Eastern University Nursing Connections |Fall 2017

NURSING

Fall 2017

CONNECTIONS Called to serve Haiti Guatamala Program Updates

A Publication for Alumni and Friends of the Department of Nursing of Eastern University.

NURSING eastern university

CONNECTIONS

Published by Eastern University Department of Nursing 1300 Eagle Road St. Davids, PA 19087 610-341-5800 Mary T. Boylston Editor Dottie Ward Graphic Design Elyse Garner Staff Photographer

The Magazine of the Eastern University Department of Nursing

Fall 2017

C O N TE N TS 1. Chair’s Welcome

Connections Corner

2. MSN Approval 3. Graduation Awards 4. RN to BSN Program 2017 6. Nursing Clinical Resource Labortory 8. Corinne Latini 10. Casa Materna 12. Letter of Gratitude 14. Haiti Mission Trip 16. War on Opioids 18. Human Trafficking 20. School Nursing 22. SNAP 23. NCF 24. Nursing Notes

C H AI R ’S W E LCO ME

D

ear Reader, It has been a busy year for the faculty, staff, and students in the Department of Nursing and I have a number of changes and updates that I would like to share with you.

BSN enrollment remains steady as the success of our students is evident in their NCLEX-RN pass rates as well as the positions that they have obtained as Registered Nurses (RNs). Last year’s graduates’ paths have spread across the country from Maine to Alaska and even to Guatemala. More evidence that the vision and message of EU is grand.

The RN-BSN curriculum was revised and now entirely online to meet the needs of the working nurse. Faculty have been busy putting final touches on the online courses which have been well received by students.

The BSN Two started its most recent cohort in January at capacity as the students have fully embraced their courses and are excited about the future.

School Health Programs have seen a tremendous amount of interest and growth. As the health needs of school children increased, the need for qualified School Nurses increases. EU’s certificate and degree programs have been successfully meeting this challenge of providing a quality education that School Nurses can actively use in their role as Certified School Nurses.

The curriculum for a new online MSN program focusing on the Holistic Nurse Educator and Holistic Nurse Leader has been completed with an anticipated fall 2018 start date for student enrollment.

I am also happy to announce Eastern’s nursing program has been ranked one of the top programs at number 8 in the Commonwealth of Pennsylvania (Registerednursing.org). This can be attributed to the hard working faculty and students.

Lastly, it is bittersweet that I share the retirement of Corinne Latini, Nursing Clinical Resource Lab Coordinator.

Corinne has been with Eastern for 17 years, as student, adjunct faculty, recruiter, and staff. She has provided students and faculty with ongoing support. It is her deep faith in God and love for Eastern that has given her the strength to provide a safe and nurturing environment that has been the cornerstone of the success of the students.

Our students, faculty, and alumni continue to make a difference in the lives and communities they serve. Through this issue of Connections I invite you to learn more about how we have been called to advocate and care for others through our profession.

Thank you to all who have helped in contributing to the success of the Nursing Program.

Enjoy this issue! -

Dianne DeLong, PhD, MSN, RN, CNE

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Mary Boylston with former student and retiring colleague Corinne Latini

C O N N ECTI O N S C O R NER

elcome to Connections 2017! As a child, I was taught the following prayer: Come Holy Spirit, fill the hearts of your faithful and kindle in them the fire of your love. Send forth your Spirit and they shall be created. And You shall renew the face of the earth. O, God, who by the light of the Holy Spirit, did instruct the hearts of the faithful, grant that by the same Holy Spirit we may be truly wise and ever enjoy His consolations, Through Christ Our Lord, Amen.

This prayer has been of great significance and comfort to me over the years as I have relied on the Spirit for guidance, wisdom, and the ability to discern God’s will. With that said, the Holy Spirit has been at work inspiring the faculty, staff, students, and graduates to perform God’s will through acts of mercy and compassion.

As you know, nursing is a service profession. All we have to give is ourselves….our hands, minds, and hearts. As such, we are called to use our gifts to help the sick, poor, vulnerable, marginalized, and those in most need of kindness and care.

This issue focuses on how members of our community are at work doing God’s will locally and internationally through the talents that He has bestowed. We give thanks for our gifts and are prepared to use them for His greater glory.

Peace!

Mary T. Boylston, RN, MSN, Ed D, AHN-BC Professor of Nursing, Editor, Nursing Connections

MSN APPROVAL Classes Begin Fall 2018 Mary T. Boylston

A

Master’s of Science in Nursing (MSN) is set to launch in Fall, 2018. Conceptualized by Dr. Chris Jackson, former Holistic Nurse of the Year, and spearheaded by Drs. Dianne DeLong, Mary Anne Peters, Geri Remy, and Mary Boylston, the program prepares graduates as nurse leaders who transform professional nursing in varied healthcare-related and academic settings integrating holistic, Christian values and

ethics.

The faculty concurred that in order to be true to the mission and vision of Eastern University (EU) and the Department of Nursing (DON), a MSN that focuses on holistic nursing education and leadership framed with a Biblical foundation would prepare nurses to transform nursing practice, research, education, and administration. EU would be the only university in the country to offer this degree with the unique focus that supports holistic Evangelical Christian values and advanced professional nursing practice.

Therefore, the DON has designed a graduate program that has the holistic American Holistic Nurses (AHA) Association’s Core Values embedded in each course. The MSN curriculum would be one of six US graduate programs endorsed by American Holistic Nurses Credentialing Corporation (AHNCC) thus preparing the graduate for a career as a Board Certified Advanced Holistic Nurse (after taking the certification examination) (AHNCC, 2016). Offered online in the block schedule format, the curriculum is depicted in Table 1.

Table 1: MSN Curriculum PRE REQUISITE COURSES/CORE

CREDITS

EDUCATION TRACK

CREDITS

Theoretical Foundations of Advanced Holistic Nursing (TFN)

3

Education IA

3

Physiology, Assessment and Therapeutics I (PAT I)

3

Education IB

3

Physiology, Assessment and Therapeutics II (PAT II)

3

Education II Practicum

Communication and Collaboration (CC)

3

Credits

Evidence-Based Practice (EBP)

3

Population Health: Prevention, Promotion, & Policy (POP)

3

Holistic Nursing Education (HNE)

3

Holistic Nursing Leadership (HNL)

3

Credits

12

Total Core

24

• • • •

LEADERSHIP TRACK

CREDITS

Leadership IA

3

Leadership IB

3

4

Leadership II Practicum

4

10

Credits

10

CAPSTONE

CREDITS

Capstone

3

Total Credits

37 per track

Clinical Hours

150

OR

All graduates are prepared to take Advanced Holistic Nurse certification exam (AHNCC) Education track graduates are prepared to take the NLN Certified Nurse Educator (CNE) Exam.

Leadership track graduates earn Institute for Healthcare Improvement (IHI) Open School certificate as part of MSN program.

Leadership track students may choose to prepare for the F-ACHE (American College of Healthcare Executives) certification exam or American Nurses Association Nurse Administrator certificate.

For more information about the forthcoming MSN, please contact Jon-Michael Odean (Jodean@eastern.edu)

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GRADUATION AWARDS MARIE JOSEPH SERVANT LEADER AWARD This award is presented to the student who exemplifies servant leadership in the classroom and community, especially to underserved populations – Dec 2016- Elyse Baccino May 2017- Sierra Schempp MALINDA MURRAY COMPASSIONATE CARE AWARD This award is bestowed to an individual(s) who consistently exemplify(ies) holistic care of clients.

