TC Affiliations:
Educational Background
Desiree earned her Bachelor of Nursing Science from Indiana University, her Master of Nursing Science from Ball State University, her Parent-Child Post- Masters Certificate from St. Francis Medical College of Nursing, and her PhD in Health Services from Walden University.
Scholarly Interests
Nursing education; teaching strategies; curriculum development; testing and evaluation practices; faculty development; Next Generation NCLEX; Q methodology
Selected Publications
Hensel, D., Billings, D., & Wiseman, R, (2024). Evaluation of the Maryland Next Gen test bank project. Nursing Education Perspectives. DOI: 10.1097/01.NEP.0000000000001239
Hensel, D. & Cifrino, S. (2023). Understanding next generation NCLEX faculty development needs using Q methodology. Nurse Educator, 48(4),225-226.
Hensel. D. & Billings. D.M, (2023). Creating a peer review process for faculty created next generation NCLEX items. Nurse Educator, 48(2), 65-70.
Hensel, D., Toronto, C., Lawless, J., & Burgess, J. (2022). A scoping review of Q methodology nursing education studies. Nurse Education Today, 109, 105220.
Hensel, D., Porter, S. & Mocek, P. (2021). Viewpoints on undergraduate research among nursing students conducting Q methodology studies. Journal of Nursing Education, 60 (2), 96-98.
Hensel, D., & Billings, D. M. (2020). Strategies to teach the National Council of State Boards of Nursing clinical judgment model. Nurse Educator, 45(3), 128-132.
Hensel, D, Cifrino, S, Cummings, D. & Walsh, J. (2019) The physical demands and risks of working in a health are simulation center. Nursing Forum, 54(4), 675-680.
Hensel, D. (2017). Using Q methodology to assess learning outcomes following the implementation of a concept-based curriculum. Nurse Educator, 42(5), 250-254.
Hensel, D. (2016). Q-methodology: An alternative design for undergraduate nursing honors research. Journal of Nursing Education, 55(11), 659-662.
Hensel, D., Engs, R.C., & Middleton, M.J. (2016). Differences in drinking patterns between female nursing and non-nursing students. Nurse Educator, 41 (1) 52-54.
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.
Hensel, D., & Laux, M. (2014). A longitudinal study of stress, self-care, and professional identity among student nurses. Nurse Educator, 39 (5), 227-231.
Hensel, D. (2014). Typologies of professional identity among baccalaureate prepared nurses. Journal of Nursing Scholarship, 46(2), 125-133.
Hensel, D., Middleton, M.J., & Engs, R.C. (2014). Drinking patterns, prelicensure nursing education, and professional identity formation. Nurse Education Today, 34, 719-723.
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.
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.
Hensel, D. (2011). Relationships among nurses’ professional self-concept, health, and lifestyles. Western Journal of Nursing Research, 33(1), 45-62.
Biographical Information
Nursing education; teaching stratgies; testing and evaluation; program evalution; faculty development; simulation; professional identity; Q methodology
Curriculum Vitae
A board certified pediatric clinical nurse specialist, a certified nurse educator, and a certified healthcare simulation educator, Dr. Desiree Hensel is an experienced educator, researcher, former dean, and nursing education consultant who has gained national recognition as a leader in advancing innovative teaching strategies, curriculum development, and testing and evaluation practices. Dr Hensel uses her unique expertise with Q methodology to help build the science of nursing education. Her national service has included serving on the editorial Board of Nurse Educator and serving as a site visitor, team chair, and review panel member for the Accreditation Commission for Education in Nursing. Drawing on her expertise as co-editor of Lippincott’s Q&A Review for NCLEX RN, she helped lead the Maryland Next Gen Test Bank Project resulting in the creation of an open-access test bank of case studies and stand-alone items used by programs nationwide to teach clinical judgment. A fellow of the Academy of Nursing Education, she has widely published peer-reviewed literature and disseminated her work in regional, national, and international venues. Desiree came to the Online Nursing Education program in 2023 and acts as the HRSA Nurse Faculty Loan Program project manager.