2010 - BYU College of Nursing

healer’s art
l e a r n i n g
b r i g h a m
y o u n g
t h e
u n i v e r s i t y
c o l l e g e
o f
2010
n u r s i n g
Florence Nightingale:
celebrating
Dear Reader,
After reading fictional novels for
pleasure most of my life, I am seeking to expand my literary experience
by reading biographies of real people.
Recently, I read two very fine books on
Florence Nightingale that you might
find interesting. One is Nightingales:
The Extraordinary Upbringing and
Curious Life of Miss Florence Nightingale,
by Gillian Gill. Gill’s focus on family and
social dynamics in Victorian England
is fascinating. The other book I read,
Florence Nightingale: Mystic, Visionary,
Healer, by Dr. Barbara Dossey, has
been updated for this anniversary year.
Dossey adds more pictures and photographs of Nightingale’s family, their
friends, their travels, and 19th-century
England. The book is captivating.
Florence Nightingale died on August 13, 1910, making 2010 the 100th anniversary of her death. In celebration of her life and contributions to modern health care,
the College of Nursing is engaging in several endeavors
to draw attention to this heroic and inspired woman. We
hope you can join us for some of these activities.
Brigham Young University’s outstanding Harold B.
Lee Library has original letters by Florence Nightingale
and an original edition of her Notes on Nursing. Other
library holdings include An Owlet, an original edition of
a booklet that Parthanope Nightingale wrote to her sister
Florence; pictures of Scutari and the landscapes of the
area of the Crimean War; polar area statistical charts; and
other Nightingale documents.
In a small alcove adjacent to the entrance to the Harold
B. Lee Library, there is room for a special display. For the
entire 2010 year, there will be a wonderful display on
Florence Nightingale. Russ Taylor of Special Collections,
College of Nursing librarian Betsy Hopkins, and faculty
member Glenda Christiaens are designing a marvelous
interactive display that includes a presentation of materials from the L. Tom Perry Special Collections, video
clips, period dress, and a question-and-answer quiz.
You can visit this display anytime throughout the year.
Special gallery strolls with additional discussions about
Nightingale and her life will be offered during 2010.
On January 21 at 2 p.m. we will be holding a “House of
Learning” lecture in the library followed by a viewing of
the two exhibits on Nightingale. There will be additional
documents and materials about the early history of nursing in Utah on display on the second floor of the library.
On February 22 author Barbara Dossey will be a
guest speaker for students and faculty at the College of
Nursing. On February 23 Dr. Dossey will be speaking in
Salt Lake City. Please watch for additional information
about this presentation and join us if you can.
Another dimension to our celebration will be a writing
contest for our students on “How the legacy of Florence
Nightingale influences current students.” We are hoping
many students will submit an entry.
For additional information about the Nightingale celebration and other ongoing activities in the College of
Nursing, please visit nursing.byu.edu.
It is a great treat to be here at BYU and engaged in all
the activities of the College of Nursing. I hope you enjoy
this magazine and enjoy learning about the people and
the learning environment we create for our students.
healer’s art
l e a r n i n g
2010 contents
a heroic and inspired woman
02
t h e
21
The Gift of Qi
Nursing students in Taiwan
06
Dallas Earnshaw
22
BYU Nurses Serve at Sea
Nursing graduates travel to Central America
09
2008 Honored Alumni
Student Nurses Association
Alumni Updates
News from alumni around the world
22
In Memoriam
23
Development
Serving and mentoring to make a difference
10
Nursing Learning Center Renovation
A strong foundation of excellence continues to expand
State-of-the-art remodel announced
11
Family Nurse Practitioner Program
24
Mary Williams
Graduate program has more than 30 years of success
12
19
20
25
Research
Faculty Spotlight
Faculty Recognition
Faculty members advance nursing research
Selected faculty publications, grants, and other honors
Alumni Message
On the Cover
An invitation to share memories
BYU’s L. Tom Perry Special Collections has original letters,
books, and other items from Florence Nightingale’s life.
For all of 2010 these items will be showcased in the Harold
B. Lee Library as part of a display on Nightingale’s life.
Save the Date
A celebration for the Mary Ellen Edmunds Endowment
Best wishes,
rn signature:
printed name:
title:
Beth Vaughan Cole
Dean, BYU College of Nursing
Beth Vaughan Cole, Dean
Mary Williams, Associate Dean
Patricia Ravert, Associate Dean
Kathryn Whitenight, Assistant Dean
Rose Ann Jarrett, Editor
Natalie Holloway, Copy Editor
Curtis Soderborg, Art Director
Bradley Slade, Photographer
DEAN’S MESSAGE
Contact Information:
College of Nursing
Brigham Young University
500 SWKT
Provo, UT 84602-5544
801-422-4144
http://nursing.byu.edu
Learning the Healer’s Art is published
by the College of Nursing, Brigham
Young University. Copyright ©2010
by Brigham Young University.
All rights reserved.
i
Q
The
Gift
of
By Natalie Holloway
Last May BYU nursing students merged the East
and the West in a dynamic learning experience in
Tainan, Taiwan. As part of the Taiwan section of
N400: Global Health and Human Diversity, eight
BYU
College of Nursing students, accompanied by
Eight BYU College of
assistant teaching professor James Kohl, became the
Nursing students first group of U.S. students to work at Chi Mei Medical
Center in Tainan, Taiwan. During their five-week trip
traveled to Taiwan the students were immersed in Taiwan’s culture through
and learned the clinical rotations in Chi Mei’s ICU, home visits with community nurses, weekend trips, and volunteer service.
value of caring
The people in Tainan were quick to embrace the American
group. “From the moment we got off the plane to the time we
for the whole left, we were accepted by the people of Taiwan like we were
patient. family,” said Kohl. “It was incredible the way we were treated.”
Kohl believes that allowing the students to practice and observe
nursing in a culture completely different from their own positively changed their philosophy of nursing and of what it means to
truly care for others.
byu college of nursing
3
respect others . . . they are more at ease and better able to learn.”
“When you
—Whitney Johnson
A Spirit of Unity
In the ICU the nursing students experienced firsthand the mutual respect and
camaraderie between the doctors and
nurses in Taiwan. The doctors respected
and valued the nurses’ opinions, and the
nurses appreciated the doctors’ points of
view. “There was little distinction between
the roles in terms of nurses and physicians,” said Kohl.
This unity continued outside the hospital after work hours. It was common
for medical staff—doctors and nurses—to
socialize together outside of work, and
the students, as part of the team, were
invited to share in the socializing. “In the
hospital they are literally like a big family, and we were welcomed into it,” said
senior Calvin Vanderhoff. And if no specific hospital gathering was planned, one
of the nurses would volunteer to take the
students out after work to night markets,
to dinner, or to the movies—usually at the
nurse’s expense.
As a result of this hospitality, the students felt at ease around the doctors and
nurses. Senior nursing student Whitney
Johnson felt like the nurses she worked
with respected her and cared about her,
and, in turn, she was better able to learn.
“I learned from the nurses and doctors
in Taiwan that when you respect others,
especially your subordinates, they are
more at ease and better able to learn,”
she said.
nurses routinely treat their patients using
a combination of modern medicine and
traditional Chinese medicine, which has
been around for 5,000 years. Health care
professionals administered acupuncture,
acupressure, and other ancient Chinese
practices, and the BYU students were able
to learn two of these traditional Chinese
treatments, baquan and guasha. Baquan is
a method that uses devices similar to suction cups on a patient’s back to draw out
negative energy. Guasha is the practice of
scraping the skin with a flat tool to identify
areas of stress. The purpose of these holistic practices is to balance a patient’s qi, or
“life force.” Members of the BYU group saw
advantages to the Taiwanese approach of
caring for the whole patient—mind, body,
and spirit. “The nurses in Taiwan are very
much in tune with their patients’ needs,”
said Johnson.
But this isn’t to say that Taiwan’s hospitals aren’t every bit as advanced as hos-
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learning the healer’s art | 2010
End-of-Life Care
The students also learned of the importance the Taiwanese place on end-of-life
care. In the United States a patient is considered dead after his or her last heartbeat.