Dec 2016 – Justin Fox May 2017 – Megan Gherke

PROFESSIONAL PRACTICE AWARD This award is presented to a student leader who has consistently demonstrated holistic, compassionate care for classmates, clients, families, and communities.

May 2017 – Laura Hunyara JOYCE D. WALLACE NURSE’S CHRISTIAN FELLOWSHIP SERVICE AWARD This award is presented to a student who embodies Christian service within the Eastern University community.

May 2017 – Sara Kelly CHAIR’S AWARD This award is conferred on the student with the highest grade point average in nursing at graduation.

Dec 2016- Alison Walker May 2017 – Megan Gherke and Lydia Peachey

“COMMIT TO THE LORD WHATEVER YOU DO, AND YOUR PLANS WILL SUCCEED.” proverbs 16:3

Fall 2017

HOLY SPIR IT

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RN TO BSN PROGRAM 2017 Revised and Online

By Donna Gribbin, RN, DNP, CNE

T

he RN-BSN program has had an exciting and busy year!

The curriculum was reviewed, updated, and approved for online delivery instead of the previous face-to-face and blended structure. The highlights of the revision emphasize a clearly constructed curriculum without repetitive coursework, streamlined admissions, and an online delivery format to appeal to all RN’s nationwide interested in completing a BSN. In addition to the updated curriculum, the program retains its bonuses of the End of Life Nursing Education Consortium (ELNEC) and Sigma Theta Tau International Nursing Honor Society Nurse Manager Certificate which are nationally recognized certificates of expertise. Furthermore, as one of twelve BSN programs endorsed by the American Association of Holistic Nurses Certification Corporation (AHNCC), graduates are able to take the Holistic Nurses Certification Exam (BHN-BC credential) without submitting qualitative evidence of holistic nursing practice thereby skipping a step in the process.

Matthew Thomas: Being able to work at my own pace and having access to the assignments at all times makes life more manageable for me and my family. I really feel that this sets me up for success at earning the degree. I am really glad to have this opportunity.

Dani Shenberger: We are so lucky to be able to participate in a program that gives us this opportunity to further our careers from our own homes while raising a family.

As depicted in Table 1, the attractive program package consists of 14 courses which include 10 nursing courses and 4 Eastern University core courses, each offered in a 7-week flexible format. Students can complete the program within 14 months full time, or take course work part time. The easy online application includes a current RN license and transcripts, and students are able to transfer up to 89 credits.

The rolling admissions process enables applicants to start soon after acceptance. Students from various states are able to collaborate and build online relationships. Furthermore, the student-focused faculty offer unique online community learning that supports student efforts and positive learning outcomes. Students concur that the learning experience is high quality and fits into their busy schedules. For more information about the RN to BSN program, click on http://www.eastern.edu/academics/programs/department-nursing/ bs-nursing-registered-nurses-rn-bsn

Table 1: RN to BSN Curriculum 2017 Program Course Listings:

(No pre requisites, except take N301 first and N480 last, and M220-statistics prior to N404.)

Core courses (4): BIB 100: Biblical Word in Contemporary Context MATH 220: Statistics for the Social & Behavioral Sciences INST 160-161: Western Civilization (may CLEP) INST 271: Justice in Caring for Vulnerable Populations RN-BSN program courses (10): Nurs 301: Health Care Informatics (first course in program) Nurs 215: Scholarly Writing in Nursing Nurs 210: Health Care Ethics and Christian Nursing Nurs 305: Physical Assessment Nurs 307: Holistic/Integrative Nursing and Health Promotion Nurs 40l: Population Focused Nursing: A Global Approach Nurs 402: Leadership in Nursing Practice ++ Nurs 404: Nursing Research (prereq: Math 220) Nurs 405: Senior Seminar Nurs 480: Nursing Capstone (last class) * *Graduate receives End of Life Nursing Education Consortium Certificate (ELNEC) of Completion ++Student earns Sigma Theta Tau International Honor Society for Nursing Nurse Manager Certificate

Amy Baldwin: I am a visual/global learner, so it’s neat to see how this technology gives me a faster and more complete understanding of material as I use different resources. I think the online format is easier to meet the needs of a classroom full of different learning styles. Contacting professors is easy (and less intimidating), and the first class introduction gives an opportunity to tell them about yourself more than a traditional class might.

Becky Daluz: Online class has helped me be more organized and plan the week ahead based on my assignments and family’s activities. I make the most of small windows of time by reading or viewing online material. I have access to material and assignments 24 hours a day so I can do school work when it’s a convenient time for me.

Fall 2017

HOLY SPIR IT

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THE BEGINNING… The Nursing Clinical Resource Laboratory (NCRL)

By Corinne Latini, M.Ed, BSN, RN-BC, CSN

I

n the beginning...”Of course those are the first words from the Bible and the book of Genesis that introduce us to the faith journey the reader is about to take. I often think of that verse when I reflect on the beginnings of our nursing lab and the journey of our nursing program. True, the lab is not really of biblical proportion but there were times when it certainly seemed that way. The basement of Fowler Hall, at the time called Heritage House, was definitely “without form and void” when we began the process of building the first nursing lab. As the space began to take shape, we felt God’s hand or the “Spirit move over the deep,” in all of it. After transforming the area, the new lab was officially opened and dedicated in the 2005 “ spring semester. Dr. Boylston, former Chair of the Department of Nursing and Dr. David Black, former President of Eastern University, cut the ceremonial ribbon and Dr. Joseph Modica gave a blessing and marked a cross over the doorway. Inscribed on the wall for students, faculty, and visitors to see each time they entered the lab was this scripture from Matthew: “Whatever you do to the least of my people, you do also unto me.” –Matthew 25:40 During those first years of our pre-licensure program lab activities, we endured some various environmental plagues such as storms that caused flood waters to pour into the lab from all corners of the room during a medication administration class; swarms of citronella ants made their presence known by careening off of my computer screen and creating clouds of havoc as we tried to douse them; and mice scurried across the floor and made themselves at home during Christmas break one year, eating candy and leaving foil paper scraps in the manikins. We had intruded on their home and they let us know it! As they say in the real estate market, “a basement is a basement is a basement.” Nevertheless, the lab served our students well and presented a learning environment that was conducive to the development of skills and critical thinking necessary for nurses to be safe and competent practitioners.

The pre-licensure program was growing quickly over the next three years and we needed a larger labClass space.

In the spring of 2008, Eagle Frederic Maniraho, student nurse, BSN2 of 2018

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Learning Center opened and our present day lab was dedicated, again with a wonderful prayer and blessing from Dr. Modica. He marked a cross over the doorway and the same scripture mentioned earlier is on the back wall to keep us grounded. During the years of growth in our pre-licensure program and the emphasis on technology integration in nursing, we have been blessed by several grants from the McLean Contributionship. Their support has allowed faculty and staff to dramatically expand our technology resources and simulation activities in the nursing lab. The awards have included the Laerdal Virtual Intravenous Trainer which is a self-paced learning system for skill-building with inserting intravenous catheters. The Gaumard birthing simulator Noelle and newborn Baby Hal were purchased to enable our students to experience caring for antepartum, intra-partum, and post-partum patients. Through the power of technology, Noelle gives birth to Baby Hal and students can see the intricacies of the entire birthing process as well as the immediate care of the newborn. Additional awards provided the lab with three Secure Mobile Rx Carts and one Access Point Mobile Rx cart. These carts come equipped with computers and a medication delivery system identical to ones used in the clinical setting.

