Villanova University was founded in 1842 by the Order of Saint Augustine. To this day, Villanova’s Augustinian Catholic intellectual tradition is the cornerstone of an academic community in which students learn to think critically, act compassionately and succeed while serving others. Villanova prepares students to become ethical leaders who create positive change everywhere life takes them.


The strength of the Villanova experience comes in part from the University’s welcoming community. All members are bonded together by a shared responsibility to uphold the ideals of Saint Augustine and let the principles of truth, unity and love guide their lives. The Villanova community helps students grow intellectually, professionally and spiritually, and challenges them to reach their full potential.


The University’s rigorous academic experience, rooted in the liberal arts, forms an environment in which students and professors are partners in learning. The Villanova community is dedicated to providing a personalized experience that fosters every student’s intellectual and spiritual well-being. As part of their education, students are encouraged to enrich their own lives by working for those in need. Through academic and service programs, students use their knowledge, skills and compassion to better the world around them.


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. These colleges are the setting for an experience that develops both the heart and the mind, and creates the atmosphere where students are called to ignite change.


Villanova University is located in a suburban community 12 miles west of Philadelphia, Pa.

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2023
Induction into the Academy is a significant milestone in a nurse leader’s career in which their accomplishments are honored by their colleagues within and outside the profession. Fellows are selected based on their contributions and impact to advance the public’s health.

American Academy of Nursing (AAN) Fellow

President, Pennsylvania Delaware Valley Chapter, National Association of Pediatric Nurse Practitioners

Pediatric Nurse Practitioner, The Clinic, Phoenixville, PA

Sigma Theta Tau International Honor Society, Alpha Nu, Vice-President

Cardiovascular risk emerges earlier by birth weight and preterm birth status in the United States

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Health and educational implications of prematurity in the United States: National Survey of Children's Health

As the survival rate for premature births has increased over the past few decades, new challenges have arisen with managing the potential life-long health problems associated with premature birth. Dr. Michelle Kelly has extensive experience working in neonatal intensive care units and has dedicated much of her research to better understanding the long-term health effects of premature birth. As a pediatric nurse practitioner, she can also speak more generally to her experiences in caring for children and the common maladies that result in a trip to the doctor’s office including concussion, varying illnesses and injury.

Children's Health

Neonatal Intensive Care

Nurse Practitioner Education 

Pediatrics

Premature Births

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preterm-birth-and-lifelong-health

Co-director, Mid-Atlantic Center for Children's Health and the Environment and Professor | M. Louise Fitzpatrick College of Nursing

November is Prematurity Awareness Month—a month that places a spotlight on the current state of maternal and infant health in the United States and globally.

According to the nonprofit March of Dimes, one in 10 babies is born preterm each year in the U.S. But what does that mean, and why do we need to consider gestation period post-birth?

We sat down with Michelle Kelly, PhD, CRNP, CNE, FAANP, associate professor of nursing at Villanova University's M. Louise Fitzpatrick College of Nursing, to discuss and explain the importance of preterm education for lifelong health. 

Q: To begin, what qualifies as preterm birth? Dr. Kelly: A full-term pregnancy lasts 40 weeks. Infants born before the completion of 37 weeks of gestation are preterm. And there are levels of prematurity:

Extremely preterm: Infants born before the completion of 25 weeks of gestation.  Very preterm: Infants born before the completion of 32 weeks of gestation.  Moderately preterm: Infants born between 32-34 weeks of gestation.  Late preterm: Infants born between 34-36 weeks of gestation.  Q: Why do health practitioners need to be aware of gestation history? DK: Understanding the potential long-term physical and mental health implications is essential to mitigating the risks. Clinicians cannot change the reality that someone was born early. However, clinicians can utilize that information in treatment decisions. Instituting treatment or therapies early can help minimize the expression of that risk and improve future health. 

Q: What are the health risks for children born prematurely? DK: The earlier an infant is born, the greater the risk to their overall health and development. And while it is much better to be born at 35 weeks instead of 25 weeks, it does not mean that those born closer to term escape all risks. 

During infancy and childhood, a preterm birth can cause difficulty with breathing, feeding, gaining weight appropriately and achieving important developmental milestones. Research suggests that children and adolescents born at any level of prematurity are at risk for challenges in school, conditions that require physical or behavioral therapy as well as conditions typically associated with immature body systems, such as respiratory issues like asthma. Additionally, long-term follow-up studies indicate that risk continues into adolescence and adulthood.

Q: What are some long-term issues that stem from being born preterm? DK: Adolescents and adults born preterm continue to be at risk for reduced lung function, wheezing and asthma. Research findings suggest that there are also cardiovascular risks, particularly an increased incidence of hypertension (high blood pressure). Additionally, an increased incidence of mental health conditions, specifically anxiety and depression, are associated with preterm birth. All these increased risks are modifiable with early recognition and treatment. 