However, in Taiwan death is pronounced
upon a patient’s last breath. Most religions
in Taiwan believe that a person’s spirit can
make an easier transition to a spirit world
when it travels there from that person’s
home. Not pronouncing patients dead
until after their last breath allows hospital
caretakers to hook up patients to ventilators and transport them home to take their
last breath with their families. “The families have closure—they saw the patient take
the last breath,” Vanderhoff said.
Also, in Taiwan families and patients
are more willing to accept inevitable death
rather than implementing multiple lifesustaining devices. “In the United States
we spend more money in the last two weeks
of a person’s life then we do during their
whole lifetime. Over there they are more
into a preventative mode and don’t spend
as much in those last two weeks,” said Kohl.
“We do life-sustaining measures that are
very uncomfortable. I think seeing the
contrast between the two cultures raised
some questions in our students’ minds:
‘Why do we prolong the inevitable?’” This
sparked many questions in Kohl’s mind as
well, and he has established a partnership
in Taiwan to research some of these issues
in end-of-life care.
A Family Affair
Traditional vs.
Modern Medicine
The people of Taiwan are strongly rooted
in their Eastern traditions. Doctors and
pitals in the United States. They have the
same technologies and use the same procedures employed in medical centers in
the United States. In fact, medical experts
in Taiwan have been using CyberKnife,
a special radiologic treatment for cancer
patients, for years, whereas doctors in
the United States have just begun using
this treatment.
One major difference in treatment
in Taiwan is that the doctors and nurses
will carefully observe patients and treat
an illness rather than relying solely on
lab values, statistics, etc., to guide their
diagnoses. They don’t order a legion of
X-rays, blood tests, scans, and other tests
to try to uncover everything that is wrong
with a patient. Instead, they treat the main
problem and let the body take care of the
rest. “Our body is a well-oiled machine,”
said Vanderhoff. “We know that the Divine
Being who created it didn’t just happen to
throw things together. It’s supposed to be
able to heal itself, and we’re just trying to
help it along.”
BYU students and nurses at Chi Mei Medical Center.
The nursing students also observed hospital and community nurses taking great
time and care to teach patients’ family
members how to best care for their loved
one. For example, patients in U.S. hospitals are given sequential compression
devices (SCDs) to prevent blood clots;
however, in Taiwan family members massage the patient’s legs, eliminating the
need for such devices.
The BYU group was amazed at how
much time the nurses spent caring for
patients in their homes and teaching and
talking with the patients’ families. They
observed that the community nurses literally became part of the families, often
eating and celebrating holidays with
them. And the families were always happy
industrial western side. Students were also
able to surf, scuba dive, and hike. “Taiwan
is the best-kept secret ever. It’s amazing,”
said Johnson. “Most of Taiwan is huge
mountains, and we got to drive around
in the mountains and hike up a couple of
them. It was incredible.”
Saying Good–Bye
In yet another instance of the kindness
and selflessness the Taiwanese people
showed to the BYU students throughout
the trip, the Chi Mei nurses held a closing
ceremony for the BYU group in which they
“They treated us like we were their
long-lost family
members.
They held their doors
wide open for us.”
—James Kohl
to have a few extra BYU students join them.
In fact, one of the days the students were
in Taiwan was a religious holiday. All nine
members of the BYU group were invited to
a patient’s home to join the celebrations.
“They treated us like we were their longlost family members,” said Kohl. “They
held their doors wide open for us.”
Time for Travel
The students implemented the motto
“Work hard, play hard” during their trip
and made time for fun weekend trips in
between their more than 110 hours of
clinical rotations. Throughout their travels in Taiwan they saw the rustic and rural
eastern side with its pristine mountains,
rivers, and valleys as well as the more
presented each student with multiple gifts,
including a banner for each student that
displayed symbols with different meanings to reflect each student’s personality.
As they prepare for nursing careers, the
students hope to share the pure love and
kindness they felt from the Taiwanese. “If
I can use just a little bit of what I learned
from the people of Taiwan in my care,
I think that I’ll be a great nurse,” said
Vanderhoff. And Kohl is confident that his
nursing students can use what they learned
on the trip to make a positive difference.
He said, “I think if each of these students
can maintain some of that qi that they
received from the people in Taiwan, they
can then be a good example to others, and
that attitude will become infectious.”
byu college of nursing
5
Nurses
Serve
BYU
at
SEA
“Patients said we were an answer to their prayers,” said
Amber Pack (BS, ’05). • “We were able to bring hope where
there wasn’t any hope,” said Katie Money (FNP ’06).
“I gained a greater understanding and
sympathy for those around the world who
live in desperate circumstances,” said
Jenny Smith (BS, ’05).
Amber, Katie, and Jenny were among 12
former graduates or current faculty of the
BYU College of Nursing who served this
past summer aboard the USNS Comfort—a
1,000-bed U.S. Navy hospital ship. They
worked alongside 600 military and 50
other medical professionals for Operation
Continuing Promise—a four-month expedition to bring badly needed medical care
to seven countries in the Caribbean and
Latin America.
The expedition had three components:
onshore clinics, shipboard surgeries,
and onshore delivery of medical supplies
to each country visited. At each country
where the ship docked, temporary clinics
were set up in schools or community centers to provide dental and medical procedures to those for whom adequate care was
not available. Veterinary procedures were
also provided for the community. Patients
needing surgery were taken to the ship by
motor launch or helicopter. The nurses
assisted other volunteers in 100,049 medical procedures and 1,657 surgeries and
helped deliver 27 containers of medical
supplies and toys.
Love and caring
A unique aspect of the mission was the
level of medical expertise, combined
with Christlike love, that LDS volunteers
brought to the ship.
“I felt like the love and charity I gave my
patients was just as important as the physical nursing,” said Lisa Barnes (BS, ’05). “I
was so grateful to be in a position to serve
others by being blessed with such a great
nursing education at BYU.”
“I’m so very grateful for all my blessings
and feel I should never complain again,”
said Ann Palmer (BS, ’70; MS ’94 at the
University of Oklahoma). “It seems that we
always want things better or perhaps different for ourselves, but we have so much
more than we really need.”
“It humbles me and makes me so grateful for what I have,” said Katie Money. “It
makes me want to help again and help
more. Some say you can’t fix all the problems—but if you can make a difference in
one person’s life, it changes everything
for them.”
Medical practice and
knowledge
The clinical service provided by BYU
graduates was quickly noticed aboard the
USNS Comfort. “Your nurses are providing the only pediatric experience I have
in the ICU, and they have ensured that
their colleagues have acquired some
basic pediatrics knowledge and skills,”
said Commander Mark Marino, director of nursing aboard the USNS Comfort.
“Your nurses have provided in-services
on topics germane to the populations we
will see. This education will go a long way
toward ensuring great outcomes for those
in need. I can say that your volunteers have
been truly wonderful to work with, and I’ve
By
Howard Collett
left to right: USNS Comfort; Katie Money: Making a difference on one person’s life; Lisa Barnes: There is so much good in the world
byu college of nursing
7
BYU – SNA
“I would go back in a heartbeat, but only if it meant that I was
not taking the opportunity from someone else.”
­—Vickie Johnsen
Serving and mentoring to make a difference
BY Erin Zundel, SNA President
been exceptionally impressed with their
adaptability, willingness, and good nature! If everyone were like that, my days would
be much easier.”
How did education help?
BYU graduates were quick to credit their
education for their preparation for service
like that required aboard the USNS Comfort
and were passionate about the programs
and the people at the BYU College of
Nursing.
“As a BYU nursing student, I was able
to do a study in Argentina,” said Amber
Pack. “I worked in a maternity hospital in
San Miguel de Tucuman and had my eyes
opened to the vastly different world of
international health.”
“BYU’s motto to go forth to serve perfectly describes the position I’m in,” said
Julie Salazer (AS, ’81; BS, ’00). “I had
fabulous instructors at BYU in anatomy,
physiology, and nursing, and these skills
have played a pivotal role in my ability to
help on this mission.”
