Angela McNelis

Photo of Dr. Angela McNelis, Tenured Professor and Associate Dean for Scholarship, Innovation, and Clinical Science
Title:
Tenured Professor and Associate Dean for Scholarship, Innovation, and Clinical Science
Office:
Foggy Bottom Campus
Address:
1919 Pennsylvania Ave.
Suite 500
Washington, D.C. 20006
United States
Phone:
202-994-2066
Email:
[email protected]

Angela McNelis, PhD, RN, FAAN, ANEF, CNE, is a tenured professor and Associate Dean for Scholarship, Innovation and Clinical Science at the George Washington University School of Nursing. She is a leader, scholar, and educator transforming nursing education through evidence-based research, landmark studies, pedagogical innovations and dissemination of results locally, nationally and internationally. Her leadership and work advance the science by developing evidence to direct transformative changes in education across pre-licensure, graduate and doctoral education.

She has made impressive contributions to the disciplinary understanding of the challenges of current clinical education models and how student-faculty interactions promote (or fail to promote) student learning. From her pivotal national study exploring the state of undergraduate clinical education to studies providing the evidence for transforming a Psychiatric CNS Program into an innovative Psychiatric-Mental Health Lifespan Nurse Practitioner Program, her work addresses today’s community and health care needs and serves as models for other programs across the country.

Her scholarship in interprofessional education furthers the mission of integrating mental (substance use) and physical health in the community by preparing nurses, social workers and medical residents to address psychiatric and mental health concerns in their care delivery. Along the continuum of higher education, her work exploring doctoral education is providing the necessary evidence to guide the revision of doctoral programs to prepare our next generation of faculty and nursing leaders. The evidence from several studies is already changing doctoral curricula.

Dr. McNelis is a Fellow of the American Academy of Nursing (FAAN), an American Nurse Educator Fellow (ANEF), and a Certified Nurse Educator (CNE). Her leadership significantly impacts nursing education across the program spectrum through her evidence-based research that calls for a transformation in both the didactic and clinical arenas to prepare better nursing graduates to deliver safe, quality care in health care settings.

Current Research

  • 2016-2017 — Regulatory and Policy Issues: Counting International Clinical Experiences for Required Clinical Contact Hours, funded by the National Council of State Boards of Nursing, Co-PI ($122,377)
  • 2016-2018 — Comparing Nurse Practitioner Student Learning Outcomes in Telehealth and Face-to-Face Standardized Patient Encounters, funded by the Health Resources & Services Administration, Qualitative Researcher ($238,803)
  • 2013-2016 — Advancing Multidisciplinary Education for Screening Brief Intervention and Referral to Treatment (SBIRT), funded by the Substance Abuse and Mental Health Services Administration, Co-PI ($937,935)
  • 2013-2016 — Motivating Baccalaureate students to intervene with their psychiatric clients who smoke, funded by the Indiana University School of Nursing Ethel Clarke Fellowship, Co-PI ($10,000)
  • 2012-2016 — Advanced Nursing Education (ANE) Program awarded to Johns Hopkins University, funded by Health Resources & Services Administration, Evaluator ($1,043,940)

Education

  • Indiana University – Postdoctoral Fellow (2001)
  • Indiana University – Doctor of Philosophy (2000)
  • Indiana University – Master of Science in Nursing (1996)
  • Child/Adolescent Psychiatric Mental Health
  • Indiana University – Master of Science in Education (1990)
  • DePauw University – Bachelor of Science in Nursing (1985)

