Nursing Connections

NURSING eastern university

Fall 2018

CONNECTIONS

Africa Haiti South America MSN Begins

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

CONTENTS F A L L 2 018

0 1 . CHAIR’S WELCOME

AND CONNECTIONS CORNER

02. NURSING CLINICAL RESOURCE

AND SIMULATION LAB

04 SELF CARE 07. ONLINE SUCCESS TIPS 09. SCHOOL NURSING 11. MEDICINAL CANNABIS 14. CHANGWAN OH 18. MSN LAUNCH 19. AFRICAN MISSIONS 22. COURAGE, POWER, AND LOVE 25. FOLDS OF HONOR SCHOLARSHIP 26. HAITI MISSION TRIP 28. ATI 30. NURSING NOTES 32. STUDENT NURSING NOTES

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NURSING eastern university

CONNECTIONS Published by Eastern University Department of Nursing 1300 Eagle Road St. Davids, PA 19087 610-341-5896

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Mary T. Boylston RN, MSN, Ed D, AHN-BC Editor Dottie Ward Graphic Design

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Elyse Garner Tracy Perillo Photography Tracy Perillo

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C H AI R ’S W E LCO ME

t is an exceptionally exciting time for nursing at EU. We have completed the new Nursing Clinical Resource and Simulation Lab. The creation of this new space will help bring the Department of Nursing to the forefront in educating exceptional nurses. The new lab expands our abilities to provide students with hands on experience in our two simulation rooms, specialty care lab, skills lab, debriefing rooms, and student resource area.

The lab’s new location in McInnis Hall brings nursing to the center of campus allowing students full access of all that Eastern offers.

Additionally, this fall we launch our new online MSN program. The MSN program prepares nurse leaders to transform professional nursing in varied health care-related and academic settings by integrating holistic practices, Christian values, and ethics. Alumni are offered an exceptional discount. Learn more about the program in this issue of Connections.

Also featured in this issue are articles written by students, alumni, faculty, and staff and the impact that they have as nurses and Christians. We highlight students and the concept of self-care, success as online learners, and resources provided for student success. Students and graduates share stories as they spread the Word of faith and courage as they are called to serve here and around the globe. You will see the impact our graduates are making on the world as Christians.

On a personal note, I would like to thank Dr. Mary Anne Peters for her years of service to Eastern University as she retires. She has been a tremendous asset to not only the Department of Nursing as both chair and faculty but to the entire EU community. Students, faculty, and staff have benefited from her unwavering faith, guidance, support, leadership, and knowledge over the years. For this, we are all grateful and wish her all the best in the next stage of her life.

Thank you for the honor and privilege of serving as the Chair of the Department of Nursing. Join me in sharing in our excitement for a bright future.

The Department of Nursing looks forward to hearing from Alumni; please continue to share how you bless others through nursing. Enjoy this issue of Connections to see just how amazing EU students, faculty, and alumni truly are.

Blessings to you all for a wonderful year ahead,

CO NNECTIONS C ORNE R

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reetings from the Gatehouse, This is the third Connections Corner that I have written for this edition. The first two offered praise to our students and graduates who are changing the world, one soul at a time. However, it is mid April and my family is about to celebrate my mother’s 86th birthday. Thinking about this event, I started to reminisce about how my parents have been the biggest influence in my life as I chose my career. First, they taught me to read and love books. My father, a retired elementary school principal was a leader and role modeled the life of the quintessential Catholic gentleman. Similarly, my mother, a RN, influenced my decision to major in nursing. In fact, when I announced that I was going into nursing and not law, her comment was “Why would you want to do that?”

Why indeed?

I watched how she was meticulous in the care of her patients and family. She was the person who taught me a holistic attitude is something that you live and breathe at home and work. Mom further demonstrated that love was a verb and not a noun.

Both parents taught their six children to love God, as we prayed the rosary and attended church as a family, and what it meant to serve one another. As my father once said: “If you don’t care, who will?”

Mary, Makayla, and Sadie the Maltese… another fun day at work!

Who indeed?

Actually, I will tell you who cares. My nursing students and alumni of Eastern University. You can find them all over the world offering kindness and compassion when no one else will. They are living the word “love” in such a way that others see their passion for others and follow their examples.

Yes, my parents were my first role models. Now I am finding that my students and graduates are my heroes and I should follow their lead. It’s funny how life works. Look around. Who is out there serving God and others? Watch what they do. Learn from them and some day, you too will be a role model and influence others to spread God’s kingdom and demonstrate the true meaning of love.

I have shown you in every way, by laboring like this, that you must support the weak. And remember the words of the Lord Jesus, that He said, ‘It is more blessed to give than to receive.’ Acts 20:35 Cordially,

Mary T. Boylston RN, MSN, EdD, AHN-BC Professor of Nursing Nursing Connections Editor *Mom passed away in July after a long illness. Her kindness and compassion live on as we promote her family values.

NURSING RESOURCE AND SIMULATION LAB SET TO OPEN IN McINNIS S PECIAL T H ANK S TO T H OS E WH O H AV E SU PP ORT E D T H E N U RS IN G SKI LLS AN D RES OU R C E L AB TH R O U GH T H E IR GE N EROU S GIF TS

The new nursing resource and simulation lab is formally open in fall 2018. The size is ample for students to learn and develop their psychomotor, prioritization, clinical reasoning, and critical thinking skills in preparation to enter the nursing profession.

The lab was constructed in two phases. Phase one focused on the construction and addition of simulators.

During phase two, faculty offices will be created around the perimeter for easier access to meetings and tutoring.

New technology and additional space are now available to enhance the teaching learning process.

