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Cecilia Marie Bernadette Flores

Name

[Flores, Cecilia Marie Bernadette]
  • Assistant Dean

Professional Preparation

    • 2014 Doctor of Philosophy in NursingUT Arlington
    • 2007 MSN in Nursing AdministrationUT Arlington
    • 1979 BS Texas Woman's University

Appointments

    • Jan 2015 to Present Assistant Dean
      Unviersity of Texas at Arlington   University   UT Arlington
    • May 2010 to Present Student Success Coordinator
      University of Texas at Arlington   Office of the President   Office of the Provost and Vice President for Academic Affairs   College of Nursing and Health Innovation
    • Aug 2009 to Aug 2010 AP BSN Program - Clinical Coordinator
      University of Texas at Arlington   Office of the President   Office of the Provost and Vice President for Academic Affairs   College of Nursing and Health Innovation
    • Aug 2007 to Aug 2009 Clinical Nursing Instructor
      University of Texas at Arlington   Office of the President   Office of the Provost and Vice President for Academic Affairs   College of Nursing and Health Innovation
    • Jan 2007 to May 2007 GTA
      University of Texas at Arlington   Office of the President   Office of the Provost and Vice President for Academic Affairs   College of Nursing and Health Innovation

Memberships

  • Membership
    • Apr 2014 to Present Phi Kappa Phi Honor Society
    • May 2007 to Present Sigma Theta Tau-Delta Theta

Awards and Honors

    • Sep  2013 The 2012 William S. Ward Endowment Award sponsored by University of Texas at Arlington
      Description:

      The endowment is used "for the benefit of a non-tenure track faculty with an exemplary work ethic, who loves working with students, and who makes a significant impact on enhancing the goals of the University".

Publications

      Journal Article 2013
      • Flores, C., Ashe, M., (2013). Simulating Nursing School to Engage High School Students Clinical Simulation in Nursing
        {Journal Article} [Refereed/Juried]

Presentations

  • Past
    •  
      Making It Stick: How to teach so they will learn
      Poster presentation: DFW Summer Institute in Dallas Texas (August 2012): Brown bag presentations help JR I nursing students transition to nursing school and beyond. Poster presentation at Nurse Tim's Nuts and Bolts Nursing Conference in Phoenix, AZ
  • Past
    •  
      Developing and Implementing End of Program OSCE (Objective Structured Clinical Examinations) for an Undergraduate BSN program
      Podium Presentation at Sigma Theta Tau 41st Biennial Convention, Grapevine, TX.
  • Past
    •  
      BSN Pinning Ceremony - Keynote Address
      Invited to present keynote at the BSN Pinning Ceremony May 2011, May 2012
  • Past
    •  
      Academic Partnership BSN Pinning Ceremony - Keynote Address
      Invited to present keynote at the AP BSN Pinning Ceremony
  • Past
    •  
      OSCE's for nursing 101: The successes, trials and tribulations.

      Podium presentation for the International Meeting on Simulation in Healthcare, New Orleans, LA

      With Gayla Miles, Mindi Anderson, Jenny Roye, Judy Leflore and LJ Rockstraw

  • Past
    •  
      Using team based learning to enhance learning with Foundations students
      Poster presentation at Mosby's Faculty Development Institute in Orlando, FL
  • Past
    •  
      Innovative Advising: Engagement through simulation
      National Association of Hispanic Nurses, Washington, DC - Poster presentation with Mary Jane Ashe
  • Past
    •  
      Creating Safer Graduates and Life Long Learners Through the use of technology: Usability and usefulness of electronic books (E-books) loaded on personal digital assistants (PDAs) during a clinical course

      Podium presentation at  21st International Nursing Research Congress. Sigma Theta Tau International. Orlando, FL, July 2010

       

  • Past
    •  
      Expanding Your Simulation Program: The Addition of Standardized Patients.

       Podium presentation at the  9th Annual International Nursing Simulation/Learning Resource Centers Conference, Las Vegas, NV, June, 2010     with: Anderson, M, Holmes, T, Roye, J, 

  • Past
    •  
      Interactive Learning for the Net Generation: Discovery through Simulation

      9th Annual International Nursing Simulation/Learning Resource Centers Conference, Las Vegas, NV, June 2010 (Poster presentation)

      With Mary Jane Ashe

  • Past
    •  
      Interactive Learning for the Net Generation: Discovery through Simulation.

       

                   9th Annual International Nursing Simulation/Learning Resource Centers Conference, Las Vegas, NV, June 2010 (Poster presentation)

      With Mary Jane Ashe

  • Past
    •  
      Keynote Speaker - BSN Pinning Ceremony

      Invited Keynote speaker for BSN Pinning Ceremony UT Arlington, College of Nursing, Arlington, TX, May 2010.

  • Past
    •  
      Destination: Nursing School-Engaging High School Students to Pursue Nursing, Issues in Health Disparities.”

      34th Annual Conference of National Association of Hispanic Nurses Association, San Antonio, TX, June 2009 (Poster presentation)

      With Mary Jane Ashe

  • Past
    •  

      Identifying At-Risk Students in an Accelerated Online BSN Nursing Program

      Podium presentation reporting the results from the Texas Higher Education Coordinating Board Grant:  At-Risk Student Tracking and Intervention Projct. 

