Nursing Faculty

Kathleen Polley-Payne - Associate Dean of Nursing - Chief Nurse Administrator

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Education: A.D.N., Westbrook College; R.N. M.S.N., P.N.P., Simmons College: Ph.D. student, Capella University

Kathleen Polley-Payne came to SNHU with 32 years of nursing experience. She held both direct care and management positions prior to entering academia. She is pursuing a Ph.D. in nursing education.

Before coming to SNHU, Polley-Payne implemented the first undergraduate online program at UMass Boston. Under her leadership, the program enjoyed an 88 percent retention rate. She also secured an HRSA grant to develop and implement a diversity-focused, accelerated baccalaureate program, using online and blended classes, which achieved a 100 percent NCLEX pass rate with its first cohort.

Carol Allen - Assistant Dean

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Education: B.S.N., Boston College; M.S.N., Family Nursing, University of Massachusetts Boston

Carol Allen, previously a senior lecturer at UMass Boston College of Nursing and Health Sciences, has extensive online design experience and was the nursing department liaison with the educational technology group. She successfully developed and designed two Quality Matters courses, which scored 83/85 on the Quality Matters Rubric. She has extensive experience mentoring new faculty in the transition from face-to-face to online teaching. Allen is the designer and coordinator for the NUR 320 Patient-Centered Assessments course.

Judith Pare - Graduate Program Director

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Education: Diploma in Nursing, Peter Bent Brigham School of Nursing; B.S.N., Massachusetts College of Pharmacy and Allied Health; M.S.N., Salem State University; Ph.D. student, Capella University

Judith Pare has spent her career focusing on nursing education and management. Most recently, she was the assistant dean and an assistant professor at the School of Nursing at the Massachusetts College of Pharmacy and Allied Health Sciences. During her first year of teaching there, the NCLEX passing rate rose from 72 percent to 90 percent. Pare's style is grounded in a strong belief in interactive teaching and learning strategies.