About

Megan J. Eagle is a Clinical Assistant Professor and Deputy Director of the WHO Collaborating Centre at the University of Michigan School of Nursing. She holds a PhD, MSN, and MPH, and is a Family Nurse Practitioner-Board Certified. Since 1995, she has been providing primary health care services to underserved populations, with research focusing on health disparities, maternal child health, chronic disease, group care models, and Latino and immigrant health in the United States. Her work includes research on the healthcare needs of uninsured adults in Washtenaw County, adaptations of Group Prenatal Care models to family practice settings, and strategies for addressing maternal mortality in rural areas. She has supervised clinical placements for students across multiple health disciplines and is fluent in English and Spanish. Her teaching involves graduate students in Primary Care Nurse Practitioner programs and undergraduate students in Health Promotion, with a focus on creating valuing learning environments and global health experiences, including fieldwork in Quito, Ecuador.

Research topics

• Medicine
• Clinical psychology
• Psychology
• Nursing
• Obstetrics

Selected publications

• Simulation Training Needs and Challenges for Nurse Educators in the Caribbean: Strengthening Clinical Teaching in Low-Resource Settings

  Nursing Education Perspectives · 2026-02-03 · 1 citations

  article

  Global disparities in the use of simulation-based nursing education highlight gaps in low-resource settings, such as the Caribbean. This study explored the needs and challenges of nurse educators across 13 Caribbean countries, focusing on their use of simulation and its postpandemic impact. While 62% of respondents used simulation, only 42.5% had standardized protocols; many respondents lacked confidence in scenario development and facilitation. Despite resource limitations, participants expressed strong interest in expanding simulation for clinical decision-making and team communication. Findings emphasize the importance of collaborative training initiatives and resource-appropriate strategies to strengthen nursing education and improve patient outcomes regionally.

  PublisherDOI

• Innovative Education, Leadership, and Research for Global Health: Elevating Nursing Schools Via the Office of Global Affairs

  SSRN Electronic Journal · 2025-01-01

  preprintOpen access
  PublisherDOI

• Bridging Global Gaps in Nursing Education: Findings From a Remote Simulation Training Program for International Faculty

  Nursing Education Perspectives · 2025-05-26

  article

  Global adoption of simulation-based learning varies, with a significant gap between high- and low-resource countries. We describe the development of remote, three-day training for 23 nurse faculty from five countries on three continents, focusing on health care simulation standards of best practice. Participant confidence was evaluated pre-, immediate-post, and three-month post-training for five simulation standards highlighted in the training. Significant improvement in confidence was observed from pre- to immediate post-survey ( p < .0001) and remained stable with no significant differences from immediate to delayed post-survey. This program fostered international collaboration, contributing positively to nursing education and global health care delivery.

  PublisherDOI

• A strategic vision for global health: Innovative nursing education, leadership, and research

  Nursing Outlook · 2025-12-04 · 2 citations

  articleOpen access
  PublisherOA PDFDOI

• Fourth-year Student Pharmacists’ Perceptions of a Required Student-run Free Clinic Experience

  American Journal of Pharmaceutical Education · 2024-11-12

  articleOpen access

  OBJECTIVE: The University of Michigan Student-Run Free Clinic (UMSRFC) provides quality preventive, acute, and chronic care free of charge to uninsured and underinsured community members. We sought to assess fourth-year student pharmacists' (P4) attitudes toward providing care as part of a required experience at the UMSRFC during their Ambulatory Care Advanced Pharmacy Practice Experience. METHODS: All P4s in the 2023-2024 academic year completed an 8-hour experience at the UMSRFC. Preclinic and postclinic surveys were electronically administered, and items related to social determinants of health, patient-centered care, interprofessional teams, and interest in future opportunities were included. Data were analyzed using descriptive statistics and paired t tests. RESULTS: A total of 78 of 83 students (94.0%) participated in the research study. After the experience, students reported higher comfort with providing efficient, cost-effective pharmacy services, assessing patients' health care status and needs, and advocating for and assisting patients in obtaining the resources and care they need. Students also reported a higher level of comfort collaborating as part of an interprofessional team after the experience. Most students (92.3%) recommended that the experience continue for future P4s. CONCLUSION: A clinical experience at a student-run free clinic can allow P4s to practice multiple skills that align with the Curricular Outcomes and Entrustable Professional Activities. After this experience, P4s felt more comfortable working with underserved populations and collaborating on interprofessional teams and reported being more likely to volunteer at a free medical clinic. We encourage pharmacy programs affiliated with a student-run free clinic to consider implementing a required clinical experience for P4 students.

