My program of research is focused on cognitive impairment among patients with heart failure. In particular, I am interested in heart failure patients with preserved ejection fraction (HFpEF). Cognitive impairment is a significant problem in this population as it negatively affects self-care. Self-care is an essential component for maintaining clinical stability. My doctoral dissertation work at the Rory Meyers College of Nursing at New York University will explore associations between cognitive impairment and echocardiographic markers of cardiac function in this population. My research trajectory will explore associations between clinical variables and cognitive impairment over time and will evaluate interventions designed to reduce risk of cognitive impairment. The scientific impact is the potential to improve quality of life for these patients by mitigating the negative effects of cognitive impairment on self-care.
My philosophy of education is collaborative in that I appreciate the importance of discourse among faculty and students. I recognize diverse learning styles, the benefits of practice, and the importance of responsiveness or immediate feedback to students. Learning occurs differently for everyone. With this in mind, my courses integrate methods suitable for many types of learners. Diagrams and pictures help visual learners, while narrated presentations help auditory learners. Practice and struggle are essential with any type of learning. Individuals often learn from previous mistakes. My courses incorporate opportunities for students to test their knowledge and propose interventions in a safe environment. Students are permitted to make harmless errors, as they often serve as learning tools. Immediate feedback is essential for reinforcement or correction. Students should reflect on their performance and instructors should determine whether or not the perception was accurate. Education is most effective when both the student and the instructor are involved and committed to success. Instructors have an obligation to guide students to the knowledge and to enhance understanding. Students are obligated to be active participants in learning and should not fear asking for guidance when necessary. Students should seek opportunities to learn and instructors should provide appropriate guidance.
My commitment to community service is congruent with the mission of the university. It is evident by my role as a leader for the Girl Scouts of Suffolk County, a member of the Rocky Point Friends of Music, and as a Basic Life Support instructor. As a Girl Scout leader, I help organize fundraising events and community service projects. I also teach First Aid and provide mentorship as the Girl Scouts develop individual projects. My time spent with the Rocky Point Friends of Music helps raise funds for new instruments and for student scholarships. As a Basic Life Support Instructor, I provide necessary training for nurses, Girl Scout leaders, and the community at large.
Kenneth Faulkner, MS, RN, ANP
BS, Biology/Education, Albright College, 1989
Radiologic Technologist Certificate, Central Suffolk School of Radiologic Technology, 1993
AAS, Nursing, Northern Essex Community College, 1999
MS, Adult Health Nurse Practitioner, Stony Brook University, 2010
Adult Health/Critical Care Nursing
Primary Teaching Areas:
Undergraduate Pathophysiology and Pharmacology
Research and Academic Interests:
Heart failure symptom science, cognitive impairment in heart failure, heart failure self-care, heart failure with preserved ejection fraction, pathophysiology, and pharmacology
None completed to date
Jun, J. & Faulkner, K. (in review). Integrative Review: Nursing Workforce Factors Associated with 30-day Readmission Rate of Patients with Heart Failure. Submitted to Journal of Cardiovascular Nursing.
Dickson, V.V., Lee, C., Yehle, K.S., Mola, A., Faulkner, K.M., & Riegel, B. (in press). Psychometric testing of the Self-Care of Coronary Heart Disease Inventory (SC-CHDI). Research in Nursing and Health.
Riegel, B., Dickson, V. V., & Faulkner, K. M. (2016). The Situation-Specific Theory of Heart Failure Self-Care: Revised and Updated. Journal of Cardiovascular Nursing, 31(3), 226-235. doi: 10.1097/jcn.0000000000000244
Jurgens, C.Y., Faulkner, K.M. & Lee, C.S. (2013). Phenotypic profiling of cognitive impairment risk among patients with heart failure: A literature review of the usefulness of cardiac related variables. European Journal of Cardiovascular Nursing, 12(2), 109-131.
Dickson, V.V., Lee, C., Yehle, K.S., Mola, A., Faulkner, K.M., Riegel, B. (2015). Psychometric Testing of the Self-Care of Chronic Angina Index (SCCAI). Poster presentation at American Heart Association Scientific Sessions, Orlando, FL
Faulkner, K.M., Dickson, V.V., & Melkus, G.D. (2015). Presentation of mild cognitive impairment in heart failure with preserved ejection fraction. Podium presentation at Stony Brook University Converging Science Conference. Stony Brook, NY.
Faulkner, K.M., Dickson, V.V., & Melkus, G.D. (2015). Presentation of mild cognitive impairment in heart failure with preserved ejection fraction. Poster presentation at Eastern Nursing Research Society Scientific Sessions, Washington, DC.
Faulkner, K.M., Dickson, V.V., & Melkus, G.D. (2014). Clarifying the concept of mild cognitive dysfunction in the context of self-care of chronic disease. Poster presentation at Eastern Nursing Research Society Scientific Sessions, Philadelphia, PA.
Faulkner, K.M., Wright, F., Finlayson, C., Squires, A.P., & Sullivan-Bolyai, S. (2014). I’ve got your back: The Doctoral Student Organization promotes PhD Student Success. Poster presentation at Eastern Nursing Research Society Scientific Sessions, Philadelphia, PA.
Faulkner, K.M., Lee, C.S. & Jurgens, C.Y. (2013). A phenotype of cognitive impairment risk in adults with heart failure. Poster presentation at Eastern Nursing Research Society Scientific Sessions, Boston, MA.
Major Accomplishments / Honors
2016 New York University College of Nursing Fred Schmidt Award
2015 Stony Brook University School of Nursing Undergraduate Faculty Award
2015 New York University College of Nursing William and Evelyn Frissell Scholarship
2014 New York University College of Nursing Jonas Nursing Leaders Scholar
2014 New York University College of Nursing William and Evelyn Frissell Scholarship
2013 New York University College of Nursing Pauline Greenidge Award
2013 New York University College of Nursing Ellen D. Baer Scholarship
2013 New York University College of Nursing Susan Kun Leddy Memorial Scholarship
2012 New York University College of Nursing Pauline Greenidge Award
2012 New York University College of Nursing Ellen D. Baer Scholarship
2012 New York University College of Nursing Susan Kun Leddy Memorial Scholarship
2012 Stony Brook University School of Nursing Undergraduate Faculty Award
2015 Stony Brook University Hospital Lifesaver Award Co-recipient
2009 Nurse Practitioner Association of LI Student Scholarship Recipient
2008 Nurse Practitioner Association of LI Student Scholarship Recipient
2004 Stony Brook University Hospital Nurse of the Year for the Medical ICU