L to R: , Joe Sears and Shelby Brandt, Architectural rendering of final lab, Anna Wang on right

Thank you to Korean nurse alumni pictured with Sung Yoo (center) and Gilda Jean Louis (right) who contributed to the lab’s construction.

WITH GREAT APPRECIATION TO THE MCLE AN CONTRIBUTIONSHIP WHO HAS AWARDED $38,075 FOR L AB EQUIPMENT.

For more information on how you may still support the lab construction, please contact Natissa Kultan-Pfautz (nkultan@eastern.edu).

President Ron Matthews was pleased to accept this gift from the Classes of 1968 and 2018 for the project.

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Seth, Jen, and Tiffany relax during class break

who cares about

Self-Care?

By Mary T. Boylston and BSN 2 Cohort 13

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ast your cares on the LORD and he will sustain you; he will never let the righteous fall. Psalm 55:22

“Hey, I am in school and do not even have time to sleep. After all, I have Professor Fuguet’s test tomorrow, skills scheduled in the lab with Maureen this afternoon, and Dr. Peters assigned our ATI remediation which is due on Friday. When do I have time for self-care when I haven’t eaten yet today?”

the saw before trying to cut down a tree; therefore, care of the mind, body, spirit, and emotions is essential for strength, endurance, and clear critical thinking, and clinical judgment.

Self-care? What is it? What does it mean? Why do we care?

As caregivers, it may seem counterintuitive to think of ourselves first; yet the anonymous voice on the loudspeaker during airplane takeoff seems to be in agreement with Covey and dictates: “Place the mask over your mouth and nose….. Pull the strap to tighten it….. make sure that your own mask is on prior to assisting other passengers.” Who wants to argue with the loudspeaker voice? Not me!

As a faculty member and someone who encourages others to take care of themselves, I hear grumbling as friends, colleagues, and students complain of exhaustion and burnout. I cringe when I hear the sarcasm “Sure, I’ll go get a massage and facial today. My 3800 ATI practice questions can wait until 2020.” Sometimes eye rolling accompanies the cynical tones from the fatigued student, which I may ignore since I too have days when it is hard to put one foot in front of another and speak a coherent sentence. Yet the demands of daily personal, professional, and academic life whether a student, instructor, or nurse can take a mental and physical toll causing our energy level and critical thinking skills to be less than ideal. As Steven Covey (2018) suggested, it is important to sharpen

Let us begin by defining Self-care as “the ability of individuals, families, and communities to promote health, prevent disease, maintain health, and to cope with illness and disability with or without the support of a health-care provider” (WHO, 2013, p. 15). Joining the WHO as an advocate for SC, the American Holistic Nurses Association (AHNA) published their Core Values which provide direction and standards for nurses who employ a holistic model of practice. Core Value number five mandates holistic Self-Reflections and Self-Care and stresses the therapeutic value of creating personal and professional harmony and balance. Similarly, ANA Code of Ethics for Nurses (Provision 5.1) mandates “The nurse owes the same duties to self as to others, including the

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responsibility to preserve integrity and safety, to maintain competence, and to continue personal and professional growth” (2015).

of taking care of yourself as a whole. I was only concerned about my grades and obligations and didn’t worry about other aspects of my health. Once I found a balance of school

Consequently, it is important to not only teach the value of SC but to role model and often give permission to and encourage others to care for themselves. Without SC activities and self-reflection, the body, mind, spirit, and emotions are in jeopardy of collapse. Signs of poor SC may be evident in job and life dissatisfaction, burnout, chronic illness, and fatigue which can lead to substandard job performance and the lack of empathy and compassion for our peers and patients. The irony is that nurses and members of the multidisciplinary healthcare team teach SC to patients, communities, and families to improve their health, but may not follow preventive measures themselves.

Cohort 13, December 2018 Graduating Class Self-care Activities Types of SC Practice Gym workout

How Often?

Daily if possible

Dog park with dog and jog

Days off and weekends

Play guitar; listen to relaxing music; sleep 7.5 hours

Every other day

Read for pleasure 20 minutes before bed

3-4 days/week

Mani- and pedicures; make time for friends; go to basketball games; spend time with familly

Mani/pedi: once a month Family time every Wednesday night

Eastern University’s Department of Nursing’s BSN, one of the 12 nationwide programs endorsed by the American Holistic Nurses Credentialing Corporation (AHNCC), and MSN have infused holistic nursing tenets into the curricula. Beginning with the first course and culminating with the capstone, students are exposed to the philosophies and values of holistic nursing practice.

Dr. Christina Jackson, Advanced Holistic Nurse, Board Certified, has spearheaded the AHNCC’s endorsement and curriculum development and delivery. All courses have the holistic nursing Core Values embedded in the content and assignments. BSN students are introduced to the concept of holistic self-care and self-reflection in N 340: Introduction to Professional Holistic Nursing.

Exercise; spend time alone. Talk with mom. Do something that makes me laugh.

Daily when I take time from studying or when I feel overwhelmed and need to refuel

I listen to my body and try to set time apart from busyness to focus on self-care such as running, mediatating, talking with close friend or family

At least three times a week, although it should be everyday

Exercise by going to the gym. Play drums 30 minutes a day between work. Try to see friends once a week. Healthy diet.

3-4 days a week

Work out and go to gym. Otherwise, I walk the dog or sit outside with him if the weather is nice

Three to five times a week

According to Dr. Jackson: “Self-reflection can lead to specific SC practices. These, in turn, can enhance self-development.

Comprehensive self-assessments can be found on the University of MN Center for Spirituality and Healing website (www.csh. umn.edu). By clicking on “Taking Charge of Your Health”, it is easy to identify areas on which to focus SC. For example, one’s spiritual dimension may be strong while physical selfcare practices are lacking. Or, one may have strong patterns of physical SC while relationships and social network are challenged. Ongoing learning is a sometimes-neglected avenue of SC. As Merlin told young King Arthur- “The best thing for being sad… is to learn something” (from The Once and Future King by T. H. White). Intentional, focused SC makes for a more present and responsive nurse and this process is ongoing throughout our life!”