“I teach part-time for the BYU College
of Nursing,” said Jeanette Faulk (AS, ’81;
MS ’05 at California State University).
“My clinical and teaching experience
helped me teach other nurses about adult
care and also helped me teach translators
what they needed to convey to my patients.”
“I had the privilege of working with
medical people from many different
countries,” said Kris Rix (AD, ’80). “There
were many different religious beliefs and
styles of patient care, so it was important
to work as a team and glean from each others’ expertise and training. My training
8
learning the healer’s art | 2010
from BYU helped me develop this type of
attitude in the work place, whether on sea
or land.”
Lifelong opportunity
Love and service go hand in hand with
inspiration. “I recognized new blessings every day,” said Jeanette Faulk, “and
experienced a no-wait response time for
answers to prayers.”
“I’ve always been service oriented,”
said Vickie Johnsen (BS ’85, MS ’87, PhD
’01 at University of Utah), “but I learned
and Juan were two of my patients. When I
thought about doing it for them, it was not
a problem at all.”
Serving is a lifelong opportunity. “Take
every opportunity to serve when it is placed
before you,” said Kris Rix. “Continue to
learn and grow in skills and knowledge.”
“Truly there is so much good in the
world,” said Lisa Barnes. “I was incredibly
humbled to be reminded of the many comforts I enjoy that so many others do not
have. I felt deeper responsibility to share
more of what I have.”
left to right: Vickie Johnsen: Learning a deeper meaning of service; Jennifer Smith: Understanding those
in desperate circumstances
a deeper meaning of service while on the
ship. Toward the end of the mission the
number of patients declined, so we helped
prepare the ship for the next mission. One
day I was bemoaning the fact that I had to
swab the stairs and clean the toilets. But
then it hit me that the Savior did not say
to his apostles, ‘Let me get you a drink of
water,’ but he proceeded to do the harder
task of washing their feet. I imagined him
saying to me, ‘Vickie, would you clean the
toilets for Kenny? How about Juan?’ Kenny
“I would go back in a heartbeat,” said
Vickie Johnsen, “but only if it meant that I
was not taking the opportunity from someone else. I often tell my students about
life-changing events, and being on this
ship was life changing for me. The experience taught me so much about the military,
about the philanthropic care provided by
the United States, about life in other countries, and mostly about myself. It was a
fabulous experience.”
The Student Nurses Association
(SNA) is a preprofessional organization governed by students to
assist in preparing students for
the professional nursing world.
We focus on mentoring, service,
social activities, and legislation.
By joining SNA, nursing students
have opportunities to actively participate in a professional organization, have a voice for nursing
legislation, and network within
the health care field.
The mentoring program provides support to students. A partnership of communication helps
answer questions about clinical experiences and passes along
advice for success in the classroom
setting.
Included in monthly activities and service projects for
2009–2010 are a blood drive, the
opening social luau, the annual
nursing and accounting program ice skating activity, and
much more. It is important to be a balanced person, and
social events enhance opportunities for fun, friendship,
and networking with other students. Service is also an
important part of SNA that provides meaningful experiences within the local community.
This year SNA is very excited to have an increased
focus on legislation. BYU–SNA will write a resolution for
presentation at the National Student Nurses Association
(NSNA) Convention in Orlando, Florida, in April 2010.
With the involvement of faculty, students will research
and compile information to present a resolution, which
will be voted on by the NSNA House of Delegates and for-
2009 SNA Officers
front row: Amie Ostler, Heidi Newsome, Jane Leavy, Shea Heiner back
row: Julie Peterson, Erin Zundel, Tara Tanner, Amy Monteverde not
pictured: McKendra Berry, Jeff Brown, Melina Ghersi faculty advisors (not pictured): Sondra Heaston, James Kohl
warded on to national professional nursing and political
organizations.
SNA aims to help students feel connected, empowered, and informed. As we look forward to entering the
nursing profession, it is imperative that we are aware of
what is happening in the profession and that we share
our views. As 21st-century nurses, we are challenged
with improving the quality of health care and the nursing
practice. BYU nurses are well prepared to step up to the
challenge and make a difference.
byu college of nursing
9
Nursing Learning Center Renovation
Brigham Young University College of Nursing Family Nurse
Practitioner Program
By Rose Ann Jarrett
O
n March 5, 2009, Rex and Maureen Rawlinson visited the College of Nursing to formally announce
a $4 million pledge of the Fritz B. Burns Foundation,
payable over the next five years. Mr. Rawlinson is vice
president of the foundation; his wife, Maureen, serves as
director and member. The funds are targeted for renovation of the Nursing Learning Center to include five
simulation learning rooms, five debriefing rooms, an
enlarged basic skills lab, an enlarged advanced skills lab,
fully programmable, hi-fidelity mannequins, they learn
to think critically about patient assessment and nursing
care for future application in nursing practice.
The renovated Nursing Learning Center will be named
in honor of Mary Jane Rawlinson Geertsen, a Utah nurse
leader in the early 1900s. Her financial support of nieces
and nephews enabled many of them to complete a college education, including Joseph E. Rawlinson, CEO of
the Fritz B. Burns Foundation.
When completed, the
center will be among the
most advanced nursing
simulation labs in the
United States.
a task training room, interactive computer stations, and
additional storage. When completed, the center will be
among the most advanced nursing simulation labs in the
United States.
Each academic year students make well over 8,000
formal lab visits to the current Nursing Learning Center,
which houses several basic simulators as well as adult,
pediatric, and birthing models. Students rotate through
the labs in groups of four to eight, applying classroom
instruction. As they respond to medical scenarios on
10
learning the healer’s art | 2010
Associate dean Patricia (Patty) Ravert, an international expert in simulation education, oversees the current learning center. For several years she has worked
with a team of NLN/Laerdal international simulation
experts to develop online training materials for the
advancement of simulation in nursing schools. Dr.
Ravert is a major contributor to the design and development of the new Nursing Learning Center.
The Fritz B. Burns Foundation is located in Burbank,
California. It was established in 1955 by Fritz B. Burns,
a residential developer and philanthropist in the Los
Angeles area during the 1920s, 1930s, and 1940s.
This gift to the College of Nursing is the largest in the
college’s 58-year history. Faculty, students, and alumni
join in an expression of gratitude for the generosity of
the Fritz B. Burns Foundation.
By Judith A. Berry, PhD, APRN
B
righam Young University prides itself on its
emphasis on undergraduate education, and the
College of Nursing has one of the finest undergraduate
nursing programs in the country, producing well-prepared registered nurses. In addition to the undergraduate registered nursing program, the BYU College of
Nursing has an outstanding graduate nursing program
that offers a master of science degree with a family nurse
practitioner (FNP) focus. A post-master’s degree FNP
certificate program is also available.
The nurse practitioner program has been in existence
for over 30 years, with the first graduates of the master’s program graduating in 1976. Some of the pioneers
in the early College of Nursing graduate program were
June Leifson, Marilyn Lyons, and Lana Riddle. Prior to
1976, the BYU College of Nursing offered a nurse practitioner (NP) certificate in conjunction with the bachelor
of science degree. In addition, several NP specialties
were offered in those early years, such as an adult NP
and a pediatric NP focus. Those were phased out,
and the present-day FNP graduate program was
established.
The FNP is an advanced nursing role
beyond the baccalaureate RN preparation that emphasizes health promotion, health maintenance, disease
prevention, and detection
of alterations in health
through professional
interventions and counseling and teaching families and
individuals. In addition, the FNP role includes aspects
of illness care management such as diagnosis and management of common, chronic, and acute conditions (see
Graduate Program Overview/BYU College of Nursing).
