healer’s artL E A R N I N G T H E

B R I G H A M YO U N G U N I V E R S I T Y C O L L E G E O F N U R S I N G 2 0 1 2

Beth Vaughan ColeDean, BYU College of Nursing

Beth Vaughan Cole, Dean

Mary Williams, Associate Dean

Patricia Ravert, Associate Dean

Kathryn Whitenight, Assistant Dean

Sandra’s Smiles

2011 Honored Alumna

Deferred Gifts

Development

Alumni Updates

In Memoriam

Alumni Chair Message

60th-Anniversary Celebration

Faculty Research

Faculty Spotlight

Faculty Publications

Touching the “Untouchables”

Climbing the Ladder

A Song of Peace

2 COLLEGE NEWS

ALUMNI NEWS6

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Rose Ann Jarrett, Editor

Charles Cranney, Associate Editor

Curtis Soderborg, Art Director

Bradley Slade, Photographer

Learning the Healer’s Art is published by the College of Nursing, Brigham Young University.

Copyright ©2011 by Brigham Young University. All rights reserved.

College of Nursing

Brigham Young University

500 SWKT

Provo, UT 84602-5544

801-422-4144

http://nursing.byu.edu

The Courage to Embrace ChangeDean’s Message

healer’s artL E A R N I N G T H E

201 2

Dear Reader,

As BYU College of Nursing celebrates its 60th anniversary, changes taking place in health care—especially the nurs-ing profession—are momentous. In 2010 the Institute of Medicine of the National Academes (IOM) published its landmark report “The Future of Nursing: Leading Change, Advancing Health” (http://more.byu.edu/nursingfuture). This intensive two-year effort has set an aggressive agenda for our nursing profes-sion this next decade. I encourage you to read it carefully. Four key messages come from this cutting-edge document.

• Nurses should practice to the full extent of their education and training.

• Nurses should achieve higher levels of education and training through an improved education system that pro-motes seamless academic progression.

• Nurses should be full partners, with phy sicians and other health care profes-sionals, in redesigning health care in the United States.

• Effective workforce planning and policy making require better data collection and an improved information infra-structure.

The Robert Wood Johnson Foundation has joined with AARP and IOM in a nationwide effort to actively advance the recommendations through a project called The Future of Nursing Campaign for Action. In Utah a group called Utah Action Coalition for Health (UACH) joined 10 other states to promote the IOM agenda. A collaborative grant was writ-ten for the second round of strategic planning to build coalitions with nurs-ing, healthcare organizations, and com-munity constituents. HealthInsight and the Utah Organization of Nurse Leaders, (including their Academic Leadership Committee of deans and directors of Utah nursing programs) joined with the local AARP to form UACH. This Utah team has chosen to focus on two major areas. The first goal is to increase the number of baccalaureate-prepared nurses and the proportion of

What will you do? Will you get your advanced

degree? Will you risk taking a leadership

position to actively lead nursing in the many

changes and challenges facing health care?

BS to AD graduates to 80:20 by 2020. The second goal is to increase the preparation and inclusion of nurse leaders in significant health care positions. For those of you residing outside Utah, be aware that all states are engaging in the effort to advance the recommendations from the IOM. Certainly the deans and direc-tors of nursing programs around the nation are carefully considering how they can participate in those recom-mendations that apply to education.

Professional nursing organizations and community groups will be essen-tial to this effort, but it won’t happen without dedicated and committed nurses who are willing to take action to implement the recommendations. What will you do? Will you get your advanced degree? Will you risk tak-ing a leadership position to actively lead nursing in the many changes and challenges facing health care? How will you fully practice in new or con-tinuing organizations where the roles are changing? I love nursing and know the talent and dedication of the nurses today. Go forth to serve!!!

During a full four weeks of outreach and learning, 10 nursing students journey to Finland, the peaceful land of 200,000 lakes and deep green forests, with an added visit to historic St. Petersburg.

Carolyn Bearnson (’90), emeritus professor of the College of Nursing, helps young Navajo students and discovers a hidden beauty and remarkable culture on the dry mesa.

Crossing the earth, twelve nursing students serve cast-aways afflicted with an ancient disease and find joy con-necting with the children of those exiles.

2 6 12

TouchingTHE “UNTOUCHABLES”

N U R S I N G S T U D E N T S

A N D P R O F E S S O R S A M O N G

T H E DA L I T I N I N D I A

While serving at foot-washing stations, nursing students learned to heal not only the body but also the soul.Photo by Cheryl Corbett

••••••••••BY A M A N D A KA E F R O N K

A WOMAN LEADS NURSING PROFESSOR CHERYL SKOUSEN

CORBETT (’89) THROUGH THE DUSTY ROADS OF A LEPROSY

COLONY IN SOUTHEAST INDIA.

With gestures being the only means of communication, Corbett follows the woman to a small house near—and no doubt made from elements of—a gar-bage dump. The woman motions to Corbett to enter her home. Inside is a man with freshly wrapped wounds. With palms together below her chin, the woman bows her head. “Nandri. Nandri,” she says. (Thank you.) During a three-week stay, Corbett, along with Professor Karen Miller Lundberg (’79) and twelve nursing stu-dents, helped scores of leprosy-afflicted people, fulfilling degree requirements as part of the Global Health and Human Diversity course. The students worked in leprosy clinics, and they also pro-vided immunizations and care for children whose parents were afflicted with leprosy. Leprosy is an ancient deforming dis-ease that is poorly understood. Also known as Hansen’s disease, leprosy is a bacterial skin disease that over time destroys the distal nerve endings close to the skin, causing decay of fingers and toes. Given enough time, leprosy will continue to spread, leaving some without hands, feet, and even parts of arms and legs. Contrary to earlier beliefs, leprosy is curable through a six-month regimen of medication. However, in India, getting treatment is a challenge, and the dis-ease itself carries a heavy stigma. People afflicted with this disease must leave their families and live apart from society

in leprosy colonies. Laura M. Barker’s (’12) first assign-ment was at the foot-washing station. The first man who came up to her was missing the better part of his lower leg. “It made me nervous, but I didn’t want to show it,” she says. “I just didn’t feel that love that I normally feel when giving nursing care.” When she began to gingerly wash his leg, her professor’s words came to her mind: “These are people, just like you and me. Look them in the eye and show them that you care.” Barker looked up into the man’s chocolate-brown eyes. “I saw into his soul, and it was so refined,” she says. “I could feel what he had endured in his life and the amazing person it had molded him into.” Her attitude changed. “I was so humbled in that moment and so grateful that I could be there to provide this service to this man who was so far superior to me. It put things in perspective.” The students stayed in a section that housed a boarding school for children of leprosy heritage. In most cases, these children’s parents or grandparents had leprosy, but sometimes the children themselves had leprosy. The school also edu-cates the children. Because most of these families beg to survive, sending their children—who earn the most through begging—to this school is truly a sacrifice of love. Students unexpectedly bonded with the children while giving

lice-screening care. Children helped the nursing volunteers to rub in the oint-ments and lotions and wrap turbans around heads, so the clinic felt like a specialized hair salon for kids. “We were really able to connect with the children. They loved being able to get that treat-ment,” says Krystal Bodily (’12). Though they came from challenging, despondent backgrounds, the children at the board-ing school were happy and running around. Leprosy had become a blessing in their lives because they were able to attend boarding school, an opportunity not given to many children of their caste. The people living in the colonies are part of the dalit, the Sanskrit word for the lowest class in India—the untouchables. Literally translated, it means “ground,” “suppressed,” “crushed,” or “broken to pieces.” Though the term is becoming less acceptable in India, tradition still has

