1033 E. Third Street
Bloomington, IN 47405
Associate Professor Amy Hagedorn Wonder joined the IU School of Nursing, Bloomington, in 2010. She teaches undergraduate courses at Bloomington and graduate courses at IUPUI. Dr. Wonder’s research centers on instrument development to objectively evaluate EBP knowledge across academe and practice. She has presented her work nationally and internationally, contributing to her national recognition as an EBP expert.
Her coursework spans evidence-based practice (EBP), data analysis for practice and research, applied health care ethics, collaborative practice, leadership, and undergraduate honors research. She mentors students across all levels of education, nurses in a variety of roles, and faculty in reaching their individualized goals, whether completing an advanced degree (Master’s, DNP, PhD), conducting a research project, or pursuing promotion and tenure. Dr. Wonder’s teaching and research is driven by her passion for EBP and promoting best practice and outcomes.
Loma Linda University School of Nursing Grant, Loma Linda, CA (2016-2018). Promoting A Global Perspective of Evidence-Based Practice Knowledge of Nursing Students: A Validation Study of Newly Translated Versions of the Evidence-Based Practice Knowledge Assessment in Nursing (EKAN) for Japan, Korea, Brazil, and Columbia (Co-I).
Loma Linda University, Loma Linda, CA (2017). Translating the EKAN into French for Study of Nursing Students in Haiti: Initial Validation Study of EKAN-French Form (Co-I).
National League for Nursing (NLN) Nursing Education Research Grant: Nancy Langston Research Award (2016-2017). What Do Nursing Students Know About Evidence-Based Practice? A National Study of EBP Knowledge Across Academic Levels (PI).
Alpha Chapter, Sigma Theta Tau International Honor Society, Indianapolis, IN (2015-2016). A Multi-Site Study of Evidence-Based Practice Knowledge in Associate Degree Nursing Students (PI).
2015 Ethel Clarke Fellowship, Indiana University School of Nursing (2015-2016). Promoting Evidence-based Practice at the Point of Care: Using Evaluation to Guide the Knowledge Development of Registered Nurses in the Practice Setting (PI).
Research Incentive Fund (RIF) Grant, Indiana University School of Nursing (2013-2014). Developing the Evidence-based Practice Knowledge Assessment in Nursing (EKAN) (Co-PI).
Center for Innovative Teaching and Learning (CITL) Active Learning Grant (2013) Creating Unique Experiences to Engage Baccalaureate Nursing Students in Statistics (PI).
Cosme, S., Milner, K.A., & Wonder, A.H. (2018). Benchmarking of undergraduate nursing students’ objective EBP knowledge. Nurse Educator, 43(1), 50-53.
Serfass, R.L., & Wonder, A.H. (2018). You're teaching EBP to BSN students…but are they learning? Nursing Education Perspectives, 39(3), 172-174.
Nick, J.M., & Wonder, A.H. (2018). A global approach to promoting evidence-based practice knowledge: Validating the translated version of the Evidence-Based Practice Knowledge Assessment in Nursing into Spanish. Worldviews on Evidence-Based Nursing, 15(6), 440-446. doi: 10.1111/wvn.12327.
Wonder, A.H., McNelis, A.M., Spurlock, D., Ironside, P.M., Lancaster, S., Davis, C.R., Gainey, M., & Verwers, N. (2017). A comparison of nurses’ self-reported and objectively measured EBP knowledge. The Journal of Continuing Education in Nursing, 48(2), 65-70. Only article selected for continuing education credit in that issue.
Wonder, A.H. (2017). Mock hospital ethics committee: An innovative simulation to teach prelicensure nursing students the complexities of ethics in practice. Nurse Educator, 42(2), 77-80.
Wonder, A.H., & York, J. (2017). Using an academic and practice partnership to
teach and promote EBP. Worldviews on Evidence-Based Nursing, 14(3), 249-251.
Wonder, A.H., Spurlock, D., & Ironside, P.M. (2016). Using the Evidence-based
Practice Knowledge Assessment in Nursing (EKAN) instrument to evaluate exposure effects in baccalaureate nursing students. Nursing Education Perspectives, 37(6), 310-312.
Spurlock, D., & Wonder, A.H. (2015). Validity and reliability, evidence for a new measure: The Evidence-Based Practice Knowledge, Assessment in Nursing (EKAN). Journal of Nursing Education, 54(11), 605-613. Article received the 2016 Christine A. Tanner Scholarly Writing Award from the journal editorial board.
Wonder, A.H., & Otte, J. (2015). Active learning strategies to teach undergraduate nursing statistics: Connecting class and clinical to prepare students for evidence-based practice. Worldviews on Evidence-Based Nursing, 12(2), 126-127.
Spurlock, D., & Wonder, A.H. (2014). Measures for nursing and nursing education. http://nursingmeasure.org/index.html
Wonder, A.H. (2014). Preparing prelicensure students for evidence-based practice: Innovative approaches to teaching statistics. In L. Caputi (Ed.), Innovations in nursing education: Building the future of nursing (Vol. 2; pp. 115-121). Washington, DC: National League for Nursing.
Wonder, A.H., Laux, M., & Wonder, M. (2014). Using an original app to teach evidence-based nursing. In L. Caputi (Ed.), Innovations in nursing education: Building the future of nursing (Vol. 2; pp. 153-158). Washington, DC: National League for Nursing.
Wonder, A.H. (2013). Work engagement in Magnet®-designated hospitals: Exploring social and institutional demographics of RNs to optimize improvement efforts. Journal of Nursing Administration, 43(12), 667-672.
Wonder, A.H. (2012). Engagement in RNs working in Magnet®-designated hospitals: Exploring the significance of work experience. Journal of Nursing Administration, 42(12), 575-579.
Wonder, A.H., Wonder, M.B., & Laux, M. (2011). Evidence-based practice topic selection tool. http://www.amywonder.com/tools/ebpst/ebpst.htm