Presently, the College of Nursing FNP graduate program accommodates a maximum of 15 students per class
with a length of two and a quarter years to complete
approximately 56 credit hours. The graduate faculty are
well-prepared. They include practicing FNPs and clinicians with doctoral and master’s degree preparation in
the areas they teach (see Graduate Program Overview/
BYU College of Nursing). At the completion of the program, graduates are required to take a national certification examination in order to practice as an FNP. For the
past 10 years, the BYU College of Nursing has an overall
pass rate of 99 percent. In addition, FNP graduates from
the College of Nursing are sought after in the work place,
with a 100 percent employment rate
after program completion.
byu college of nursing
11
NURSING RESEARCH
College of Nursing faculty perform important nursing research
A Retrospective Analysis of Training Ghanaian
Midwives in Neonatal Resuscitation from 2006
to 2008
Jo Ann Abegglen, DNP, APRN, PNP • University of Tennessee Health Science Center, Memphis
The World Health Organization
(WHO) estimates that globally
between 4 and 9 million newborns suffer birth asphyxia
each year, and of those, it is
estimated that 1.2 million die
and the same number develop
severe side effects. Many of
these deaths occur in the first
week of life. Between 1990 and 2006, 27 countries made
no progress in reducing their infant mortality rate.
Despite using evidence-based guidelines for neonatal
resuscitation, formulated with international consensus,
the process of resuscitating a newly born infant remains
a uniquely local activity.
Lack of neonatal resuscitation skills and appropriate equipment in sub-Saharan Africa led to unacceptable infant and maternal mortality rates. The purpose
of this analysis was to determine whether midwives in
Ghana who participated in a neonatal resuscitation program conducted by LDS Charities from January 2006 to
January 2008 acquired sufficient knowledge and skills to
successfully resuscitate a newborn infant and whether
they were able to perpetuate the training of other midwives in resuscitation skills.
The convenience sample for this study was 275 midwives who participated in the neonatal resuscitation
12
learning the healer’s art | 2010
program in Ghana. Seventy-three percent, or 200, of
the 275 midwives responded to the six-month follow-up
evaluation survey. Descriptive statistics were used for
the demographic data and the six-month follow-up.
Results of the six-month follow-up survey indicated
that the LDS neonatal resuscitation program successfully trained midwives in Ghana to resuscitate newborn
infants and perpetuated the training of other midwives.
As long as equipment is available, the training will continue.
The last item on the survey asked for stories about
successful resuscitations. Ghanaian midwives shared
the following experiences:
A mother of five who had been delivering all her children
at home came in during the second stage of labor. The baby’s
fetal heart rate was not heard. After delivery I used the ambubag and bulb syringe in tandem. The baby girl survived, and
the mother was very happy. I am grateful to God and LDS
Charities for providing me with this skill.
One woman stayed at home for a long period of time before
coming to the clinic, so the baby was highly asphyxiated. No
crying after sucking mouth and nostrils. I cleaned the baby
up and used the ambu-bag. It worked like magic because initially there was no Apgar score. We were all very delighted.
The training empowered midwives to eagerly engage
in newborn resuscitation and to share their skills with
other midwives.
Becoming a Nurse: Moral, Cognitive, and Skill
Development in Nursing Students
Glenda Christiaens, PhD, RN, AHN-BC • Oregon Health and Science University
The purpose of this interpretive phenomenological study
was to understand how nursing students learn in clinical
situations. In order to provide
effective clinical education,
nurse educators need to know
what is important to students
and how students perceive their clinical experiences.
Twenty nursing students from around the U.S. were
asked to talk about clinical experiences in which they felt
stumped, worried, or concerned about what to do. Their
narratives were analyzed for recurring themes about
what was important to them. Their moral, cognitive, and
skill development were also examined. In this study, students’ main concern in clinicals had to do with learning,
particularly learning by doing. Their second concern
was about their relationships with clinical nursing staff,
especially as it affected opportunities for learning. Their
third concern was for patient well-being. These three
concerns remained essentially unchanged as students
progressed through their nursing programs.
Moral development was examined by identifying
students’ understanding of their impact on patient outcomes and their sense of responsibility for patient care.
There was a surprising lack of responsibility for patient
outcomes in participants across all semesters in this
study. Their concerns for learning and maintaining relationships with staff overrode their concern for patient
outcomes.
In the area of cognitive development, students
entered nursing school trusting what their professors
told them. They saw clinical situations in terms of black
and white. In later semesters they began to develop and
trust their own inner voice, recognizing that there may
be more than one answer to a problem.
Students developed skillful practice mainly through
repeated experiential learning. When they were stumped
or didn’t know what to do in clinical situations, they
relied first on what they had learned in previous clinical experiences, followed by personal experience, then
observation, and finally on what they had learned in the
classroom. This manner of skill development remained
unchanged as they progressed through nursing school.
Students developed skillful
practice mainly through repeated
experiential learning.
Nursing school was revealed as an emotional experience for students. Fear, intimidation, silencing, and
feeling stupid were pervasive in students’ narratives
about clinical situations. They sometimes experienced
feelings of elation and excitement, but the presence of
negative emotions far surpassed the occurrence of positive emotions.
The study findings have important implications for
nursing education. First, to support student learning,
clinicals should be experiential or hands-on as much as
possible. Second, positive student-staff relationships
should be promoted to enhance learning and responsibility for patient outcomes. Finally, since stressful situations cannot always be prevented in clinicals, students
need to learn to deal with stress in healthful ways that can
be adapted to student lifestyles.
byu college of nursing
13
NURSING RESEARCH
NURSING RESEARCH
The Life Experiences of Women with Cerebral
Palsy Who Have Suffered Mistreatment
Donna Freeborn, PhD, FNP, CNM • Oregon Health and Science University
In 1987 I adopted a threeyear-old girl with blond hair,
blue eyes, and spastic quadriplegia cerebral palsy. In an
instant, I entered the world
of cerebral palsy (CP). Our 20
years together have been fun,
fulfilling, and challenging.
As a registered nurse, family nurse practitioner, and
certified nurse midwife, I thought I was knowledgeable
the meaning of their disability and their mistreatment
experiences relative to gender, culture, social class, and
power. I used the feminist biographical method to promote an in-depth exploration of women’s storied lives,
to uncover the meaning of women’s lives from their own
personal perspective, and to provide understanding of
women whose stories have seldom been told.
Two major categories emerged from the participants’ narratives: (1) mistreatment and (2) living with
cerebral palsy. Subthemes of mistreatment include
I learned that the disability of CP comes from architectural and
attitudinal barriers.
about CP. After all, I not only knew about impaired muscle control and abnormal posturing, but I also had significant understanding about appropriate interventions.
It didn’t take long, however, for me to see CP within a
greater social context and realize that my prior knowledge
was woefully insufficient. I learned that the disability of
CP comes from architectural and attitudinal barriers.
The impairment of CP may require a child to walk with a
walker, but the presence of curbs or other obstacles turns
the impairment into a disability. Attitudinal barriers are
ever challenging. While my formal education taught me
specific technical aspects of CP, my informal education
taught me holistic human aspects.
Taking a holistic approach to understanding the experience led me to the biographical method of research, in
which participants share their life histories, thus allowing readers to find commonalities to promote a true
understanding of the humanness of people with CP.
The purpose of my research was to describe the life
experiences of women with CP who have suffered mistreatment and to describe how these women understand
(1) the meaning of mistreatment and (2) outcomes of
mistreatment in their lives. Mistreatment was described
as either physical or emotional harassment or discounting the needs or even existence of another person. In the
second category, participants described living with CP
at four different stages of development: (1) childhood
through adolescence, (2) higher education years, (3)
young adulthood, and (4) later adulthood. At each stage
of development, participants found it necessary to adjust
to society’s views of their disabilities and to maintain
or change their own self-views. As participants aged,
they realized that society might not view them as the
intelligent, capable people that they themselves knew
they were.
Having an understanding of the difficulty of growing up and living with CP may be helpful for health care
providers and others who interact with girls and women
with CP. I hope that my research will encourage others to
listen to women with CP, replace ignorance with understanding, and promote a holistic approach to meeting CP
patients’ emotional, social, and physical needs.
Childhood Immunization Rates in Utah County
Karlen (Beth) Luthy, DNP, APRN • Rush University, Chicago, IL
Immunizations are among
the greatest discoveries of all
time and are an integral part
of reducing the transmission
of communicable diseases
worldwide. In fact, because
of immunizations, many diseases have been markedly
decreased in the U.S. and in some cases eliminated
worldwide. However, despite these successes, some parents are still hesitant to immunize their children.