a strong hold. With their leprosy-afflicted bodies, those in the colonies have spent their lives being treated as nothing. As the BYU students worked with these people, it soon was clear they were not just providing medical care. “We prac-tice more than teaching nursing and the physical aspect. To us, the Healer’s art involves the emotional and the spiritual and the whole person,” says Lundberg. “Learning the Healer’s Art” became more than just a motto on the wall of the College of Nursing. Some of the most impactful experiences for the students had little to do with providing medi-cal expertise. While visiting the hospi-tal where Mother Teresa was trained to work in leprosy colonies, Bodily and six other students noticed a long, dimly lit room filled with 10 or so patients. “You

could see in their countenances that they weren’t happy,” says Bodily. The stu-dents said vanakkam (hello) to them but couldn’t do much for them. After leaving the hospital, they decided to go back and sing to the patients. “We started singing ‘Popcorn Popping on the Apricot Tree’ and ‘Row, Row, Row, Your Boat,’ and they were laughing and clapping along. They loved it!” Bodily says. “Then they wanted to sing some songs for us. It was so beau-tiful. They sang a prayer in Tamil.” The students then sang “I Am a Child of God” and “I Feel My Savior’s Love.” “It felt like angels were singing along-side us,” remembers Bodily. “Just to see their countenances changing (how dark and gloomy that room had seemed) it felt so bright and warm as the Spirit was there.” Professor Corbett remembers the

emotion of the room: “It was chal-lenging to understand each oth-er’s language, yet through music we were able to converse spirit to spirit.” As the students left, Bodily walked up to one of the most enthu-siastic of the listening patients. He had no fingers and was almost blind from cataracts in his eyes. She took his hand to thank him. He took her hands with his palms and caressed them and smiled widely. “I was overcome as I was looking down at his hands,” she says. “My

heart was so full. I could see how much it meant to him to have someone reach out and touch him, someone who had been told he was an ‘untouchable’ all his life. I hope he felt how much it meant to me for him to hold my hands in return.” Mahatma Ghandi, the great reformer and father of India, spoke of the untouchables as harijan, children of God. While working within a different culture and among people with mis-shapen bodies, the students learned to see as Ghandi saw and to care for harijan as the Healer would. “These people have physical diseases, but each is still a per-son and has a family. Each has a story,” says Barker. “You are there to help heal them as complete persons—to heal their souls. Be there for them. Listen to them. Offer them comfort.”

4 5BYU COLLEGE OF NURSING

Dressed IN BRIGHT CLOTH,LEFT: Nursing students provided dermatological checkups and immunizations for the children at the boarding school.

OPPOSITE: When not providing medical care, students taught CPR to the children.

•

Lau

ra B

aker

Kry

stal B

od

ily

MY HUSBAND, LEE, AND I began our LDS mission service in February 2010 on the Navajo Indian Reservation. Leaving Utah behind, we entered the more arid landscape of Arizona. Funny, I always imagined Arizona as a busy, bustling snowbird/retirement place where people played golf all week long or stayed in their swimming pools on days too hot for golf.

N U R S I NG E DUC AT I O N O N NAVA J O L A N D S

B Y C A R O LY N S . B E A R N S O N , P H D , R N ( ’ 9 0 )P R O F E S S O R E M E R I T A , B Y U C O L L E G E O F N U R S I N G

That’s not the Arizona we drove into. No golf here. No swimming pools. No snowbirds. No retirement communities. Desert, desert, desert. Not until we got settled in and had time to do some looking would we discover the beauty hidden all around us. Chinle, Arizona, sits quietly on US Highway 191, where big rig trucks rumble along all day, going north or south, scarcely noticing the

they are gone, and we are left to turn out the lights and lock the doors and go home. I’m reminded of a saying I heard years ago: A child is someone who passes through your life and then disappears into an adult. Our Navajo students come into our lives, and we work side by side with them until we feel our hearts beat-ing as one. Then these Navajo sons and daughters slip away, taking a piece of our hearts with them but leaving a piece of their hearts with us forever. A century and a half ago, Navajo Chief Manuelito gave this wise and oft-quoted advice:

My grandchild, the whites have many things . . . we Navajos need. But we cannot get them. It is as though the whites were in a grassy canyon and there they have wag-

ons, plows, and plenty of food. We Navajos are up on a dry mesa. We can hear them talking but we can-not get to them. My grandchild, education is the ladder. Tell our people to take it. [http://more.byu.edu/Navajo]

Well, Chief Manuelito, these students are taking that ladder. You can be proud of them, for they are seeking “learning, even by study and also by faith” (D&C 88:118), giving themselves and their children the promise of a bet-ter life. We are blessed to have been part of the learning interaction for

74 of your bright-eyed granddaughters and grandsons.

8 LEARNING THE HEALER’S ART | 2012 9BYU COLLEGE OF NURSING

We tell them that we are serving a mis-sion for our Church, that we receive no pay, and that we love being here with these wonderful students. The students’ families are so supportive. These parents and grandparents love their children, and we love them. As we all take lots of pictures of the students with their fami-lies and with us, we can’t help shedding tears because we know we won’t have much further contact with them. It is so hard to say goodbye to all of our students. We live and breathe with them. We go home from school late at night and fall into our beds, just to wake up early and start all over again for three long days each week. Then suddenly,

quiet, little sand-colored community. Horses and cows meander along the highway and side streets, munching on pretty much anything green. A fenced compound on the east side of the high-way encloses public schools, a commu-nity center, and a small but impressive sports arena. To the north lies the small business district composed of a grocery store, a laundromat, a post office, a bank, a couple of store fronts for small colleges, and a handful of fast-food places. We were warmly welcomed by the other senior couples and the young elders, and Lee was quickly recruited by the Chinle Stake president to set up, organize, and equip a family history cen-

RN extraordinaire, was already four weeks into the spring semester, teach-ing two sections of 10 students each—a morning section, 9 a.m. to noon, and an evening section, 5 to 8 p.m., on Tuesdays, Wednesdays, and Thursdays. The CNA course labs and clinicals focus on learning to assist residents with activities of daily living. For example, students learn to use a mechanical lift to prevent injuring their backs while safely moving residents. They also learn to take vital signs and to assess and report skin conditions and other health-related observations. Lectures cover everything from law and ethics to caring for dying patients. The course is five college cred-its, and to pass students must score 75 percent on each of eight midterm exams and on a comprehensive final exam. Then they must pass a state board exam to be certified. At the Chinle Nursing Home we do all our teaching in a classroom and in a lab converted from a four-bed resident room. Quartered comfortably and con-veniently, we can move easily between classroom and lab for the first half of the semester and then from classroom to clinical for the second half. The most common thread running through all of our students’ lives is their love to care for “elderlies”—their grand-parents or parents. Some want to work as CNAs, but most say they want to go on for LPN, RN, or NP education. Arizona requires students to be CNAs before they can enter nursing school, so this is their stepping-stone. We team teach, each of us giving alter-nate lectures to the morning and evening classes. When I’m not teaching, I sit at the back and watch the students. They are engaged and participating because the atmosphere is not too intimidating. We find occasions to laugh at ourselves early in the term so that the students know we are human and approachable. As they chat with each other, they drift back and forth from Navajo to English. We wish we could understand every-thing they say. Navajo is such a difficult language, and we feel inadequate because we understand so little of it. Sometimes they will translate for us and sometimes

OUR NAVA J O STU D ENTS C OME

I N TO OUR LI VE S, A ND WE WOR K

SIDE BY SI D E WI T H THEM

UNTIL WE FE E L OUR HEARTS

B E ATI NG A S ONE.