Run; walk my dog (pet therapy)

When stressed or anxious, usually on weekends to destress from week. Walking dog helps to calm me.

Allow time to relax-watch tv, hang out conversation with friends, talk with someone.

Working out; spending time with family and friends

At least once a day

Three to five times per week or as often as possible

work and caring for myself, my grades only got better. For example, I now get more sleep at night rather than cram at the last minute for an exam.”

Interestingly, Dr. Jackson’s advice has not always been met with open minds. Tiffany Mihalko shares “Honestly, at first I thought that SC wasn’t really that important but I was open to it. After I completed my SC project in class, where I chose to meet with a counselor once a week to talk about life and school in general, I felt relieved. I think it was a great outlet and recommend it to anyone.”

Seth Hamilton asserts SC does work. “I know this from experience because I see a noticeable difference in my overall well-being when I am consistent in SC versus when I am not.

When I consistently exercise, socialize, eat healthfully, and dedicate time for relaxation, I feel generally better from day to day even during the most stressful times (such as finals week). SC is of utmost importance to the nursing student/ nurse.”

Similarly, Jen Carlin reports: “Dr. J first presented SC and I brushed it off a bit. I didn’t take into account the importance

Obviously, there is more to SC than getting enough sleep and eating nutritious meals. SC is about self-reflection

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Members of Cohort 13 include Yadixy Betancourt, Sara Blaylock, Julia Buonocore, Jennifer Carlin, Sara Charlesworth, Rosemary Daddona, Alyssa Donze, Jillian Donze, Albert Granda, Julie Haggan, Seth Hamilton, Kelsey Heimbaugh, Amada Leon, Ian Mercier, Tiffany Mihalko, Okechukwu Onwusoba, and Lindsay Scott

and understanding our emotions, how we heal, and how to generate energy to live a healthy lifestyle. When an individual feels strong in the body, mind, and spirit, their ability to handle stress and minimize burnout are enhanced.

As students follow through on self-reflection and SC through personal experimentation and experiences, members of BSN Two cohort 13 report strength, endurance, and increased mental clarity as the result of their scheduled activities. Table 1 depicts activities employed by the cohort. Non scientific evidence (information gleaned during leadership class) purports a multitude of self-care activities that have promoted a calmer spirit, stronger bodies, and clearer minds. Senior Sara Blaylock offers advice to other students “As nurses, we may need to deal with things that happen at work that can impact

us emotionally, physically, and mentally. Not only does SC provide healthy habits and positive coping mechanisms, but it can help decrease the chances of compassion fatigue.” As nurses, it is our desire to provide holistic nursing from a Christian Worldview. Given our call to care, we know that unless we care for ourselves, our saws will never be sharp enough to even cut through a twig.

Cohort 13 and all nurses, students, faculty, friends, and peers- keep working out, walking, deep breathing, meditating, praying, and eating your vegetables. Get some well-earned sleep and take time to look at the snowflakes, changing leaves, and beautiful flowers. As you grow stronger, so does your ability to critically think as you provide the holistic care that you learned at Eastern. You earned it and your patients deserve it.

Advice from Senior Students •

like to do in your life, so you do not become miserable.

Set time aside to relax and regain energy

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You are important; take care of yourself if you want to continue helping others

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Do not procrastinate; help classmates out with as much as possible

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Reading is relaxing; find a book you like

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Sometimes take time to do nothing

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Maintain healthy ways to value yourself and don’t just take breaks but really invest in your own care and sanity.

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Healthy eating, get enough sleep and be careful and mindful about your thoughts are so important to self-care.

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You need to continue to incorporate things you

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Busy weeks, it is hard to always carve out time for SC but that should be when it is most needed. Set time for SC even if it is only a couple of times a week.

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Take time each day even if it is just for 30 minutes to spend time with yourself, work out, yoga, walking the dog, or reading a book.

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Even when you think you do not have time, take an hour for yourself.

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Take each day as it comes. Do not look ahead as it will stress you out.

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Make sure to take time for yourself and have fun!

References American Holistic Nurses Association. (2018). Holistic self-care for nurses. Retrieved from http://www.ahna.org/Membership/Member-Advantage/Whatisself-care Nurses Code of Ethics. (2018). Nurses code of ethics. Retrieved from http://www.rn.org/courses/coursematerial-177.pdf World Health Organization. (2013). Self-care for health. A handbook for community health workers and volunteers. p. 15. Retrieved from http://apps.searo.who.int/ PDS_DOCS/B5084.pdf

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Student Success: TIPS FOR ONLINE LEARNING DONNA GRIBBIN, RN, DNP, CNE

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nline education has become an integral option for the busy adult who has multiple commitments and unable to travel to campus.

Many students choose the online platform to learn from home, library, office, or anywhere they can access the internet on their computers. The ability to log in, click on a learning module, and work through the exercises at a personal pace can entice the modern student. However, when considering online learning, a student must also examine the challenges associated with any education and meet the requirements. Despite the flexibility of location, the curriculum remains rigorous and taught by the same on ground instructors who assist students to meet the learning objectives by incorporating different learning strategies and assignments.

At first, new online students may be intimidated by the process. RN to BSN student Lisa Check shared “I was apprehensive at the start of this program because I knew going into it, I would struggle with the computer. But whenever I have a question, someone is always there with an answer.” Lisa added: “Online classes are less pressured because we can take our time when responding to a peer’s post; we have time to think before we type.” Despite the virtual setting, Lisa and her peers have developed a community with faculty and each other as they learned to work with the tools of the platform.

