Debra R.   Hanna

  • Why I Love Teaching at Molloy College

    The Dominican tradition inspires positive energy that supports the spirits of hospitality, community, scholarship, and service so evident at Molloy College. Thanks to our President, Dr. Drew Bogner, Molloy's campus is being transformed by new buildings. Yet, there is another type of building underway at our college. Every day when we educate our students to be humanistic nurses, teachers and leaders for our future, we are helping to build a better society. That makes teaching at Molloy College meaningful and very rewarding.

  • Academic Interests

    My research is focused mainly on the experience of moral distress. I also have a strong interest in nursing theory, with special expertise in the Roy Adaptation Model. I have written several articles related to using the Roy Adaptation Model. My clinical nursing specialty is neuroscience nursing. My advanced practice role was Neuroscience Clinical Nurse Specialist. I am certified in my specialty. Since I have held many different nursing roles, I am also interested in how organizational systems can be improved to deliver safe, high quality patient care that is not only cost efficient, but that is also humane for the workers providing that care.

  • What I am working on

    I am completing a phenomenological study of the lived experience of moral distress for former child protection workers. I had hoped to learn if there are gender-specific differences in the experience of moral distress. I have found differences that are important to understand.

    I also have underway a mailed survey of nurses' work to reposition patients to prevent pressure ulcers. The survey is called Learning about Turning. The results will help inform us about the realities about nursing labor involved in repositioning patients in today's high tech work environments.

  • Educational Philosophy

    I believe that people are capable of learning many things on their own, but I believe that they can learn well with the good guidance of a talented, interested teacher. I like to be engaged in my students' learning. I enjoy helping students rise to a higher level.  I know that they need to be well equipped for their future careers, where the true tests are not graded with A's and B's, but with people's opinions of their contributions and more importantly, with their own sense of accomplishment & integrity.

  • Educational Background
    • B.A. (English): University of Minnesota, College of Liberal Arts, Minneapolis, MN
    • B.S. (Nursing): Columbia University, College of Physicians & Surgeons, New York, NY
    • M.S. (Nursing): City University of New York, Herbert Lehman College, Bronx, NY
    • Ph.D. (Nursing): Boston College, Chestnut Hill, MA 
    • Post-Master's Certificate (Nursing Education): Boston College, Chestnut Hill, MA
  • Additional Information

    I am a member of the Executive Board of Directors of the Roy Adaptation Association International. I have been an active member of the American Nurses Association, Sigma Theta Tau International Nursing Honor Society, American Association of Neuroscience Nurses, Eastern Nursing Research Society, and Sigma Theta Tau International Nursing Honor Society.

    Why a nursing major makes sense for you

    Nursing is a helping profession that has a great potential to influence change for the good in our society. There are many different roles for nurses, so it seems that there is a place for every personality in the discipline of nursing.

    Favorite books

    I would say my favorite novels of all-time are: Death Comes for the Archbishop by Willa Cather; The Sound and The Fury by William Faulkner; A Fairly Honourable Defeat by Iris Murdoch; Sophie's Choice by William Styron. This past summer I enjoyed our Common Reading program, Mountains Beyond Mountains, and I have been reading The Genome Generation.
    Books that make me think intrigue me. I have eclectic interests.

  • Publications/Presentations
    • Hanna, D. R. (2013). Roy's Specific Life Values and the Philosophical Assumption of Humanism. Nursing Science Quarterly.26(1): 53-58.
    • Hanna, D. R. (2012). Roy's Specific Life Values and the Philosophical Assumption of Veritivity. Nursing Science Quarterly, 25(3): 245-252.
    • Clarke, P., Barone, S., Hanna, D., Senesac, P. (2011). Column on Nurse Theorists: Sr. Callista Roy. Nursing Science Quarterly, 24(3): 337-344.
    • Hanna, D. R. (2011). Teaching Theoretical Thinking for a Sense of Salience. Journal of Nursing Education, 50(8): 479-482.
    • Hanna, D. R. (2009). Moral Burdens of Bio-Technology: One Nurse's View of Patients' Decision-Making. National Catholic Bioethics Quarterly, 9(4): 691-700.
    • Hanna, D. R. (2009). Book review: Acute Ischemic Stroke: An Evidence-Based Approach, David Greer, Editor. Journal of Neuroscience Nursing, 41(6): 353-354.
    • Hanna, D. R. (2008). Interviewing Professional Nurses: You'll Be Glad You Asked! Nursing Management,39, pp. 10, 12-14.       
    • Hanna, D.R. (2007). Investigating the lived experience of moral distress. Proceedings of the 26th Annual International Human Sciences Research Conference, Rovereto, Italy.
    • Hanna, D. R., Romana, M. (2007). Debriefing after a crisis, Nursing Management,38(8), 38-47.
    • Hanna, D. R. (2007). Ch.22: Unity, diversity, conformism and chaos: Applications of Roy's Epistemology of the Universal Cosmic Imperative. In C. Roy & D. A. Jones, (Eds.), Nursing Knowledge Development and Clinical Practice (pp. 307-314). New York: Springer Publishing Company.
    • Hanna, D. R. (2006). Using the Roy Adaptation Model in Management of Work Groups, Nursing Science Quarterly, 19(3), 226-227.
    • Hanna, D.R. (2005). The Lived Experience of Moral Distress: Nurses Who Assisted With Elective Abortions, Research and Theory for Nursing Practice, 19(1), 95-124.
    • Hanna, D.R. (2004). Moral distress: The state of the science. Research and Theory for Nursing Practice, 18(1), 73-93.
    • Hanna, D. R., Roy, C. (2001). Roy Adaptation Model Perspectives on Family. Nursing Science Quarterly, 14(1), 9-13.
    • O'Brien, T.J., Cascino, G.D., So, E.L., Hanna, D.R. (1998).The incidence and clinical consequence of the purple glove syndrome in patients receiving intravenous phenytoin. Neurology, 51, 1034-1038.
    • Hanna, D. R. (1992). Purple glove syndrome: A complication of intravenous phenytoin. Journal of Neuroscience Nursing, 24(6), 340-345.
    • Hanna, D. R. (1991). Using simulations to teach clinical nursing. Nurse Educator, 16(2), 28-31.