We have also been able to upgrade our Laerdal Nursing Anne Vital Sim manikins with Sim Pad technology which allows for wireless communication between the Sim Pad and the manikin. This provides for programming of heart, lung, and bowel sounds, and blood pressure which can be changed as the scenario or teaching situation unfolds. The Vital Sims can be transported to the classroom to augment a lecture session or a case study. The recent grant award included an additional Laerdal Nursing Anne Vital Sim with SimPad and a patient monitor. These are enhancing our critical care case studies that the students present to their peers. An active learning environment fosters critical thinking as well as skill acquisition.

A holistic approach to patient care is foundational to our program and even with technology, students learn how to communicate and interact with the patient and families.

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Invest in the Future

STATE OF THE ART NURSING CLINICAL RESOURCE LABORATORY Planned opening Fall, 2018

The Department of Nursing Clinical Resource Laboratory at McInnis Hall will consist of a 5,000 square foot renovation.

The renovation, located on the third floor, will contain classroom and laboratory spaces. The laboratory renovation project total is $1 million which includes construction renovation and equipment costs. Later renovations will provide faculty office space on the same floor.

LABORATORY RENOVATIONS

EQUIPMENT NEEDS

•

2 state of the art classrooms which includes lecture space for 15 to 20 students

•

9 hospital bed suites with privacy curtains, cabinets, & tables

•

Nursing Skills Lab with 6 hospital bed suites

•

11 Alaris Medley IV pumps

•

High Acuity Simulation Lab with control room and 2 high fidelity manikins.

•

2 high-fidelity simulation manikins

•

4 sets of simulation lab controls

•

Maternal- Child/Pediatric Lab suite

•

11 headwall unit systems

•

Community/Mental Health suite with furnishings

•

Emergency crash cart and lifeline

•

Nursing student resource room with computers and digital video system

•

Bedside equipment storage

To learn more about this exciting project and how you can partner with the Nursing Department, contact Natissa Kultan-Pfautz: nkultan@eastern.edu or 610-341-5936

The next phase of our technology integration includes video-taping student scenarios and activities for formative learning and debriefing purposes. The Simulation iQ Mobile system purchase from the 2015 McLean grant made this possible. This semester we have used simulation as a clinical day for our students. The video recording equipment has helped the students see how they performed during the scenario as they delivered patient care and how well they prioritized patient centered care. The debriefing portion of simulation is key to learning and development of critical thinking skills. The Simulation iQ Mobile greatly enhances the process.

Today, students have the opportunity to learn and practice nursing skills, increase knowledge and critical thinking, and build confidence using these various modalities. High quality simulation is now a vital part of the educational process and we are grateful to the McLean Contributionship for granting us these awards so that our students and faculty can best utilize technology in our NCRL and the classroom.

Another amazing gift to our nursing lab is the donation of a high-tech hospital bed. The bed was given to the nursing lab by Dr. Margaret Peterson. It had been Dr. Dwight Peterson’s bed, the one in which he journeyed during the last months of his life. We are blessed to have the bed as an educational tool and also as a constant reminder of a life well-lived to the glory of God. With increasing enrollment in the pre-licensure program, the time has come for planning a new lab expansion and in Fall 2018 a nursing suite will be opened in McInnis Hall. We have journeyed far in our pre-licensure program, not only with lab opportunities but with the many blessings we experience as our graduates become nurses and serve God and His people as a result of the program at Eastern University, the grants and gifts from our benefactors, and the guidance of the Holy Spirit. As we move into the future, may what is taught in the new nursing suite continue to embrace the scripture from Matthew, that as we serve God’s people, we are also serving Him! Fall 2017

HOLY SPIR IT

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A Beloved Teacher and Mentor:

C RIN N E L AT INI Retires as Skill Lab Coordinator

By Patience Nkrumah, Student Nurse, Class of December 2017

F

rom her candy bowl to her calm and tranquil demeanor, Corinne Latini has won the hearts of many colleagues, students, and graduates of Eastern University’s (EU) nursing program.

Referred to as “The Great Corrine”, she has helped to create the original Fowler Hall Skills lab in the basement as she assumed the role of Nursing Skills Lab Coordinator with the inception of the BSN Two. In 2009, the traditional four year nursing program commenced, multiplying the number of students needing skills development in an already crowded lab environment. However, Corinne made it work with grace, organizational skills, and ability to teach under pressure in a very compact setting.

Corinne’s professional journey began upon graduation from Einstein’s School of Nursing in 1974. She worked in a number of specialty areas such as medical surgical, home care, case management, and school nursing. She then graduated from EU’s accelerated RN to BSN program and assumed the role of program recruiter. Looking for the perfect person to create, manage, and sustain the Nursing Skills Lab, EU did not have to look farther than their own graduate and nurse recruiter, Corinne! Once asked, she readily assumed responsibilities of creating a learning environment where students thrived. She has been more than the perfect fit for the role.

Corinne describes her job as providing a conducive environment that is suitable for students to learn and for professors to teach effectively.

As a lab coordinator, she manages laboratory items, orders and supplies ATI books and clinical bags, and spearheads the procurement of student clinical attire. With her creativity, she has constructed accurate learning environments with faux body parts and fluids that look real and mimic actual patient care settings.

Just like in every professional role, Corinne has experienced her own share of challenges. From budget cuts to equipment breakdown, she gracefully deals with issues that may arise. However, like any good leader Corinne does not throw her hands up in despair. Rather, she identifies and implements interventions to rectify the situations. In the case of budget cuts by the university and in the midst of rising market prices, she speaks with vendors who are willing to provide supplies for less cost. She has also written successfully funded grants to support equipment purchases and supplies. This way, nursing students and professors are able to have what they need to learn effectively.

Leaders come in many different shapes and sizes. Corinne Latini’s contributions to the development of nursing students is one of the things that makes her an outstanding leader. Her skills in leadership, management, and organization, and her enviable ability to anticipate needs along with her calm demeanor makes her notably lovable too. “The Great Corrine” is indeed not just the lab lady; she is the very heart of nursing education at Eastern University. On behalf of all of the nursing students and graduates, I would like to thank Corinne for her dedication and devotion to our development as holistic and highly skilled professional nurses.

Fall 2017

HOLY SPIR IT

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Caring for the Most Vulnerable Populations in Guatemala: Casa Materna

by Anna Haas RN, BSN Class of 2016

S

ince I was a child, I had the calling to become a missionary.

Consequently, I lived in Honduras working with in a children’s hospital (as a sponsorship coordinator) before attending Eastern University and went through the nursing program with the intention to work internationally after graduation.

In June 2015, I was first introduced to San Juan La Laguna in the region of Lake Atitlán, Guatemala where when I spent a month investigating work within the municipality and surrounding communities to see if the Casa Materna was a project that would be supported by the local people.

The Casa is a prenatal clinic and birthing center whose purpose is to reduce infant and maternal mortality by giving women a safe place to deliver their babies and educating families, comadronas (Guatemalan birth assistants), and other local health care providers.

With positive affirmations to the Casa concept, I moved back in July 2016 with the intention of staying for a few months to help open the Casa in autumn. When the time for inauguration came in November, the USA-based founder and director of the Casa offered me a fulltime position to deliver nursing care and manage the daily functions and communication between the Guatemalan and USA team members.

Therefore, in October 2016, I officially accepted the position as the In-Country Operations Manager at the Casa Materna. Being interested in midwifery and knowing that I would gain great experience with the Casa’s Guatemalan midwife, I was excited about the job.