Consequently, to be successful in an online course, an individual needs to be motivated to learn, dependent upon their peers and instructor as they respond to posts, and independent to begin their work, set their deadlines and complete research activities. Further, a

keen sense of organization and self-direction to manage time and course due dates are essential especially when the student is completing projects in their homes. Often, students learn this lesson the first week in class.

From an online classroom perspective, courses are

Figure 1: Online Course Start Page typically preloaded with an abundance of resources for students to utilize as depicted in Figure 1. These resources often include online course navigation tips and links, a “start here” menu, syllabus, course calendar, assignments tab with grading rubrics and directions, online library access and tutorials, research and writing resources, weekly PowerPoint Presentations (PPP) and/or additional topic content and sites, and citation resources to prevent plagiarism. Quite literally, the tools needed to succeed in the course are at the student’s fingertips; but the most important part is the student attendance,

early and ongoing participation, collaboration, communication, and utilization of resources to meet all the objectives successfully.

Online class attendance is measured by synchronous and asynchronous meetings and discussions. Discussion boards (DB’s) often include a weekly assignment topic in which each student answers the questions posted on one day and replies to others on different days with the instructor weighing in on the comments throughout the week. This means that substantive information, including researched references, are uploaded with additional posts required on different days, thus showing attendance, ongoing discussion, and collaborative learning. Other assignments are usually scholarly written papers, projects, and PPP’s.

Tips for success gleaned from personal teaching and learning experiences, research, and students’ experiences are:

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Get ready!

After course registration, “plan it” (literally make time in schedules/planners for course work alongside family and work commitments). Evaluate and recognize if this is a good time for school; if not, reschedule before you start.

Breathe, relax, there’s help available! The first two weeks can be anxiety inducing as students settle into the environment. Even if you are new to computers or online learning, there are resources and supportive instructors to help you through!

Early orientation to the learning management system, course, and all the resources arm students with knowledge…knowledge is power.

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Get organized!

Set times/dates and manage time weekly. Start researching and writing drafts for course assignments.

Review submission directions and rubrics, submit the final draft early or on time according to directions (life happens, computers crash, etc.). Planning well will lessen stress (Kubacki, Lyon, McAndrews, Valent, & Wallace, 2018).

Read and save the syllabus and assignments calendar.

Make note of the due dates and the late policy. If needed, print them.

Know the rules. Review syllabus, late policy, all the assignment and discussion board instructions and rubrics, and use a checklist to achieve the best grade.

Manage time well. “Busy” is not an excuse to be late, as everyone is busy being a student, employee, and family member. Work ahead and save work (Kubacki, et al., 2018) on word documents in files until ready to submit

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(save, save, save work after each change so work not lost; backup with key drive or email).

Plagiarism is an academic offense that has serious penalties. Be familiar with the academic honesty policy, utilize APA style citation, and the plagiarism software system to check for proper citation and reference.

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Communicate!

Participate early and often (North Hennepin Community College, 2018), start learning from exciting, researched discussions posted by colleagues across the nation as an online community is being built.

Use respectful, professional “netiquette” in all communications, including email.

Continued open communication. Email professors if having a life crisis or have questions. Let instructors know well ahead or as a crisis is happening, so they can work with you, offer support and a plan. A lack of communication and non-participation will result in failing grades.

As most online students and graduates will agree, this platform is enjoyable and has enabled them to be full time nurses, parents, and community members as they worked toward their academic and professional goals. Student Megan Whisel agrees: “An online program works for me in the sense that I don’t feel the pressure from other students potentially doing better than I am. In the online environment, I see others’ posts and comments and I learn and feed off their input. In the classroom, it can be intimidating being face to face with your peers. Without the extra pressure, I am in an environment conducive to my learning style.”

From their home offices, libraries, or easy chairs, students who followed the aforementioned tips often report that their online academic experiences have prepared them to advance in their careers while not taking away family or personal time. Convenience of learning at any hour of the day from anywhere in the world can often lead to greater career mobility.

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Enjoy!

References

Kubacki, R., Lyon, A., McAndrews, D., Valent, J., & Wallace, S. (2018). Tips to Give Your Students to Succeed in Online Learning. Retrieved from http://www.duq. edu/about/centers-and-institutes/center-for-teaching-excellence/teaching-andlearning/tips-for-student-online-success North Hennepin Community College (2018). Student Tips for Online Learning Success. Retrieved from http://www.nhcc.edu/student-resources/onlinelearning-d2l/tips-for-online-learning-success

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“Maggie, what do you hear?”

SCHOOL NURSING: A Call to Serve the Next Generation

by Danielle Barnette-Eckenrode, RN, BSN, CSN The following narrative depicts one day in the life of a certified school nurse and her impact on health and safety in a high school setting.

0500 0600

– Alarm goes off, time to wake up and prepare for my day.

– Wake my 11-year-old triplets, boys Gavin and Cadin and sister Emmersyn, for school. They are in 6th grade which starts at 0800. While they prepare, I eat my breakfast and pack my lunch for the day (a quick frozen dinner entree).

0700 0800

– I leave the house and drop the trio at the bus-stop. Works begins at 0710. Upon arrival, there is a student waiting at the door.

– School has begun and I have already seen five students. I will send one home with a migraine Also, there is a scheduled field trip, so I make sure everyone has their documents and medications. I also send Epi-pen and inhalers.

0900

– Six students have been seen in the past hour, mostly for headaches. Two students are what nurses call “frequent flyers.”

Frequent flyers are students who regularly come to the nurse’s office for a variety of complaints or no complaints, and want to lay down.

