Since 2009, the IEE director has worked with a group of faculty who share an interest in and passion for promoting excellence in nursing education. Initially this group was an informal one, but those volunteers helped shape new directions for the IEE, and in 2012 this informal group became formalized as the IEE Advisory Board.
Purpose and Functions
The purpose of the IEE Advisory Board is to advise the IEE director regarding future directions for the Institute. This purpose is achieved through the following functions:
Review the IEE’s mission, vision and goals every two to three years to ensure they remain relevant, focused and aggressive
Assist in monitoring progress toward achievement of goals outlined in and make recommendations for revision of the IEE’s strategic plan
Serve as reviewers of Teaching Fellowship applications and make recommendations regarding recipients
Participate in the orientation of new full-time faculty
Assist in evaluating all IEE programs (e.g., new faculty orientation, clinical instructor intensive, national conference, teaching conversations, fellowship program, program evaluation processes) and making recommendations for ongoing improvement
Assist in the preparation of applications for ongoing designation as an NLN Center of Excellence in Nursing Education
Serve as a source of support for Teaching Fellows
Collaborate as a research team to design, seek funding for and implement rigorous pedagogical research studies that will help the School achieve its goals related to educational excellence and, simultaneously, contribute to the science of nursing education
Individuals invited by the director of the Institute for Educational Excellence to serve on the IEE Advisory Board include full-time faculty whose area of scholarship and primary area of expertise are education/teaching. Most Advisory Board members are from the School of Nursing, but faculty from other disciplines who exhibit a commitment to educational excellence also serve. Finally, all individuals who complete a Teaching Fellowship are invited and expected to serve.
To allow for a lively and informed exchange of ideas, there are at least five and no more than 10 faculty members, each of whom serves a two-year term on the Advisory Board. Members may be appointed to successive terms without limit.
Ex-Officio Advisory Board Members
Katrina Green, MSN, RN, OCN
Valerie Howard, EdD, MSN, RN, CNE, Associate Dean for Academic Affairs
Stacey O'Brien, MSN, RN-BC
Elizabeth Ross, DPT, MMSc, FAACH
Michele Kuszajewski, DNP, RN, CHSE
Diana McNeill, MD, FACP, Director, Duke AHEAD
Advisory Board Members
Jennie De Gagne is an Associate Professor in the Duke University School of Nursing (DUSON). As a nurse educator who has obtained both PhD and DNP, De Gagne connects these two areas of discovery and implementation by creating and transforming evidence-based practice and education that help current and future generations of nurses address global nursing issues. Her scholarship focuses on nursing education with an emphasis on cybercivility and educational technology management. She is currently conducting studies on promoting cybercivility and preventing cyberincivility among health professions students and faculty across the curriculum, policies, and guidelines. De Gagne holds numerous membership and leadership roles in professional organizations, including the International Council of Nursing, American Nurses Association, and Global Korean Nursing Foundation. She is the founder and executive advisor of the North Carolina Korean Nurses Association, sits as an editorial board member for the Athens Journal of Health, and serves the Sigma Theta Tau International Honor Society of Nursing as a global ambassador and an abstract reviewer. De Gagne is board certified in Nursing Professional Development by the American Nurses Credentialing Center and earned certification as a nurse educator from the National League for Nursing. She is a member of National League for Nursing (NLN) Academy of Nursing Education and the American Academy of Nursing. She has been the recipient of scholarships and awards throughout her professional and academic career, being interviewed nationally and internationally for print and the web.
Helen Gordon received her BSN from the University of Arkansas College of Nursing, her MS in Parent-Child Nursing and Nurse-Midwifery from the University of Utah, and her DNP from Case Western Reserve University in 2012.
Dr. Gordon's entire career (40 years) has been in birth and women's health. Before coming to Duke in 2003, she managed a grant for the American College of Nurse-Midwives in Washington, DC. For five years she was the state’s first technical specialist in nurse-midwifery care for the NC Office of Rural Health, assisting in the implementation of CNM-MD practices in rural North Carolina. She was the first nursing director in the U.S. to implement LDRP care in a tertiary setting. Dr. Gordon also has extensive experience in the development of market-driven competitive women’s care services. She co-teaches the maternity nursing course and teaches senior seminar courses in the ABSN program. She has also served as lead faculty in community health.
