Home > Faculty and Staff > Susan S. Hendrix, Ph.D., RN

Susan S. Hendrix, Ph.D., RN

BSN Program Director and Associate Professor
Office: Armstrong Campus-Ashmore Hall 216C
Phone: 912-344-2886
Fax: 912-478-0536
Email: susanhendrix@georgiasouthern.edu

Personal Statement

Nursing is a service to humanity. It is a profession committed to: the promotion and restoration of health; the prevention of illness of individuals, families, groups, and communities; and support for a dignified death. It is the science whose main concern involves the life processes that positively affect the health status and integrity of persons, families, and groups. These life processes involve physiological, sociological, and spiritual life components. A focus on the interaction of these components delineates nursing science.

My philosophy of teaching has its origins in my philosophy of nursing. I believe the role of the nurse is to quell fears (of the patient/client/consumer of healthcare) with knowledge. Knowledge IS power. Telling a patient what is going to happen and what is happening now is crucial to gaining trust in the patient/nurse relationship. I believe the same is true in the education of fledgling nurses-to-be. I teach students to be nurses. Again, knowledge is power. A student, empowered, enhances learning. Imparting knowledge fosters the search for more knowledge, a crucial part of nursing expertise. The central role of the registered nurse is to be able to recognize subtle changes in a patient’s condition and act appropriately and promptly. It is the duty and obligation of the Nurse Teacher to impart the knowledge necessary for the student nurse to gain that ability to critically think. In order to adequately and successfully do this, I believe the Nurse Teacher must stay current in their area of expertise by actively engaging in nursing practice, whether in direct patient care or other venues. Nursing is an ever-changing profession and Nurse Teachers must stay current.

Excellence is a repeating theme in the Core Values/Goals/ Strategies of the School of Nursing and I also strive for excellence in the nursing profession and in my own teaching practice. The degree of knowledge imparted to nursing students is my responsibility both as a future peer, working side-by-side with the new nurse and as a consumer of healthcare. I have a vested interested in the success of the students I teach. I can affect patient’s lives through the practice of nurses-to-be that I teach.

Teaching requires a constant appraisal of methods used in the classroom. Generational issues must be understood and addressed. The successful Nurse Teacher recognizes this and seeks to affirm effectiveness in the classroom setting. I used feedback from student evaluations each semester to reevaluate presentation of course material and challenged myself to improve. I benefited from an army of excellent professors along my path in nursing education and gained knowledge that will serve me for the rest of my life. It is my goal that my students say the same of me.

Research

Research Interests

Emergency nursing care

Research Statement

To explore old knowledge and new knowledge…
to challenge the norm, the sacred, the familiar–THAT is my aim.
The patients and families for which we care, now and years to come, reap the benefit of the journey into research and dissemination.

Recent Publications

Peer Reviewed:

Sanders, S. (2017). Care Delays in Patients with Signs and Symptoms of Acute Myocardial Infarction. Emergency Nursing.

Sanders, S. f. and DeVon, H.A. (2016). Accuracy in ED Triage for Symptoms of Acute Myocardial Infarction. Journal of Emergency Nursing.

Sanders-Sammons, S. (2014). His Name is Alton. Journal of Emergency Nursing.

Smith, S., Sammons (Sanders), S., Carr, J., King, T., Zimmet, L., & Repasky, T. (2014) Bedside management considerations in the treatment of pit viper envenomation. Journal of Emergency Nursing.

Sanders, S. & Minick, P. (2014). Making better decisions during triage. Emergency Nurse, 22 (6), 16-21.

Kuebler, K., Esper, P., Smith, H., Pace, J., Braun, F., Sammons (Sanders), S.,…Tyson, T. (2010). Advanced stage diseases. In Kuebler, K. (Ed.), Palliative Care Nursing Self-Training Modules, 2nd ed.

Other

Sammons (Sanders), S. (2008). Sugar refinery reminds us why we serve, Georgia Nursing, 68(3), 5.

Sammons (Sanders), S. (2002). Letter to the Editor. Journal of Emergency Nursing, 28 (4), 278-279.

Sammons (Sanders), S. (2000). Pain Management. www.nursesuniversity.com.

Professional Affiliations and Organizations

Sigma Theta Tau International (STTI) Rho PSI Chapter Counselor 2016-2018

Emergency Nurses Association (ENA) member 2002 to present. Coastal Empire Chapter Past President 2012.

Sigma Theta Tau International (STTI) Rho Psi Chapter inductee 2001 and member 2001 to present. Chapter Secretary 2008-2009. Mu Kappa member 2013.

Opportunities for Students

Available for graduate level student committees in my area of interests.

Last updated: 12/18/2023

Clinical Internship/Practicum Experience Update

Many of the clinical programs offered by the Waters College of Health Professions require a clinical internship or practicum experience to fulfill degree requirements. Pursuant to the University's legal agreements, participants in clinical experiences are required to abide by the workplace rules of the clinical site. The University is aware of recent federal requirements that would mandate vaccination against COVID-19 for those working in certain settings, including health care. At this time, we expect that these new requirements may significantly impact our ability to locate a placement for students who remain unvaccinated. As always, WCHP will continue to make every effort to place students at clinical sites. However, please be aware that we may be unable to locate a site to accept unvaccinated students, which may cause a delay or inability to progress and complete the program of study.

School of Nursing • Georgia Southern University