Pam Johnson, DNP, FNP-C, RN

Associate Professor

Adult Health Nursing

Education

Healthcare Disparities including the Homeless Population
Quality Improvement, Evidence-Based Practice, and
Safety in Healthcare
Scholarship of Teaching and Learning – Evidence-based teaching methods (Quality Matters, course redesign)
Academic-Practice Partnerships
Nursing Student Readiness for Practice
New Graduate Transition to Practice
Nurse Practitioner Residency Program
Mobile Health Units in Rural and Underserved Communities

Appreciative Inquiry as a Means for Strategic Planning for USA Health and Wellness Services. A group of interprofessional faculty is working with the director of the Melton Center for Entrepreneurship and Innovation to use appreciative inquiry to develop a strategic plan for USAHWS. (2017 – ongoing) Role: Co-principal investigator
Narrowing the Education to Practice Gap in Undergraduate Nursing Health Assessment. An evidence based Scholarship of Teaching and Learning quality improvement project where faculty redesigned an undergraduate health assessment course to address skills and knowledge that are foundational to the nursing role. (2017 – 2018) Role: Principal investigator
Nursing Student Readiness and Transition to Practice. This project evaluates senior nursing students’ perception of readiness to enter professional practice, and follows their transition to practice experience in the first year after graduation from USACON. (2016 – 2018) Role: Principal investigator

Copeland, D., Johnson, P., & Moore, B. (2020). Effects of a service-learning experience on health-related students’ attitudes toward the homeless. Nursing Forum, 56(1), 45 – 51.
Sturdivant, T., Johnson, P. (2019). Protecting restricted extremities: The implementation of a pink wristband. Nephrology Nurses Journal, 46(4), 423 - 427.
Johnson, P. Doggett, T., Norris, K., & Anderson, J. (2017, September). Health assessment: pulling it all together. The Team-Based Learning Collaborative Resource Bank.
Johnson, P., Gillman, A., Litner, A., & Buckner, E. (2016 ). Nurse-driven catheter associated urinary tract infection reduction protocol: Development through an academic-practice partnership. Critical Care Nursing Quarterly, 39(4), 352-362. doi:10.1097/CNQ.0000000000000129
Younce, A.B., Riley, B.H., Sturdivant, T., Buckner, E.B., Johnson P., & Kennell, K.C. Moving from DNR to AND: An ethical imperative (2nd ed., vol. 87, pp.1). Florence, AL: Journal of the Alabama Academy of Science.
Johnson, P.T., Gilman, A., Lintner, A., & Buckner, E.B. (2016) Nurse-Driven Catheter Associated Urinary Tract Infection Reduction Protocol: Development through an academic-practice partnership. Critical Care Nursing Quarterly, 39(4), 352-362.
Smith, A.J., Lollar, J.M., Mendenhall, J., Brown, H.W., Roberts, S.H., & Johnson, P.T. (2013). Use of multiple pedagogies to promote confidence in decision making: A pilot study. Journal of Emergency Nursing, 39(6), 660-666.

Edith Mitchell Health Initiative Nursing Award, 2019
QEP Pedagogical Scholar, Team USA, 2018
Outstanding Zeta Gamma Member, Sigma Theta Tau Zeta Gamma Chapter, 2018
College of Nursing Excellence in Service Award, USA College of Nursing (August 2017)
Certificate QEP Pedagogical Scholar, USA Innovation in Learning Center (May 2017)
Certificate of Team-Based Learning Pedagogy, Academic Affairs (May 2014)
Professional Development Fellow TEAM USA, Academic Affairs (May 2014)