGs may attenuate this problem. Significance of results: The findings were discussed in light of prevailing research and theories about computer-mediated communication. They have implications for designing CMSGs for this population. © 2013 Cambridge University Press.
Vilhauer R.P.,Felician College |
McClintock M.K.,University of Chicago |
Matthews A.K.,University of Illinois at Chicago
Journal of Psychosocial Oncology | Year: 2010
This study evaluates the feasibility and acceptability of an online peer support group intervention for women with metastatic breast cancer (MBC). Feasibility, participation rates, participant satisfaction, and preliminary outcomes are examined from a 1999 to 2000 study of online peer support groups for women with MBC. Thirty women with MBC were randomly assigned to either an immediate online support condition or a waitlisted control condition. For practical and ethical reasons, the waitlist period was limited to 2 months. Six monthly assessments were collected using standardized measurement instruments. Intervention retention rates (73%), assessment completion rates (range = 100%-86% in retained participants) and support group participation (M = 5.9 days per week) were high compared to other published studies on this population. Reported satisfaction with the intervention was also high. An online support intervention study is feasible using a waitlist control. Despite the feasibility and acceptability of the study procedures, the study design and small sample size precluded definitive conclusions about intervention effectiveness. As such, study procedures should be replicated with a larger more representative sample to examine the effectiveness of the intervention. Copyright © Taylor & Francis Group, LLC.
Agency: NSF | Branch: Standard Grant | Program: | Phase: FED CYBER SERV: SCHLAR FOR SER | Award Amount: 237.99K | Year: 2015
Cyber criminals are pushing Internet security and cybercrime prevention strategies to the limit. As attacks become more sophisticated, defenses must stay one step ahead. A cybersecurity workforce with an abundance of skilled workers is a key component of these defenses. Therefore, the overall goal of this project is to produce cybersecurity workers equipped with the knowledge and skills to produce the next-generation defenses. Felician College has a rich source of students that includes underrepresented racial and ethnic minority students, women, non-traditional adults, and former military personnel. These populations will bring unique perspectives and experiences to the cybersecurity field, which are currently lacking. As a small private institution, Felician can also pilot cutting-edge cybersecurity educational programs and develop cyber security-specific pedagogical methods that work with small-school infrastructures. This knowledge has the potential to change the cybersecurity landscape nationally by extending opportunities to the many students who attend smaller colleges and universities willing to offer innovative programs in computer science and cybersecurity.
The aims of this project are designed to promote improvement in cybersecurity education and workforce development. Specifically, successful implementation of this program will allow Felician to apply for status as a Center for Academic Excellence in Information Assurance/Cyber Defense. To accomplish this goal, infrastructure and coursework will be improved through three specific aims: (1) Re-design existing and develop new coursework for the Bachelor of Science in cybersecurity; (2) Build a specialized computer laboratory for use by the undergraduate and graduate programs; (3) Develop a cybersecurity track within the Master Degree in Computer Science. Through these activities, two new undergraduate courses will be developed, seven existing courses will be mapped to required knowledge units, and six new graduate-level cybersecurity courses will be developed. All new and re-designed coursework will be developed in accordance with guidelines provided by the National Security Agency and the Department of Homeland Security. Rigorous formative and summative evaluation of course content and student learning outcomes will ensure programmatic success.