Mary Curtis, PhD, RN, ANP-C, PHCNS-BC
PhD, Saint Louis University
MSN, Southern Illinois University-Edwardsville
BSN, Saint Louis University
Areas of Expertise
Community/public health, adult primary care
Injury prevention, substance abuse, health promotion, action research/scholarship of teaching and learning
Bultas, M. & Curtis, M. P. (2013) Using Simulation to Teach Child Injury Prevention to Mothers Recovering from Substance Abuse, Journal of Community Health Nursing,
Curtis, M.P. & Jensen, A. (2010). A descriptive study of learning through confluent education: An opportunity to enhance nursing students’ caring, empathy and presence with clients from different cultures. 14(3):48-52.
Curtis, M.P., Hendrickson, S. & Georgantopoulos, P. (2010). Community collaboration in a community H1N1 vaccination program. Journal of Community Health Nursing, 27:121-125.
Curtis, M.P. & Hoffman, M. (2010). Integrative learning strategies. The journal of continuing education in nursing. 41(7): 296-297.
Jensen, Alice and Curtis, Mary (2008) "A Descriptive Qualitative Study of Student Learning in a Psychosocial Nursing Class Infused with Art, Literature, Music, and Film," International Journal of Nursing Education Scholarship: Vol. 5 : Iss. 1, Article 4. Available at: http://www.bepress.com/ijnes/vol5/iss1/art4
Vaughn, M., Howard, M., Curtis, M.P. (2005) Is ecstasy use associated with symptoms of anxiety or depression among incarcerated juvenile offenders? The Journal of Evidence Based Social Work, Vol.2, 19-34.
Vaughn, M., Howard, M. & Curtis, M. (2005). Is ecstasy (MDMA) use associate with symptoms of anxiety or depression among incarcerated Juvenile offenders? In Juvenile Offenders and Mental Illness: I know why the Caged Bird Cries (ed:Lisa A. Rapp-Paglicci) Binghamton, NY: Haworth Social Work Practice Press.
Curtis, M.P. (2001) Incentives and Obstacles for Nursing Higher Education Faculty in choosing to teach via distance. Doctoral dissertation: St. Louis University.
Curtis, M.P. (1990). Marketing and management; videotapes: are they helpful in the practice setting? Journal of the American Academy of Nurse Practitioners,
90, (2), 172-173.
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The nursing faculty at Goldfarb School of Nursing at Barnes-Jewish College is comprised of experienced practitioners, administrators, educators, researchers and consultants.
They come from every specialty from acute care to community health. All of our full time faculty have a doctoral degree, or are actively pursuing doctoral studies.
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