Q: What recent research has been conducted and what strides have been made to improve the lives of those born preterm? Is the prognosis for those born preterm positive? DK: Today's NICU environment is vastly different from the NICU of the past. Premature babies born in the last 20 years have survival rates that exceed 95 percent for all but the earliest of gestational ages. Increased attention to developmentally supportive care, breastfeeding, kangaroo care and the recognized importance of family presence in the NICU is now the standard of care. 

Research and advocacy aimed at supporting families touched by prematurity and raising awareness of healthcare providers and K-12 educators are gaining international attention. While being born preterm presents lifelong risks, identifying and communicating one's status with health practitioners early and often allows for effective treatment and positive outcomes. 





Preterm Birth and Lifelong Health

assessing-and-treating-heatrelated-illness-in-children

Dangerously high global temperatures require an abundance of caution and preparation, especially when it comes to protecting the littlest members of society. 

Villanova University associate professor of nursing Michelle Kelly, PhD, CRNP, CNE, is an expert in pediatric healthcare, and she recently shared some tips for preventing and treating heat-related illness in children. 

Q: First, what is heat exhaustion? Dr. Kelly: Heat exhaustion is a slowly progressing condition that begins as one is exposed to increased temperatures for extended periods of time without the proper precautions. Ultimately, heat exhaustion can become heatstroke, which always requires immediate intervention.

Q: What are the signs of heat exhaustion? DK: Signs of heat exhaustion include increased thirst, nausea, vomiting, irritability, headache, increased sweating, fainting, weakness, extreme tiredness and muscle cramps. The child will have cool and clammy feeling skin, with an elevated body temperature, but it will be below 105 degrees Fahrenheit (40.5 degrees Celsius).

Q: When does heat exhaustion become heatstroke? DK: With heatstroke, the above symptoms progress to severe headache, weakness, dizziness, confusion, fast breathing and increased heart rate. The child will feel flushed—hot, with dry skin, little to no sweating—and may pass out or have a seizure, due to the body temperature exceeding 105 degrees Fahrenheit. This child needs immediate intervention aimed at decreasing the child’s body temperature.

Q: What should caregivers do when a child experiences heat-related illness? DK: Interventions that a family can begin while getting the child emergency treatment include getting the child to lie down with feet elevated indoors or in shade. Remove excess clothing. Apply lukewarm water to the skin either with a wet cloth or spray bottle. If the child is awake, give sips of cool clear fluids. If the child is vomiting, keep the child on their side to prevent choking. Emergency treatment will include continuing to decrease the child’s body temperature, giving fluids (by mouth or with intravenous fluids), and monitoring for seizures. 

Q: Any tips for prevention? DK: Plan ahead if you and your children will be outside during this extreme heat. Wear light colors and plan for some sort of shade if possible. Try to arrange outdoor activities to take place in the early morning or evening, not during the heat of the day. Or better yet, spend time in a pool or indoors in air conditioning.

If your child will be participating in sports during a heatwave, start hydrating 24 hours before to prevent the risk of dehydration. This means making sure they have had adequate fluids before competing, during the competition and afterward to recover. Water is the best liquid, but an alternative would be low-sugar-containing electrolyte solutions designed for children (such as Pedialyte). 

Stay safe!




Assessing and Treating Heat-Related Illness in Children

what-the-cdcs-updated-developmental-guidelines-mean-for-parents

The Centers for Disease Control and Prevention (CDC) recently revamped their developmental guidelines for children for the first time in years, allowing parents to know earlier if their kids may be experiencing any delays. 

Villanova University nursing professor Michelle Kelly, PhD, CRNP, CNE, recently commented on the new guidelines: 

"The CDC and American Academy of Pediatrics (AAP), in response to birth provider and parent input, took a critical look at existing developmental milestones tools and handouts. Surveillance and handouts are typically parent facing items that can be used to determine if a child is meeting age-expected developmental targets."  "That is in contrast to screening which is more structured, based on the surveillance but done by a primary care provider and used for referral for services, and evaluation which is done by a developmental specialist with the intent to diagnosis."  "The CDC and AAP have done a thorough overhaul of developmental milestone surveillance (as opposed to screening and evaluation) to attempt to make the milestones 'evidence-based' and where possible norm-referenced."  "Another major change is that the milestones are set for greater than 75%, rather than 50%. This means they are targets that 75% of children that age would have met. This eliminates phrases in the previous milestones that were confusing, such as a child 'may begin' a task at one age, but also should be doing it at the next age."  "Perhaps the biggest win for children born preterm and others at risk for developmental delays is the 75% expectation virtually eliminates the 'wait and see' that occurred when the expectation was that 50% of children would exhibit a skill at that age. This means that families who have concerns, or whose children are not meeting the age-appropriate milestones, should be more readily referred for evaluation and intervention."  "Additionally, an increased emphasis is placed, compared to the previous version, on open-ended questions to elicit parent concerns and ways for families to promote age-appropriate development."  

What the CDC's Updated Developmental Guidelines Mean for Parents

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