Gordon has received three teaching awards. She was selected by DUSON faculty to receive the Duke University School of Nursing Distinguished Teaching Award, and she received the DUSON Outstanding BSN Faculty Award from ABSN students in 2005 and 2011. Gordon’s scholarly interests are in the area of teaching and learning in adults and she is passionate about normal birth and the role that nurses play to keep labor normal and thereby influence birth. Dr. Gordon also teaches a mindfulness course for DUSON students.
Gordon currently serves as Faculty-in-Residence in Randolph dorm on Duke’s East Campus, where she and her lively fox terrier Cody reside with 182 coeds. Gordon is the first DUSON nurse to participate in this highly sought-after and uniquely rewarding Duke program. It is her mission to expose freshman students to a different perspective on nursing, and to encourage them to take advantage of all the incredible cultural opportunities offered by Duke.
Valerie Howard, EdD, MSN, RN, joined Duke in 2018. Dr. Howard has over 21 years of experience in higher education, with the past eleven years dedicated to researching, developing, implementing and evaluating innovative teaching methods and leadership and team building experiences across the curriculum. Dr. Howard served as Dean at Robert Morris University’s (RMU) School of Nursing and Health Sciences (SNHS) in Pittsburgh, PA, where she was also the University Professor of Nursing. Her accomplishments as Dean included improved certification exam pass rates, increased enrollment, execution of contracts with healthcare organizations to support clinical education of nurses, successful accreditation efforts for nursing and health sciences programs, improved marketing efforts and the development of innovative and collaborative majors Prior to position as Dean, she served RMU in various leadership roles including Director of Development and Assistant Dean for External Affairs, Academic Department Head and Academic Integrity Council Chair. While serving in these roles, she helped to raise over $8,000,000 in both research and non-research funding working in tandem with the RMU Advancement Team, Office of the President, Office of Research and Grants and SNHS administrative team to support programmatic and simulation initiatives, improve the campus experience and construct a new building for the SNHS, Scaife Hall. Dr. Howard created the Society for Simulation in Healthcare accredited RMU Regional Research and Innovation in Simulation Education (RISE) Center and served as its founding director. She was president of the International Nursing Association of Clinical Simulation and Learning (INACSL) from 2011 to 2013 and received the INACSL Excellence Award in Research in 2010. Dr. Howard worked with a team to develop the inaugural Elsevier Simulation Learning System, a curricular support system to assist with implementation of simulation experiences that is now being used at over 400 schools of nursing. She also developed the STRIVE Model ©Howard 2010 to guide educators in designing and planning simulation programs at their respective institutions. She created the RMU Leadership in Simulation Instruction and Management Certificate Program to prepare faculty to implement simulation in their curricula. In alignment with the IOM Recommendations, Dr. Howard implemented, evaluated and sustained the Dedicated Education Unit Model for educating nurses in the Pittsburgh region, and she is currently working with the PA Action Coalition to provide board training in support of the national Nurses on Boards initiatives. Dr. Howard earned her EdD in Higher Education Administration and MSN (Nursing Education) from the University of Pittsburgh and her BSN from Indiana University of Pennsylvania.
Jacquelyn McMillian-Bohler joined Duke University School of Nursing on December 1 as a member of the Healthcare of Women and Children Division. Prior to joining Duke, Dr. McMillian-Bohler was on faculty at Spalding University in Louisville, Kentucky where she served as the lead maternal newborn educator in the pre-licensure program. In addition to those teaching responsibilities, she was the Program Director of the BS in Health Science Program. Her clinical background includes staffing in labor and delivery and working with women and families in a full-scope nurse-midwifery practice. She has worked with at risk populations in South Carolina, Nashville and Louisville, and is the PI of a March of Dimes grant on Centering Pregnancy. Dr. McMillian-Bohler received a BSN from the University of North Carolina at Greensboro, a MSN in Nurse-Midwifery from Vanderbilt University, and a PhD in Nursing Education from Villanova University. With the goal of understanding how teachers create powerful learning experiences in the classroom, her research interest is focused on exploring the concept of master teachers. Her notable recognitions include the Alumni Award for Clinical Achievement from Vanderbilt University for her work with migrant workers and pregnant teens in rural South Carolina, the American College of Nurse-Midwives Vanderbilt Nurse-Midwifery Faculty of the Year, and the Kentucky African American Nurses Association Educator of the Year Award. She is also Jonas Scholar alumnus.
