Lisa Lally headshot


Director of Nursing and Associate Professor of Nursing
Why I love teaching at Siena:
My favorite thing about teaching at Siena are the students and their passion to learn and become the best nurses possible. A Siena College education seeks to prepare our students to become nurses who are competent, compassionate and embrace giving back to others in servant leadership.
Dr. Lisa Lally is the Founding Director of the Baldwin Nursing Program and an Associate Professor of Nursing. She started at Siena College in August 2015 and developed the program and curriculum of the post-licensure RN to BS nursing program which was approved through the NYS Board of Regents and Office of Profession in March 2016. In addition, Dr. Lally worked with the Belanger School of Nursing and Maria College to create Dual Degree Nursing Programs which are innovative progression models where students earn both an associate's degree and bachelor's degree in Nursing. 
Prior to joining Siena College, Dr. Lally was a nurse in Neonatal ICU’s, Pediatrics and Women’s health. She was faculty at both the associate and bachelor levels of nursing and was the Director of a pre-licensure bachelor's program in Nursing. Dr. Lally completed a postdoctoral fellowship with Dr. Jean Watson at the Watson Caring Science Institute and is currently researching the effect of a caring science curriculum upon nurses caring behaviors. Most recently, she completed the Caritas Coach® program through the Watson Caring Science Institute. Dr. Lally teaches Advanced Concepts of Professional Practice each fall and Transformational Nursing Leadership each spring.
Why I became a nurse:
I decided to become a nurse because of a very special nurse who took care of me in the hospital when I was four years old. She demonstrated the true meaning of what it means to be a nurse and embodied caring and compassion. I wanted to be just like her and followed my dream to become a nurse.
My most recent research on based upon our Caring Science nursing curriculum at Siena College. It is called "The Lived Experience of a Caring Science Curriculum and Translation to Nursing" and has demonstrated the positive effects of this curriculum on the nurses lived experience. 
  • Lally, L. & Van Patten, R. (2022 in progress). The lived experience of a caring science curriculum and translation into nursing. Research in progress.
  • Lally, L. (2020). Leading with caritas consciousness. Book chapter in Hills, M., Watson, J., &  Cara, C. (Eds.), Creating a caring science curriculum: An emancipatory pedagogy for  nursing. 2nd Ed., New York, NY: Springer Publishing Company. 
  • Thrall, D., Lally, L. & Thate, J. (2020). Creating a caring science curriculum: The Siena  experience. Book chapter in Hills, M., Watson, J., & Cara, C. (Eds.), Creating a caring  science curriculum: An emancipatory pedagogy for nursing. 2nd Ed., New York, NY:  Springer Publishing Company. 
  • Lally Flack, L. & Thrall, D. (2019) Developing values and philosophies of being. In W. Rosa, S.  Horton-Deutsch & J. Watson (Eds.), A Handbook for Caring Science: Expanding the Paradigm. New York, NY: Springer Publishing Company. 
  • Lally Flack, L. (2013). Translating Research into Nursing Practice: The Effect of Point-of-Care Technology upon Nurses’ Clinical Judgment. The Sage Colleges, Troy, NY. (Submitted to  the Graduate Faculty as partial fulfillment of the requirements for the Doctorate of Nursing  Science Degree.) 
  • Becker A., Lally Flack L., & Wickham C. (2012). Programs that support employment for people with severe mental illness: A literature review. International Journal of Psychosocial  Rehabilitation. 16(1), 52-58. 