At the same time, I had my reservations. San Juan is a remote town and although those who have been educated know Spanish (in which I can communicate), many people in this region have not gone to school and only speak their local dialect, Tz’utujil. Consequently, not being able to communicate with each patient was an obstacle.

Similarly, I was a new nurse and managing the clinic as a whole was intimidating. Despite my many doubts, I knew that this was an opportunity of a lifetime and have never regretted my decision.

During the first months, there have indeed been frustrations, magnified by language and cultural differences and being far away from friends and family. However, many of these aspects are a normal part of life and will be resolved over time; yet they helped me to become a better person. In fact, the features of this work that I love far outweigh the difficulties. I am learning so much about prenatal care and safe birth practices. Using the ultrasound is another skill

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being added to my repertoire. It is very rewarding to teach families about health during pregnancy and newborn care in a region where there is a lack of education and affordable healthcare.

My education at Eastern has been my professional foundation and taught me a great deal about cultural awareness and patient-centered care. To live in a different country and culture and work with people with many ancient cultural beliefs takes patience and open-mindedness. It can be frustrating when a patient, for example, does not want to take her prenatal vitamins because she has been led to believe that it will cause her baby to grow too big. Or she does not want to go to the hospital for a Cesarean section when her baby is in a breech or transverse position because she believes that people only go to the hospital to die. There are many more beliefs such as these, and I quickly learned to work alongside people and help them to change harmful practices in a culturally sensitive way.

It can seem like a continual uphill battle, but I have witnessed small victories such as healthy deliveries, successful breastfeeding, and newborn care as instrumental in giving us hope for the future of the program. At Casa, these small victories are actually bigger than one may think as these outcomes mean the difference between life and death of the mother and newborn.

Every life saved and every life made healthier are reasons to celebrate and continue pushing through the hard days.

Every life saved and every life made healthier are reasons to celebrate and continue pushing through the hard days. What Eastern has instilled in me is nursing is not about a paycheck; it is about service to people, and it is a great honor to be able to be a part of one’s healing journey. I do not know how long I will be here, but consider it an honor and a privilege that God has led me to this place, and I am grateful for the role that Eastern as played in preparing me to practice as a holistic nurse in any global environment.

E astern University

Faculty members*: bottom from left to right: Christina VonColln- Appling, Katja DiRado, Kim Guevin, Back row: from left to right: Elaine Fuguet, Mary Anne Peters, Mary Boylston, Corinne Latini, Christina Jackson, *missing from photo: Geri Remy

READY TO TAKE

ON NURSING A Letter of Gratitude November 15, 2016 To My Wonderful Teachers,

I

am so sorry that this letter is incredibly overdue. Believe me when I say that I think about you all at least every shift I work! I just wanted to express my gratitude to each of you and give an update on my current life.

I work full time at Hospital of the University of Pennsylvania on Ravdin 6, the Cardio-Thoracic Surgical Unit. I absolutely LOVE the unit and the patient population. I have been off orientation for almost a month now! The residency program here has been phenomenal so far—very supportive and informative.

Although not specifically women’s health, the cardiac floor I am on is relevant clinical experience as I am very interested in working in cardiology for women in the primary care setting. As you know, women’s symptoms are often different than men’s; therefore women are more at risk for receiving inadequate care for what could be a serious issue such as a myocardial infarction (Kalman, 2013). (Yes, this information is from a peer reviewed, nursing journal that I found

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doing a CINAHL search. Just see the citation below. Ha ha) Perhaps I will be able to get into the research side of this profession someday.

I also have started in a part time MSN nurse practitioner program in women’s health at the University of Pennsylvania and taking one class this semester. Looking back at my undergraduate work, I always knew that our nursing program was excellent; but I truly realized how phenomenal while being out in the “real world.”

Anyway, each one of you has truly touched my heart in addition to teaching me countless things that went way above and beyond much of what I have gathered from my RN work peers. You all led by example and I can confidently say that I had the absolute best nursing role models in the world at Eastern. I highly recommend our program to literally everyone I meet who tells me they think they want to be a nurse! Here are some specific things you all have left ingrained me—things that as I see in real life as I hear your voices in my head…

E astern University

Dr. Peters: Wow! Where can I begin? So many things to share; however I have to go with evidence-based practice and research. I feel like a CINAHL princess (you are the queen)! But thank you so much for instilling this important foundation, especially with graduate school work! But also in my every day job-- I have found that I retain the most when I read about a specific patient problem in a nursing journal. The clinical nurse specialist on my floor actually gives me homework where I read an article then answer questions about it. The next week she quizzes me to see how much I retain.

Professor Guevin: Just a few weeks ago we talked about palliative care and hospice in residency. I definitely have a greater appreciation and understanding after witnessing your perspective and passion for this area. Although still a tad uncomfortable, my preconceptions and perspective about how I will handle a patient who dies or is facing death has changed from something I did not want to talk about and ignored because I was literally scared out of my mind. And seeing a person who passed away was a fear of mine and now I have a much greater appreciation for the process and even a peace. I completely owe that to you. So, thank you.

Dr. Remy: Although I am not in the community setting, what we talked about and learned in class on integrating family strengths is something I practice almost every shift I work! A lot of my patients go home from my unit so I feel very responsible for making sure they are ready—that they have a good support system and the tools they need to continue their recovery. This may be abnormal, but talking to and dealing with family members is one of my favorite parts of this job!

Professor DiRado: Wow, you were so right about mental health being a major part of any nursing job! I sometimes feel I am giving more psychiatric than cardiac meds. I definitely use a lot of the therapeutic communication techniques we learned in your class. I often think about what you told me back in clinical—“You’re IT”. We were talking about how patients trust RNs and look to them for answers and understanding. This sometimes scares me as I have been asked some difficult questions by patients and their families yet, they do listen to my response. It’s comforting to know I will not have the answer to everything but I can always refer them to someone who may or print the answers to read through with them (which I do a TON of!). Also, I want you to know that I am definitely taking advantage of being at Penn as you encouraged me to do. It’s an AWESOME place!

Professor Fuguet: I have flashbacks to the nursing lab case studies with you all the time when my patients start to decompensate.

Although not ICU, we have some pretty cool drips (medications) common on our unit—Neo, milrinone, heparin, insulin, argatroban, amiodarone, and diltiazem. I am so grateful for your teaching that pinpointed what is important and certain things critical to remember.

Just the other day my patient demonstrated signs of sepsis—we picked it up and sent him to the ICU. But it was like textbook- blood pressure dropped, pulse increased, respirations were high, and he became disoriented. So many things that I must know for my daily job you taught me and they have stuck. So thank you so much!!

prevent burnout and keep nurses energized and loving our jobs. She fought hard and recently got a staffing change that will promote each nurse having a maximum of a three patient assignment instead of our previous maximum of four. I cannot imagine being in a program that was not holistic. It’s crazy to think that there are only 14 other schools nationwide like ours. The other day I had a 52 year old man break down in tears in front of me. He was so embarrassed that he cried. I went over and rubbed his shoulder and assured him that this is what I am here for—to care for your physical needs as well as your emotional needs. It is beautiful to be able to view and assess patients as a whole. Thank you for ingraining the crucial elements of what being a holistic nurse really is. I pray that I can continue to grow in this area and touch a lot of people in this way.