Margie Molloy, DNP, RN, CNE, CHSE, is an assistant professor and director of the Center for Nursing Discovery (CND) at the Duke University School of Nursing. Prior to her role as CND director, she was a clinical research nurse for a nurse interventionist study at the School from 2006 to 2008 and a transplant/research coordinator at Duke University Medical Center from 2001 to 2006.
She holds a BSN from the State University of New York at Downstate Medical Center, an MSN in nursing education from Wagner College and a DNP from Duquesne University. As CND director she works with faculty to incorporate simulation design, implementation and evaluation into their curricula. She also develops interprofessional collaborative experiences that focus on patient safety, effective teamwork and communication.
In 2015, her team received the BAYADA Award for Technological Innovation in Health Professional Education for the use of Google Glass to enhance the realism of simulation for nursing students. In 2010, her team received a Campus Technology Innovators Award for creative use of social media in education. Her innovative use of telepresence robots for distance-based education has garnered local and national media coverage.
She is a member of the North Carolina Nurses Association, TeamSTEPPS (Agency for Healthcare Research & Quality), the International Nursing Association for Clinical Simulation and Learning and the Society for Simulation in Healthcare.
Marilyn H. Oermann, PhD, RN, ANEF, FAAN, is the Thelma M. Ingles Professor of Nursing, lead faculty for the Nursing Education major and director of evaluation and educational research at Duke University School of Nursing. Dr. Oermann’s scholarship focuses on nursing education, with an emphasis on both teaching and evaluation in nursing. With funding from the National League for Nursing (NLN) and Laerdal Medical, she is completing a multisite study on maintaining competence in CPR among nursing students. She recently completed a feasibility study on the use of simulation for high stakes testing.
Dr. Oermann is the author or co-author of 19 books (several of which won national awards), more than 160 articles in peer-reviewed journals and a wide variety of other publications. Her current books include Evaluation and Testing in Nursing Education (5th ed., 2017), Writing for Publication in Nursing (3rd ed., 2015), Clinical Teaching Strategies in Nursing (5th ed., 2018), and Teaching in Nursing and Role of the Educator: The Complete Guide to Best Practice in Teaching, Evaluation and Curriculum Development (2nd ed., 2018). She is the editor of A Systematic Approach to Assessment and Evaluation of Nursing Programs (2017), and she edited six volumes of the Annual Review of Nursing Education. Dr. Oermann is the editor of Nurse Educator and the Journal of Nursing Care Quality. She is past editor of Nurse Author & Editor. She lectures widely on writing for publication and nursing education topics.
Dr. Oermann is a member of the American Academy of Nursing and National League for Nursing (NLN) Academy of Nursing Education. She received the NLN Award for Excellence in Nursing Education Research, the Sigma Theta Tau International Elizabeth Russell Belford Award for Excellence in Education and the American Association of Colleges of Nursing Scholarship of Teaching and Learning Excellence Award.
Dr. Beth Phillips earned her BSN at East Carolina University her MSN at Duke. She just completed her PhD in Nursing Education at the University of Wisconsin-Milwaukee. Her dissertation research focused on clinical decision making in senior baccalaureate nursing students in their final semester. Before joining the Duke School of Nursing faculty, she served as Director of Nursing at Vance-Granville Community College. She also has extensive experience in medical-surgical nursing, including ICU staff nursing and supervision.
Dr. Phillips is a member of the ABSN Elected Program Committee. She has served on the Curriculum Pathways Initiative and the Xcel@DUSON task group, and has been instrumental in planning and implementation of the annual Clinical Instructor Intensives. Beth has been actively engaged in collaboration with School of Medicine faculty in developing and implementing several interdisciplinary educational experiences for nursing and medical students. She has mentored graduate students in nursing education from various local universities.