Utah has had the unique challenge of ensuring adequate immunization administration since Utah has the
youngest median age, larger family sizes, and the highest
birthrate in the country. Currently, Utah is ranked 49th
in the nation for compliance with childhood immunizations. Utah County, the second largest county in the state
of Utah, had the lowest immunization rates in the state
for 2006 with only 76.8 percent of Utah County children
adequately immunized.
Working closely with the Utah County Immunization
Coalition and the Utah County Health Department,
research was conducted in Utah County to determine the
learning the healer’s art | 2010
87.8 %
85 %
80.5 %
76.8 %
National Average
Utah County Average
2006 ChildHood immunization rates
14
reasons parents hesitated to immunize their children.
After identifying the three most common reasons Utah
County parents delayed their children’s immunizations,
the researcher helped develop the Immun-wize Project
as a means to address parental concerns regarding
immunizations.
The Immun-wize Project included specific educational messages regarding vaccine safety, tips for finding time to immunize children, instructions on when to
return for the next immunization, and resources to offset immunization costs. Inasmuch as vaccine safety was
reported as the most common concern of hesitant parents, the Immun-wize Project was developed to address
issues such as a child’s pain, crying, and anxiety when
receiving an immunization; short-term side effects of
immunizations; effects of immunizations on the immune
system; safety of combined vaccines; and the number of
injections received at one clinic visit. Since implementation of the Immun-wize Project in 2006, Utah County
immunization rates have increased by 11 percent, from
76.8 percent to 87.8 percent, thus surpassing the 85 percent national average.
National Average
Utah County Average
2009 ChildHood immunization rates
byu college of nursing
15
NURSING RESEARCH
NURSING RESEARCH
Native Hawaiian Access to Health Care in the
“Ninth Hawaiian Island,” Las Vegas
Jane H. Lassetter, PhD, RN • Oregon Health Sciences University
I am frequently asked how I
became interested in native
Hawaiians and their culture
and health concerns. My interest dates back to my first trip to
Hawaii when I was 11 years old.
Being in Hawaii touched something deep within me. I have returned to Hawaii for vacation and professional conferences and with students for
N400: Global Health and Human Diversity.
One of the most interesting
findings is the significant
role that food plays in
the well-being of native
Hawaiian migrants.
When the time came to choose a dissertation topic, I
knew I wanted to work with native Hawaiians. I selected
an area of research while in Hawaii with students. As we
worked with health care providers and native Hawaiian
healers, I asked about their concerns. One concern that
frequently came up was native Hawaiian migration from
Hawaii and the impact they believed this had on migrants’
health. They told me that native Hawaiians receive their
strength from the land and moving away weakens them.
In addition, they said so many native Hawaiians migrate
to Las Vegas that it is nicknamed the “ninth Hawaiian
island.” By reviewing United State Census data, I learned
that Las Vegas had the fastest growing native Hawaiian
population in the country, increasing more than 400
percent from 1990 to 2000. I wanted to know more, so
I interviewed native Hawaiian migrants in Las Vegas
16
learning the healer’s art | 2010
about the impact of migration on their health and
well-being.
I was blessed to have a few students work with me as
research assistants. Shem Miyamoto, a native Hawaiian
nursing student from Oahu who served his mission
in Las Vegas, was instrumental in helping me recruit
participants and in teaching me important cultural
nuances. Other students accompanied me during interviews and completed secondary data analysis on a few
identified themes.
I defended my dissertation in August 2008. Since
then I have presented various aspects of my dissertation
at professional conferences sponsored by the Brigham
Young University College of Nursing, the Pacific Institute
of Nursing, the Western Institute of Nursing, and Sigma
Theta Tau International. Additionally, the Journal of
Transcultural Nursing published my literature review
on the impact of migration on health in January 2008,
and two research manuscripts based on my dissertation
are being reviewed by professional nursing journals for
potential publication.
One of the most interesting findings in my dissertation is the significant role that food plays in the wellbeing of native Hawaiian migrants. This, coupled with
a 70 percent rate of overweight/obese native Hawaiians
in Hawaii, led to my next research project. Dr. Lauren
Clark, professor in the College of Nursing at the
University of Utah, and I are formulating a pilot study to
determine what body shapes and sizes Pacific Islander
parents perceive to be healthy and desirable for infants
and toddlers and what kinds of activities these parents
hope their children will be involved in when they are in
high school. The next phase will be to do a comparative
study of Pacific Islander and Hispanic/Latino parents on
similar issues. The anticipated end product will be a tool
to help health care providers identify infants and toddlers in these populations who are at risk for obesity and
provide health teaching and nutritional guidance based
on their parents’ priorities.
Comparison of Debriefing Techniques Following
Human Patient Simulation
Shelly J. Reed, DNP, APRN, FNP, CPNP • The Frances Payne Bolton School of Nursing, Case Western
Reserve University
The use of human patient simulators in nursing education is
rapidly increasing. A simulation
session usually consists of students engaging with a mannequin
relative to a patient care scenario,
followed by a debriefing session.
The debriefing session process is essential to learning
acquired through simulation. It allows participants to
solidify their learning by reflecting on their simulation
performance.
Inasmuch as the use of simulation in nursing education is new, research is limited. In particular, little
to measure aspects of the student debriefing experience
identified as important by the debriefing literature.
Three nationally known simulation experts were consulted to review the scale.
The research subjects were undergraduate nursing
students at Brigham Young University. Following simulation sessions already incorporated into the undergraduate student curriculum, student groups were
randomized into one of the three debriefing types. After
their debriefing sessions, students were invited to fill
out the Debriefing Experience Scale.
No differences were found with the students’ debriefing experiences for journaling and blogging. However,
Following simulation sessions already incorporated into the
undergraduate student curriculum, student groups were
randomized into one of the three debriefing types. After
their debriefing sessions, students were invited to fill out the
Debriefing Experience Scale.
research can be found regarding the debriefing process,
not only in simulation learning experiences used in
nursing education but also with simulation in all areas of
education, i.e., medicine, military, and aviation. Limited
research is available regarding students’ experiences
during debriefing. This research examines students’
experiences with three different types of debriefing:
debriefing by discussion, debriefing by journaling, and
debriefing by blogging.
The researcher created a new scale for the research:
the Debriefing Experience Scale. This scale was designed
a difference was found in the students’ experiences
with the discussion type of debriefing in the areas of
“Learning,” “Making Connections,” “Emotions,” “Role
and Relationships,” and “Self-Reflection,” suggesting
that students have a more positive experience with discussion debriefing than with the other two types.
Future research is planned, including further refinement of the Debriefing Experience Scale and evaluation
of the students’ experiences with other debriefing types,
such as videotaped review.
byu college of nursing
17
alumni message
Alumni News
An invitation to share memories
Updates on nursing alumni and ways you can be involved in the College of Nursing
Jane Callahan Coats
Chair, BYU Nursing Alumni Board
When I was a small child, my mother, my brother, and I
would meet my father to have lunch on the lawn outside
of his office on the BYU campus. He was cautious to keep
me from hunting in his desk for chewing gum and paper
clips. One of my fondest memories is rolling down the
south campus hill while wearing the pink plastic boots I
used for wading in the Provo River.
Fast forward to 1976 when I found myself rolling
through the prerequisite curriculum of the College
sugar. Grandma helped him. The glucometer read 400 and then “too high to read.”
Grandma panicked and called me. I panicked
and called the doctor, who ordered a fasting
blood glucose level, which came out normal. The next day we trooped into the doctor’s office. The first question was, “Patrick,
what had you eaten before your blood sugar
measurement at Grandma’s house?” He
Nurses are solid people. We understand the nuts and bolts of life. However,
sometimes even we need to be reminded that we do not know everything.
History in the Making
If you can identify the persons in this photograph, please
e-mail [email protected] or call 801422-1847.
Please share your favorite photo of days gone by for
possible publication in a future issue of Learning the
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learning the healer’s art | 2010
Healer’s Art. Send submissions to History in the Making,
BYU College of Nursing, 500 SWKT, Provo, UT 84602.
