Megan Holtmann

Photo of Megan HoltmannLecturer of Nursing

Office: Nursing House




D.N.P., McKendree University (2018)

M.S.N., McKendree University (2016)

B.S.N., Saint Louis University (2009)


Teaching Interests

Ethics, nursing foundations, anything that can help students advance their knowledge in the nursing field.



Schulz, G., Kelly, K., Holtmann, M. & Armer, J. "Navigating decisional conflict as a family when facing the decision of stem cell transplant for a child or adolescent with sickle cell disease." Patient Education and Counseling, 104. 2020

Schulz, G., Foster, R., Lang, V., Towerman, A., Shenoy, S., Lauer, B., Burleson, E., & Holtmann, M. "Early identification of barriers and facilitators to self-management behaviors in pediatric patients with sickle cell disease to minimize hematopoietic cell transplantation complications." Journal of Pediatric Oncology Nursing, 35. (2018)

Schulz, G., Kelly, K., Holtmann, M., Doering, M., & Armer, J. "Decision making in pediatric hematopoietic cell transplantation: Influential factors vary among diseases." Pediatric Blood & Cancer, 65. (2017)

Schulz, G., Foster, R., Kennedy, V., Towerman, A., & Holtmann, M. "Modifying psychosocial barriers to minimize stem cell transplant complications in pediatric patients with sickle cell disease: A case study approach." Biology of Blood and Marrow Transplantation, 23. (2017)

Taylor, H., Shenoy, S., Balakas, K., Brandt, J., Hente, M., Holtmann, M., Ratner, M., Ulmer, T., Westfall, A., & Ecrole, P. "Effect of increased activity on deconditioning in pediatric stem cell transplant: A feasibility study." Biology of Blood and Marrow Transplantation, 23. (2017)

Schulz, G., Holtmann, M., Tucker, A., & Balakas, K. "Production, implementation, and utilization of a multidisciplinary assessment for those undergoing hematopoietic cell transplantation." Biology of Blood and Marrow Transplantation, 21. (2015)


Teaching Philosophy


I always enjoy an uplifting quote, and this statement is no different: "By learning you will teach; by teaching you will learn" (Latin proverb). In my career, I have been both a teacher and learner numerous times. While I was in the hospital industry, I was the one with the post-transplant care and information; however, I was also the one learning about the hardships families encounter, along with heartache, joy, and hope. When I moved into academia, I saw the same drive, heartache, joy, and hope in my students as they continued their journey through their nursing education.

I believe honesty with students regarding expectations, mistakes, and successes all contribute to the respect between the two parties. Having these guidelines upfront already gives me an idea of what additional resources or help certain students will need as they continue with my course. This also helps in clinical, to create a safe learning environment for the students when caring for patients (and/or within the simulation lab). I am very pro-exploration into a situation and talking through and taking (safe) chances. We can use this model to find and correct mistakes quickly and guide students on the reasonings behind the error. With this thought, students are more comfortable in the class and clinical settings, as well as feel more open to coming to me with any questions or concerns.

I enjoy challenging my students, asking them questions, probing and driving into what they know, and pushing them to think about concepts that may not be at the forefront of their thought processes. I encourage them to work through and find answers by building on their previous knowledge. This approach truly empowers students to be accountable to know the information and take charge of their own learning by discovering they do have the tools to solve more complex, intense problems.



Sigma Theta Tau

Phi Theta Kappa