Professor Appling: I clearly remember one lecture where we talked about the drastic changes so many people face after surgeries or other debilitating diseases or injuries. You had us imagine being in another’s shoes. I use this technique often. Yesterday my patient was told he will probably need oxygen for the rest of his life because we fixed his heart but he had bad lungs that we could not cure. At the beginning of the shift he made it clear to me that he did not want to go home on oxygen. I was trying to wean him off the oxygen but he continued to de-saturate (loss of oxygen) especially when he was walking in the halls. This will be a life changer for him, but I pointed out some positive points at how far he has come since his heart surgery. So many of my patients will never be back to what they used to be, so thank you for the reminders you instilled in me to show extra compassion and to educate and find positives in more negative situations.

Dr. Boylston: Despite being at the bottom of the totem poll since I am the new graduate on the unit, I have already found many ways to show leadership even if just personally. In class we talked about owning our practice and being proud of it, the importance of speaking up when something does not seem right (even if the doctor or nurse practitioner are a little snappy), and the promise to not only do no harm but to actively do good. I absolutely love being a nurse and cannot wait to continue to work on leadership skills as I get more experience!

Corinne: Wow how I miss you! You have such a gift in cheering someone up, making a person feel special and important, and letting us know it’s okay to feel defeated for a time—just not for too long! You are the nursing “Mom” and yesterday after class ended, I thought to myself, “I wish I could go see Corinne and get some chocolate!” But seriously, thank you for all that you did for me and my friends!

I miss you all so very much! Hopefully, I will be able to stop by sometime soon and see some of you! <3 Much Love, Heather Sadik Kalman, M., Stewart Fahs, P. S., Wells, M., Blumkin, A., Pribulick, M., & Rolland, R. (2013). Education to increase women’s knowledge of female myocardial infarction symptoms. Journal of The New York State Nurses Association, 43(2), 11-16.

Dr. J: Self-care, self-care, self-care!!! SO incredibly important! My manager is actually a huge advocate and promoter of strategies to Fall 2017

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Doing God’s Work: Nurses on a Mission

By Katherine Vance, Class of 2017

Our heart is restless until it rests in You (St. Augustine)

S

ince our sophomore year, the Class of 2017 felt a spiritual tugging toward missions work. Through prayer and discernment, both separate and as a group, we heard the Holy Spirit’s call to serve in Haiti. Once we answered with a resounding “yes!” the Christ-centered organization Mission of Hope (MH) seemed like a perfect fit for what our hearts were seeking.

MH’s philosophy suggests that we as Northern Americans are only temporary members of the community. In time, volunteers leave, but the Haitians will be left with education and resources needed to flourish without additional support. To locally assist MH volunteer efforts, community leaders from each village are hired to implement health programs, facilitate education, and promote church advancement.

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E astern University

Led by Professors Elaine Fuguet and Katja DiRado and the title of ‘Nurses on a Mission’, we flew from JFK with suitcases packed to the brim with donated medical supplies. Our goal was not just to provide nursing care but to meet and work with the villagers in a Christ-centered way.

This was accomplished as we entered communities to speak with the people, assess personal and community health needs, evangelize, and spend time in fellowship. Preparing for our trip, we were alarmed by a number of facts. These statistics are sobering and depicted in Figure 1.

Facts about Haiti • Haiti is ranked 149th out of 177 on the 2009 United Nations Human Development Index.

• Port-au-Prince is ranked 213th out of 221 on the 2010 Mercer world cities livability index.

• The World Food Program reports that food supply covers only 55% of the population.

• Haiti ranks among the worst three countries in the world in daily caloric intake per person.

• 42% of children less than five years of age suffer from stunting of growth.

• Literacy rates in Haiti for the general population were 45% in 2010.

• Unemployment is now 90% in Haiti and 80% of Haiti’s people live in abject poverty.

• There are over 400,000 children without parents in Haiti.

• 1 out of 5 children will die before the age of five. (https://mohhaiti.org/about_haiti/)

This information further served to motivate our team to do the best with the tools that God has given us. With only a week to complete our work, we spent most of our time an hour north of Port-au-Prince working in mobile clinics that we created in local villages in makeshift settings. Every morning we loaded up the cattle trucks and rode for an hour into the mountains. Often the ride would require us to cover ourselves with fitted sheets and wear medical masks for protection against dust. However, the ride and dust did not dissuade us from our goal which was to care for the neediest among us.

Once we arrived at our destination, we organized the clinic and operated in a four stage process. First, the patients registered and height and weight were recorded. Next, they saw the nurses (our group) and we would perform a history and physical with the help of translators and identified which symptoms were the most debilitating. After the nurses’ triage station, patients were seen by either a physician or nurse practitioner for diagnosis, treatment, and medications.

When I found out that Haiti was in the Caribbean, I imagined a lush and green island similar to a travel brochure. This was not the case.

There are a few green areas but the terrain that we visited was completely deforested, dusty from the lack of rain, and covered with few patches of grass. Even during the winter month of February, the Haitian sun was unforgiving and personally I have not experienced thirst as constant as the week that we spent in Titanyen. In a country where drinking water is seldom safe if available, thirst is at the top of the list of problems. In fact, dehydration was a common diagnosis that we helped to treat. One day in Canaan, Professor Fuguet started an IV for a young woman to receive fluids. Yet, despite being perpetually physically thirsty, the Haitian’s spiritual thirst was eternally quenched. We observed that many of the people are rested and full of God’s peace. I was positively affected and humbled by their contagious faith.

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Along with physical thirst, we discovered the Haitians have complex health care issues, are weary, and burdened physically and emotionally. The stakes were high as we used our education to discern which questions to ask and concerns to pursue. With the pressure of 100 more patients waiting to be seen by our team, we worked in a systematic manner. As we met with the people, God was working through us. I began to reflect upon Isaiah 41:17 “When the poor and needy seek water, and there is none, and their tongue is parched with thirst, I the Lord will answer them, I the God of Israel will not forsake them.” Isaiah’s words were particularly riveting as they connected with my favorite verse from Matthew 11:28 “Come to me, all you who are weary and burdened, and I will give you rest”.

Each day brought its own unique trials and by the sunset, we were physically exhausted with our dusty feet as our minds continued to race after the long hours of triage. As I fell into bed every night, I discovered I have not experienced rest like the one I found in Haiti.

There is a certain spiritual calm that comes with witnessing poverty in its worst form and finding the light of Christ shining brightly in its midst. It is an experience that changed the lives of our patients as well as our own. Unforgettable does not seem like an appropriate word for our time spent with the Haitian people.

On behalf of the Nurses on a Mission team, I would like to give Praise and Glory to God for the work that He accomplished through us in Haiti. Our work was truly Spirit-led, and without the Lord’s help we would not have made it there. Christ is at work in Haiti, and I would encourage you to keep the country and its people on your hearts and in your prayers.

In hope, Katherine Vance, SN.

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The War on Opioids: Nurses on the Front Lines

By Dr. Geri Remy

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o doubt most readers have heard about increasing concerns over the current opioid epidemic and perhaps experienced the loss of a family member or friend due to addiction or overdose. The rise in opioid abuse occurs primarily from street heroin or synthetic prescription opioid substances, such as hydrocodone, oxycodone, and fentanyl. Alarmingly, death by opioids has been increasing exponentially. Bosman (2017) reported, “Overdose deaths were nearly equal to the number of deaths from car crashes. In 2015, for the first time, deaths from heroin alone surpassed gun homicides” (para 2). An example of the mounting crisis emerges from data collected from the Louisville Metro Emergency Medical Services who responded to 151 calls related to overdose during a four day period in February 2017 (CNN, 2017). According Rudd, Seth, David, and Scholl (2016), all 50 states are experiencing opioid epidemic with Pennsylvania sixth in drug overdose deaths in 2015. Demographic data further demonstrate all socioeconomic classes are engaging in illicit opioid use, leading to addiction, and often death. The statistics are staggering and experts are scrambling to define some of the specific determinants associated with this epidemic in order to curtail it, with little impact so far.

