Employee Directory

Coleen Toronto Professor
Nursing

B.S.N - Northeastern University
M.S.N - Framingham State University
Ph.D - University of Massachusetts, Dartmouth  

Dr. Coleen Toronto has been teaching at the Curry College School of Nursing since 2009. She currently teaches in the MSN and RN-BS programs. Prior to working at Curry College, Dr. Toronto taught in the nursing pre-licensure programs at Massachusetts College of Pharmacy and Health Sciences and Boston College.

Dr. Toronto is certified as a Certified Nurse Educator (CNE). She is a member of the Metro West Health Foundation's Board of Trustees. Dr. Toronto is an active member of Sigma Theta Tau International, Eastern Nursing Research Society, National League for Nursing, and Massachusetts Rhode Island League for Nursing.

Research interests

Nursing Education
Health Literacy
Review Methodology
Delphi Methodology  

Courses

Art and Science of Nursing (AE-MSN)
Evidence Based Research, Theory & Practice (AE-MSN)
Evidence for Nursing Practice (RN-BS)
Health Policy and Finance (RN-BS, Traditional)
Preparation for Health Professions (Traditional)
Population Health in the Community (RN-BS, Accelerated, and Traditional)
Teaching Strategies and Evaluation Methods (MSN)
Informatics and Health Information Systems (MSN)
Nursing Education Practicum (MSN) and Capstone Seminar (MSN)
Leadership (MSN)

Book

Toronto, C. E. & Remington, R. (2020) Editors. A step-by-step guide to conducting an integrative review. Springer,Cham.

Book Chapters

Toronto C.E. (2020) Overview of the integrative review. In: Toronto C., Remington R. (eds) A step-by-step guide to conducting an integrative review. Springer, Cham

Toronto C.E. & Remington, R. (2020) Discussion and conclusion. In: Toronto C., Remington R. (eds) A step-by-step guide to conducting an integrative review. Springer, Cham

Articles

Hensel, D., Toronto, C.E. (2022). Reading a Q Methodology research article. The Journal of Continuing Education in Nursing, 53(1), 10-12. 

Hensel, D., Toronto, C.E., Lawless, J., & Burgess, J. (2022). A scoping review of Q methodology nursing education studies. Nurse Education Today. 109, 105-220. https://doi.org/10.1016/j.nedt.2021.105220

Toronto, C. E. (2020). Detecting deception of social media health claims. Nurse Educator. 46, 142. https://doi.org/10.1097/NNE.0000000000000924 

LaRocco, S. A & Toronto, C. E. (2019). Clinical practice guidelines and family presence during cardiopulmonary arrest [Guest Editorial]. Western Journal of Nursing Research. 41(9),1219-1221. doi:10.1177/0193945919845649 

Toronto, C. E. & LaRocco, S. A. (2019). Family perception of and experience with family presence during cardiopulmonary resuscitation: An integrative review. Journal of Clinical Nursing, 28, 32-46. doi: 10.1111/jocn.14649 

Toronto, C.E., Quinn, B., & Remington, R. (2018). Replicability, transparency and currency in nursing reviews [letter to the editor]. Advances in Nursing Science. 41(2), 101-102. doi: 10.1097/ANS.0000000000000206 

Toronto, C. E., Quinn, B., & Remington, R. (2018). Characteristics of reviews published in nursing literature: A methodological review. Advances in Nursing Science.41(1), 30- 40. doi: 10.1097/ANS.0000000000000180

Toronto, C. E. (2017). Considerations for conducting an e-Delphi study: A case study. 
Nurse Researcher. 24(5),10-15. doi: 10.7748/nr.2017.e1498 

Toronto, C. E. (2016). Health literacy competencies for registered nurses: An e- Delphi study. The Journal of Continuing Education in Nursing, 47(12), 558- 565.

Lawless, J., Toronto, C. E. & Grammatica, G. L. (2016). Health literacy and information Literacy: A concept comparison. Reference Services Review. 44(2), 144-162. doi:10.1108/RSR-02-2016-0013 

Noble, K., & Toronto, C. E. (2016). RN-BS writing project: A successful academic-practice partnership. Nurse Educator, 41(5), 228–229 

Nadeau, E., & Toronto, C. E. (2016). Barriers to asthma management for school nurses: An integrative review. The Journal of School Nursing, 32, 86-98.doi:10.1177/1059840515621607 

Toronto, C. E. & Weatherford, B. (2016). Registered nurses’ experiences with individuals with low health literacy: A qualitative descriptive study. Journal for Nurses in Professional Development, 32(1), 8-14.doi: 10..1097/NND.0000000000000211 

Toronto, C. E. & Weatherford, B. (2015) Health literacy education in health professions schools: An integrative review. Journal of Nursing Education, 54(12), 669-676. doi: 10.3928/01484834-20151110-02 

Santos, C. & Toronto, C. E. (2014). Innovative teaching method in emergency response education of undergraduate nursing students. Journal of Nursing Education, 53(8), 483. doi: 10.3928/01484834-20140722-11 · 

Wood, R.Y. & Toronto, C.E. (2012). Measuring critical thinking dispositions of novice nursing students using HPS. Journal of Nursing Education, 51(6), 349- 352. doi: 10.3928/01484834-20120427-05. 

Toronto, C. E. & Mullaney, S. M. (2010). Registered nurses and influenza vaccination: An integrative review. AAOHN Journal, 58(10), 463-471. doi: 10.3928/08910162- 20101027-01.