Felicia Connell headshot


Clinical Lab Coordinator
Why I love teaching at Siena:
The most exciting part about teaching at Siena is being with the students. I enjoy taking all I have learned over the years and passing it onto the next generation of professional nurses. Siena nursing students are always thirsty for knowledge and have the drive and passion to be the best nurse they can be. 
Mrs. Felicia Connell joined the Baldwin Nursing Department in July of 2021 as the Clinical Lab Coordinator. She brings to our program almost 20 years of nursing experience with a background in critical care, post anesthesia care, leadership, and management. She obtained her Bachelor's of Science in Nursing from Hartwick College and her Masters Degree in Nursing Education from Excelsior University. Additionally, she is also a Certified Peri-Anesthesia Nurse. When she is not infusing this experience into the classroom she enjoys spending time with family and friends, watching her son and daughter play sports, reading a good book, watching crime drama television, or working on her latest Pinterested inspire project with her husband. 
Why I became a nurse:
As a senior in high school I had to opportunity to take an advanced anatomy and physiology class. I found the science of the human body to be fascinating and I knew I wanted to work in healthcare. While touring some colleges I found myself in the nursing labs and not wanting to leave. When introduced to the nursing professors and students they were welcoming and genuinely excited to teach me all they knew. I was in awe of how smart and equally kind and caring they were and I knew then that I wanted to be just like them. To this day I love being a nurse. I enjoy using my critical thinking skills to care for complex patients as well as taking a moment to hold a patient's hand and listen to their story. As a nurse I learn something new everyday!
My main research interests have been exploring the phenomenon of nurse burnout, both pre and post pandemic, with a focus on actionable interventions to decrease the feelings of burnout and improve nurse turnover rates. Areas of opportunity for further research include incorporating resilience training into a nursing program curriculum as a means of burnout prevention. 

Branden Eggan


Teach Asst Prof Anatomy/Physio
Why I love teaching at Siena:
My favorite thing about teaching at Siena is the students! Their curiosity and passion is so apparent from day 1 in the classroom. It's inspiring and keeps me on my toes.
Why I became a nurse:
I'm actually not a nurse, I'm a neuroscientist with a bit of medical training that I received during my graduate career at Albany Medical College. It was always a great experience to be alongside a team of medical doctors, physician assistants, nurses and technicians during clinical experiences, inspiring me to keep this interdisciplinary healthcare collaboration a huge part of my life. Watching science move from bench to bedside was the best part of my career so far and this teamwork is needed for medicine to advance. It's great to be a small part of this and to advocate for students in all healthcare fields, especially nursing!
During my PhD I focused my research on behavioral neuroscience with a focus on motivated decision making behavior. From this, I transitioned to focusing on the brain basis of phenomena seen in the field of diversity and inclusion in higher education. From this, I have been focusing on the importance of cultural competency in pre-health training and have spent several years focusing on the best ways to teach the social determinants of health of the Albany population to nursing, medical and physician assistant students as well as residents at local hospitals. One technique I use in my research is called restorative justice and it is a way to build community and repair harm between healthcare providers and also the relationship they have with their patients and students. Together, I think we can make medicine a more inclusive environment, reducing mistreatment, improving patient outcomes and reducing the ever increasing medical burnout we are currently facing.

Rosemarie Van Patten


Asst. Professor of Nursing
Why I love teaching at Siena:
My favorite thing about teaching at Siena is working with the nursing students and faculty. I really like walking around the beautiful campus meeting other people along the way. People are so friendly and will go out of their way to help you as needed.
Dr. Rosie Van Patten joined the nursing department in the fall of 2019. Her nursing career started out working as a licensed practical nurse in the emergency room while attending an associate degree nursing program for her RN at Maria College. She completed my BS/MS in Nursing Education in December 2011 at SUNY IT (now SUNY Polytechnic Institute) and her PhD in Nursing Education in 2014 from Capella University. She has many years of clinical experience in the acute care setting (PACU and infusion therapy) and community/public health nursing. She was a flight nurse in the Air National Guard. She previously taught for a bachelor’s degree program and was also a faculty program director for a BS nursing program prior to coming to Siena College. She recently completed the Caritas Coach® program through the Watson Caring Science Institute and just completed her doula certification. She enjoys traveling, camping, biking, reading, research, and spending time with family. 
Why I became a nurse:
I was lucky enough to know as a little girl that I always wanted to be a nurse to care for people in need. I have been a nurse for many years and helping others makes me feel so good. Treating others with compassion and listening to their needs is so important. Now I am lucky to have the opportunity to share my compassion for nursing and years of experience with the students I teach.
My main research interests are in caring science and infusion therapy. I am currently working on research related to the lived experience of recent nursing graduates and our caring science curriculum with Dr. Lisa Lally. I also recently published the cover story for the Infusion Nursing Society (INS) INSider on creating an infusion nursing course using the INS fundamental of infusion therapy program. I have recent publications in peer-reviewed nursing journals related to nurses in transition to practice, mindfulness-based relapse prevention, and nurses taking an active role in antimicrobial stewardship programs. My doctoral dissertation was on nursing students and the transition from academics to the clinical setting (residency programs with mentorship, preceptors, and debriefing).
  • Van Patten, R., & Lally, L. (2021-2022 in progress). The lived experience of a caring science  curriculum and translation to nursing. Research in progress.
  • Bartone, A., & Van Patten, R. (2022). Mindfulness-based relapse prevention as a health promotion tool for substance use disorders in adults. Journal of American Nursing Association New York, 2(1), 58-64.
  • Van Patten, R., & Bartone, A. (2021). Nursing and antimicrobial stewardship: An unacknowledged and underutilized focal point. Journal of American Nursing Association New York, 1(1), 43-55.
  • Van Patten, R., & Bartone, A. (2019). The impact of mentorship, preceptors, and debriefing on the quality of program experiences. Nurse Education in Practice, 35, 63-68.
  • Cover Story Article published in the Infusion Nursing Society INSider,Van Patten, R. (2021). Creating an infusion nursing course using the INS FIT program. INSider (feature article), November/December, 10-11.
Honors Mentor:
  • Siena College Faculty Mentor, Honor Student on Thesis HNRS 400 & 410 (2021-2022) An Integrative Review on Nursing Burnout Related to COVID-19 and the Effects of Health Promotion Strategies by Emily Hanley
Doctoral Dissertation:
  • Van Patten, R. R. (2014). Mentorship, preceptors, and debriefing: Quintessential support for new nursing graduates in transition. Available from ProQuest LLC Dissertations


