Ginger Schroers »
Jonas Scholar Directory
Ginger Schroers is currently a PhD candidate in Villanova University’s M. Louise Fitzpatrick College of Nursing. Ms. Schroers earned her master of science degree with a focus in nursing education from North Park University and her bachelor of science degree in nursing from University of Illinois. She has been a registered nurse for over 20 years with her primary practice area being maternal-newborn nursing.
Ginger is a full-time faculty member with Loyola University Chicago, where she has been teaching undergraduate nursing students since 2011. She is certified in maternal-newborn nursing (RNC-MNN) and is a certified nurse educator (CNE).
Ms. Schroers is a member of Sigma Theta Tau International Honor Society of Nursing, National League for Nursing (NLN), International Nursing Association for Clinical Simulation and Learning (INACSL), and Midwest Nursing Research Society (MNRS). She has had 2 publications as a result from her PhD coursework and a third manuscript is currently under review. During her time as a PhD student she has been awarded the Dr. Susan Slaninka Continuing Dissertation Award, the Eileen A. Dowrick and Joseph Cassidy Doctoral Scholarship, and the Donna DiPalma Cassidy Doctoral Scholarship.
Her research interests include discovering innovative teaching strategies surrounding the improvement of patient safety, specifically in the area of nurse medication administration, and identifying evidence-based strategies to best manage interruptions that occur in health care settings.
Research/Clinical Practice Area: Jonas Scholar – Preventive Health
Dissertation: My mixed-methods dissertation study is titled: Realistic Interruptions During Simulated Medication Administration: An Examination of Errors and Interruption Management Strategies Among Undergraduate Nursing Students. Using a theoretical model from the cognitive science field, the aims of the study are to discover foundational evidence for the development of innovative teaching strategies on best practices to manage interruptions in the clinical setting. Given that interruptions are prevalent in healthcare settings and have been associated with increased frequency and severity of medication administration errors, it is crucial for nurse educators to prepare nursing students with evidence-based strategies to best manage interruptions to improve practice and the safety of patients.
The incorporation of interruption management skills into curricula is recommended in both the nursing and medical literature, however, evidence-based strategies currently do not exist. Findings from the dissertation study may be used to develop theoretical content offered in higher education settings as well as to provide support for evidence-based teaching methods such as simulation. ”