1033 E. Third Street
Dr. Hensel’s scholarship focuses on curricular design, evaluation, and the use of high-impact teaching strategies to help students acquire the profession’s knowledge, skills, and attitudes while also more closely examining how nurses define themselves in the twenty-first century. She has unique expertise with Q methodology to evaluate learning outcomes and study phenomena of interest to nursing. Dr. Hensel’s work has been published extensively in top-tier nursing journals and widely disseminated in national forums. She has received multiple teaching awards and takes special pride in her work building the next generation of nurse scientists through mentoring undergraduate research students.
Sigma Theta Tau International Alpha Chapter Research Grant (2013-2016) Typologies of Professional Identity.
CDI Implementation Faculty Learning Community. $750. Center for Teaching and Learning. 2014-2015.
Hensel, D., Crisp, C., & Fulton, J. Developing a Distance Accessible Pediatric CNS Program. $30,000. Special focus curriculum enhancement grant. Center for Teaching and Learning. 2013- 2014.
Typologies of Professional Identity. $2500. Alpha Chapter Sigma Theta Tau International 2013- 2015.
Recent Graduates Perceptions of Curricular Relevance. $2500. Richard and Diane Billings Award. 2010-2011.
Sims Scholars. $3500. Fairbanks SIMS Institute. 2008-2009.
PDA Trial. $2,400 of PDA software. Elsevier. 2008.
Health Information Technology Scholar (HITS) Faculty Development Program. $300. NLN & HRSA. 2008.
Hensel, D. (Accepted). Q methodology: An alternative design for undergraduate nursing honors research. Journal of Nursing Education.
Billings, D. & Hensel, D. (Eds). (2016). Lippincott’s Q and A Review for NCLEX-RN. 12th Ed. Philadelphia: Lippincott, Williams, Wilkins.
Hensel, D. & Lyon, D.W. (2015). Interprofessional education at a pediatric optometry clinic. Nurse Educator, 40 (4), 165-166.
Work, J., Hensel, D., & Decker, K. (2015). A Q methodology study of perceptions of poverty among Midwestern nursing students. Nurse Education Today, 35(2), 328-332. doi.org/10.1016/j.nedt.2014.10.017
Hensel, D., Malinowski, C., & Watts, P. (2015). Lessons learned from the use of camp as for pediatric clinical education. Nursing Education Perspectives, 36(1), 60-61. doi: 10.5480/12-871.1
Hensel, D. (2014). Typologies of professional identity among baccalaureate prepared nurses. Journal of Nursing Scholarship, 46(2), p125-133 doi:10.1111/jnu.12052
Hensel, D., & Laux, M. (2014). A longitudinal study of stress, self-care, and professional identity among student nurses. Nurse Educator, 39(5). doi:10.1097/NNE.0000000000000057
Hensel, D., Middleton, M. J., & Engs, R. C. (2014). Drinking patterns, prelicensure nursing education, and professional identity formation. Nurse Education Today, 34, 719-723. doi:10.1016/j.nedt.2013.08.018
Hensel, D., Morson, G., & Preuss, L. (2013). Best practices in newborn injections. MCN: The American Journal of Maternal/Child Nursing, 38(3), 163-167.
Hensel, D., Kathman, J., Hendricks, R., & Ball, S. (2012). Building partnerships using students as role models for neonatal resuscitation simulation. Journal of Continuing Education in Nursing, 43(12) 550-554. doi:10.3928/00220124-20120904-33.
Hensel, D., & Springmyer, J. (2011). Do perinatal nurses still check for blood return when administering the hepatitis B vaccine? Journal of Obstetrical, Gynecologic, & Neonatal Nursing, 40(5), 589-549. doi:10.1111/j.1552-6909.2011.01277.x
Hensel, D., & Stoelting-Gettelfinger, W. (2011). Changes in stress and nurse self-concept among baccalaureate nursing students. Journal of Nursing Education, 50(5), 290-300. doi:10.3928/01484834-20110131-09
Hensel, D. (2011). Relationships among nurses' professional self-concept, health, and lifestyles. Western Journal of NursingResearch, 33(1), 45-62. doi:10.1177/0193945910373754.