Education
- PhD in Nursing, Barry University
- MS in Nursing, Pennsylvania State University
- Post-Master’s, University of Florida
- BSN, Barry University
- Associate of Nursing, University of the Bahamas
Biography
Dr. Mahala Saunders is a PhD-prepared educator and Neonatal Nurse Practitioner with over three decades of clinical expertise. A proud alumna of Barry University, she translates years of clinical experience into a rigorous academic environment. Dr. Saunders integrates her deep expertise in high-risk neonatal care with a passion for nursing education and research. Her teaching philosophy is rooted in transformative mentorship and the development of clinical intuition, fostering both technical proficiency and compassionate leadership.
Her doctoral research, which addresses critical gaps in neonatal transitions and discharge readiness, has been disseminated through international platforms, including the Council of International Neonatal Nurses (COINN) and the Florida Nursing Association (FNA). Beyond her research, she serves as a peer reviewer for clinical journals and a faculty advisor for on-campus student organizations. A respected voice in professional governance, Dr. Saunders serves as a Counselor for the Sigma Theta Tau (Lambda Chi Chapter), International Honor Society of Nursing.
Dr. Saunders holds a PhD in Nursing Education from Barry University, a Master of Science in Nursing from Pennsylvania State University, a Post-Master’s from the University of Florida, Bachelor of Science from Barry University, and an Associate of Nursing from the University of the Bahamas. She is an active participant in faculty committees, supporting curriculum development and student-centered policy initiatives. Through memberships in ANA, FNA, NANN, and COINN, she contributes to the standard of care in advanced practice.
At Barry University, Dr. Saunders is dedicated to fostering a learning environment where academic excellence meets social responsibility. By utilizing a transformative mentoring approach, she empowers her students to look beyond clinical protocols to see the human and systemic elements of healthcare.