All photos will be promptly returned. Send electronic
images to [email protected].
Photo courtesy of BYU Harold B. Lee Library Special Collections, Digital Historical Collection
of Nursing. Without a lot of free time between science
classes, I did find respite in art history and French
courses. I have always appreciated the blending of liberal arts education and professional training that the
unique academic experience at BYU provides. A clinical
rotation in the morning followed by the arts in the afternoon helps keeps students sane and balanced.
Newly minted College of Nursing graduates are
more prepared than ever, having had more opportunities to serve in more places than at any other time. It is
an exciting time to begin a career as a nurse. While the
emphasis on travel to faraway places and foreign service always intrigues me, I am thankful for the grounding my education in professional nursing has given me.
We nurses are solid people. We understand the nuts and
bolts of life. The ways bodies work and minds interact
don’t surprise us. However, sometimes even we need to
be reminded that we do not know everything.
My son, Patrick, was about two when he began asking questions that were not easily answered. About the
time he was four, he asked me if I could get a new brain
to answer his questions. When he was eight years old,
he loved to stay at Grandma Dorothy’s house. He often
watched carefully as Grandma monitored her blood glucose levels. One day he wanted to measure his own blood
answered, “Just the usual—a couple cans of Sprite and
two bags of Mint Milano cookies from the pantry.” I was
dumbfounded.
Sometimes we travel halfway around the world to
make a difference and create experiences when we just
need to check out our own pantry.
Please stop by the College of Nursing when you are
on campus. Get in touch with former classmates. Let
us know about your personal and professional lives.
We all have experiences to share—pantries that are full
of memories.
byu college of nursing
19
2008 honored alumni
Thanks for your input
This photo appeared in the 2009 issue of Learning the
Healer’s Art with an invitation to alumni to identify those
in the photo. There were as many opinions as there were
alumni who responded! Individuals frequently identified were Cecilia Williams (standing at the foot of the
bed), Rhonda Haroldson (standing next to Cecilia, holding a clipboard), and Shirley Esplin (center of the photo,
wearing a stethoscope).
The photo (dated 1970–1975) is courtesy of the Digital
Historical Collection in the L. Tom Perry Library Special
Collections. The title is “Classroom in the Smith Family
Living Center.”
Thanks to our alumni and friends who participated in
identifying photo subjects. The participants are Susan
Webber Butters, Janet Reid Chamberlain, Caryn Milligan
Clark, Gwen Seegmiller Collins, Susan Boggess Denney,
Mary Ellen Edmunds, Cecilia Williams Ellsworth, Darlo
Esplin, Pamela Peck Filllmore, Linda Gaertner Foutz,
Luana DeMott Aagard, Lois Callister Lang, Marsha
Judd Mills, Janice Shields Nelson, Marianna Hanson
Dallas Earnshaw
By Alison Williams
Pugmire, Rhonda Haroldsen Sjavik, Diane Weenig
Thompson, Gayle Gulliver Tobler, Connie Nay Wheeler,
Karen Talbot Williams, and Lorraine Callaway Wilson.
A Celebration for the
Mary Ellen Edmunds Nursing Endowment for the Healer’s Art
Tuesday, April 6, 2010 • 6:30 p.m. • Gordon B. Hinckley Alumni and Visitors Center Assembly Hall, BYU Campus
Guest Speaker: S. Michael Wilcox , PhD
S. Michael Wilcox taught in The Church of Jesus Christ of Latter-day Saints Educational
System for 36 years. Students at BYU, the University of Utah Institute of Religion, and
in seminaries and institutes in Arizona, Colorado, and Alberta, Canada, are beneficiaries of his gift for teaching. He reads widely on world history, philosophy, and religion
and is a popular tour guide to Egypt, China, Central America, and the Holy Land.
Dr. Wilcox received the Orton Literary Award in 1996 for his book House of Glory.
In a recent book, Fire in the Bones, he magnificently recounts William Tyndale’s work of
Bible translation to English.
Formal invitations are forthcoming. For more information or to make reservations, call 801-422-4143.
20
learning the healer’s art | 2010
When Dallas Earnshaw, APRN, CNS-BC, graduated from
BYU’s College of Nursing in 1986, his plans did not
include working in mental health, and he never envisioned an extended stay in the field that would lead him
to eventually become the superintendent of the Utah
State Hospital.
Earnshaw’s journey into mental health care began
when he was a student at BYU looking for a part-time
job. He remembered that his class had recently visited
the Utah State Hospital, so he stopped in, dropped off a
résumé, and soon got a job there.
In his address to students and faculty at the 2008
College Honored Alumni Lecture Series, Earnshaw
encouraged BYU nursing students to keep their eyes and
minds open to the possibilities around them. “As you
graduate, I can pretty much promise you that as you walk
out these doors, you have no idea what you will be doing
10 or 20 years from now,” Earnshaw said. “Things will
become amazing to you as you come to live your vision
and your life.”
Things have become amazing at the Utah State
Hospital under Earnshaw’s leadership. Located in
Provo, Utah, the Utah State Hospital began in 1885 as the
Territorial Insane Asylum and was tucked away behind
the city dump.
Since its founding, the Utah State Hospital has left the
shadowed existence behind the city dump to embrace
a beautiful environment and a new role as a support to
community mental health centers. Today, the hospital
has 324 beds to treat patients needing more structured
or specialized treatment than is available at community
centers.
As a mental health professional, Earnshaw has fought
against the stigma associated with mental illness. He also
faced resistance from colleagues when he, a nurse, was
named to leadership and administrative positions. As an
administrator, Earnshaw is recognized as one of the first
to bring National Alliance for the Mentally Ill–sponsored
provider education programs into the hospital setting.
A board certified clinical nurse specialist in adult
psychiatry, Earnshaw has promoted the development
and implementation of a Best Practice
Model and a collaborative relationship with state academic institutions.
For the past 15 years, he has overseen
the development of one of the first
electronic medical records (EMR)
in a state psychiatric hospital, which
was recognized as one of the three
best EMRs in the country. In 1999
Earnshaw was awarded Manager of
the Year from the Utah Department of
Human Services.
Despite this progress, Earnshaw
says there is still work to be done in
overcoming the stigma surrounding mental health and nursing. “Why
are we so afraid to talk about mental
health?” he asks. “The consequences of the stigma of
mental health can be worse than the illness itself. We
would never mock someone with cancer, yet why do we
mock people with mental illness?”
In his address, Earnshaw urged those in attendance
to “live your vision.” He cited personal examples to show
how one’s life can take unexpected turns that offer an
opportunity for growth. He gave students three important principles to keep in mind as they enter the profession of nursing.
First, Earnshaw said our professional vision develops and grows as we develop and grow professionally. Second, he said opportunities often come our way
through adversity. Last, Earnshaw said our opportunities
will become our successes and achievements if we are
prepared when they come our way.
“Sometimes trials and challenges can create opportunities,” he said. “Success will breed opportunity as
we face our challenges, and our confidence will grow in
dealing with great adversity. Opportunities will come
your way. Don’t be afraid to take them, but prepare yourself now because they will come your way.”
Earnshaw and his wife, Kassidy, reside in Springville,
Utah, and are the parents of four children.
byu college of nursing
21
development
Alumni Updates
Helen May Norberg (’59) retired from her
nursing career in 1997, having worked at
University of Utah Hospital and Primary
Children’s Medical Center. She and her husband have served as LDS couple missionaries
in the Dominican Republic, Central America,
and Uruguay.
Pamela P. Fillmore (’70) worked at Utah Valley
Regional Medical Center until her husband
finished his PhD. She then taught five years at
Ricks College (now BYU–Idaho) as a clinical
instructor, worked 18 years in the NICU at an
Idaho Falls, Idaho, hospital, and has been in
her current position as a home infusion nurse
and clinical preceptor for a local home infusion
company for the past 15 years. Her daughter,
Tiffany Fillmore Habermeyer, is also a graduate
of the BYU College of Nursing.