  PublisherDOI

• Using digital communication tools to improve interprofessional collaboration and satisfaction in a student-run free clinic

  Journal of the American Association of Nurse Practitioners · 2024-07-23 · 3 citations

  article

  BACKGROUND: Interprofessional collaboration can improve the quality of care in complex health conditions often seen in underserved populations. Communication is key to effective collaboration, and digital communication tools can enhance information sharing, collaboration, and satisfaction between professionals, especially when teams are distanced. LOCAL PROBLEM: In a semirural student-run free clinic that provides care to uninsured and underinsured patients with multifaceted health issues, there is a gap in communication and collaboration across interprofessional teams because of the frequent rotation of various staff, part-time hours, and electronic health record (EHR) function and interoperability limitations. METHODS: The aim of this nurse practitioner-led quality improvement project was to determine whether implementing digital communication tools could enhance communication and improve provider collaboration and satisfaction during clinical decision-making among the several interprofessional teams at the student-run free clinic. INTERVENTIONS: Digital communication tools were implemented in a two-part intervention: (1) virtual case conferences to discuss patient care plans and (2) an EHR-linked tool to document the care plans. RESULTS: Survey evaluation across six virtual case conferences found above-average ratings for collaboration, satisfaction, and usability of the EHR-linked tool. There was a 15.78% improvement in global collaboration from the first to third conference, with a sustained improvement of 11.49%. Satisfaction improved by 4.62% from the first to the fourth conference. CONCLUSION: Digital communication tools can facilitate efficient communication and collaboration among staff while providing a more streamlined approach to patient care. These technologies can be useful in similar settings, especially when teams are distanced.

  PublisherDOI

• Anxiety and Aggressive Behavior in Adolescents: A Correlational Study

  IJNP (Indonesian Journal of Nursing Practices) · 2022-12-09 · 2 citations

  articleOpen access

  Background: Aggressive behavior has become a severe behavioral problem in adolescents recently. Some cases have even been deemed an emergency for mental health behavior in adolescents. Many factors are suspected to be associated with aggressive behavior, one of which is anxiety. Anxiety and aggressive behavior remain widely studied in children, but the number of studies is limited to middle and late adolescents. In addition, there is no clear description of the psychosocial aspects between anxiety and aggressive behavior in adolescents based on the psychosocial development tasks. Objective: The study aims to identify the association between adolescents’ anxiety and aggressive behavior.Methods: The research used an analytical correlation design with a cross-sectional approach. The research was conducted in senior high schools in Surakarta in July 2021. Subjects were taken using convenience sampling, in which 626 students filled out the online questionnaire, while 32 students did not complete some items resulting in a total sample of 594 respondents. Then, the research instruments employed DASS 21 for anxiety and Buss Perry Questionnaire for aggressive behavior. The statistical analysis then utilized the Pearson product-moment test.Results: The research revealed that most respondents were female (67,8%). The respondents had a bullying victim history (44.8%), a violence victim history (13.3%), and parental divorce history (10.3%). The statistical test also uncovered a significant correlation between anxiety and aggressive behavior (p-value 0.0001, r: 0.649, OR:7.86, CI 95%).Conclusion: The finding demonstrates the association between adolescents’ anxiety and aggressive behavior. Consequently, the community mental health nurses should organize a partnership mental health program with the senior high schools to manage adolescent anxiety and aggressive behavior

  PublisherOA PDFDOI

• Effect of Cognitive Behavior-Anger Management Therapy on Aggressive Behavior in Adolescents

  Open Access Macedonian Journal of Medical Sciences · 2022-02-08 · 2 citations

  articleOpen access

  BACKGROUND: Aggressive behavior occurs a lot in adolescents. There are many negative impacts of aggressive behavior such as decreased productivity, impaired adolescent growth and development, impaired social relations, and a high risk of mental disorders. Education and cognitive behavior-anger management therapy (CBAMT) are some of interventions to reduce aggressive behavior in adolescents. AIM: The purpose of the study is to know the effect of CBAMT on aggressive behavior in adolescents. METHODS: The design of the study is quasi-experimental with pre- and post-test with the control group. The place of the study was at Senior High Schools in Central Java Indonesia. The samples were 60 senior high school students with purposive sampling technique. The control group received education using video while the treatment group received education using video and CBAMT. The measurement of aggressive behavior in adolescents was using Buss and Perry questionnaire. The bivariate analysis used independent t-test. RESULTS: The results of the study indicated significant decrease of aggressive behavior score after interventions both in the control group and treatment group (p &lt; 0.05). An independent t-test was performed and showed that there were no significant differences between aggressive behavior score in the control group and treatment group (p &gt; 0.05). CONCLUSION: The finding is education using video and CBAMT is effective to reduce aggressive behavior in adolescents. It is recommended to provide education and CBAMT to avoid and control aggressive behavior in adolescents.

