Faculty Experts - Nancy Sharts-Hopko, PhD, RN, FAAN

Nancy Sharts-Hopko

Nancy Sharts-Hopko, PhD, RN, FAAN
Professor

Areas of Expertise:

  • Nursing Education
  • Women's Health Issues

Summary

A professor and the Director of Villanova's PhD Program in Nursing, Dr. Sharts-Hopko is an expert in maternal-infant and women's health. She has published research on women's health perceptions during various health and life transitions, including menopause, hysterectomy, HIV/AIDS infection, childbearing in a foreign country and disability, and has lectured on health care topics all over the world. She worked nearly three years in Asia, and has served on two FDA advisory committees as well as the Board of Directors of Sigma Theta Tau International. She spent eight years in the U.S. Army Reserve Nurse Corps.

Education

  • Ph.D., New York University
  • M.A., New York University
  • B.S.N., Indiana University

Selected Publications

  • Ryan, J. & Sharts-Hopko, N.C. (2017). The experience of medical marijuana patients: a scoping review of the qualitative literature. Journal of Neuroscience Nursing, 49(3), 185-190.
  • Sessler Branden, P. & Sharts-Hopko, N.C. (2017). Growing clinical and academic nursing leaders: building the pipeline. Nursing Administration Quarterly, 41(3), 258-265.
  • Sharts-Hopko, N.C. & Fitzpatrick, M. L. (2017). Distance learning for PhD education: experiences and outcomes. ANDER, 6(1), 5-10.
  • Sharts-Hopko, N.C. (2017). Response.Sharts-Hopko, N.C. (2016). Review of David Anthony Forrester, Nursing’s Greatest Leaders: A History of Activism (New York: Springer). Medical History, 60(4), 572-574. Doi: 10.1017/mdh.2016.67
  • Al-Moosa, N.H. & Sharts-Hopko, N.C. (2016). Using change management to redesign Oman’s health professions education sector. Health Professions Education, online September 29, 2016. Doi: http://dx.doi.org/10.1016/j.hpe.2016.09.001
  • Hooven, K. & Sharts-Hopko, N.C. (2016). Learning to teach: when should the socialization begin? Journal of Nursing Education and Practice, 6(1), 16-22.
  • Sharts-Hopko, N.C. (2016). Sustainability, succession, and the senior faculty. Journal of Nursing Education, 55 (6), 307-308.
  • Sharts-Hopko, N.C. (2013). "Tackling complex problems, building evidence for practice, and educating doctoral nursing students to manage the tension." Nursing Outlook, 61(2), 102-108.

Selected Research

  • Smeltzer, S.C., Cantrell, M.A., Sharts-Hopko, N.C., & Heverly, M.A. (2016). Editorial. Work-life balance: need for validation of psychometric properties of instruments. Journal of Nursing Measurement, 24(1), 3-4.
  • Smeltzer, S.C., Cantrell, M.A., Sharts-Hopko, N.C., Heverly, M.A., Jenkinson, A. & Nthenge, S. (2016). Psychometric analysis of the work/life balance self-assessment scale. Journal of Nursing Measurement, 24(1), 5-14.
  • Smeltzer, S.C., Cantrell, M.A., Sharts-Hopko, N.C., Heverly, M.A., Jenkinson, A. & Nthenge, S. (2016). Assessment of the impact of teaching demands on research productivity among doctoral nursing program faculty. Journal of Professional Nursing, 32(3), 180-192.
  • Hooven, K. & Sharts-Hopko, N.C. (2016). Learning to teach: when should the socialization begin? Journal of Nursing Education and Practice, 6(1), 16-22.
  • Smeltzer, S.C., Cantrell, M.A., Sharts-Hopko, N.C., Heverly, M.A., Jenkinson, A. & Nthenge, S. (2015). Work-life balance of nursing faculty in research- and practice-focused doctoral programs. Nursing Outlook, 63 (6), 621-631.  
  • Schwartz, J., Sharts-Hopko, N.C., & Bhattacharya, A. (2015). Comparison of demographics, professional outcomes, and career satisfaction in accelerated and traditional baccalaureate nursing graduates. Journal of Nursing Education, 54(3 Suppl), S39-46.
  • Smeltzer, S.C., Sharts-Hopko, N.C., Cantrell, M.A. & Heverly, M.A. (2015). A profile of US nursing faculty in research- and practice-focused doctoral education. Journal of Nursing Scholarship, 47 (2), 178-185.
  • Alamri, M. & Sharts-Hopko, N.C. (2015).  Nursing educational motivational barriers inventory.  Journal of Nursing Measurement, 23 (1), 168-178.

About Villanova

Since 1842, Villanova University’s Augustinian Catholic intellectual tradition has been the cornerstone of an academic community in which students learn to think critically, act compassionately and succeed while serving others. There are more than 10,000 undergraduate, graduate and law students in the University's six colleges – the College of Liberal Arts and Sciences, the Villanova School of Business, the College of Engineering, the College of Nursing, the College of Professional Studies and the Villanova University Charles Widger School of Law. As students grow intellectually, Villanova prepares them to become ethical leaders who create positive change everywhere life takes them.

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