Publications

Journal articles

  • Schwindt, R.G., McNelis, A.M, & Agley, J. (2016). Curricular Innovations in Tobacco Cessation Education for Prelicensure Baccalaureate Nursing Students.  Journal of Nursing Education, 55(8), 425-431. 
  • Agley, J., McNelis, A.M., Carlson, J., Schwindt, R.G., Clark, C., Kent, K., Lay, K., Gassman, R.A.,& Crabb, D. (2016). If you teach it, they will screen: Advanced practice nursing students’ use of screening and brief intervention in the clinical setting. Journal of Nursing Education, 55(4), 231-235. 
  • Dreifuerst, K.T., McNelis, A.M., Weaver, M.T., Broome, M.E., Draucker, C.B., & Fedko, A.S. (2016). Exploring the Pursuit of Doctoral Education by Nurses Seeking Or Intending to Stay in Faculty Roles. Journal of Professional Nursing, 32(3), 202-212. 
  • Becker, K., Crowe, T., Walton-Moss, B., Lin, A., Parsons Schram, A., Hanyok, L., Hayashi, J., Culhane, N., McNelis, A.M., & Teague, P. (2016). Interprofessional debriefing; A novel synthesis of the 3D Model and Systems Centered Therapy. Journal of Interprofessional Education & Practice, 2, 13-19.
  • Schwindt, R.G., McNelis, A.M., Lay, K., & Bentley, M. (2016). Student perceptions of a tobacco education intervention. Archives of Psychiatric Nursing, 30, 167-169. 
  • Schwindt, R.G., & McNelis, A.M. (2015). Integrating Simulation and Reflective Pedagogies into a Psychiatric/Mental Health Nurse Practitioner Course. Nursing Education Perspectives, 36(5), 326-328.
  • Taylor, L.A., Terhaar, M.F., Mark, H., & McNelis, A.M. (2014). A “GuIDE-ing” initiative to increase applicants for doctoral study. Advances in Nursing Doctoral Education & Research, 2(2), 9-17.
  • Ironside, P.M, McNelis, A.M., & Ebright, P.R. (2014). Clinical education in nursing: Re-thinking learning in practice settings. Nursing Outlook, 62(3), 185-191. (Received the Excellence in Education Award for Journal Article)
  • McNelis, A.M., Ironside, P.M., Ebright, P.R. Dreifuerst, K.T., Zvonar, S.E., & Conner, S.C. (2014). Learning nursing practice: A multi-site, mixed method investigation of clinical education. Journal of Nursing Regulation, 4(4), 30-35.
  • Schwindt, R.G., McNelis, A.M., & Sharp, D. (2014). Evaluation of a theory-based education program to motivate nursing students to intervene with their seriously mentally ill clients who use tobacco. Archives of Psychiatric Nursing. 28(4), 277-283.
  • McNelis, A.M., Ironside, P.M., Zvonar, S.E., & Ebright, P.R. (2014). Advancing the science of research in nursing education: The contributions of the critical decision method. Journal of Nursing Education, 53(2), 61-64.  (received the Christine A. Tanner Scholarly Writing Award).
  • Wheeler, C.A., & McNelis, A.M. (2014). Nursing student perceptions of a community-based home visit experienced by a role-play simulation. Nursing Education Perspectives, 35(4), 259-261.
  • Patterson, B., & McNelis, A.M. (2013). Headlines from the NLN: The NLN research in nursing education grants program: Progress toward the future. Nursing Education Perspectives, 34(5), 361. 
  • McKinnon, T.H., & McNelis, A.M. (2013). International programs in U.S. schools of nursing: Driving forces, obstacles, and opportunities. Nursing Education Perspectives, 34(5), 323-328. 
  • Horton-Deutsch, S., McNelis, A.M., & O’Haver Day, P. (2012). Balancing technology with face-to-face interaction: Navigating the path to psychiatric nursing education at a distance.  Journal of the American Psychiatric Nurses Association, 18(3), 193-196. 
  • Horton-Deutsch, S., McNelis, A.M., & O’Haver Day, P. (2012). Developing a reflection- centered curriculum for graduate psychiatric nursing education. Archives of Psychiatric Nursing, 26(5), 341-349. 
  • McNelis, A. M., & Horton-Deutsch, S. (2012).Taking charge of our future: Curricular approaches to improve quality and safety in psychiatric nursing practice and health care. Archives of Psychiatric Nursing, 26(5), 339- 340.
  • Broome, M.E., Ironside, P.M., & McNelis, A.M., (2012). Research in nursing education: State of the science. Journal of Nursing Education, 51(9), 521-524.
  • Fluharty, L., Hayes, A.S., Milgrom, L., Malarney, K., Smith, D., Reklau, M.A., Jeffries, P.R., &  McNelis, A.M. (2012). A multi-site, multi-academic track evaluation of end-of-life simulation for nursing education.  Clinical Simulation in Nursing, 8(4), e135-e143. 
  • McNelis, A.M., Horton-Deutsch, S., & Friesth, B.M. (2012). Improving quality and safety in graduate education using an electronic student tracking system. Archives of Psychiatric Nursing,  26(5), 358-363.
  • McNelis, A.M., Fonacier, T., McDonald, J., & Ironside, P.M. (2011). Headlines from the NLN: Optimizing prelicensure students’ learning in clinical settings: Addressing the lack of clinical sites. Nursing Education Perspectives, 32(1), 64-65.
  • Horton-Deutsch, S., McNelis, A.M., & O’Haver Day, P. (2011). Enhancing mutual accountability to promote quality, safety, and nurses' recovery from substance use disorders. Archives of Psychiatric Nursing, 25(6), 445-455. 
  • McNelis, A.M., Horton-Deutsch, S., O’Haver Day, P., Gavardinas, T., Outlaw, C., Palmer, R., & Schroeder, M. (2011). Indiana State Nurses Assistance Program: Identifying gender differences in substance use disorders. Perspectives in Psychiatric Care, 48(1), 41-46.

Book chapters

  • Lay, K., McNelis, A.M., Horton-Deutsch, S. (2015). Interprofessional Education in Mental Health: Developing Practitioners Who Work Collaboratively and Provide Patient-Centered Care. In G. Sherwood & S. Horton-Deutsch (Eds.), Reflective Organizations on the Front Lines of QSEN & Reflective Practice Implementation (131-145). Indianapolis: Sigma Theta Tau International.
  • O’Haver-Day, P., & McNelis, A.M. (2012). The Mindful Educator. In G. Sherwood & S. Horton-Deutsch (Eds.), Reflective Practice: Transforming Education and Improving Outcomes (63-77). Indianapolis: Sigma Theta Tau International.
  • McKinnon, T.H., & McNelis, A.M. (2011). International service-learning in United States schools of nursing. In T. McKinnon & J. Fitzpatrick (Eds.), Global service-learning in nursing (131-144). New York, NY: National League for Nursing.

Strengths

  1. Achiever
  2. Responsibility
  3. Positivity
  4. Input
  5. Learner

Distinctions

  • Indiana University School of Education Distinguished Alumni Award (2016)
  • Fellow in the American Academy of Nursing (2015)
  • Excellence in Education Award for Journal Article — Nursing Outlook (2015)
  • P.A. Mack Award for Distinguished Service to Teaching — Indiana University (2015)
  • International Society of Psychiatric-Mental Health Nurses Education Award (2015)
  • Christine A. Tanner Scholarly Writing Award — SLACK, Inc., Journal of Nursing Education (2014)
  • Top 100 Alumni Legacy Leader — Indiana University School of Nursing (2014)
  • Alvin S. Bynum Mentor Award — Indiana University (2013)
  • Rebecca T. Markel Excellence In Mentoring Award — Sigma Theta Tau International, Alpha Chapter (2013)
  • Advancement of the Science Award — Midwest Nursing Research Society (2013)