Connie Critchlow Bateman (’70) returned to
her home state of Texas after completing the
nursing program at BYU. She has spent the
past 37 years working in the profession, taking positions as a staff nurse, pediatric nurse,
and rehab nurse. She also spent several years in
pediatric intensive care and the ER. Although
her goal was to become a pediatric nurse, she
eventually certified as a medical surgical nurse
and currently works in a postsurgical unit.
Sheri Stringham (’82) works as a flight nurse
for AirMed and enjoys participating with
Operation Smile. She is the 2009 recipient of
the Medical Professional of the Year from the
VA EMT Association. She earned an MPH/HAS
from the University of Utah.
Wendy Wilson Brock (’90) recently earned a
master’s degree from the Medical University
of South Carolina (MUSC) as a neonatal nurse
practitioner and completed the NCC certification exam in May 2009. She was a bedside
nurse in Raleigh, North Carolina, immediately
after she earned her RN licensure but became
a full-time mom as her family of five children
grew. Fifteen years later she returned to professional nursing. Her work in the NICU inspired
her to achieve a goal of becoming an NNP.
Heather Harper (’95) completed the CNOR
exam and works at Primary Children’s Medical
Center in Salt Lake City, Utah, as an OR nurse.
She has been on 15 missions with Operation
Smile and volunteers at Camp Hobe, a camp for
children with cancer. She earned a master’s in
teaching from the University of Utah in 2006
and taught first grade for a year before returning full-time to nursing.
Penny Kaye Jensen (’97) is presidentelect of the American Association of Nurse
Practitioners (AANP). She will assume the
presidency in 2010. One of her goals is to campaign for improved access to health care by
including NPs in the Medical Home Model. She
earned a DNP and is a fellow in the American
Association of Nurse Practitioners (FAANP).
Kelly Wosnik (’03) has worked full-time as a
nurse practitioner at a family practice for the
past five years and currently works part-time
as a nurse practitioner at a treatment facility for
adolescent girls and women with eating disorders. She is enrolled in the doctorate of nursing practice (DNP) program at the University of
Utah and will earn her DNP in December 2009. Melissa McNutt Winder (’05) was honored
as a Duke University scholar in 2008. The
program selects one student from each Duke
graduate and professional school annually. She
was previously a pediatric intensive care nurse
and infant-unit charge nurse in Salt Lake City,
Utah. She took graduate courses online and
became a full-time graduate student at Duke
University in fall 2009. She hopes to make connections with scholars at the Duke Institute on
Care at the End of Life, which is based at the
Duke Divinity School.
Kealoha Kagawa (’05) returned to Hawaii following graduation, where she worked as an RN
and met and married Troy Esera. They returned
to the mainland (Portland, Oregon), where Kea
currently works at Oregon Health and Science
University in ENT/Neurology/Neurosurgery.
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learning the healer’s art | 2010
Jennifer Lloyd
“Good works speak louder
than anything else,” commented Fritz B. Burns
Foundation vice president Rex Rawlinson when
he announced the foundation’s gift to the College
of Nursing. At Mr. Burns’
direction, BYU became
a donee of the Fritz B.
Burns Foundation many
years ago because of the university’s high moral values
and good works.
Mr. Rawlinson continued, “The foundation invests
yearly in support of scholarships at BYU. With relatively
those in the Fritz B. Burns Foundation. We continually
seek to expand our strong foundation of excellence.
At critical moments of suffering, individuals and families need not only expert clinical judgment and skill but
also the compassionate touch of the Divine. At Brigham
Young University, where nursing students learn the science of nursing as well as the Healer’s art, compassionate care translates to Christ-centered healing. Thanks to
our alumni and other donors, we have raised 75 percent
of the funds needed for completion of the Mary Ellen
Edmunds Nursing Endowment for the Healer’s Art. With
the progress made in the past two years, we are in a position to establish the College of Nursing’s first professorship dedicated to continued mentored research and
scholarship relative to the Healer’s art. With your sup-
Low tuition rates and
the high quality of
students at BYU have
contributed to the foundation’s
decision to increase
its scholarship
commitment each year.
In Memoriam
Emily Joyce Hansen Bown ’49
Elsiemae Patterson Bryan ’56
Audrey Olpin Haight ’57
Elsie Lora Emilie Alexander Cline ’66
Helen Morge Van Der Meide ’67
Ruth Carol Emmett, ’68, ’73
Claudia Child Ongley-Coffey ’69
LuJuan Earley Bartlett ’70
A strong foundation of excellence
continues to expand
Joan Clyde Whicker ’70
Fern Marie Fowler Veach ’72
Geraldine Lattin Hansen ’72, ’79
Delpha Luella Larson Green ’73
Carol Ann Beerup Taylor ’73
Margaret M. Allen ’74
Kathleen Raleigh ’74
Mary Lucial Freeman ’75, ’81
Melinda Gretchen Jones ’76
Louise Snoke Lundell ’76
Robert Wayne Goodell ’76, ’79
Beavelynn Beth Green Tanner ’78, ’81
Lucille Peterson Groves ’83
LuJean Jorgensen Edwards ’84
Lori Lee Olsen Storey ’84
Heidi Hinckley Benson ’88
low tuition rates, scholarship money goes much further
and can affect far more students at BYU than at many
other universities. That fact, coupled with the high quality of the students at BYU, has contributed to the foundation’s decision to increase its commitment to BYU each
year for the past several years.”
The College of Nursing honors nursing graduates
who represent the high standard of nursing competence
and moral values that attract the attention of people like
port, we can fulfill the endowment by the end of 2010!
We appreciate committed alumni and friends for their
good works as they continue to support our students and
nursing education at BYU.
If you are interested in helping with scholarships or
learning of ways you can participate in preparing nursing
graduates, please contact me at 801-422-9219 or [email protected].
byu college of nursing
23
Faculty spotlight
Faculty recognition
Selected BYU College of Nursing Faculty Publications 2008–2009
Mary Williams, PhD, RN
Beckstrand, R. L., Moore, J., Callister, L. C., & Bond, A.
E. (2009). Oncology nurses’ perceptions of obstacles and
supportive behaviors at the end of life. Oncology Nursing
Forum, 36(4), 446–453.
Berry, J. A. (2009). Nurse practitioner/patient communication styles in clinical practice. The Journal for Nurse
Practitioners, 5(7), 508–515.
by Mary Coleman
M
ary Williams always knew she would
attend BYU.
“I come from a long tradition of family
members who were educated at BYU,” says the
Payson, Utah, native. “Before I could speak,
BYU was in the plan.”
The decision lay in which area to study.
The choice was between a physical education
teacher, which drew from her family’s history
of being educators, and a nurse. Williams’
work as a ward clerk at Payson Hospital made
the choice clear.
“I saw nursing as an opportunity to help
people,” she says. “I realized it was a wonderful profession in which you could make great contributions.”
As associate dean of graduate studies and faculty,
Williams incorporates the two things she most loves
into her profession: nursing and teaching. “Blending
nursing and teaching and participating in them every
day is a real joy,” she says. Her love for teaching began
as she felt inspired by her undergraduate instructors.
Years later she received a phone call from Dean Maxine
Cope inviting her to teach at BYU, and she was thrilled
to accept. Now as a College of Nursing faculty member
of more than 30 years, Williams is quick to acknowledge
her predecessors.
“I’ve seen that the college has grown in reputation and
stature,” she said. “Those who have gone before us have
increased the stature and paved the way.”
The graduate program is currently ranked in the
top 10 percent of family nurse practitioner programs nationwide, and graduates maintain the tradition of a 100 percent pass rate on the family nurse
practitioner exam.
Williams teaches graduate nursing research courses
and continually mentors graduate students. The list of
mentored theses includes Sharon Dingman’s research
on the nursing caring model, which gives insight to
“Blending
nursing and
teaching and
participating in
them every day
is a real joy,”
nurses on how to improve patient satisfaction. Dingman
has become a national authority on the model since the
research was published in 1999.
“The theses have all been absolutely fascinating to
me,” Williams said. “I’ve learned a lot.”
While teaching at BYU, Williams received a master’s
in cardiovascular nursing from the University of Utah.
