2010 - BYU College of Nursing
Transcription
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- 4 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 18 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. 22 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