Dr. Phillips is a member of the National League of Nursing and Sigma Theta Tau International Honor Society of Nursing. She serves as an Advisory Board member for the IEE (Institute of Educational Excellence).
Beth's research interests include decision making in undergraduate nursing students, clinical instructor preparation and competence, and evidence-based nursing education.
Valerie K. Sabol, PhD, ACNP-BC, GNP-BC, CCRN, CNE, ANEF, FAANP, is the Chair for the Division of Healthcare in Adult Populations at Duke University School of Nursing (DUSON). Dr. Sabol has more than 25 years of acute and critical care experience and is board certified as an Adult Acute Care and Gerontological Nurse Practitioner. She received her BS in Nursing from Penn State University, her MSN degree from the University of Pennsylvania and her PhD from the University of Maryland School of Nursing. Before being named Division Chair at Duke, Dr. Sabol served as the Accelerated BSN Program Director and the Director of the Adult-Gerontology Acute Care Nurse Practitioner specialty in the MSN Program at DUSON. Prior to working at Duke, Dr. Sabol taught at the University of Maryland School of Nursing for 11 years. She currently provides care as a nurse practitioner at Duke University Medical Center with the Endocrinology Inpatient Consultation Service. Her clinical and research interests include translating and implementing evidence-based practices into the care of both obese and older adults in across care settings. She has served on editorial boards for critical care, geriatric and obesity-focused journals, and is the next President-Elect of the Gerontological Advanced Practice Nurses Association (GAPNA).
Dr. Silva is Research Associate Professor and Statistician in the Office of Research Affairs at the Duke University School of Nursing. She also has appointments in the Department of Psychiatry and Behavioral Sciences of the Duke University School of Medicine and in the Department of Clinical Trials Statistics of the Duke Clinical Research Institute.
Dr. Silva has extensive formal training in both biostatistics and behavioral statistics, and has taught statistics courses designed for psychology students and neuropsychiatry research fellows. She is a senior statistician on the NIMH Data Safety and Monitoring Board (DSMB) as well as a statistical reviewer for several industry-sponsored DSMBs.
Dr. Silva earned her PhD from the Experimental Psychology-Cognitive Neuroscience Program at North Carolina State University, and completed a NIH-funded post-doctoral fellowship in Neuropsychology and Cognitive Neuroscience at the Brain and Development Research Center at the University of North Carolina at Chapel Hill (UNC-CH). Before coming to Duke in 1999, Dr. Silva was a member of the faculty in the Department of Psychiatry at the UNC-CH School of Medicine, where she served as the Director of the Neurobehavioral Assessment Core and the Associate Director of the Data Management and Biostatistics Core for their NIMH-sponsored Mental Health and Neurosciences Clinical Research Center.
Deirdre K. Thornlow, PhD, RN, CPHQ is an advanced practice nurse with over 20 years experience in healthcare leadership. She has held numerous leadership positions throughout her career, including Director of Quality Operations at The George Washington University Hospital and Gerontology Project Director for the American Association of Colleges of Nursing (AACN). Dr. Thornlow is an Assistant Professor at the Duke University School of Nursing, a John A. Hartford Foundation Claire M. Fagin Fellow, and a Senior Fellow in the Duke Center for the Study of Aging and Human Development.
Dr. Thornlow is pursuing a program of health services research that capitalizes upon her expertise in acute care quality and patient safety. She completed several related research projects as first steps toward understanding the relationship among hospital characteristics, patient safety practices, and patient outcomes. Her dissertation research, Relationship of Hospital Systems and Utilization of Patient Safety Practices to Patient Outcomes, was funded by a National Research Service Award from the National Institute of Nursing Research and was selected as the 2007 most meritorious dissertation by the University of Virginia School of Nursing faculty. In this study, Dr. Thornlow reported that hospitals using fewer patient safety practices demonstrated higher rates for certain adverse events. She has since expanded this work to focus on patient safety in hospitalized older adults by examining the role that nurses play in preventing, mitigating or even exacerbating postoperative complications in hospitalized older adults. Dr. Thornlow is a Certified Professional in Healthcare Quality (CPHQ), and a member of the National Association for Healthcare Quality (NAHQ), Academy Health, the American Organization of Nurse Executives, and the Gerontological Society of America.