1000

– The past hour has been busy. Four new students enter the office needing assistance while some students from the previous hour have not felt better. I had to make phone calls to send them home. Also, a student went on a school trip yesterday, hit his head, and did not report it to anyone. I asked him a series of concussion questions from checklist (i.e.-are you nauseated? Dizzy? Sensitive to light? Sound?) and checked his balance and pupils. Presently he is waiting for his mother to take him to see his primary care physician to determine if he has a concussion. Unfortunately, concussions are something we, as school nurses, are seeing a lot more of on a daily basis.

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1115

– Lunch time! I turn the lights off at the front of my office and lock the door. Not surprisingly, a student sees me, and pounds on the door. Although I am meeting with the school counselor, I know that he is not going to stop until I see him. Surprisingly, the pounding stops and then my phone rings from the main office. Using the secretary’s phone, the student wants to know why my door is locked and demands pain medication. With that, my lunch is further delayed as 8 more students cross my threshold, including two who require daily medication and one who who checked his blood sugar and had a level of 80. Once they are cared for, I open and heat my frozen meal.

As a certified school nurse, I not only see the students and try to make them feel better, but am also an educator,counselor, as well as a healthcare professional. Each student is unique and treated individually. One size does not fit all.

1600

–Although we are allowed to leave at 1450, I rarely leave until 1600, trying to organize and make sure documentation is in order. When I finally get home, it’s time to cook dinner. Thankfully, the kids do not have practice tonight, so I am able to get some homework done for my class that I am taking towards a master’s degree in education at Eastern University.

1200

1700

1300

1800

– Lunch is over. Hoping to get some paperwork done and organize the office a bit since this is my first official week on the job.

– So much for getting work done! I saw 10 students during the past hour and only one was scheduled for a daily medication. Four other students I gave pain medication to (Advil or Tylenol) had parent permission forms along with our school doctor’s standard orders. These students complained about sore teeth from their newly tightened braces, an earache, and headaches. I also just had a student sent down to me for a second time today after his teacher called and heard him say that someone broke his finger.

This student came in earlier telling me that he jammed his finger in gym playing volleyball. When I spoke to the student about how the incident happened, he again told me that it happened in gym. When I questioned him about someone injuring it, he denied it. I told him that I wanted the truth, and he tried to “smooth” talk me. I will speak to administration and guidance about this tomorrow at our weekly meeting, since I am new, to see what they think of this situation.

1400

– 25 minutes left in the student’s school day! The day is starting to slowly wind down; only four students came in the past hour. Asymptomatic diabetic with a blood sugar of 63 and dropping, a student with a daily medication, the student with the “jammed” finger in “volleyball” and wanted ice, and a student who has a concussion and needed a rest break and laid down were the last of my visitors.

1425

– End of the school day for students! During my shift, I saw 39 students. Their ailments or issues included daily medication distribution, migraine medicine, and seven students needed medication related to some sort of pain (i.e. – headache, menstrual cramps, backaches). I sent seven students home (which is a record high for me); however, we are in flu season. With the addition of phone calls and paperwork, I fall behind.

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– Eating dinner with children. We talk about their day at school, and anything else that comes to their mind, like soccer.

– At my computer, doing research on adolescent suicide prevention. A tragic subject to consider, but unfortunately it is on the rise, and Pennsylvania’s rates are actually higher than the average national rates. We, as a society, need to get out there and talk about it to our youth as a form of prevention.

1900

– My husband, the police officer and his K-9 partner, Nyxx, are home.

2000

– Finished with research for the night and pulled out some work from the office to complete. Just trying to organize a little more and do some “little things” to make life easier tomorrow.

There is always something to do! A school nurse’s job is never done!

2100

– Bed time. Time to do it all over again tomorrow at 5 am, and I can’t wait!

Article author Danielle Barnette-Eckenrode

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Photo by Matthew Brodeur on Unsplash

M E D I C I NA L CA NNA BIS F R EQUE N T LY ASK ED QU E ST IONS ( FAQ ) Traci L. Johnson RN, C, MSN, Ed. | RN to BSN Alumna

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annabis (also known as marijuana) may have a dubious meaning for the interdisciplinary healthcare team.

Sometimes referred to as pot, dope, or weed, cannabis is rapidly infiltrating the healthcare system in an attempt to alleviate chronic symptoms from a variety of diseases such as glaucoma, multiple sclerosis, and cancer.

Recognized by the United States (US) Drug Enforcement Agency’s (DEA’s) Comprehensive Drug Abuse Prevention and Control Act (Controlled Substances Act) of 1970 as a Schedule I controlled substance, experts concur cannabis has a high potential for abuse, no currently accepted medicinal use in treatment, and a lack of accepted safety data for treatment use under medical supervision (Bridgeman & Abazia, 2017).

However, the use of Medicinal Cannabis (MC) continues to grow as concomitant healthcare, legal, ethical, and societal implications mount as professional nurses prepare for a most certain inevitability. Eventually, we will encounter a patient who legally uses or will be prescribed MC for a chronic condition refractory to allopathic therapies. Consequently, there will be a learning curve for those who visualize MC as pot and nothing more than an illegal drug. We are

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now tasked to become informational experts to teach patients at the point of care the side effects, correct dosage, potential harm, therapeutic benefits, and drug interactions/ contraindications of MC. Therefore, we encounter a number of important questions about its functionality and effectiveness.

The Endocannabinoid System: What is it?

Endocannabinoids (ECBs) are lipidbased neurotransmitters that interact with and are activated at the same receptor sites as the psychoactive, plant-based cannabinoid, Delta-9tetrahydrocannabinol (THC). The Endocannabinoid System (ECS) is a biological system that regulates the function of neurotransmitters specific to cannabinoid receptors in the central and peripheral nervous systems.

