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Jacqueline Haverkamp, D.N.P. - Otterbein University. Westerville, OH, US

Jacqueline Haverkamp, D.N.P. Jacqueline Haverkamp, D.N.P.

Associate Professor & Department Chair | Otterbein University

Westerville, OH, UNITED STATES

An expert focused on the advancement of nursing and patient care.

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Biography

Dr. Haverkamp’s areas of interest are diverse but focus on the advancement of nursing and patient care. In fact, this nurse administrator led faculty team is recognized nationally for the ability to collect, analyze, store and showcase data, including the use of infographics and for 100% pass rates in licensure/certification exams in all programs.

Areas of Expertise (5)

Healthcare Policy and Finance

Emergency nursing

FNP clinics

Urgent care

Healthcare Leadership & Management

Accomplishments (1)

AACN-Wharton Nursing Leadership Program Fellow

2018

Education (8)

Otterbein University: Post-Master’s MBA 2016

The Ohio State University: D.N.P 2012

Otterbein University: Post-Master's FNP 2009

Otterbein University: Nurse Educator Certificate 2008

Otterbein University: Master of Science in Nursing-Nursing Administration 2004

The Ohio State University: NHA Core Knowledge Course 2005

Franklin University: B.S.N. 1997

Otterbein University: A.S.N. 1981

Affiliations (6)

  • Sigma Theta Tau International
  • National Association of Advanced Practice Nurses
  • Ohio Association of Advanced Practice Nurses
  • Ohio Organization of Nurse Executives
  • Ohio Hospital Association
  • Ohio's Nursing 2015 Initiative

Selected Articles (3)

A Map for Successful CCNE Accreditation Journal of Professional Nursing

J. Haverkamp et al.

2018 Every nursing program works hard to achieve a successful accreditation. The Commission on Collegiate Nursing Education (CCNE) recently evaluated our nursing degree programs at the baccalaureate, master's and Doctor of Nursing Practice (DNP) levels. In addition, we had a joint specialty accreditation with the Council on Accreditation (COA) of Nurse Anesthesia Educational Programs. Most of the current faculty, lab and administrative staff had not experienced a site visit, but even so, our program achieved full accreditation status, with no compliance issues. We have received public recognition that our nursing program met all CCNE standards (Commission on Collegiate Education [CCNE], 2013b), but perhaps more importantly, the positive CCNE report affirmed theimportance ofthe time invested in planning, developing, and implementing structures and processes for program assessment and improvement.

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Beyond Academic Evidence: Innovative Uses of Technology Within e-Portfolios in a Doctor of Nursing Practice Program Beyond Academic Evidence: Innovative Uses ofTechnology within e-Portfolios in a Doctor of Nursing Practice Program

J. Haverkamp et al.

2015 Portfolios have been used in higher education for the past several years for assessment of student learning and growth and serve as the basis for summative and formative evaluations. While there is some information in the literature on how undergraduate and graduate medical, nursing, and allied health students might use portfolios to showcase acquired knowledge and skills, there is a dearth of information on the use of e-Portfolios with students in doctor of nursing practice programs. There are also limited findings regarding the creative use of technology (that includes infographics and other multimedia tools) to enhance learning outcomes (Stephens & Parr, 2013). This article presents engaging and meaningful ways technology can be used within e-Portfolios. Thus, e-Portfolios become more than a repository for academic evidence; they become unique stories that reflect the breadth and depth of students' learner-centered outcomes.

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BSN in 10: What Is Your Opinion? AORN Journal

J. Haverkamp et al.

2013 The purpose of this project was to elicit the opinions of members of AORN of Central Ohio regarding Ohio’s BSN-in-10 initiative. Using a focus group, we sought to answer the following question: is there a need to legislate that newly licensed RNs in Ohio obtain a bachelor’s degree in nursing (BSN) within 10 years? Participants valued higher education but were not informed about the need for more BSN-prepared nurses. They also were not aware of the professional and financial effects of obtaining a baccalaureate degree, the available resources to assist them in obtaining one, or collaborative nursing association partnerships that advocate for BSN-in-10 legislation. The results suggest that health care policy advocates need to find alternative means to communicate essential information to RNs.

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