ABOVE LEFT: Angel and Amy practice using the mechanical lift during a lab session. ABOVE RIGHT: CNA students pose for a picture with Annie, the lab mannequin.

ter and an LDS employment center with all the necessary computers, printers, and tools. My mission assignment was to teach Navajo students to be certified nursing assistants (CNAs). The course is admin-istered by Northland Pioneer College (NPC), a wonderful community college headquartered in Holbrook, Arizona, with four campuses and two learning centers stretching from Holbrook to Kayenta. The Church of Jesus Christ of Latter-day Saints provides adjunct fac-ulty for an additional small CNA pro-gram in Chinle, the only NPC program deep in the heart of the Navajo Nation. When we arrived, Sister Joan Turner, not. That’s fine. They need a safe place to

be themselves now and then. Our students endure considerable hardships to attend the CNA course. Most live 30 to 100 miles away and drive back and forth each day. Some experi-ence having a baby or going through divorce or losing a loved one during the semester, but they are tenacious and want to succeed. At each semester’s end we hold a grad-uation luncheon, a potluck, at the Chinle Stake Center. The students and their families bring delicious food. You would think the students were graduating from a four-year nursing program because of the many people who come to celebrate.

"MY GRANDCHILD,

TELL OUR PEOPLE TO TAKE IT."—CHIEF MANUELITO

Caro

lyn

Bearn

son

As we crossed the border from Russia to Finland, the spirit of Finland—with its calmness and peace—touched each of us; it genuinely felt like home. As we exited the train in Helsinki, I mused about how happy each stu-dent was, evidenced by their smiles, laughs, comments, and impromptu singing. I will never get over the smiles from the Finnish people in the train station as they watched these happy students. Jean Sibelius would have been proud.

Curtis Newman is a health care administrator for the University of Utah Health Care System in Salt Lake City, where he specializes in medical risk management, ambulatory clinic operations, elec-tronic medical records implementation, and opti-mization. He is a nurse volunteer in the United States and in disaster areas around the world.

monument honoring Finnish composer Jean Sibelius is tucked away in a peaceful

park in Helsinki, Finland. As a young missionary in 1982, I remember admir-ing the beauty and simplicity of the 600-plus hollow steel pipes, arranged in wavelike fashion, that honor the man whose music awakened the Finnish national conscience. I was soon to return to America to start nursing school at BYU, and my thoughts were focused on the peace and solitude the Finnish people enjoy and how I might share that seren-

ity with the important people in my life. I have since returned to Finland sev-eral times to recapture some of the “spirit of Finland” and introduce her to a few of my family members. Yet I never expected to be standing under that same monu-ment 31 years later, listening to 10 BYU nursing students and faculty member Leslie Miles peacefully, reverently sing-ing “Be Still My Soul” to the music of Sibelius’s Finlandia. What an experience to be in that very park, feeling the power of the music that awakened a nation and gave it an identity! The 10 students traveling to Finland and Russia represented Brigham Young University well. After a few days in Finland’s capital, Helsinki, and a day trip to Tallinn, Estonia, we arrived in

Savonlinna, located in the beautiful Saimaa lake region in eastern Finland. For two weeks we lived with a Finnish Latter-day Saint, Leena Kosmo, in her large, iconic home, affectionately known as the Sininen Talo or “Blue House.”

She introduced the students to the Finnish soul, its view of the world, its food, and—through Sister Kosmo’s physician eyes—its attitudes on health care. As a devout Latter-day Saint in a small town of a small country, she also taught them about perseverance. Living with her in the Blue House in Savonlinna is best described through the words of one of the students, Brittany Newman:

By Curtis Newman, RN, JD (AS ’83)

“i am living inside the fairy tale i once wished for as a little girl.”

A SONG OF PEACE

masses and ocean may physically separate us from the Blue House, the memories and lessons learned are forever engraved upon our hearts. . . . Just close your eyes, and in an instant you are peacefully there.

In St. Petersburg we met with stu-dents, nurses, and doctors from local

medical institutions and explored their views on health care and cur-rent issues facing the Russians. BYU students gave presentations on issues facing Americans and the successes and challenges of the American health care system. It seemed that the prevailing issue in Russia was the lack of preventa-tive health care and the impact of smoking on its people. Sadly, the four weeks we spent together sped by, and it was time to leave Russia, with all its history and grandeur, and return to Finland for the return trip to the United States.

“i made a commitment then and there that no matter who i was taking care of i would

treat them like my own family.”

Acare of him the best I knew how. I made a commitment then and there that no mat-ter who I was taking care of I would treat them like my own family.

It was a bittersweet day when we boarded the train that took us east to Russia. Each of us had grown to love Sister Kosmo and Savonlinna. Miles summed up our feelings:

Time passes, and the predictable train pulls into the station to pick up its changed passengers. Perched high on the hill, on the balcony of the Blue House, . . . a tra-ditional wave of a scarf from the lady of the Blue House seizes the eyes. The scarf catches the soft wind and sends a message: You are welcome here. While great land-

I am living inside the fairy tale I once wished for as a little girl. The big Blue House would not be so special if it were not for the caretaker inside. It is her love and kindness that makes the walls glim-mer and the windows shine. It is her laughter and singing that leave a sweet melody in the air. It is her compassion that whis-pers, “You are welcome here.” The big Blue House cannot stand alone, but together with the caretaker, it is a place of love and beauty; a place I am lucky enough to call home; a place where comfort is given, love is in abundance, and a little girl’s wishes come true.

Every day Leslie Miles, Sister Kosmo, and I ensured that each student arrived to the right clinical placement site. It was enjoyable to send the students off to school each day with a lunch in hand. Each eve-

ning they reported on their activities and what they had learned. The BYU stu-dents presented to students and faculty at Savonlinna’s local college and later to students and faculty in Russia. Each stu-dent’s presentation was equal to or better than the many professional presentations I have seen in my career. After clinical each evening, the stu-dents discussed their observations on culture and attitudes toward health care. The students’ top two observations were the country’s commitment to preventa-tive care and the high level of involve-ment nurses have with their patients. The students also learned a lot about them-selves. Lex Hokanson commented:

There I was in a room on the other side of the world, feeding a patient ice cream, and I had no way to talk to him. He didn’t

speak to anyone anymore, and I couldn’t tell him what I wanted. So I fed him and made my own chatter, wondering out loud what he had done throughout his life. The thought then struck me that it didn’t really matter what he had done or what he thought of me. If he were my grandpa and I couldn’t talk to him, I would take

BYU Nursing students Lex Hokanson and Brittany Newman

with hostess Dr. Leena Kosmo at the “Blue House.” Newman is

modeling a traditional Finnish wedding dress.

10 LEARNING THE HEALER’S ART | 2012 11BYU COLLEGE OF NURSING

Lesl

ie M

iles

Past, present, and future come together as the College of Nursing celebrates the 60th anniversary of nursing education at Brigham Young University.

The College Celebrates a Legacy of 60 Years and Looks Forward to the Future.

Save the Date: APRIL 6, 2012 8 a.m.–8 p.m.

THE HEALER’S ART:

Transforming theFuture of Nursing

In April alumni and friends will join with the college to celebrate

a rich heritage steeped in faith, vision, and healing and to reflect on the hope of the future. A day-long conference will feature inspir-

ing speakers, a panel, music, and a time to reconnect with the college

and university.

to register for the conference, call 877.221.6717, visit ce.byu.edu/cw/nursing, or complete and mail the attached form.

