Dr. Melincavage has taught in baccalaureate and diploma programs of nursing. She has practiced nursing in the areas of neurosurgery and cardiac care. She is also a certified registered nurse practitioner and practices in adult health and is certified as an adult health nurse practitioner by the American Nurses Credentialing Center. Dr. Melincavage is also certified as a nurse educator by the National League for Nursing. Her research interests include anxiety in student nurses in the clinical setting. She was awarded the Sigma Theta Tau International Honor Society of Nursing Theta Rho Nurse Research Award in 2007.
Industry Expertise (6)
Areas of Expertise (3)
Theta Rho Nurse Research Award (professional)
Awarded by Sigma Theta Tau International Honor Society of Nursing
Pennsylvania State University: D.Ed., Nursing Education
Bloomsburg University: M.S.N., Nursing
Kutztown University: B.S.N., Nursing
- Sigma Theta Tau International Honor Society of Nursing
- American Academy of Nurse Practitioners
- American Nurses Association
- Pennsylvania State Nurses Association
- National League for Nursing
- Pennsylvania League for Nursing
- he Reading Hospital School of Nursing Alumni Association - Life Member
- Penn State Alumni Association - Life Member
NUR 309 Health Promotion I - 5 credits/84 clinical hours
Focuses on the role of the professional nurse in promoting the optimal health for the individual Theory and psychomotor skills essential to the practice of nursing are emphasized. A minimum grade of C+ is required.
Co-requisite: NUR 311
NUR 323 Concepts in Professional Nursing - 2 credits
This course focuses on current issues and trends in nursing and health care for individuals from diverse cultural populations. The course provides an overview of professional issues in nursing, nursing education, the history of nursing and health care delivery. The course will also introduce legal, ethical and cultural issues that impact nursing practice.
Course is available in online format only. Pre- or Co-requisite SPS 171
NUR 342 Independent Practicum - 4 credits /105 clinical hours
The focus of this course is to allow the student to gain increased clinical experience in an area of choice. Experience is dependent upon nursing faculty approval, availability of clinical sites and preceptors.
Prerequisites: Successful completion of ALL nursing courses.
NUR 533 Teaching Strategies for Nurse Educators
This course presents the facilitation process necessary to motivate change in learners. Effective teaching strategies and materials to maximize learning in academic and clinical settings are emphasized. Measurement and evaluation techniques that are essential to effective teaching in academic and clinical practice settings are explored.
NUR 353 Nurse Educator Practicum
This course will provide students the opportunity to apply concepts and develop skills in curriculum development, classroom and clinical teaching, and evaluation methods in an educator role within the student’s area of specialization. The student can choose from a variety of opportunities in clinical settings with patients or staff nurses or with nurse educators in clinical or academic settings. Students will gain experience interfacing with faculty, administrators, and support service personnel in the institution(s) of their choice. Students will complete 84 hours (2 credits) of clinical experience in an educator role and 42 hours (3 credits) in classroom seminars.
The Cedar Crest College Board of Trustees promoted Sharon Melincavage to associate professor of nursing with tenure. She was honored with other faculty members in a ceremony on April 18, 2013.
It is known that some student nurses who experience anxiety during clinical experiences leave nursing education programs. If nurse educators can better understand the anxiety of student nurses during clinical experience, they will be able to develop educational interventions to minimize students' anxiety. Decreasing anxiety has a two-fold effect. First, when anxiety is decreased, learning may be increased. Second, decreasing anxiety may help alleviate the nursing shortage because more students complete their nursing education. This qualitative phenomenological study examines student nurses' perception of anxiety in the clinical setting. Situated cognition learning theory is the theoretical framework. The main method of data collection is unstructured face-to-face interviews with 7 student nurses. The data was analyzed using a thematic analysis. The themes are reported in the rich descriptive words of the subjects. Implications for practice are discussed.