Kristin Wiginton

Academic Coordinator
College of Health Sciences and Public Policy
Ph.D. Health Services

Dr. Kristin Wiginton serves as the Academic Research Coordinator for the College of Health Professions (Doctor of Healthcare Administration and PhD in Health Services) and the College of Nursing (PhD in Nursing). Her responsibilities include assigning committee members for dissertation and capstone students and providing quality control of the student research process. Prior to taking on this position with Walden University, Dr. Wiginton was a tenured Associate Professor at Texas Woman's University. She taught a variety of skill-based and content based public health courses, with primary emphasis on Epidemiology, Social Epidemiology, and Health Advocacy & Leadership. She also taught undergraduate courses for Walden, including Principles of Epidemiology and Introduction to Research Methods and Analysis. Dr. Wiginton served in the Army Reserves as an Environmental Science Officer and received the Army Commendation Medal in 2002. She has served as chair for 45 completed dissertation studies and has published several articles and presented at international and national conferences, including the annual American Public Health Association.

Courses Taught

HLTH 2115 - Aging Across the Lifespan

HLTH 4200 - Principles of Epidemiology

HLTH 4205 - Introduction to Research Methods and Analysis


BS, Baylor University

MS, Baylor University

PhD, Texas Woman's University

Awards / Honors

Army Commendation Medal, Army Reserve, 2002


Sturges, D., Dickey-Laprocido, G., Gallagos, I., Bratcher-Rasmus, B., Greenlee, Q., Hart, P., Moss-Linnear, K., Wiginton, K. (2018). Influence of Health Educators in Clinical Settings: Addressing Social Determinants of Health. Journal of Physician Assistant Education

Wiginton, K. L., Hughes, L., Keith, S., Byars, A. (2012). Cognitive mapping in persons newly diagnosed with Type 2 diabetes. The Diabetes Educator

Wiginton, K. L., Crosslin, K. (2011). Sex differences in disease severity among patients with systemic lupus erythematosus. Gender Medicine

Wiginton, K. L., Crosslin, K. (2010). The impact of race and ethnicity on disease severity in systemic lupus erythematosus. Ethnicity & Disease

Wiginton, K. L., Bates, D. (2008). Reaching out from within: Using community- based participatory research (CBPR) to prepare a predominately Hispanic community in West Dallas for program intervention. American Journal of Health Education

Wiginton, K. L. (2006). Commentary: Advancing on the discussion of gender-specific health determinants. Health Education & Behavior

Oomen-Early, J., Bold, M., Wiginton, K. L., Gallien, T. L., Anderson, N. (2008). Using asynchronous audio communication (AAC) in the online classroom: A comparative study.. MERLOT Journal of Online Learning and Teaching

Wiginton, K. L., Rhea, D., Oomen-Early, J. (2004). Using the Anger Response Inventory to evaluate the effect of shame and guilt on interpersonal communication skills. American Journal of Health Education


Wiginton, K. L., Parker, K. (2018). Online Educational Strategies to Improve Uptake of PrEP in the Prevention of HIV.

Wiginton, K. L., Parker, K. (2018). Assessing Subjective Norms Towards HIV As Barriers and Facilitators for Intent to Share Information about PrEP.

Wiginton, K. L., Parker, K. (2017). “Be PrEPared!”: Using Online and Social Media Strategies to Increase Knowledge and Awareness of HIV/AIDS and PrEP among Women of Color. APHA

Wiginton, K. L., Parker, K. (2016). Using Gender Expression Digital Stories to Inform Comprehensive Health and HIV Prevention Intervention for Women of Color. APHA

Wiginton, K. L., Parker, K. (2016). Assessing Outcome Expectations and the Association Between Risk Perceptions and Personal Identity to Develop the Vulnerable Health Outcomes Model. APHA

Wiginton, K. L., Parker, K. (2016). Stories in Sisterhood: Using Digital Storytelling to Enhance Knowledge and Intent to Use PrEP.