SITE LLE RUE LLE RUE LLE RUE 12–24 hr 12–24 hr 36–48 hr 36–48 hr 60–72 hr 60–72 hr

4,498 ft 96.29 / 90–100 96.67 / 88–100 96.08 / 91–100 96.14 / 92–100 95.50 / 92–98 95.00 / 92–97Provo (n=329) (n=314) (n=98) (n=97) (n=6) (n=6) 6,800 ft 94.38 / 76–100 93.91 / 81–100 94.16 / 76–100 93.84 / 76–100 95.36 / 80–100 94.68 / 85–100Steamboat Springs (n=300) (n=303) (n=220) (n=223) (n=50) (n=50) 7,851 ft 93.26 / 81–99 94.37 / 86–100 92.69 / 83–97 93.62 / 82–100 92.00 / 87–96 91.80 / 86–96Mammoth Lakes (n=19) (n=19) (n=13) (n=13) (n=4) (n=5)

7,890 ft 93.44 / 80–100 94.02 / 83–99 94.12 / 84–99 94.28 / 85–98 96.1 / 93–99 94.5 / 88–97 Aspen (n=43) (n=43) (n=26) (n=25) (n=10) (n=10)

8,150 ft 94.43 / 77–100 93.69 / 79–99 95.12 / 88–100 94.53 / 89–100 95.25 / 94–99 95.38 / 93–100 Vail (n=87) (n=88) (n=59) (n=59) (n=8) (n=8)

OXYGEN SATURATION MEANS AND RANGES FOR STUDY INFANTS

LLE = left lower extremityRUE = right upper extremity

Mean / Range(n=number)

R E S E A R C H

NURSE clinicians frequently make

decisions to initiate, adjust, and

discontinue newborn supplemental

oxygen based on clinical assessments

that include pulse oximetry measure-

ments. Pulse oximetry is a noninvasive

measurement done by briefly placing

a small sensor on the infant’s hand,

wrist, or foot. Although not routine

for all infants, efforts are underway

to recommend the use of pulse oxim-

etry, combined with clinical examina-

tion of newborns, to screen for pos-

sible critical congenital heart defects.

In studies of healthy neonates at

sea level, oxygen saturations were

found to be about 97 percent. How-

ever, as altitude increases the baro-

metric pressure decreases, resulting

in a decrease in the oxygen satura-

tion level. In adults a rise in elevation

from sea level to 5,280 feet can result

in a decrease from 96 to as low as

92 percent. This raises the question:

Does the oxygen saturation level of

healthy infants also decline as altitude

increases; and, if so, what are the lev-

els at various altitudes?

Mean Oxygen Saturation in Well Neonates at Altitudes between 4,498 and 8,150 feet

The altitudes at data collection

sites for this study ranged from

4,498 to 8,150 feet. Two of the Colo-

rado sites have level II B special-care

nurseries. Neonates with a variety of

health problems (many with a respi-

ratory component) are cared for in

these facilities. Prior to this study,

oxygen saturation readings were

only obtained on infants if there was

a question of respiratory distress or

when an infant was admitted to the

special-care nursery. However, the

oxygen saturation values on well neo-

nates in room air at these altitudes

were unknown. Many infants were

being discharged on supplemental

oxygen from one of these nurseries

for room-air saturations less than 92

percent (an arbitrary number with

no clinical basis). Reference values of

oxygen saturation for healthy infants

were needed to avoid hypoxia and

risks associated with hyperoxia from

excess supplemental oxygen. In addi-

tion the American Academy of Pedi-

atrics and the American Heart Asso-

ciation are currently evaluating the

use of pulse oximetry measurements

to screen all neonates who are more

than 24 hours old (but before dis-

charge) for critical congenital cardiac

defects.

In this study, the mean normal oxy-

gen saturation levels for well neo-

nates born at higher altitudes were

Patricia Ravert, PhD, RN, CNE, ANEF, FAAN, Brigham Young UniversityTracie Line, MSN, RN, NNP-BCJane K. Dickinson, PhD, RN, CDE, Yampa Valley Medical Center, Steamboat Springs, Colorado

lower than the levels of those born at

4,498 feet. Neonates born at or above

6,800 feet may exhibit “normal” oxy-

gen saturation levels between 91–96

percent rather than the expected

97 percent found at sea level. If rou-

tine oxygen saturation screening for

detection of critical congenital heart

defects is implemented, the results

of this study will provide clinicians

the mean values specific for high alti-

tudes and prevent unnecessary inter-

ventions when pulse oximetry reading

results are lower than the expected

97 percent.

OXYGEN SATURATION LEVELS FOR STUDY INFANTS

Patricia Ravert

100

99

98

97

96

95

94

93

92

91

90

89

PE

RC

EN

T O

XY

GE

N S

AT

UR

AT

ION

(M

EA

N)

12–24 hours after delivery 36–48 hours after delivery 60–72 hours after delivery

NORMAL SATURATION LEVEL FOR INFANTS BORN AT SEA LEVEL

4,498 ftProvo

Left lowerextremity

Right upperextremity

6,800 ftSteamboat Springs

Left lowerextremity

Right upperextremity

7,851 ftMammoth Lakes

Left lowerextremity

Right upperextremity

7,890 ftAspen

Left lowerextremity

Right upperextremity

8,150 ftVail

Left lowerextremity

Right upperextremity

14 LEARNING THE HEALER’S ART | 2012 15BYU COLLEGE OF NURSING 15

manager span of control is needed.

Other important factors of patient-

safety issues, including the number

of nurses and the skill level, were

found to be significant contributors

to patient falls and hospital acquired

pressure injuries. Inadequate num-

bers of registered nurses per patient

day contributed to 38 percent of

patient falls and 34 percent of health

care-acquired pressure injuries. In

contrast, the number of staff and the

skill level did not contribute to medi-

cation errors and catheter-associated

urinary tract infections.

Katreena Merrill, PhD, RN

THOUGH hospitals have a culture

that promotes patient safety,

many errors result from failure of the

system at many levels. For the nurse,

patient safety begins with the nurse

manager, whose transformational

leadership style can establish a cli-

mate where nurses feel free to share

new ideas, admit when they make an

error, and strive to improve care for

patients.

Despite the need for such nursing

leaders who do establish vision and

create an evidence-based environ-

ment that fosters patient safety, many

hospitals have increased the respon-

sibilities of nurse managers, some-

times compromising leadership at

the bedside. This study investigated

the effects of nursing leadership on

patient-safety culture and patient

outcomes in hospitals.

In the nine hospitals and 41 nursing

Nurse Managers: Vision and Leadership

units studied, nurses reported a mod-

erate to high safety climate. Units with

nurse managers who have a transfor-

mational leadership style scored even

higher in patient safety. Laissez-faire

leaders, whose leadership was pas-

sive or absent, negatively affected

the work environment and patient

safety. Most leaders, even good ones,

exhibit different types of leadership

styles depending on the situation. A

transformational leader may exhibit

laissez-faire tendencies when saddled

with too many responsibilities, so it

is important not to overwhelm these

nurse managers and decrease their

visionary influence.

The study’s findings suggest efforts

to promote transformational leader-

ship in nurse managers and minimize

laissez-faire leadership may impact

patient-safety climate in hospitals,

though future research on nurse

Units with nurse managers who have a transforma-tional leadership style scored even higher in patient safety. Laissez-faire leaders, whose leadership was passive or absent, negatively affected the work envi-ronment and patient safety.

Sheri Palmer, RN, DNP, CEN

FOR nine years BYU nursing stu-

dents have practiced nursing

skills in Ecuador as part of the Global

Health and Human Diversity course.

During our annual visits we observed

Ecuadorian nurses’ concern for the

welfare of their patients. These nurses

are intelligent, good decision makers,

and know how to think and work “out-

side the box” as they make do with

what they have. I admire them and

view them as role models for myself

and the privileged nurses who work

in the United States.