Her master’s research included creating a video to prepare patients and families for open-heart surgery. The
video was used at the University of Utah Hospital for several years. A few years later, she earned a PhD from the
University of Arizona with a focus on clinical research.
She was invited to join the College of Nursing faculty
again as associate dean.
Recently at BYU’s Annual University Conference,
Williams received the 2009 Wesley P. Lloyd Award for
Distinction in Graduate Education. This award recognizes BYU graduate faculty who are exemplary in teaching, research, and citizenship.
Williams encourages her students to see their potential as they continue to grow and learn. She tells them to
find their own “sacred missions” in their professions. “I
believe teaching is truly one of the greatest professions,”
she says. “My goal is always to become a better teacher
and to light the passion for learning in my students.”
Berry, J. A. (2009). Nurse practitioners’ use of clinical
preventive services. Journal of the American Academy of
Nurse Practitioners, 21, 454–460.
Briscoe, J. S., & Berry, J. A. (2009). Barriers to weight
loss counseling. The Journal for Nurse Practitioners, 5(3),
161–167.
Callister, L. C. (2008). Global Health and Nursing
Column. MCN: The American Journal of Maternal Child
Nursing [6 issues].
Callister, L. C., & Getmanenko, N. (2008). Women’s
views about pregnancy, delivery, and future child. Nurse,
7, 4–5 [printed in Russian].
Callister, L. C., Getmanenko, N., Garvish, N., Marakova,
O. E., Zotina, N. V., & Turkina, N. (2009). Outcomes
evaluation of St. Petersburg, Russia Women’s Wellness
Center. Health Care for Women International, 30, 235–248.
Carlton, T., Callister, L. C., Christiaens, G., & Walker,
D. (2009). Nurses’ perceptions of caring for childbearing women in nurse-managed birthing units. MCN: The
American Journal of Maternal Child Nursing, 34(1), 50–56.
Dearing, K. S., & Steadman, S. (2009). Enhancing intellectual empathy: The lived experience of voice simulation. Perspectives in Psychiatric Care, 45(3), 173–182.
Douglas, M. K., Pierce, J. U., Rosenkoetter, M., Callister,
L, C., Hattar-Pollara, M., Lauderdale, J. et al. (2009).
Standards of practice for culturally competent nursing
care: A request for comments. Journal of Transcultural
Nursing, 20(3), 257–269.
Faulk, J. F., & Savitz, L. A. (2009). Intensive care nurses’
interest in clinical personal digital assistants. Critical
Care Nurse, 29(5), 58–64.
Garvish, N., Marakova, O. E., Getmanenko, N., &
Callister, L. C. (2008). Medical aid at St. Petersburg’s
Women’s Health Center. Nurse, 7, 2–3 [printed in
Russian].
Goss, J. A., Bond, A. E, Beckstrand, R. L., & Callister,
L. C. (2008). Peripartum cardiomyopathy: Implications
for NPs. The American Journal for Nurse Practitioners, 12(5),
49–55.
Harvey, J. & Berry, J. A. (2009). Andropause in the aging
male. The Journal for Nurse Practitioners, 5(3), 207–212.
Hazard, C. J., Callister, L. C., Birkhead, A.¸& Nichols,
L. (2009). Hispanic labor friends initiative: Supporting
vulnerable women. MCN: The American Journal of
Maternal Child Nursing, 34(2), 115–121.
Hema, D. A., Roper, S. O., Nehring, J. W., Call, A.,
Mandleco, B. L., & Dyches, T. T. (2009). Daily stressors and coping responses of children and adolescents
with type 1 diabetes. Child: Care, Health and Development,
35(3), 330–339.
Johnsen, V., Anderson, J., Bagley, L., Piccioni, P., &
Hansmann, J. (2008). Right-sizing clinical education.
Journal for Nurses in Staff Development, (24)6, E3–E12
[electronic journal].
Larsen, W., & Mandleco, B. (2009). Chest pain with
angiographic clear coronary arteries: A provider’s
approach to cardiac syndrome X. Journal of the American
Academy of Nurse Practitioners, 21, 371–376.
Lassetter, J. H., & Callister, L. C. (2009). The impact
of migration on the health of voluntary migrants in
western societies: A review of the literature. Journal of
Transcultural Nursing, 20(1), 93–104.
2008–09 Mentoring Environment Grants (MEGs)
Sondra Heaston, MS, NP-C, CEN; Vickie Johnsen, PhD, RN; Karen Lundberg, MS, RN
2008–09 Graduate Mentoring Awards
Renea Beckstrand, PhD, RN, CCRN; Lynn C. Callister, PhD, RN, FAAN; Barbara Mandleco, PhD, RN
Faculty who earned a PhD in 2008–2009
Glenda Christiaens, PhD, RN, AHN-BC
Faculty who earned a DNP in 2008–2009
JoAnn Abegglen, DNP, APRN, PNP; Karlen (Beth) Luthy, DNP, APRN; Shelly J. Reed, DNP, APRN, FNP, CPNP
24
learning the healer’s art | 2010
Luthy, K. E., Peterson, N. E., & Wilkinson, J. (2008).
Cost-efficient treatment options for uninsured or
underinsured patients for five common conditions. The
Journal for Nurse Practitioners, 4(8), 577–584.
Luthy, K. E., Peterson, N. E., Lassetter, J. H., &
Callister, L. C. (2009). Successfully incorporating writing across the curriculum with advanced writing in nursing. Journal of Nursing Education, 48(1), 54–59.
Mahadeen, A. I., Halabi, J. O., & Callister, L. C. (2008).
Menopause: A qualitative study of Jordanian women’s
perceptions. International Nursing Review, 55, 427–433.
Mandleco, B. & Miller, C. (2008). A history of children’s hospitals in Utah. Utah Historical Quarterly, 76(4),
338–356.
Orme, A., & Luthy, K. E. (2009). The case of the silent
crippler. Pediatric Health Care, 23(3), 180–185.
Palmer, S. P., Heaston, S., & Movius, Corey. (2009).
Teaching the teacher program to assist nurse managers
to educate nursing staff in Ecuadorian hospitals. Nurse
Education in Practice, 9, 127–133.
Ravert, P. (2008). Curriculum integration. Online
course available at http://sirc.nln.org/mod/resource/
view.php?id=98. National League for Nursing.
Ravert, P. (2009). Patient simulator sessions and critical
thinking. Journal of Nursing Education, 47(12), 557–562.
Robinson, J. H., Callister, L. C., Berry, J. A., & Dearing,
K. A. (2008). Patient-centered care and adherence:
Definitions and applications to improve outcomes.
Journal of the American Academy of Nurse Practitioners,
20(12), 600–607.
Roper, S. O., Call, A., Leishman, J., Ratcliffe, C.,
Mandleco, B., Dyches, T., & Marshall, E. S. (2009). Type
1 diabetes: Children and adolescents’ knowledge and
questions. Journal of Advanced Nursing, 65(8), 1705–1714.
How A NN uAL Fu ND DoNATI oNS
HELpE D H E R D E L I V E R
HEALTHY bA bI E S I N S o uT H A M E R IcA .
Nursing student Kathleen Mitchell helped several mothers
The experience also strengthened Kathleen’s desire to
deliver their babies last spring while in Ecuador on a cultural
become a labor and delivery nurse after graduation. Eventually,
awareness Study Abroad program.
she wants to become a lactation consultant to provide services
Kathleen acknowledges her wonderful nursing school
that encourage women to breast-feed their babies.
experience was made possible by generous gifts from friends
we invite you to deliver a donation to help another student
of the college. “Donations greatly eased the financial burden
this year. You can give to the college of Nursing Annual Fund
associated with traveling internationally,” she says.
online at www.give.byu.edu/nursing.
EVERY GIFT MATTERS
To discuss helping the college with a special gift, contact
Jennifer Lloyd at 801-422-9219 or [email protected]
College of Nursing
Brigham Young University
500 SWKT
Provo, UT 84602
nonprofit org.
u.s. postage
paid
permit no. 49
provo, ut