Addiction treatment often relies on a 12-step models of recovery, a model derived from the “Alcoholics Anonymous” program, which was begun by Bill Wilson in 1935 (Alcoholics Anonymous, 2001). This model was integrated into “Narcotics Anonymous” programming and a mainstay for many addictions recovery programs. These 12-step recovery programs are helping alcoholics and addicts but the crucial step necessary for success is the admission that one is an alcoholic/addict. Furthermore, the concept of relapse is woven into the 12-step philosophy as a real probability, which is less likely by regular support meeting attendance and the encouragement of a committed sponsor, who will be available during an addict’s weak moments. Sadly, many users and addicts do not reach the point where they admit they have a problem, thus continue down the opioid addiction spiral.

So, why do so many addicts not reach out for help? Why are so many in our society turning to opioids in the first place? To begin, opioids are analgesics and analgesics kill pain; therefore, addicts turn to opioids to deaden some type of emotional or psychological pain. But is the pain so intense that they are willing to gamble their very lives with each pill they swallow or each shot of heroin they inject?-- Apparently so.

From a healthcare perspective, it is quite easy to see the effects of physical pain or injury. Pain that is caused by a broken bone or a burn is easy to assess and treat. However, emotional pain is much more difficult to detect. It is more subjective and its acuity is not as easily gauged or measured as are the objective signs of physical injury or illness. For that reason, emotional pain is often ignored, overlooked, or even jeered at by “stronger” people, who cannot understand why those who are in emotional pain cannot just pick themselves up and shake off the burden that they report to endure. Are we, the stronger people, missing the opportunity to lean into the seemingly invisible pain of those who are emotionally burdened? Are we taking the time to listen to our neighbors’ heartfelt thoughts and needs—to sit face-to-face and look into their souls, in an unrushed, fully present, and caring manner?

Those who follow the Biblical path, the path of Jesus Christ, need to be aware of how we are engaging with and responding to our neighbors.

Who is our neighbor? Jesus told us clearly in Luke 10: 25-37 that our neighbor embodies everyone in the community. We must not turn away; we must bend low, listen, and begin a process of picking up our fallen neighbor.

If American society insists on living in the current state of self-reliance and over busy-ness, which ultimately leaves people feeling empty, lonely, and without purpose—core features of emotional pain, then we will likely see the continuation of opioid abuse and death. God formed us for a greater purpose than that, we were created to glorify Him (Isaiah 43:7). Once again, the frontline nurses are prepared to lean in, listen, understand, and make a difference in the lives of people living without hope.

References Alcoholics Anonymous. (2001). The story of how many men and women have recovered from alcoholism (4th ed.) . New York, NY: Alcoholics Anonymous World Services, Inc. Retrieved from http://www.aa.org/pages/en_US/alcoholics-anonymous Bosman, J. (2017/January 6). Inside a killer drug epidemic: A look at America’s opioid crisis. New York Times. Retrieved from https://www. nytimes.com/2017/01/06/us/opioid-crisis-epidemic.html?_r=0 Rudd, R.A., Seth, P. , David, F., & Scholl, L. (2016/December 30). Increases in drug and opioid-Involved overdose deaths — United States, 2010–2015. Morbidity and Mortality Weekly Report, 65(50-51);1445–1452. Retrieved from: https://www.cdc.gov/mmwr/volumes/65/wr/ mm655051e1.htm?s_cid=mm655051e1_w

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Human Trafficking: A Nurse’s Role Gwen Bretz, RN, BSN RN to BSN Cohort 67

I looked and saw all oppression that was taking place under the sun: I saw the tears of the oppressed-and they have no comforter; power was on the side of their oppressors-and they have no comforter (Ecclesiastes 4:1, NIV).

H

uman sex trafficking is defined as the recruitment, harboring, transportation, provision, or obtaining of a person for labor or services, through the use of force, fraud, or coercion” (Richards, 2014, p.157) and considered the contemporary form of slavery. Despite US Human Sex Trafficking laws prohibiting this heinous crime, victims feel a sense of hopelessness as they are referred to as the most complex of crime victims.

Due to the secretive nature of human trafficking, it is estimated more than 2,000,000 women are trafficked around the world for sexual exploitation (Tiefenbrun, 2002) with approximately 14,500 to 17,500 individuals trafficked both within and across the United States borders annually. Typically, men, women, teens, children, minors, runaways, immigrants, and the poor can be victims of human trafficking with women and children as the highest percentage enslaved (Richards, 2014).

Once in bondage, prostitution and forced labor are the two most common types of human trafficking (Richards, 2014). Forced labor may include domestic labor such as nanny, maid service, factory work, restaurant and hotel work, and agricultural labor with prostitution activities also found in a number of locations.

Sadly, human trafficking often occurs in countries with a high rate of poverty, little respect for women, and few educational and employment opportunities. Some families are tricked into believing that their daughters will have a better life in another country (Tiefenbrun, 2002). Similarly, countries that are war torn with refugee camps are also at risk as victims are moved to wealthier destination countries like the US. Traffickers target victims in a number of ways. With lax global trafficking laws, victims can be sold by their parents or husbands to pay off debt or financial gain. Victims are also kidnapped with no regard to their economic or educational status (Richards, 2014).

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Consequently, sex trafficking is a lucrative business (Rocha, 2012) and globally the fastest growing crime (Weitzer, 2014) and the second largest criminal industry. Profits from global commercial sex exploitation generates billions of dollars annually with traffickers receiving tens of thousands of dollars per victim. Therefore, this crime is too profitable for traffickers and law enforcement officials to ignore. Arguably, with the high demand comes profit which is the foundation of this atrocious crime. If the market did not exist, there would be no demand thereby putting the traffickers out of business.

Yet, until there are stiffer penalties for human trafficking substantial enough to hurt the traffickers’ profits or freedom, “they will continue to enslave victims, viewing the penalties as a mere business cost” (Rocha, 2012, p. 391).

The victims of human trafficking may be in plain view of the community or imprisoned against their will. Society’s lack of awareness leads to poor victim identification. However, the profession of nursing is poised to make an impact on this industry (Macy & Graham, 2012). Therefore, nurses can be pivotal in identifying and helping victims to heal.

The health implications of all types of human trafficking are multifaceted and as complex as the crime itself with the victims of sexual labor besieged with the most deleterious complications (Richards, 2014). During captivity, the physical toll that victims incur may include every system and organ in the body. Furthermore, there is the enhanced risk of sexually transmitted diseases such as chlamydia, syphilis, gonorrhea, and herpes or even Human Immunodeficiency Virus (HIV) or Acquired Immune Deficiency Syndrome (AIDS), and communicable diseases such as Tuberculosis (TB) and other occupational injuries. In addition, there can be unwanted pregnancies and women and girls are forced to abort their children. Moreover, the mental health needs are aggravated as victims often suffer from Posttraumatic Stress Disorder (PTSD), hopelessness, and depression (Richards, 2014).