      With the projected nursing shortage estimated to reach 227,000 nurses in the United States by 2020 (Staiger, Auerbach, & Buerhaus, 2012), admitting students who are capable of completing nursing school is crucial to meet this need.  In Texas, more than 24, 870 individuals will need to complete nursing school in 2020 to meet the state’s need for nurses that year (Texas Board of Nursing, 2010); currently, three of ten students who enter nursing school, do not persist and graduate.  Admitting an adequate number of nursing students into nursing programs and ensuring that these students persist and graduate are essential to meet these projected targets. A method to identify students who are at risk for failure or program delay may increase the persistence rate. In 2008, the Texas Higher Education Coordinating Board funded a grant for nine programs in east Texas (Walker et al, 2011).  Funding was expanded in 2011 to include programs throughout the state and included one accelerated online program.

      Students were flagged “at risk” based on academic, environmental and background factors. The scores of standardized admission exams and grades earned in Anatomy & Physiology (A &P) I and II were part of the academic factors used to identify at risk students. Students were tracked throughout nursing school. Interventions and resources were provided to the flagged students; although, any student who scored less than 75% on a clinical nursing exam was required to “meet” with a Student Success Coordinator, so remediation efforts could be initiated.  Meetings were in person or virtually. Additionally, students who consistently had poor end of course HESI scores (less than 750) were found to be at risk for failure or delayed graduation. A student success (SS) course was developed and taught by nursing faculty.  This course focused on time management skills, study skills, and test taking strategies.                                                         Researchers for this descriptive study found an association between the At Risk Tracking System and correctly identifying students who struggled with nursing courses; however, not all students who failed or dropped a course were identified.  When the grades of students who failed or dropped a course in nursing school were reviewed, a pattern of dropping or repeating pre-nursing courses was seen, particularly in A & P and/or pharmacology. Students who took the SS course improved their HESI scores on subsequent tests.  Six out of seven students increased their HESI scores by 137 to 349 points.

      Not all students who were flagged at risk failed a course or delayed graduation. The findings of this study indicate with early identification, continuous tracking, timely interventions, and a detailed plan for success can increase the persistence rate of online BSN nursing students

  • Past
    •  

      Identifying at-risk students in an accelerated online BSN nursing program

      Prodium presentation describing at-risk nursing students and interventions provided to the students.

  • Past
    •  
      Academic Factors that Contribute to Nursing Student Persistence: Pre-program Support

      Many contributing factors have been identified as predictors to nursing program success. Few researchers have focused solely on academic factors that impact nursing student persistence (NSP).  The purpose of this study was to identify academic factors that are associated with support and NSP at the institutional level, pre-program level prior to admission to nursing school, and program level after students are enrolled in nursing school.  Focus is pre-program support.

  • Past
    •  
      Identifying At-Risk Students in an Accelerated Online BSN Nursing Program

      Podium presentation: Researchers for this descriptive study found the at-risk tracking system correctly identifying students who struggled with their nursing courses as evidenced by withdrawing/dropping from or failing courses. In the first year of the study, three of the four students (75%) who were flagged as being at-risk, failed out of the program; one graduated. However, not all students who failed or dropped a course were identified by the tools.  Thirty five non-flagged students (23%) were identified at-risk after dropping or failing a nursing course; nine students (25.7%) failed out of nursing school. When reviewing the transcripts of these 35 students, a pattern of dropping or repeating pre-nursing courses was seen, particularly in A & P and/or pharmacology. More studies are needed to examine identify at-risk students prior to admission to nursing school; examining the relationship between pre-nursing courses and student persistence needs verification through future studiesResearchers for this descriptive study found the at-risk tracking system correctly identifying students who struggled with their nursing courses as evidenced by withdrawing/dropping from or failing courses. In the first year of the study, three of the four students (75%) who were flagged as being at-risk, failed out of the program; one graduated. However, not all students who failed or dropped a course were identified by the tools.  Thirty five non-flagged students (23%) were identified at-risk after dropping or failing a nursing course; nine students (25.7%) failed out of nursing school. When reviewing the transcripts of these 35 students, a pattern of dropping or repeating pre-nursing courses was seen, particularly in A & P and/or pharmacology. More studies are needed to examine identify at-risk students prior to admission to nursing school; examining the relationship between pre-nursing courses and student persistence needs verification through future studies

Courses

      • NURS 2232-600 Professional Nursing and Life Skills
        This course will assist students who experience challenges with testing, time management,clinical practice, and/or professional behavior.
        Summer - Regular Academic Session - 2013 Download Syllabus
      • NURS 2232-600 Professional Nursing and Life Skills
        This course will assist online (AP) students who experience challenges with testing, time management, clinical practice, and/or professional behavior.
        Spring - Regular Academic Session - 2013 Download Syllabus
      • NURS 2232-600 Professional Nursing and Life Skills
        This course will assist online (AP) students who experience challenges with testing, time management, clinical practice, and/or professional behavior.
        Spring - Regular Academic Session - 2013 Download Syllabus
      • NURS 2232-001 Professional Nursing and Life Skills
        This course will assist students who experience challenges with testing, time management, clinical practice, and/or professional behavior.
        Spring - Regular Academic Session - 2013 Download Syllabus
      • NURS 2232-001 Professional Nursing and Life Skills
        This course will assist students who experience challenges with testing, time management, clinical practice, and/or professional behavior.
        Fall - Regular Academic Session - 2012
      • NURS 2232-600 Professional Nursing and Life Skills
        This course will assist students who experience challenges with testing, time management, clinical practice, and/or professional behavior. This course is designed for online nursing students.
        Fall - Regular Academic Session - 2012
      • NURS 2232-601 Professional Nursing and Life Skills
        This course will assist students who experience challenges with testing, time management, clinical practice, and/or professional behavior.
        Spring - Regular Academic Session - 2012