Deborah DeMeester, PhD, RN, CNE
Science of Nursing Care
Center for Academic Affairs
Interim Associate Dean for Undergraduate Programs, Clinical Associate Professor
Nursing 411, Indianapolis
University of Nevada, Las Vegas
MSN, Indiana University
BSN, Indiana University
Before joining the faculty at IUSON, Dr. DeMeester’s experience was in the areas of critical care and cardiac rehabilitation nursing. Her educational research has focused on the clinical education of pre-licensure nursing students. She has been involved in studies of perceptions of faculty members, preceptors, and/or students in various clinical learning environments including traditional faculty-supervised instruction, preceptorships, dedicated education units (DEUs), and hybrid models. Dr. DeMeester is interested in curriculum development/evaluation and she has expertise in examination mapping, item-writing, and exam and item analysis.
Kara, A., DeMeester, D., Lazo, L., Cook, E., & Hendricks, S. (2018). An interprofessional patient assessment involving medical and nursing students: A qualitative study. Journal of Interprofessional Care, 32, 513-516.
Krautscheid, L., DeMeester, D.A., Orton, V., Smith, A., Livingston, C., & McLennon, S.M. (2017). Moral distress and associated factors among baccalaureate nursing students: A multisite descriptive study. Nursing Education Perspectives, 38, 313-319.
DeMeester, D., Hendricks, S.,Stephenson, E., & Welch, J.(2017). Student, preceptor, and faculty perceptions of three clinical learning models. Journal of Nursing Education, 56, 281-286.
DeMeester, D. (2017). Featuring students’ strengths though an integrated learning project. Nurse Educator, 42, 37.
DeMeester, D. (2016). The lived experience of faculty in a dedicated education unit. Journal of Nursing Education, 55, 669-674.
Hendricks, S., DeMeester, D., Stephenson, E., & Welch, J. (2016). Stakeholder perceptions, learning opportunities, and student outcomes in three clinical learning models. Journal of Nursing Education, 55, 271-277.