Through the excitement or inhibitory action of these neurotransmitters, the ECS, with more abundant receptor sites than opioid receptors in the brain, regulates many basic functions of the human body including appetite, pain, analgesia, sleep, mood, thermoregulation, memory, immune function, neural development and protection, cardiovascular function, and human reproduction.

Are All Cannabinoids Created Equal?

Cannabinoids are botanical

chemical compounds whose source of origin is the botanical genus Cannabis Sativa L (CSL). The most predominant of all cannabinoids are the phytocannabinoids, Cannabidiol (CBD), and Tetrahydrocannabolic Acid (THCA). CBD and THC in raw cannabis remain non-psychoactive until the plant is dried and cooked under intense heat leaving the highly psychoactive THC to quickly bind to receptors in the brain. ECBs are active in the central and peripheral nervous systems and are produced when the body signals that they are needed. When a person consumes marijuana, large amounts of exogenous phytocannabinoids (CBD/THC) enter the body and stick around.

This means that the ECS is activated more strongly and the effects and therapeutic value last longer (Martin, 2017).

Purified cannabinoids are extracted from plant source materials. While there are multiple ways cannabinoids can be concentrated or extracted from the CSL plant source, extractions that occur outside a laboratory setting can vary widely in purity and efficacy.

Cannabinoids can be drawn out of the

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plant through pressure, solvent, or gas extraction. The uniqueness of the gas extraction method is that individual cannabinoids can be concentrated separately through a process called fractionation and made immediately available for medical research.

On the other hand, synthetic cannabinoids are laboratory developed chemical compounds that have been FDA approved. The first synthetic cannabinoid, Dronabinol (Marinol) was approved in May of 1985 for medical use for “anorexia associated with weight loss in patients with a confirmed diagnosis of Acquired Immunodeficiency Syndrome” (FDA, 2017).

Are There Standard Dosing Rules for Medicinal Cannabis?

One of the most difficult issues with the medicinal use and administration of cannabis therapy is the absence of standardized guidelines. The primary reasons for the lack of dosing guidelines are (1) federal regulations against the use of MC and (2) the lack of critically reviewed scientific evidence in the US regarding disease specific dosing guidelines and effects.

However, under current statutes in Pennsylvania, physicians, nurse practitioners, and physician assistants may determine MC dosages. Patients are first examined by a registered MC healthcare provider (HCP) for initiation of cannabis therapy, then registered by the Commonwealth. If the HCP is limited in knowledge regarding the appropriate cannabis type and dosage to prescribe, the option is to defer dosing decisions to the dispensary physician only. Once a prescription is filled by a dispensary physician, the HCP continues to evaluate its use and effectiveness.

Does Cannabis Interact with Common Pharmaceuticals?

MC does interact with common pharmaceuticals as depicted in Box 1 to the right.

Is Cannabis Addictive?

According to the National Institute on Drug Abuse (2015) nearly four million people meet the diagnostic criteria for marijuana use disorder. This disorder

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is often associated with dependence in which a person feels withdrawal symptoms when not taking the drug. Nurses should be prepared to recognize symptoms of withdrawal from cannabis use because ECBs are neurotransmitters that are produced by the body on demand. Chronic daily use of recreational cannabis will flood the brain and body with exogenous cannabinoids that will interfere with and over ride the homeostatic balance ECBs provide.

Withdrawal symptoms vary from psychomotor disorders from cannabis intoxication such as impaired motor coordination, euphoria, anxiety, sense of slowed time, impaired judgment, social withdrawal, increased appetite, dry mouth, and tachycardia. Cannabis withdrawal symptoms occur after cannabis use has been previously protracted and prolonged and include but are not limited to irritability, anger or aggression, nervousness or anxiety, sleep difficulty (insomnia or disturbing dreams), restlessness, decreased appetite for weight loss, depressed mood, abdominal pain, tremors, sweating, fever, chills, or headache.

When is MC Contraindicated?

Pregnant or nursing women should not use cannabis in any form. Further studies suggest that cannabis use has an effect on adolescent cognitive function. One study by Meier et al (2012) researched the impact of cannabis use during adolescence on subsequent cognitive function. Use of cannabis by subjects before age 18 showed a much greater IQ decline than adult onset cannabis users.

In addition, nurses who work with psychiatric patients should also be aware of an important side effect of cannabis. Defosses, et al (2010) reports patients with a current or family history of schizophrenia may be at higher risk for the development of psychotic episodes upon exposure. In younger patients with a family history of the disease, exposure to exogenous cannabinoids may precipitate psychotic episodes at a much earlier age than an adolescent or teenage patient who has never been previously exposed to the substance.

B OX 1 :

MC IN T ER AC T ION W IT H COMMON PH A R M AC EUT ICA L S ( Fugh -B er man et al, 20 18 )

Decreases serum concentrations of drugs (clozapine, duloxetine, naproxen, cyclobenzaprine, haloperidol, olanzapine, chlorpromazine).

CBD may increase serum concentrations of drugs (macrolides, calcium channel blockers, benzodiazepines, cyclosporine, sildenafil, antihistamines, haloperidol, antiretrovirals, atorvastatin, simvastatin, SSRI’s, tricyclic antidepressants, antipsychotics, beta blockers, and opioids.

Increases Warfarin Levels Increases Clobazam Levels in Epileptics Potentiated by Alcohol (Increased THC Levels) Increased CNS Depressant effects with concurrent use of alcohol, barbiturates, and benzodiazepines

Does Cannabis Work?