Jenna Thate


Department Chair and Associate Professor of Nursing
Why I love teaching at Siena:
Teaching and learning is built upon a passion for the subject, accomplished in the context of a relationship between teachers and learners, and thrives in a space that encourages honest inquiry. Palmer (1993) in, To know as we are known: Education as a spiritual journey, writes we become teachers because, “We feel deep kinship with some subject; we want to bring students into that relationship, to link them with the knowledge that is so life giving to us; we want to work in community with colleagues who share our values and our vocation.” (p. x). It is not often that we come upon opportunities to do our work in an environment so closely aligned with our values, to truly embrace our vocation. Siena College allows me to do just that-- and I am thrilled to be a part of the Siena Community.
Dr. Jenna Thate joined the nursing department in the fall of 2017. She has been a nurse for over 20 years, and a nurse educator for the last 18+ years. Through her teaching experience and graduate coursework, she has developed her expertise as a nurse educator and obtained certification as a Nurse Educator through the National League for Nursing.
While most of her professional nursing practice has been in the area of critical care, she also has significant experience in the medical-surgical setting as a nurse and a clinical instructor. Her other experience includes work as home health nurse and as a research nurse. In all of her roles, including as an educator, she has been a proponent of using computer systems and informatics to improve processes. In addition, Dr. Thate has a strong interest in working with underserved communities both nationally and internationally. Selected as an Albert Schweitzer Fellow, she developed a nutrition and weight loss program to address obesity and hypertension for women in inner city Baltimore. During her time in Baltimore she also volunteered at Project H.E.A.L., working alongside community health workers. These experiences significantly impacted her perspective as a nurse, instilling in her the importance of understanding the whole patient, including the community in which they live, as well as other social determinants of health. 
Dr. Thate is passionate about nursing and the unique role nurses play in providing health care. Understanding and highlighting the value of nurses in providing safe, quality care drives her research. Her current research focus is centered on nursing knowledge captured in documentation, and the barriers and facilitators to its use by the health care team. She is also interested in how electronic documentation supports interprofessional communication and her current research is exploring what documentation is essential to support safe, quality care while reducing documentation burden.
Academic Philosophy: 
It is my belief that professional nurses are uniquely positioned to improve the health of individuals and communities.  Because of this, my passion is to educate nurses. The healthcare field is one that is in constant flux, and staying current is a monumental task. It is my goal as an educator to connect students with content that is current, and to give them the tools to remain current in their practice. The challenges nurses will face in practice are not solved with knowledge alone, and often depend on integrity and courage. I feel strongly that it is my responsibility, to not only teach students to think critically, but also to serve as a role model for students.
While skills are necessary to care for patients, education develops creativity in thinking and problem solving, something essential to positive patient outcomes. I firmly believe that a solid liberal arts base is necessary to fully equip future nurses to critically appraise and tackle the challenges of patient care. Furthermore, I guide students to use reflective practice techniques in order to appraise complex issues and to implement solutions that improve the quality and safety of care for patients. 