E astern University

Exacerbating the illnesses and diseases, health care treatment is typically denied by the trafficker. Therefore, when victims are finally brought to health care facilities, nurses can and should be ready to identify, assist, and advocate for this vulnerable population.

Table 1: Clues and Cues of Victims of Human Trafficking ADULTS •

No freedom to leave the healthcare facility alone, leave a job, or move to another location.

•

Signs of physical or sexual abuse such as bruises, injuries, scars, and signs of physical restraint, confinement, or even torture

•

Fearful, depressed, anxious, submissive, tense, nervous, or even paranoid

•

Malnourished

•

Poor or no English speaking skills

•

Recent arrival to the United States from countries such as India, Asia, South America, Eastern Europe, Canada, or Africa

As human sex trafficking denies individuals their basic rights of human dignity and liberty, its victims are vulnerable with a shorter life expectancy. A hospital- and clinic-based victim identification program can assist nurses and other health care providers in recognizing victims of human sex trafficking. Therefore, nurses need to be aware of the possibilities of encountering victims. Once it is understood that traffickers force their victims to be discrete and afraid of authority, the nurse and health care team can employ a variety of communication and relational tactics to establish a rapport. As the patient begins to relax and understands the nature of the nurse patient relationship, there may be opportunities to learn more about their history. Once identified, the local law enforcement authorities should be contacted, safety measures taken, and social work consulted.

•

He or she may not be permitted to speak for themselves.

•

No identification, immigration documents, or a passport or even false documents

•

The victim might not have any money or have a large amount of cash.

MINOR ALERT

•

A child having hotel room keys

The procedure for identifying victims should be understood by every front line health care provider. If one individual is removed from a sex trafficking situation and receives a holistic, multidisciplinary approach to recovery, the process will be considered a success.

•

A child may have a large amount of cash

•

A much older boyfriend

Ending human trafficking requires a multipronged process which can include law enforcement, Immigration Services, and health care professionals. However, the first step to alleviate some of the suffering of victims is careful identification. The problem is that health care providers may not recognize the signs of human sex trafficking while caring for them (Macy & Graham, 2012). Therefore, understanding the business of human trafficking and the physical infirmities associated with it can be instrumental in alerting a nurse and health care team that a patient may need protection and not just physical care. Nurses are likely to encounter victims while providing care for forced occupational hazards such as sexually transmitted diseases, rape or other sexual violence, abortion, birth control needs, or assault.

Once there is suspicion of trafficking, the nurse should attempt to be alone with the victim such as to obtain a urine specimen. Therefore, it is imperative that the nurse establish a trusting therapeutic relationship with the victim for any chance of a rescue.

Unfortunately, this process can be impeded by the victim’s inability to communicate in English or a lack of trust. As depicted in Table 1, nurses can be alert for a number of clues during the care of victims.

•

Human trafficking is an odious crime against humanity. Whereas one nurse may not be able to close a global operation, they can be instrumental in saving victims as they rest in their care.

Familiar with prostitution phrases or terms

•

“Oh that I had the wings of a dove! I would fly away and be at rest” (Psalms 55:6, NIV)

•

The child may have a tattoo or a “branding” Lies about his or her age

(Macy & Graham, 2012; Recognizing the Signs, Polaris Project, 2015)

REFERENCES Macy, R., & Graham, L. (2012). Identifying Domestic and International Sex Trafficking Victims During Human Service Provision Trauma, Violence, & Abuse, 13(2),59-76. doi:10.1177/1524838012440340 Recognizing the Signs, Polaris, Combating Human Trafficking and Modern-day Slavery. (2015). Retrieved from http://www.polarisproject.org/human-trafficking/recognizing the signs Richard,T. (2014) Health Implications of Human Trafficking AWOHNN, 18(2), 155-162.

Rocha, P. (2012, June 22). Our Backyard Slave Trade: The Result of Ohio’s Failure to Enact Comprehensive State-Level Human Sex Trafficking Legislation. Journal of Law and Health, 381-417.

Tiefenbrun, S. (2002). The Saga of Susannah A U.S. Remedy for Sex Trafficking in Women:The Victims of Trafficking and Violence Protection Act of 2000. Utah Law Review, 107, 107-174.

Weitzer, R (2014). New Directions in Research on Human Trafficking. The ANNALS of the American Academy of Political and Social Science,(653), 6-24. doi:10.11770002716214521562

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EASTERN UNIVERSITY

School Health Programs

The Department of Nursing at Eastern University offers school health programs that are approved by the Pennsylvania Department of Education.

Certification and Master’s programs are offered in the following areas: • School Nurse Certification • Supervisor School Health Certification • Master’s Education School Health • All Programs Now Online For more information, contact Jacqueline Raco, RN, M.Ed, CSSHS, CNS, Director of School Health Services at 610-341-1717 • jraco@eastern.edu.

eastern.edu/nursing

The Care of Children and Adolescents: School Nursing at Eastern University

by Jacquelyn M. Raco, RN, BSN, CSN, CSSHS, M.Ed,

E

astern University (EU) School Health Programs support the National Association of School Nurses (NASN) position and belief that every child should have access all day, every day to a full time registered professional school nurse (2016a). The school nurse serves in a pivotal role and bridges health care and education. Guided by standards of practice, services provided by the school nurse include leadership, community/public health, care coordination, and quality improvement (NASN, 2016a). The online programs offer bachelor prepared, registered nurses the ability to become experts in the field of school nursing.

Our programs have been growing exponentially over the last year. As the need for school nurses increases due to school population growth, student health acuity and chronicity, administrators recognize that all students need a professional certified school nurse available in the setting to effectively learn, Therefore, the expert EU faculty teach school nurses best practice models of safety, health, and welfare by cultivating these principles in all of our School Health Programs and curricula.

The Certified School Nurse (CSN) program consists of four online classes and includes a 100 hour clinical practicum within a school district under an expert Level II CSN mentor. Students learn about legal and mandated responsibilities, how to work effectively with all children including the exceptional child within a school district, and understanding the basics of education while working as a healthcare professional in school settings.

The Master of Education in School Health Services is a 30 credit degree that enables the CSN to understand the needs of all learners and implement health promotion activities in schools and community.

EU also offers certification in Supervision of School Health Services. As one of only two universities in Pennsylvania to offer this program, the CSN learns concepts and theories to make an impact on the leadership as a member of a school district’s administrative team. The graduate is prepared to facilitate health promotion activities and education at a higher level.

The expert team of faculty are Level II CSNs with advanced practice degrees and share “real” school experiences and case studies with students. Each class prepares the school nurse for a leadership role in a complex system. Upon completing the program, graduates employ their Eastern education and apply their skills and knowledge to their daily practice as school nurses and advocates.

EU’s school health programs have been designed to educate the adult who desires a career in school nursing. Students enter the program with the desire to learn about school nursing and graduate with a passion to make a difference in the lives and health of our most vulnerable citizens.

“It’s a beautiful thing when a career and a passion come together”- Author Unknown Reference National Association of School Nurses. (2016a). Framework for 21st century school nursing practice. NASN School Nurse, 31(1), 45-53. doi: 10.1177/1942602X15618644

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SNAP: Active in the Community Adopts St. Veronica’s Elementary School in Philadelphia

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he Student Nurses Association of Pennsylvania (SNAP) has been a busy organization for the past several years as students decide which projects to sponsor and promote. This year’s SNAP has been led by Class of 2017 President Sierra Schemp, Vice President Julia Hoogenhuis, Treasurer Laura Hunyara, Secretary Emily Carmel and the Class of 2018 BSN Two officers Rose Daddona, Sara Charlesworth, Sara Blalock, and Kelsey Heimbaugh. Over the years, student nurses have participated in a number of notable projects such as walked in “Light the Night”, Breast Cancer Awareness Walk and 5K, provided breakfast for families living at the Ronald McDonald House at Nemours Hospital, raised funds for Haiti Mission trip, spearheaded a toiletry drive for the needy, and took the Lemon Challenge for Juvenile Diabetes.

