Joni Tornwall
Joni Tornwall began her career in nursing as an operating room nurse and gradually transitioned to the role of educator and instructional designer in higher education. She has a Bachelor of Science in Nursing from the University of Texas Medical Branch, a master's degree in Higher Education Administration from Ohio University, and a PhD in Learning Technologies from The Ohio State University. Currently, she teaches academic writing for DNP students and instructional design for nurse educators. As Co-Director of the College of Nursing’s Academy of Teaching Innovation, Excellence, and Scholarship (TIES Academy), Dr. Tornwall supports instructional design and creation of innovative and engaging learning experiences for students. She also assists faculty with opportunities in scholarship, publication, presentation, and grant-funded project development. As the Director of Assessment and Evaluation, Dr. Tornwall implements systematic program-level evaluation and reports on student learning outcomes in the College of Nursing. See her full CV at go.osu.edu/tornwall.
Dr. Tornwall works with educators in the health professions to implement student-to-student peer review with an aim to enhance the quality and quantity of feedback students receive in the academic setting as well as to prepare students for peer review in professional practice. Her research is focused on student-to-student peer review and how educators prepare students to provide and receive supportive peer feedback. She is a member of the editorial board for Nurse Education Today and Nurse Educator, and a certified peer reviewer and workshop facilitator for Quality Matters. She serves on the AORN (Association of periOperative Registered Nurses) National Committee on Education and a Senior Affiliate with the OSU Drake Institute for Teaching and Learning. She completed a Fulbright Scholar project in Finland in 2023 titled “Collaborative Approaches to Innovation and Scholarship in Nursing Education.”
News
New data finds stress, anxiety and depression spike for those feeling the weight of a “culture of achievement”
Is the status of “perfect parent” attainable?
Researchers leading a national dialogue about parental burnout from The Ohio State University College of Nursing and the university’s Office of the Chief Wellness Officer say “no,” and a new study finds that pressure to try to be “perfect” leads to unhealthy impacts on both parents and their children.
Groundbreaking study provides a promising solution for preventing a major complication of pregnancy
According to the World Health Organization, more than 15 million babies are born preterm every year. More than one million of those babies lose their lives. Methods to predict risk for and prevent preterm birth are few and far between.