Teaching, accomplished through partnering with students, results in deep and lasting learning, learning that does not end with the completion of a degree. Therefore, I seek to be a facilitator of learning, rather that one who simply imparts knowledge. While my teaching methods are flexible, and dependent on the types of learners in a class, as well as the content being studied, I believe that placing the student in the evaluator role encourages depth in learning. Therefore, including opportunities for students to evaluate their own work and the work of others is one strategy I commonly use in the classroom. 
Ultimately it is my aim to contribute to the development of well educated, powerful nurses.  My ambition is to cultivate students that not only have knowledge and skills, but the belief that their actions can significantly impact the health of patients, families, and communities.
  • Thate, J.A., Couture, B., Schnock, K.O., Rossetti, S.C. (2020). Information needs and the use of documentation to support collaborative decision-making: implications for the reduction of CLABSI. Computers, Informatics, Nursing doi: 10.1097/CIN.0000000000000683
  • Kang, M. J., Dykes, P. C., Korach, T. Z., Zhou, L., Schnock, K. O., Thate, J., ... & Knaplund, C. (2020). Identifying nurses’ concern concepts about patient deterioration using a standard nursing terminology. International Journal of Medical Informatics, 133, 104016.
  • Thate, J.A., Rosetti, S.C., McDermott-Levy, R., & Moriarty, H. (2019). Identifying best practices in electronic health record documentation to support interprofessional communication for the prevention of central line-associated bloodstream infections. American Journal of Infection Control,48(2),124-131.
  • Thrall, D., Lally, L., & Thate, J.A. Creating a Caring Science Curriculum: The Siena Experience in Creating a Caring Science Curriculum: A Relational Emancipatory Pedagogy for Nursing 2nd Ed, edited by Marcia Hills. Springer. In Press.
  • Thate, J.A. & Brookshie, R.G. Health Informatics Education: Standards, Challenges, and Tools in Nursing Informatics: An Interprofessional and Global Perspective, edited by Ursula H. Hübner, Gabriela Mustata Wilson, Toria Shaw Morawski and Marion J. Ball. Springer. In Press.
  • Sloand, E., & Thate, J.A.  (2003) Allergies. In P.L. Jackson & J.A. Vessey (Eds.), Primary Care of the Child with a Chronic Condition. (4th ed.)  St. Louis: Mosby.
Link to article on Jamaica:
Highlighted research in Lancet:
Sareh Nthenge

Serah Nthenge, PH.D.

Assistant Professor of Nursing
Why I love teaching at Siena:
The students are respectful and a delight to teach. The nursing program faculty are caring and supportive which makes teaching a joy.

Why I became a nurse:
As a child, I always enjoyed taking care of sick family members. After witnessing a traumatic health care incidence of a family member, I decided that I would become a nurse in order to provide the best care to my patients.

My research focus has been on perinatal care and experiences of women with physical disability, including sexual and reproductive health of women with intellectual and developmental disability. In addition, I have explored health care provision to persons with disability by integrating the use of standardized patients with disability in a baccalaureate nursing program. 


  • Nthenge, S., Smith, L., Ho, S., & Mitra, M. (2022). Experiences of women of short stature during the perinatal period. Journal of Obstetric, Gynecologic, and Neonatal Nursing, 51(4), 418–427.
  • Smeltzer, S. C., Ross, J. G., Mariani, B., Meakim, C. H., Bruderle, E., Mange, E. P. de, & Nthenge, S. (2018). Innovative approach to address disability concepts and standardized patients with disability in an undergraduate curriculum. Journal of Nursing Education, 57(12), 760-764.
  • Smeltzer, S. C., Maldonado, L., McKeever, A., Amorim, F., Arcamone, A., & Nthenge, S. (2022). Qualitative descriptive study of childbirth educators' perspectives on prenatal education for women with physical disability. Journal of Obstetric, Gynecologic, and Neonatal Nursing: 51(3), 302–312.