We also observed the sacrifices

Ecuadorian nurses make. They often

bring their own soap from home to

bathe their patients. For sharps con-

tainers they reuse plastic soda bot-

tles. Sometimes it is necessary for

them to transfer the available oxygen

tubing between patients who need it

most. Despite all these sacrifices, they

still give more, many of them working

multiple full-time jobs because of the

low pay they receive as nurses. Nurs-

ing turnover is a significant challenge

at the Luis Vernaza Hospital in Guaya-

quil, Ecuador.

For my doctoral studies research I

focused on this turnover among the

licensed staff nurses—those nurses I

have come to so admire—at the Luis

Vernaza Hospital.

With the help of an Ecuadorian

translator, in October 2010 I dis-

tributed a survey adapted from the

“Nursing Work Index” scale devel-

oped by Aiken and Patrician (2000).

Eighty-eight surveys were collected

from various areas and from different

shifts. Data were analyzed according

to nine factors affecting nurse satis-

faction and turnover, which included

(starting from highest factor contrib-

Nurse Turnover: Analyzing a Challenge of Luis Vernaza Hospital in Guayaquil, Ecuador

uting to nurse turnover):

• not satisfied with pay

• insufficient nurses to provide excel-

lent care

• public does not appreciate the

value of nursing

• not enough opportunity to advance

in work

• lack of supervisors to collaborate

with and help nurses

• lack of autonomy to make clinical

decisions

• not valued as part of the health

care team

• inflexibility in schedule

• lack of teamwork between physi-

cians and nurses

I shared the results with the nurs-

ing administration at the Luis Vernaza

Hospital, recommending increasing

nurses’ pay according to merit and

longevity and implementing nursing

career ladders. Also, a public media

campaign showcasing the value of

nursing would be beneficial, as would

COLLEGE NEWS

implementing clinical protocols and

guidelines to enhance nurse auton-

omy and decision making.

This information should encourage

the administration to explore policy

changes, benefits, and pay. Improved

quality and safety in patient care at

the Luis Vernaza Hospital will be the

ultimate benefit from increased nurse

retention.

I plan to publish and present

nationally and internationally the

results from this research to help

improve nurse satisfaction and reten-

tion worldwide.

Dr. Sheri Palmer is invested in improving the healthcare of Ecuadorians.

16 LEARNING THE HEALER’S ART | 2012 17BYU COLLEGE OF NURSING

Sabrina Jarvis

For more than 35 years Jarvis has worked as a nurse in many settings, including piloting the nurse practitio-ner role in the adult surgical intensive care unit. She enjoys the challenges of caring for critically ill patients and giving service to veterans as a certified family and acute-care nurse practitio-ner. A national consultant and course coordinator for the Society of Critical Care Medicine’s Fundamentals of Critical Care Support course, she is also an American Heart Association advanced cardiac life support faculty and provider and routinely teaches critical care topics at the national and regional level. In 2006 Jarvis received the Utah Nurse Practitioner State Award for Excellence in Education and the Utah Nurse Practitioner State Award for Excellence in Clinical Practice in 2007. Jarvis loves being at BYU and has always felt at home here—as a student or professor. “I am blessed to work with bright young students who enrich my life and teach me a thing or two every day,” Jarvis said. “I love the philosophy of the university, the students, and the wonderful spiritual environment. It is a privilege to work at the College of Nursing and alongside such amazing colleagues and faculty members. The students are nurtured in this spiritual environment to be responsible and caring adults with an excellent edu-cation in nursing. They are the future leaders in the complex and rapidly growing nursing profession.” In her spare time Jarvis enjoys reading on her Kindle, playing the Indian flute, remodeling her house, and spending time with her adopted grandchildren. Her latest hobby is car-ing for her salt-water aquarium that contains soft coral and an assortment of fish.

COLLEGE NEWS

Faculty Spotlight: Sabrina Jarvis

Living in the MomentBy Rachel Scroggins

“I am blessed to work with bright young students who enrich my life and teach me a thing or two every day.”

IN JUNE 2011 SABRINA JARVIS, DNP, FNP-BC, ACNP-BC, FAANP, became a fellow in the American Academy of Nurse Practitioners. This prestigious honor comes to those who have signifi-cant career achievements. Never one to stop learning, Professor Jarvis’s educational path reflects her cel-ebrated dedication and hard work. In 1976 she graduated with an associate degree in nursing. Then in 1985 came a bachelor’s degree in nursing from

worry too much about the future and the past and miss a lot right in the pres-ent moment. I learned this concept at a very young age when my mother became ill and eventually died from metastatic breast cancer,” Jarvis said. After her mother was bedridden, they would have spiritual bedside talks where she learned the importance of inner peace and bal-ance—especially with God’s assistance—when life is uncertain and chaotic. “My mother was truly courageous

Grandview College in Des Moines, Iowa. In 1990 she received her nursing master’s degree from BYU, where she was hon-ored as valedictorian. And in 2009 she completed her doctor of nursing practice from the University of Utah. Contemplating her life’s guiding principles, Jarvis said, “People always

and remarkable,” Jarvis continued. “She met life head on, was gracious, and had a wonderful sense of humor. She taught me to laugh at myself and enjoy life’s funny moments. An elementary school teacher, my mother was beloved by her students. It was from her that I devel-oped a love of teaching and learning.”

By Sandra S. Mangum, (’58), RN, MN, CNOR(E)Professor Emerita, BYU College of Nursing

IN 1999 DR. BLAYNE HIRSCHE, plastic surgeon, invited me to travel to Guatemala with the Hirsche Smiles Foundation (HSF) surgical team to perform plastic surgery on children with birth deformities. I was then teaching at BYU College of Nursing and so declined. School was in session, and it just wasn’t possible. Dr. Hirsche replied, “Well, bring your students!” That invita-tion sparked a desire in me to provide students an opportunity to learn perioperative nursing and to give service in foreign coun-tries. During January 2000, eight BYU College of Nursing stu-dents accompanied the HSF surgical team to Chiquimula, Guatemala. A year later another group had a similar experience at the Hospital Niño Jesus in Guatemala City. Two students from the 2000 group, Margaret Buss Taylor (’00) and Malana Hansen (’00), have continued their HSF activ-ity. Hansen (nine missions) travels each year with the HSF den-tal team as a dental assistant. Two other alumni, Karen Cardoza (’95) and Rosemarie (Susie) Vega (’99), who were students of mine at BYU, joined the foundation after graduation. In the recent trip to the Hospital Nacional in Retalhuleu, Guatemala, four BYU alumni worked together on the HSF team. Cardoza (18 missions) prepared patients for surgery alongside pediatrician Dr. Moreno Robins (Provo). Taylor (11 missions) provided post-op care to the children, which included teaching both native nursing staff and parents how to care for the chil-dren in the hospital and after discharge. Vega (seven missions) served as the public relations interface between the HSF team and the hospital administration. The BYU alumni used their Spanish skills to advantage.

Cardoza served a mission in the Dominican Republic; Taylor took Spanish immersion in grade school; and Vega is a native Spanish speaker, born in New Jersey. I shared the leadership of the group with Dr. Alan Patterson, MD, and his wife, Jean. I was also team leader working with plastic surgeons Dr. Steven H. Warnock and Dr. Jed Reed Bindrup; anesthesiologists C. Thayne Wilson, Michael Taylor, and Alan Patterson; and HSF nurses in the operating and recov-ery rooms. Why do College of Nursing alumni keep going on these mis-sions? Hansen: “I honestly think it is because the work is fun!” Cardoza: “I am addicted to service.” Taylor: “When I am there serving, I feel the pure love of Christ.” Vega: “I think it is one of the ways I show the Lord I love him.” I have completed 22 missions. It has been a blessing to work beside my former students to see what tremendously knowl-edgeable and experienced nurses they have become. I thrill to watch them give expert and tender care to our patients. From what started as a learning experience for all of us has since developed into lives of service—the gift that keeps on giving for our patients and for us. My life has changed as much as any one of the children. I have learned what it is to sacrifice for the opportunity to share my time and skills for the good of children. I have been deeply touched when seeing the mother of a baby with a cleft lip cry with gratitude when she sees her child whole for the first time. As I see a room full of parents and children lined up waiting for their turn to be screened, I think of the little children lined up to meet the Savior when He blessed them. As I watch and assist, I feel I am a part of His plan to bless the lives of the children of the world.