This year, they have added St. Veronica’s elementary school in North Philadelphia to their fundraising list as the small multiethnic school has openly welcomed the talents of all who have a compassionate heart and have a desire to serve the community. To that end, they have sponsored bake sales, pretzel sales, toothbrush collection for health promotion activities, and participated in health screening. SNAP recently presented a delighted Principal Sister Eileen Buchanan, a collection of bilingual books for their library and a pulse oximeter to measure the oxygenation levels of children with asthma.

For more information on SNAP activities, contact Faculty Moderator, Katja DiRado.

Honor Society Inductees 2017

Sigma Theta Tau International Nursing Honor Society Delta Tau, Chapter at large, 2017 Inductees Rosemarie Bucci . Joan C. Coney . Ashley Fieseler Michael Jordan . Megan M. Gherke . Hannah Gearhart Julianna Leco . Nicole E. Martin . Kristina Pansa Maryann Pastalone . Lydia Peachey . Adedolapo Peprah Sierra M. Schemp . Ashton R. Tomlinson

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An Opportunity to Grow in Faith: Nurses’ Christian Fellowship

by Megan Gherke, BSN, Class of 2017

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osted by Dr. Mary Anne Peters and Gilda Jean-Louis, the Nurses’ Christian Fellowship (NCF) is an organization that has given me the opportunity to not only partner with other nursing students at Eastern University, but grow in my relationship with Christ. I clearly remember walking into the first NCF meeting in the fall of 2016 with excitement and anticipation for what God had in store for my life. However, I had just completed an exam an hour before the meeting and was reaching the point of physical and mental exhaustion. As I walked into the meeting, I was greeted by the hosts and other nursing students and offered a snack before taking a seat. The only thought in my mind up until this point was about my previous exam grade. Yet, as soon as Dr. Peters started the music video, I felt the peace and love of Christ wash over my body from head to toe. The previous fretful thoughts that had flooded my mind all day were suddenly dampened with a Love that is beyond words.

In nursing school, one has the tendency to focus solely on homework, studying for exams, and developing clinical skills. Although this routine is extremely important, it is also vital to remember what is most important. Through NCF, I have not only grown closer in my walk with Christ, but have had the opportunity to direct this love toward my patients through my actions and words. It is with the most sincere gratitude that I thank Dr. Peters and Professor Gilda for instilling time, money, and most important, Christ’s love into this organization. For I will always remember, that I am called to love.

John 13:34 states, “A new command I give you: Love one another. As I have loved you, so you must love one another” (New International Version).

Fall 2017

Haiti Rubble, goats, sea a nd boats, Ti n roof houses upon the roads Hi l l s of dust where ch i ld ren walk Among the colored ma rket stalls Dogs astray, the su n abla ze, Motors roa r a nd z i p a long , Riders wav i ng to a nd from Fr u it pi led rows, straw brooms and s tones, Men a nd Women, Fren ch Creole Chu rch a nd verse, God ’s mos t cursed Hu rrica nes a nd ea r thqua kes burs t Hope a nd love a nd wou nds abound, Dead a l l bu ried, a mong the mounds Fa ith a nd prayer, ou r da i ly bread Th i s i s what the Lord says Crabs friend on the ocea n ro cks, Ru m, ma ngo, a nd coconu ts Vendors, sa nd a nd snorkel ing Wi ld bi rds, ch i ld ren a nd Ha itian’s s ing

by Katja DiRado

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NURSING NOTES

Elaine Fuguet and Katja DiRado: Spearheaded mission trip to Haiti during Spring Break 2017 Katja DiRado: Sigma Theta Tau International Delta Tau, Chapter at Large Counselor ~Passed Mental Health Nurse Certification exam (CSN) Mary Anne Peters: Presented Health Care Providers as Guests? Re-envisioning the Concept of Hospitality within a Fragmented Health Care System at Eastern University’s Windows of the World, March 2017. ~Commission on Collegiate Nursing Education Accreditation Site Visitor ~Nurses Christian Fellowship Leader with Gilda Jean Louis ~ Sponsored trip to planetarium to promote students as “Shining Stars” ~ Coordinated Labyrinth with Meggin Capers. ~NCF meets at noon on Thursdays.

Christina Von Colln-Appling with Danielle Guiliano. (2017). A concept analysis of critical thinking: A guide for nurse educators. Nursing Education Today, 49, 106-109. ~Successfully passed Comprehensive Examinations and is PhD candidate at University of Phoenix.

Mary Boylston: Recertified as Advanced Holistic Nurse Board Certified Nurse (AHN-BC) ~Sigma Theta Tau International Nursing Honor Society, Delta Tau, Chapter at Large Newsletter editor Kim Guevin: has successfully passed the Advanced Certified Hospice and Palliative (ACNHPN) Nurse certification exam.

Welcome to Maureen Lukens, RN, MSN who has been appointed as Clinical Resource Lab Coordinator. Maureen graduated from West Chester University with a BSN and Widener University with a MSN in Nursing Administration

Affiliate faculty Nancy Scheutz, MSN, RN presented workshop entitled, Preparing Student Nurses to Lead Psycho-educational Groups During Their Mental Health Clinical Experience, at the joint Annual Conference of the American Psychiatric Nurses Assoc. - PA chapter & PA-Group Psychotherapy Society held at Widener University on April 29th.

Students Kristina Caldwell: Awarded Sigma Theta Tau International, Delta Tau, Chapter at Large Undergraduate Scholarship, April 2017

Graduates Hannah Hewes RN, BSN, APRN, FNP-BC Eastern University Class of 2013 graduated with a MSN from University of Pennsylvania from the Family Nurse Practitioner (FNP) Program and is now Board Certified as of December 2016. She is working in Wilmington, Delaware. Hannah’s article Why we still need to look out for electronic cigarettes was published in the September/October 2016 publication The American Nurse.

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E astern University

are you

ready? the future is now

Department of Nursing 1300 Eagle Road St. Davids, PA 19087-3696

Looking toward a

future in nursing?

EASTERN UNIVERSITY

Nursing Programs

The Department of Nursing offers the following programs: Undergraduate: –Traditional Pre Licensure –Second Degree BSN (BSN2) –Online RN to BSN

Graduate –Holistic Nursing Leadership –Holistic Nursing Education ***Beginning Fall 2018

*Accredited by Collegiate Commission of Nursing Education (CCNE) **BSN has been endorsed by the American Holistic Nurses Credentialing Corporation

Registerednursing.org has ranked the pre-licensure BSN in the top ten (number 8) in the Commonwealth of Pennsylvania

For more information: TRADITIONAL PRE-LICENSURE:

Leah Martin (Leah.Martin@eastern.edu) BSN2:

Jon-Michael Odean (jodean@eastern.edu) Nick Snyder (nsnyder@eastern.edu) Alex Stenman (astenman@eastern.edu) RN TO BSN:

Donna Gribbin (dgribbin@eastern.edu) MSN:

Jon-Michael Odean ( jodean@eastern.edu)