The current position of the US Government, United Nations, and World Health Organization is that there are no substantive, therapeutic indications, and use for the botanical substance cannabis. However, a 2017 report published by the National Academies of Sciences, Engineering, and Medicine asserted there is conclusive/substantial evidence for the therapeutic administration of cannabis to treat chronic pain, chemotherapy induced nausea/ vomiting, and improving multiple sclerosis spasticity symptoms (NAP, 2017). Although there is a debate about the overall effectiveness of MC, experts and parents of children diagnosed with pediatric epilepsy are convinced of its ability to abate pediatric epileptic seizures (Reddy & Golub, 2016).

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How Do Patients Qualify for Cannabis Treatment?

States with MC laws generally have websites associated with the Department of Health to instruct residents how to qualify for MC therapy. Pennsylvania’s four-tiered process can be referred to via Figure 1.

interdisciplinary healthcare team and patients to make informed decisions pertaining to cannabis use. Until then, nurses can familiarize themselves with the law, distribution and dispensing of, and purported therapeutic and non therapeutic effects of MC.

References Bridgeman, M. B., & Abazia, D. T. (2017). Medicinal cannabis: History, pharmacology, and implications for the acute care setting. Pharmacy and Therapeutics, 42(3), p. 180–188.

Desfosses, J., Stip, E., Bentaleh, L., & Potvin, S. (2010) Endocannabinoids and schizophrenia. Pharmaceuticals, 2010, 3, p.3101-3102. doi:10.3390/ph310310/.

Retrieved fromhttps://www.ncbi.nim.nih.gov/PMC/articles/PMC4034083/ FDA. (2017). Highlights of prescribing information. food and drug administration.

Retrieved from https://www.accessdata.fda.gov/drugsatfda_docs/ label/2017/018651s0291b1/pdf.

Fugh-Berman, A., Wood, S., Kogan, M., Abrams, D., Mathre, M., Robie, A. et al (2018).Medicinal cannabis adverse effects and drug interactions. Government of the District of Columbia Department of Health. p.1-38. Retrieved from https://doh.dc.gov/sites/default/files/dc/sites/doh/publication/attachments/ Medical%20Cannabis%20Adverse%20Effects%20and%20Drug%20Interactions_0. pdf.

Martin, S. (Ed) (2017, March). The endocannabinoid system: A beginners guide.

Retrieved from https://www.leafscience.com/2017/03/17/the-endocannabinoidsystem-a-beginners-guide

To qualify for MC in Pennsylvania, a person must be certified by a healthcare provider as having a serious medical condition as depicted in Box 2.

Summary Although states have begun to approve cannabis as a supplement to allopathic therapies, conclusive evidence on its effectiveness is currently not fully available. As nursing professionals, it is our responsibility to holistically care for each patient and understand the reasons and rationale for MC. With a number of studies underway, evidence may soon be available for members of the

Meier, M., Capsi, A., Ambler, A., Harrington, H., Keefe, R., McDonald, K., …

Houts, R. (2012).Persistent cannabis users show neuropsychological decline from childhood to midlife. Proceedings of the National Academy of Sciences.

109(40). p E2661. Retrieved from https://www.pnas.org/cgi/doi/10.1073/ pnas.1206820109 NAP. (2017). The health effect of cannabis and cannabinoids. National Academy of Sciences, Engineering and Medicines. National Academies Press. Retrieved from https://www.nap.edu/resource/24625/Cannabis-conclusions.pdf Reddy, D., & Golub, V. (2016) The pharmacological basis of cannabis therapy for epilepsy. Journal of Pharmacology and Experimental Therapeutics. 357, 45-55.

Retrieved from http://dx.doi.org/10.1124/jpet.115.230151

BOX 2:

SER IOUS M E D I CA L CON DIT I O N S Amyotrophic Lateral Sclerosis

Intractable Seizures

Autism

Multiple Sclerosis

Cancer

Neuropathies

Crohn’s Disease

Parkinson’s Disease

Damage to the nervous tissue of the spinal cord with objective neurological indication of intractable spasticity

Post-traumatic Stress Disorder

Epilepsy Glaucoma HIV (Human Immunodeficiency Virus) / AIDS (Acquired Immune Deficiency Syndrome) Huntington’s Disease Inflammatory Bowel Disease

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Severe chronic or intractable pain of neuropathic origin or severe chronic or intractable pain in which conventional therapeutic intervention and opiate therapy is contraindicated or ineffective Sickle Cell Anemia ~https://www.pa.gov/guides/pennsylvania-medical-marijuanaprogram/#17MedicalConditions

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A Missionary’s Life: CHANGWAN OH, RN, BSN Mary T. Boylston, RN, MSN, EdD, AHN-BC

Photo by Ian Espinosa on Unsplash

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ver the years, I have had the privilege of working with a number of fascinating students. One personable student, Changwan Oh made a lasting impression upon me as a man who was not afraid to take a risk as he emigrated from Korea to join the BSN Two program. From his interactions on campus and in class, one could easily see his great love of God and the less fortunate.

After Changwan graduated from Eastern, I wondered what had become of him until I received an email asking for a letter of recommendation to support his request to work in a Bangladesh refugee camp. Thrilled to be reconnected, I asked him to share his personal and spiritual journey with the Eastern community. With humility and grace, he agreed to an interview only to shed light on the needs of the impoverished in third world countries.

November 1, 2017: You are an interesting young man. What made you choose to attend Eastern University rather than a school in Korea? [CO]: Thank you for the compliment.

I had decided to study in the US because I wanted to learn nursing in English as it would be easier to join international volunteer groups and communicate with staff and patients.

In my opinion, nursing education in the US is more advanced compared to South Korea.

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Initially I searched for programs in English speaking countries and found the BSN2 program at Eastern.

I was convinced that this was the program that I had been looking for and believed that the BSN2 was the answer to my prayer.