Sandra's Smiles

ABOVE LEFT: Margaret Taylor on her 11th mission with the Hirsche Foundation. RIGHT: Left to right in their “Smiles Across the Miles” shirts: Margaret Taylor, Sandra Mangum, Karen Cardoza, Susie Vega.

18 LEARNING THE HEALER’S ART | 2012 19BYU COLLEGE OF NURSING

NUMBER 2: It takes a very strong person to be a nurse.

Be sure to take care of yourself with all of the demands placed upon you.

NUMBER 1:Figure out your priorities and don’t forget them.

Sometimes we focus so much on our careers that we fail to keep family priori-ties straight.

Poe concluded, “We need you as nurse leaders. I wish you success and hope you enjoy your career as nurses as much as I’ve enjoyed mine.”

2010 Honored Alumna: Laura Poe

My Life’s Top 10

ALUMNI NEWS

ALUMNI NEWS

NUMBER 9: Try not to interfere with God’s plan for you and realize that sometimes He answers “No.”

After serving for two years on the board of directors for the National Council of State Boards of Nursing, Poe lost her reelection bid. Initially she was devastated but soon real-ized that God had a different plan for her at that time. She was needed at home.

NUMBER 8: Don’t make excuses.

She learned a valuable lesson from a nursing instructor who taught her that, when making excuses, any saying will do. This instruc-tor had them just say “fried chicken” if they were late to class, because one excuse was as good as another.

NUMBER 7: Remember the Three Ps—Power, Politics, and Professionalism.

If you want to influence others, you must find good mentors who will teach you, starting small and building slowly. Dress and act professionally and be involved at a grassroots level.

By Amy Cox, FNP (’97)College of Nursing Alumni Board Member

IN CELEBRATION OF HOMECOMING 2010, College of Nursing students, faculty, staff, and alumni had the opportunity to reminisce with Laura Poe, MS, RN (’88) as she shared her “Top 10” life lessons learned throughout her illustrious career.

NUMBER 6: There’s no place like home.

Throughout her career Poe has traveled to many exotic places; yet, she concludes, home is still the best place to be.

NUMBER 5: It does not matter what degree or status a person has obtained; she is a child of God. So don’t be intimidated.

Poe was asked to speak to the fellows of the American Academy of Nursing. With a MS degree she was the least educated of the people there and was afraid they would ask questions she couldn’t answer. Sure enough, they did! But they made her feel important by singing “Happy Birthday” to her. They valued her as a child of God, and she valued them in the same light.

NUMBER 4: Laugh and the world laughs with you. Cry and they’ll probably medicate you!

Choose to find humor in your difficult situations.

NUMBER 3: Just because something has been done for a hundred years one way doesn’t mean it can’t be done better another way.

When Poe came to the Utah DOPL, they were still doing things the same way they had been done in 1923. Since that time licenses regulation has been significantly changed for the better.

Poe served as a bureau man-ager and of the Utah Division of Occupational Licensing (DOPL) and executive administrator of the State of Utah Board of Nursing. She has been a licensed nurse for over 29 years. She championed the cause of interstate nursing com-pacts, and through her leadership Utah was the first state to pass the RN and APRN interstate compacts, allowing participating states to rec-ognize each other’s licenses. This compact eliminated the need for nurses to obtain and renew dupli-cate licenses for individual states, simplified governmental processes, and increased patient access to safe nursing care by allowing qualified nurses to practice in multiple states where they previously may not have been able to practice due to regulatory barriers. With humor and humility, Poe shared the following lessons learned.

NUMBER 10:Be alert and look for opportunities.

After hearing of a pilot program that allowed high school students to attend Salt Lake Community College and take prenursing requirements, Poe enrolled. She did not plan to continue with a career in nursing until she had a surgical pro-

cedure. As she waited, scared and alone in the hospital, she thought, “Wouldn’t it be great to help one person who is feeling what I’m feeling?” She continued her nurs-ing course work and ultimately became involved in politics and lobbying for the nursing association. Her work in the nurs-ing profession became a vehicle to make a difference in the lives of many people.

Laura Poe

VernaBrimhallNelsonhasfondmemoriesofherexperienceatBYUCollegeofNursing.“AttendingthecollegewasoneofthebestchoicesIevermade,”shesaid.“Myeducationhasresultedinexperiencesandfriendshipsthathavetrulyenrichedmylife.” Today,morethanhalfacenturyaftergraduatingwiththeclassof1958,VernaisservingontheCollegeofNursingAlumniBoardandishelpingplannextyear’s60th-anniversarycelebration.ShealsometrecentlywithLDSPhilanthropiesBYUtoplacetheCollegeofNursinginherwillasabeneficiary. “AspartofthelegacyIleave,Ihopetogivetheprivilegeofattendingthecollegetoothers,”Vernaexplained. Verna’sgiftqualifiesherformembershipintheJesseandAmandaKnightSociety,whichrecognizesdonorswhorememberBYUthroughdeferredgifts.ToincludetheCollegeofNursinginyourestateplanning—andtohearmoreaboutKnightSocietybenefits—contactJenniferLloydAmottat801-422-9219orjennifer_lloyd@byu.edu.

Verna B. NelsonProvo, Utah

CoLLegeofNUrSINg

The College of Nursing is in my will.I hope it’s in yours.

20 LEARNING THE HEALER’S ART | 2012

please contact Jennifer Lloyd Amott at jennifer_lloyd@byu.edu or call her at 801-422-9219. Your generosity provides scholarships for nursing students who are engaged in the teachings of the discipline and who invite the Spirit into health and healing.

Alumni Updates

ALUMNI NEWSALUMNI NEWS

In MemoriamBarbara Joan Rolfson Pitcher (’72)Florence LaDene Hawkins Coucher (’67, ’73) Virginia Rideout Bruse (’77)

Margaret Jacobs Shumway (’58) and her husband, Bruce, have served three LDS couple missions: Nicaragua Manaua, Iowa Des Moines, and Cambodia Phnom Penh.

From the sixties: BYU College of Nursing faculty retirees include Lynn C. Callister (’64), Rae Jeanne Y. Memmott (’65),

JoAnn Z. Abegglen (’67), Judith A. Berry (’69), Lora Jean

Campbell (’69), and Catherine R. Coverston (’69).

Mae Dilts Reay (’68) teaches nursing in the LPN program at the College of the Rockies, Fernie, British Columbia. She works part time in Eureka, Montana, as director of care in a nursing home.

Doris K. Jackman (’76) has been an oncology certified nurse for 20 years. She currently practices at the Florence R. Wheeler Cancer Center at Mercy Hospital in Bakersfield, California. Her daughter, Robyn J. Carlsen, graduated from BYU College of Nursing in 2002.

Deborah McFarland Schroeder (’77) is a triage nurse in the OBGYN clinic at the Naval Hospital, Camp Pendleton, California. In her 35-year nursing career, she has also practiced in oncology and labor and delivery.

Siblings Leon P. Randall (’78), Lynn T. Randall (’83), and Lou

Ann R. Chow (’78) live in separate states but enjoy reuniting during service missions for Children’s Surgery International, a

nonprofit that provides medical services to children in under-privileged areas. At the beginning of 2011 they completed a 10-day service mission to Liberia.