  PublisherOA PDFDOI

• Maternal risk of hypertension 7–15 years after pregnancy: clues from the placenta

  BJOG An International Journal of Obstetrics & Gynaecology · 2020-09-28 · 13 citations

  articleOpen access

  OBJECTIVE: To assess whether pre-eclampsia (PE)-related placental/extraplacental membrane findings are linked to moderately elevated blood pressure (BP) in pregnancy and later-life hypertension. DESIGN: Prospective cohort. SETTING: 52 prenatal clinics, 5 Michigan communities. SAMPLE: The POUCH Study recruited women at 16-27 weeks' gestation (1998-2004) and studied a sub-cohort in depth. This sample (n = 490) includes sub-cohort women with detailed placental assessments and cardiovascular health evaluations 7-15 years later in the POUCHmoms follow-up study. METHODS: PE-related placental/extraplacental membrane findings (i.e. mural hyperplasia, unaltered/abnormal vessels or atherosis in decidua; infarcts) were evaluated in relation to pregnancy BP and odds of Stage 2 hypertension at follow up using weighted polytomous regression. Follow-up hypertension odds also were compared in three pregnancy BP groups: normotensives (referent) and moderately elevated BP with or without PE-related placental/extraplacental membrane findings. MAIN OUTCOME MEASURES: Stage 2 hypertension (SBP ≥140 mmHg and/or DBP ≥90 mmHg, or using antihypertensive medications) at follow up. RESULTS: After excluding women with pregnancy hypertension (i.e. chronic, PE, gestational), mural hyperplasia and unaltered/abnormal decidual vessels were each associated with Stage 2 hypertension at follow up: adjusted odds ratio (aOR) = 2.7, 95% CI 1.1-6.6, and aOR = 1.7 (95% CI 0.8-3.4), respectively. Women with moderately elevated BP in pregnancy and evidence of mural hyperplasia or unaltered/abnormal decidual vessels had greater odds of Stage 2 hypertension at follow up: aOR = 4.5 (95% CI 1.6-12.5 and aOR = 2.6, 95% CI 1.1-5.9, respectively. CONCLUSIONS: PE-related placental/extraplacental membrane findings help risk-stratify women with moderately elevated BP in pregnancy for later development of hypertension. TWEETABLE ABSTRACT: Placental findings associated with mother's risk of later-life hypertension.

  PublisherOA PDFDOI

• The Effect of Cinematherapy-Based Group Reminiscence on Older Adults’ Self Esteem

  Indonesian Journal of Global Health Research · 2019-11-28 · 2 citations

  articleOpen accessSenior author

  Self-esteem tends to be stable throughout the lifespan. Yet, changes in the aging process cause multiple factors to affect problematic self-esteem, which later cause older adults to endure loss. Cinematherapy-based reminiscence group therapy is a strategic intervention in increasing self-esteem. The purpose of this research was to identify the effects of cinematherapy-based reminiscence group therapy for self-esteem in older adults. The design of this research was quasi-experimental design including pre-posttest with the control group. Samples were selected with a total sampling technique that met the inclusion criteria. Subjects were 70 respondents consisting of 35 each group, obtained by a simple random sampling technique. The nursing intervention was provided to the control group, while cinematherapy-based reminiscence group therapy was provided to the treatment group. This research used reminiscence therapy workbook. The measurement of self-esteem in older adults was done by using Rosenberg’s Self-Esteem. A paired t-test and independent t-test performed the analysis. The result of the research showed that self-esteem levels increased significantly in both control and treatment groups. In contrast, the treatment group’s increase in self-esteem indicated a higher number than the control group. A combined cinematherapy-based reminiscence group therapy helps use a movie to bring positive feelings and reminisce memorable past stories. In addition, as a group program, cinematherapy-based reminiscence group therapy improves communications and builds a sense of belonging to the community. Cinematherapy-based reminiscence group therapy is recommended to increase self-esteem in older adults at nursing home.

  PublisherOA PDFDOI

Frequent coauthors

• Intan Maharani Sulistyawati Batubara

  Universitas Surakarta

  5 shared

• M. Hellard

  Burnet Institute

  4 shared

• Joseph Doyle

  Monash University

  4 shared

• Febriana Sartika Sari

  4 shared

• William J. Stevenson

  3 shared

• Margaret Donnelley

  University of Melbourne

  2 shared

• Heni Nur Kusumawati

  2 shared

• JM Catov

  University of Pittsburgh

  2 shared

Education

• PhD, Epidemiology

  Michigan State University

  2023

• MPH, Epidemiology

  University of Michigan

  2013

• MS, Nursing

  University of California, San Francisco

  1995

Awards & honors

• Preceptor Gold Star Award, National Organization of Nurse Pr…
• Nightingale Award for Nursing: Advanced Nurse Practice, Oakl…
• Excellence in Clinical Practice, Sigma Theta Tau, Rho Chapte…
• National Health Service Corps Scholar, 1992-1995