Melody Wilkinson

Family Nurse Practitioner (FNP)

DNP, APRN, FNP-BC

Biography

Melody Wilkinson, DNP, APRN, FNP-BC, is the program director and assistant professor in the Family Nurse Practitioner program. She joined the faculty in 2011 and served as the assistant program director from 2012–2014 and the clinical faculty director from 2011–2012. In those roles, she oversaw clinical education for one of the nation’s largest FNP programs, developed a clinical placement process supporting over 600 students in 47 states, recruited and mentored faculty nationwide, and developed systems processes to support expansion from a campus-based program to our robust national online program.

As an experienced professor in the synchronous online environment, asynchronous environment, and in the brick-and-mortar classroom, she is a principal member of CENTILE External link , the Center for Innovation and Leadership in Education at Georgetown University Medical Center. She was also recently presented with an Excellence in Clinical Teaching Award by the American Association of Colleges of Nursing. She is board certified as a family nurse practitioner and has been certified as an HIV specialist by the American Academy of HIV Medicine.

Wilkinson maintains an active clinical practice, partnering with Infectious Disease Physicians in Fairfax, Virginia. In addition to seeing patients with complex infectious diseases, such as HIV and hepatitis C, she provides clinical oversight for the NEXUS Program. This program provides financial assistance, community case management services, and counseling regarding insurance options to low-income patients living with HIV, in order to promote comprehensive, coordinated, patient-centered care. She has presented nationally on topics related to HIV, graduate clinical education, and online teaching/learning. Additional interests include palliative care, chronic disease management, preceptor development, and leadership within virtual teams. Wilkinson is an active member of the American Association of Nurse Practitioners and the National Organization of Nurse Practitioner Faculties.

Why Georgetown?

“Georgetown University’s commitment to ‘cura personalis’ and social justice align with my personal values and influenced my decision to join the Nursing@Georgetown program as faculty. Throughout my career, I have provided evidence-based health care to underserved populations in both urban and rural settings, and my clinical passion is working with low-income patients living with HIV. Nursing@Georgetown provides me opportunities to work with like-minded faculty and students across the country.

“Ultimately, my patients inspire me to teach. As an educator, I endeavor to infuse my passion for improving patients’ lives into my encounters with students. While I live in the DC metro area, I am from West Virginia. Having grown up in rural Appalachia, I value that Nursing@Georgetown delivers a values-based, rigorous FNP curriculum to students living in diverse communities across the nation.”

Why Family Nurse Practitioner/Primary Care?

“I am passionate about chronic disease management and the ability to care for patients across the life span. While developing relationships with patients and families, I am able to see the impact of patient-centered, evidence-based health care over time. Through these experiences, I have been humbled by the sanctity of the provider-patient relationship and the capacity for one individual to impact the health and well-being of another.”

Courses With Wilkinson

Wilkinson works with the highly regarded family nurse practitioner faculty at Georgetown to develop and implement synchronous, didactic course content. She teaches a variety of FNP courses and attends all on-campus intensives.

“I strive to prepare APRN graduates who are exceptional clinicians and leaders, who provide patient care that embodies evidence-based practice, sound clinical judgment, and a commitment to the common good. I believe this is best achieved when educators and learners partner to create a community of learning committed to the standard of excellence.

“I believe that learning is an active process; therefore, the classroom should be a dynamic, engaging, and flexible environment that employs multiple teaching and learning strategies. I believe that the way I present content and opportunities for application will impact student learning. Ultimately, each student will construct his or her own understanding of content based on personal experiences and reflection. At every opportunity, I incorporate clinical and teaching scenarios into the online classroom setting. This provides students the opportunity to apply previously learned knowledge, and identify new knowledge to be learned, to work through and solve each element of the scenario. As an educator, I strive to link the relevancy of the course work to current and future clinical practice by employing active learning strategies such as problem-based learning, case studies, and student reflection.”

“Professor Wilkinson’s calm and professional demeanor provide for a formal, yet casual classroom environment. Discussions are thoughtful and inclusive of each person’s point of view. Each student has a different relationship with every topic and the blend of experiences gives multiple viewpoints.” – FNP student

Learn more about Nursing@Georgetown’s FNP curriculum here.

Education

Duke University
Doctorate of Nursing Practice

Vanderbilt University
Master of Science in Nursing

West Virginia University
Bachelor of Science in Nursing

Hope for the Future

As the nation faces a shortage of primary care providers, FNPs are well positioned to continue to serve as expert clinicians and health care leaders.  

Knowing is not enough, we must apply. Willing is not enough, we must do.