Heidi Yurong (’83) is employed by Kaiser Permanente in Stockton, California. As an FNP she manages patients with a variety of dermatology conditions. In 1990 she earned a mas-ter’s degree as a clinical nurse specialist in critical care from the University of California, San Francisco.

Melinda E. Jennings (’87) is a part-time school nurse in Fayetteville, Georgia, where she oversees the health of 600 ele-mentary school children.

Lori Eining (’88) is currently assistant nurse manager at Alta View Women’s Center, Sandy, Utah.

Wayne Watson (’94) is assistant vice president of electronic clinical information at Intermountain Healthcare in Salt Lake City.

Cory Kartchner (’05) was recently honored at Primary Children’s Medical Center in Salt Lake City as the Pediatric ICU Nurse Practitioner of the Year. He also runs code simulations at their Sim Lab.

Julia Bills (’07) recently earned a DNP from the University of Utah.

Development

The Nunnery Family’s Nursing Legacy and the Scholarships That Launched Them

All in the Family

“The College of Nursing has influenced our entire family! I was motivated by our professors to obtain all the education I could.”

—JOSHUA NUNNERY

By Emily V. Covey, RN (’08), and Jennifer Lloyd Amott, Associate Director of Major Gifts

WITH A FOCUS ON PROVIDING the most advanced technology in nursing education and on giving BYU nursing students opportunities to work with underserved populations abroad and domestically, our students don’t just master medical knowledge, they also gain a spirit of love for their patients. Many, with their education made possi-ble through financial support, have gone on to serve well in their homes, commu-nities, and work places. One great example is the Nunnery family of nurses. Brothers Joshua and Jacob Nunnery graduated from the College of Nursing, and both married

nursing students while in school. “The College of Nursing has influ-enced our entire family! I was motivated by our professors to obtain all the edu-cation I could, including a PhD, which I plan to do soon,” says Joshua A. Nunnery (’06), who was able to complete his nurs-ing degree with help through a scholar-ship. “I am eager to return as an educator and developer of the nursing profession and pass on to others the legacy given to us by the College of Nursing.” Joshua also earned an MS in Health Science from La Roche College and is currently a certi-fied registered nurse anesthetist, working near Indianapolis, Indiana.

Jeanette Clark Nunnery (’04), Joshua’s wife, used her education as the first RN at Friday’s Kids Respite in Orem, Utah, where she cared for children with special needs on Friday nights, giving parents an opportunity to do things that were otherwise difficult. Now the mother of four children, Jeanette says, “My edu-cation  from BYU College of Nursing influences my life every day as a mom, especially since we have a daughter with cerebral palsy. My position as a registered nurse at Friday’s Kids added to my expe-riences in nursing school, and together they prepared me for the unique service opportunities that I experience daily in

my home and in the community.” Jeanette’s mother, Nanette Crawford (’07), is also a nurse. At the same time her daughter was completing her undergrad, Nanette enrolled in the BYU Family Nurse Practitioner program, aided by a scholarship. Nanette now works with a physician and physician’s assistant in a urology practice in Tacoma, Washington. Halfway across the country, Jacob T. Nunnery (’08) works in a step-down telemetry unit at Houston Northwest Medical Center. A member of the unit’s Staff Nurses Advisory Council and the hospital’s Education Council, he is also part of a team of select nurses and

me with the feeling of how much there is still to learn and the encourage-ment to love and continue learning throughout life.” The Nunnery family’s legacy is an example of the great service that can be rendered at home and work because of a

BYU nursing education. And, like Joshua Nunnery and Nanette Crawford, many students gain this education because of scholarship support they receive from alumni and friends. If you are interested in funding other scholarships or research opportunities,

managers who are implementing the hospital-wide Advance Communications Program. When asked how his experi-ence at BYU impacted his profession, Jacob replied, “The College of Nursing provided an education that gave me an edge in the nursing profession. I feel that because of my education at BYU, I have been better prepared for the many aspects of this career, which has enabled me to be a better nurse. I have become more aware that our instructors at BYU make significant sacrifices to ensure that we have the best education possible.” Jacob’s wife, Laurel Rainsdon Nunnery (’04), is also grateful for her education. Now a full-time mother of three, she worked as an RN follow-ing graduation and gradually cut back to part-time employment. “While at the College of Nursing, I learned criti-cal thinking skills, clinical skills, and practical medical information that have made me useful to our family and the community,” says Laurel. “BYU also left

Rebecca Irene Knight Cloward (’77, ’82)Anita Gutierrez Morgan (’84, ’88)Susan Leslie Palmer Gohlinghorst (’89)

Jennifer Lloyd Amott

22 LEARNING THE HEALER’S ART | 2012 23BYU COLLEGE OF NURSING

Selected BYU College of Nursing Faculty Publications 2010–2011

ALUMNI NEWS

Aragon, S., Kotter, A., Ravert, P. K., & Kar-

dong-Edgren, S. E. (2011). Nursing students:

Untapped resource for running computerized

patient simulators. Clinical Simulation in Nurs-ing, 7(1), e25–e29.

Barnett, H., Maughan, E., & Pearce, T. (2010).

Battling the uncompensated care spiral:

Outcomes from a single institution assisting

uninsured hospitalized patients to obtain

health insurance. Professional Case Manage-ment, 15(5), 280–289.

Beckstrand, R. L., Rawle, N. L., Callister, L., &

Mandleco, B. L. (2010). Pediatric nurses’ per-

ceptions of obstacles and supportive behav-

iors in end-of-life care. American Journal of Critical Care, 19(6), 543–552.

Butcher, J. L., & Beckstrand, R. L. (2010).

Fiber’s impact on high sensitivity C-reactive

protein levels in cardiovascular disease. Jour-nal of the American Academy of Nurse Practi-tioners, 22, 566–572.

Callister, L. C. (2011). Childbirth by childbear-

ing couples: Reported meanings. In M. Craft-

Rosenberg & S. R. Pehler (Eds.), Encyclopedia of Family Health (164–166). Thousand Oaks,

CA: Sage.

Callister, L. C. (2011). Global and cultural

perinatal nursing research: Improving clinical

practice. Journal of Perinatal & Neonatal Nurs-ing, 25(2), 139–143.

Callister, L. C. (2011). Global Health and Nurs-

ing column [6 issues]. MCN: The American Journal of Maternal Child Nursing.

Callister, L. C. (2011). Health needs of child-

bearing families. In M. Craft-Rosenberg & S. R.

Pehler (Eds.), Encyclopedia of Family Health (587–590). Thousand Oaks, CA: Sage.

Callister, L. C., & Edwards, J. (2010). Improv-

ing maternal health: Achieving Millennium

Development Goal #5. Journal of Obstetric, Gynecologic, and Neonatal Nursing, 39(5),

590–599.

Callister, L. C., & Kenner, C. (2010). We are the

world. Journal of Perinatal & Neonatal Nurs-ing, 24(3), 93–94.

Cole, B. V. (2011). Grief work facilitation. In M.

Craft-Rosenburg & S. R. Pehler (Eds.), Ency-clopedia of Family Health. Thousand Oaks,

CA: Sage.

Conti, M. T., & Johnsen, V. (2011). Is your facil-

ity equipped for safe patient handling? Nurs-ing Management, 4, 46–47.

Coverston, C. R., & Lassetter, J. H. (2010).

Potential erosion of ethical sentiment: When

nurse, patient, and institution collide. Forum on Public Policy Online, (9)3 [electronic ver-

sion].

Dearing, K. S., & Steadman, S. (2010). The

psychometric properties of the self-assess-

ment of the interpersonal relationship scale.