— Goethe

Research Interests

  • HIV prevention and education
  • Preceptor development/clinical teaching
  • Effectiveness of virtual FNP faculty teams
  • Generational diversity in nursing faculty
  • OMP and SNAPPS clinical education models
  • Mastery rubrics to lead instructional design and evaluation

Presentations

Transforming NP Education from Program Application to Nurse Leader Through Competency Based Education
Wilkinson, M., Riley, J., Trachtenberg, R., Pellathy T., Bull, A.
43rd Annual National Organization of Nurse Practitioner Faculties
Washington, DC
April 21, 2017
Type: Symposium

Advancing Competency Based NP Education Through the Development of a Mastery Rubric
Wilkinson M., Bull, A, Pellathy, T., Riley, J., Tractenberg, R.
43rd Annual National Organization of Nurse Practitioner Faculties
Washington, DC
April 21, 2017
Type: Podium

Defining a Developmental Trajectory to Support Successful Achievement of NONPF Competencies
Pellathy, T., Bull, A, Wilkinson M., Riley, J., Tractenberg, R.
43rd Annual National Organization of Nurse Practitioner Faculties
Washington, DC
April 21, 2017
Type: Podium

Knowledge, Skills and Abilities Needed to Achieve the NONPF Competencies
Bull, A, Wilkinson M., Pellathy, T., Riley, J., Tractenberg, R.
43rd Annual National Organization of Nurse Practitioner Faculties
Washington, DC
April 21, 2017
Type: Podium

Nuts and Bolts of Online Learning
Wilkinson, M, Knestrick, J.
43rd Annual National Organization of Nurse Practitioner Faculties
Washington, DC
April 20, 2017
Type: Invited Expert Panel

Creating a Community of Practice (CoP) around Stewardly Scholarship of Teaching and Learning
Colloquium for GUMC Educators in the Health Professions
Bull, A. Pellathy, T., Tiley, J.B., Tracterberg, R.E., & Wilkinson, M.
Washington, DC
June 23, 2016
Type: Podium

What Does Online Teaching Look Like at Georgetown
Teaching, Learning & Innovations Summer Institute
Washington, DC
May 24, 2016
Type: Invited

Why Can’t She Be More Like Me? Generational Differences Among Faculty
Southern Adventist University, Nursing Colloquium
May 10, 2016
Type: Invited

Predictors of Retention in Online Graduate Nursing Programs, 42nd Annual National Organization of Nurse Practitioner Faculties ConferenceSeattle, WashingtonApril 16, 2016 

Online Clinical Education for Preceptors, 42nd Annual National Organization of Nurse Practitioner Faculties ConferenceSeattle, WashingtonApril 16, 2016

Exploring Generational Differences Among Faculty: Implications for Today and the Future, 2015 National League for Nursing SummitLas Vegas, NevadaSeptember 2015

The One-Minute Preceptor: Online Training for Preceptors, Continuing Education Online Information , American Association of Colleges of Nursing, May 14, 2015

Building Excellence in NP Education: Teaching and Learning in the Synchronous Virtual Classroom, 41st Annual National Organization of Nurse Practitioner Faculties Conference, Baltimore, Maryland, April 2015

Synchronous Sessions Using the Flipped Classroom, Colloquium for GUMC Educators in the Health ProfessionsWashington, DCJune 2, 2014

Mentoring the Mentor: Best Practices for Clinical Precepting of the Nurse Practitioner, 28th American Academy of Nurse Practitioners National Conference, Las Vegas, Nevada, June 2013

Family Oriented Primary Care: Integration of Screening and Treatment for Families in Crisis in FNP Curriculum, 40th Annual National Organization of Nurse Practitioner Faculties ConferenceDenver, ColoradoApril 2014

Connecting Beyond Discussion Board: Integrating Synchronous Seminars Into Nurse Practitioner Education, 39th Annual National Organization of Nurse Practitioner Faculties Conference, Pittsburg, Pennsylvania, April 2013

Bridging Campus and Communities: Best Practices for Mentoring Clinical Preceptors of Online NP Students, 39th Annual National Organization of Nurse Practitioner Faculties Conference, Pittsburg, Pennsylvania, April 2013

The One-Minute Preceptor, 27th American Academy of Nurse Practitioners National ConferenceOrlando, FloridaJune 2012

Publications

Knestrick, J., Wilkinson, M., Pellathy, T., Kessler, J., & Compton, P. (2016) Predictors of Retention of Students in an Online Nurse Practitioner Program. The Journal for Nurse Practitioners, 12(9), 635-640.

Wilkinson, M., Turner, B., Ellis, K., Knestrick, J., & Bondmass, M. (2015). “Online Clinical Education Training for Preceptors: A Pilot QI Project.” The Journal for Nurse Practitioners, 11(7), e43-e51.

Awards

Tau Chapter Award for Excellence in Education
Sigma Theta Tau International Honor Society of Nursing, 2015

Novice Faculty Excellence in Clinical Teaching Award
American Association of Colleges of Nursing, 2015

Georgetown University Teaching Academy for the Health Sciences: Principal Member in Direct Teaching
Georgetown University Center for Innovation and Leadership in Education, 2015