Perspectives in Psychiatric Care [advance

online].

Delgado, K., & Williams, M. (2010). Diagnos-

tic accuracy for coronary artery disease of

multislice CT scanners in comparison to con-

ventional coronary angiography: An integra-

tive literature review. Journal of the Ameri-can Academy of Nurse Practitioners, 22(9),

496–503.

Freeborn, D., & Mandleco, B. (2010). Child-

hood educational experiences of women with

cerebral palsy. Journal of School Nursing, 26(4), 310–319.

Greene, M. S., Mandleco, B., Roper, S. O., Mar-

shall, E. S., & Dyches, T. (2010). Metabolic

control, self-care behaviors, and parenting

in adolescents with type 1 diabetes. Diabetes Educator, 36(2), 326–336.

Heise, B., Asche, C., & Oderda, L. (2010).

RAISE (Rapid Access Integrating Safer Entry)

for the elderly: Readiness of older adults to

adopt a universal serial bus personal health

record for medication reconciliation. Ageing International [online first].

Hunter, C. & Ravert, P. (2010). Nursing stu-

dents’ perceptions of learning outcomes

throughout simulation experiences. Under-graduate Research Journal for the Human Sci-ences, 9 [online publication].

Hunter, J. D., Ravert, P., Lassetter, J. H., & Wil-liams, M. (2011). Renal protection in diabe-

tes: An analysis of ACE inhibitors and ARBs.

ADVANCE for NPs & PAs, 2(1), 25–30.

Jarvis, S., & Blad, K. (2010). Nursing care of

patients with alcohol withdrawal syndrome.

Critical Connections [online].

Lassetter, J. H. (2011). The integral role of food

in Native Hawaiian migrants’ perceptions of

health and well-being. Journal of Trans cultural Nursing, 22, 63–70.

Lundberg, K. M., Johnson, M. C., Corbett, C., & Thompson, M. (2011). Using multimedia

interviews to influence career decisions. Nurse Educator, 36(1), 31–34.

Luthy, K. E., Sperhac, A. M., Faux, S. A., &

Miner, J. K. (2010). Improving immunization

rates in your clinic and community. Contem-porary Pediatrics, 27(9), 54–60.

Luthy, K. E., Thorpe, A., Dymock, L. C., &

Conley, S. (2011). Evaluation of an interven-

tion program to increase immunization com-

pliance among school children. Journal of School Nursing, 27(4), 252–257.

Mandleco, B. (2011). Siblings of ill children. In

M. Craft-Rosenberg & S. R. Pehler (Eds), Ency-clopedia of Family Health (958–963). Thou-

sand Oaks, CA: Sage.

Mandleco, B. (2010). Women in academia:

What can be done to help women achieve

tenure? Forum on Public Policy: A Journal of the Oxford Roundtable, 5, 1–13.

Memmott, R. J., Coverston, C. R., Heise, B. A., Williams, M., Maughan, E., Kohl, J., & Palmer, S. (2010). Practical considerations in

establishing sustainable international nursing

experiences. Nursing Education Perspectives, 31(5), 298–302.

Moore, M. L., Moos, M., & Callister, L. C. (2010).

Cultural competence: An essential journey for perinatal nurses [nursing module for con-

tinuing education]. M. C. Freda (Ed.). White

Plains, NY: March of Dimes.

Obeidat, H., & Callister, L. C. (2011). The lived

experience of Jordanian mothers with a pre-

term infant in the neonatal intensive care unit.

Journal of Neonatal-Perinatal Medicine, 4, 137–145.

Parker, J. S., Mandleco, B., Roper, S. O., Free-born, D., & Dyches, T. T. (2011). Religiosity,

spirituality, and marital relationships of par-

ents raising a typically developing child or a

child with a disability. Journal of Family Nurs-ing, 17(1), 82–104.

Ravert, P., & Huffaker, C. (2010). Breast cancer

screening in women: An integrative literature

review. Journal of the American Academy of Nurse Practitioners, 22(12), 668–673.

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By Jane Callahan Coats, RN (’78)Chair, Nursing Alumni Board

Adapted from her welcome remarks to new graduates, College of Nursing Convocation, April 2011

NURSES DO HARD THINGS. Clara Barton, the celebrated nurse and founder of the American Red Cross, said, refer-ring to the Civil War, “This conflict is one thing I’ve been waiting for. I’m well

and strong and young—young enough to go to the front. If I can’t be a soldier, I’ll help soldiers.” Referring to these soldiers, she said, “What could I do but go with them, or work for them and my country? The patriot blood of my father was warm in my veins.” Florence Nightingale, a peer in Victorian England, was a brilliant stat-istician and scholar. The Crimean War drew her as a personal mission. She

put to use her keen intellect and under-standing of human nature to become the founder of modern nursing. She said of her calling: “I think one’s feelings waste themselves in words; they ought to be distilled into actions which bring results.” As nurses we have an unusual oppor-tunity in this world of technology and evidence-based practice to touch oth-ers both physically and spiritually. Our patients feel our spirit as we nurse them with care and compassion. Florence Nightingale said, “Nursing is an art; and if it is to be made an art, it requires as exclusive a devotion, as hard a prepara-tion, as any painter’s or sculptor’s work; for what is the having to do with dead canvas or cold marble compared with having to do with the living body—the temple of God’s spirit? It is one of the fine arts; I had almost said the finest of the fine arts.” Our nursing alumni are immensely capable. You approach the workforce with the intellectual rigor and its resul-tant competence coupled with the spiri-tual warmth of this university in your veins. As Florence Nightingale exhorted: Distill your feelings into actions, which bring results. As you serve, do not forget the roots of this your launching ground—Brigham Young University. You are seen as bea-

cons to the university and the College of Nursing. In various parts of the world, the patients you serve and their fami-lies will say, as you practice the Healer’s art, “What is different in this practice of nursing?” You have the power to change lives. We now have BYU College of Nursing alumni chapter chairs in the Northwest, California, the Midwest, and the Mid-Atlantic regions. The purpose of alumni chapters is to cultivate the “Spirit of the Y,” linking students, alumni, and friends of BYU College of Nursing. We seek to connect the past with the future through scholarship, networking, service, tradi-tion, and alumni-oriented events. In addition, these seasoned alumni pro-mote the profession through mentoring, collaboration, and personal example. We are all stronger when we stand together.

References: Clara Barton quotes from

http://thinkexist.com/quotes/Clara_Barton/

Florence Nightingale quotes from

http://thinkexist.com/quotes/Florence_

Nightingale/

and from http://www.finestquotes.com

Message from Alumni Board Chair

Of Soldiers and Wars—and Nursing

As nurses we have an unusual opportunity in this world of technology and evidence-based practice to touch others both physically and spiritually.

24 LEARNING THE HEALER’S ART | 2012 25BYU COLLEGE OF NURSING

How Annual Giving

donations are nursing his

education

Jonathan Rohwer wouldn’t be in the College of Nursing without a

scholarship. He explains, “My parents

valued education but couldn’t provide any financial assistance. The scholarship

I received came as a blessing from heaven to comfort me and my family in times of financial

worries and to make possible my dream of being the first from my family to graduate from college.

I thank all of the generous donors for their kindness. They have been an answer to my prayers.”

After graduation Jonathan plans to work in an intensive care unit and eventually become a primary care provider in a small rural community in central or eastern Utah.

We invite you to consider a generous donation through BYU Annual Giving that will help nurse another student through our college. And please remember to direct your gift to the College of Nursing.

To discuss helping the college with a special gift, contact Jennifer Lloyd Amott at 801-422-9219 or jennifer_lloyd@byu.edu.

College of NursingBrigham Young University500 SWKTProvo, UT 84602

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