What were your initial professional goals? [CO]:At first, I wanted to graduate from Eastern University and work as a nurse missionary. My ultimate goal was simple; praise God and love neighbors. In a way of loving neighbors, I chose to study nursing and tried to become a professional who cared deeply. It was and remains my goal to help people in need, and put my efforts to alleviate suffering in this world. Yet it was not until I volunteered in Peru that my vision became more specific.

After moving from St Davids equipped with my BSN, I first began to work with an orphanage, Casa de Acogida para Niños San Juan Diego, in Huancayo, Peru. This facility houses about thirty children (ages under sixteen) where almost ⅔ of children are infected with HIV (the ratio always changes). Unlike the 1980’s, HIV is now considered a manageable condition as long as patients receive proper treatment.

However, the children who lived at 3200 meters of high altitude, had no chance for receiving preventive treatment that they needed due to poverty and geographical isolation. I felt hopeless when there was nothing I could do except help to transfer

them to the children’s hospital in Lima after their condition progressed to AIDS. Sadly, thousands of children lose their innocent lives because of preventable diseases every day worldwide. My goal now is to fight to stop these kinds of tragedies. I want to be an advocate for the vulnerable.

What were your experiences at Eastern and how did they prepare you for global work?

[CO]: Although I already made up my mind to dedicate my life to care for suffering people, my plan was still uncertain until I enrolled in the BSN2. At that time, I thought vaguely that the Holy Spirit would lead me when the opportunity arose and was not seriously concerned about my future. Yet, while I was studying at Eastern University, I had the privilege of meeting great teachers and classmates. Their humility, passion for caring for others, and faith toward Jesus Christ, opened my eyes and helped me to observe myself more objectively. I realized how ignorant and arrogant I was. Then, I started to change; I was trying to lower myself in love and asked for forgiveness. My faith increased and I found the true meaning of humanitarian work.

Gratefully, the holistic curriculum of the BSN2 program not only focused on nursing skills but taught the importance of human lives. Through classroom and clinical experiences, I learned how to respect patients and empathize with their pain as a nurse.

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The transformative teaching and mentoring made me different from other volunteers and I could see the differences from my peers while I worked in El Salvador. One of the important components of my degree was to learn about and provide patient-centered care which I was also able to do in Peru.

Tell me about your postgraduation journey. [CO]: After I graduated from Eastern, I applied to international organizations, such as Doctors without Borders, Peace Corps, and Mercyship. However, all of well-known international groups required some years of experience or the minimum education of Master’s degrees. I searched for private nongovernmental organizations (NGO) and joined Tarpuy Sonqo’s medical program in Peru. I worked at a free clinic in Bellavista, Callao.

During this time, I participated in fundraising to build houses and schools in the rural areas of Callao. On the weekends, I worked at the construction site helping to build the houses. I stayed with the organization about a year and a half, until I discovered that the head of the NGO embezzled the donations.

So, I left the NGO. After that, I joined Clinibus, a free mobile health clinic operated by government of Callao. I moved to a poor region with the team of Clinibus for about six months. The program ended abruptly after a new governor was elected.

After leaving Clinibus, I joined “Casa de Acogida para Niños San Juan Diego.” So, I moved to Huancayo with friends to work with orphans.

The orphanage was under a Catholic Foundation. We worked with a young priest, Father Alfredo Osorio and four local nurses. We helped with the children’s daily activities and provided medication, taught English, cleaned, cooked, drove them to appointments, and played with them.

What makes you interested in working in other countries?

[CO]: The inequality problem among nations is getting worse. It

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has been suggested that the wealth inequality is directly linked to health disparities and issues such as obesity, newborn mortality, and more. However, unlike developed countries, the system of social services in developing countries is very weak or does not exist which results in lack of access to any healthcare services.

Some people in first world countries might say that famine or dying from diseases in other countries are not their problems. They may claim that they have the right to enjoy their wealth because they worked hard to earn it. I think that they may be right unless they are Christians. If Jesus Christ is not the Savior, then they can insist that dying people in other countries are not their problems. However, as a Christian, I cannot agree with this limited philosophy because Jesus clearly taught us what we must do for dying neighbors in Luke 10:3035. Therefore, based upon this mandate, the reason I am interested in working in other countries is because I know that they are my neighbors who desperately need my help.

Consequently, I believe that is why I was created and must keep trying in order to follow His teaching. As a result, I am planning to go to Bangladesh to help Rohingya people (CNN, 2017, http://www.bbc. com/news/world-asia-41566561). I have decided to help the Muslim people because I believe that true Christianity is about love not hate. I further believe that we do not have authority to judge who is right and wrong, but only God can.

What have you witnessed as far as health care is concerned in the countries where you worked?

[CO]: In Peru, I have witnessed many healthcare problems, such as insufficient health care providers and facilities for the poor, antibiotics misuse, sanitation, air pollution, and lack of health education.

I mostly worked with the government operating free medical clinics and witnessed doctors E astern University

Changwan dedicates his life to service

prescribe antibiotics without a thorough history and physical assessment. Because of the dry and windy weather and air pollution, many patients visited the clinic complaining of cold-like symptoms, then they receive unnecessary antibiotics. Now, the incidence of antibiotic resistant bacteria is on the rise and has become a national health concern in developed countries. With the three million tourists who visit Peru every year and new types of super drug-resistant bacteria created, disease could quickly spread to the rest of world.

We already had experience a similar incident during the Ebola virus outbreak in West Africa from 2013 to 2016. Bird influenza also could spread by bird migration. Nowadays, the world is getting smaller and connected to each other and caring about the health care problems in developing countries can be directly related in caring about ourselves.

Another health care problem is inconsistency and inaccessibility of health care services for the poor.

Although the density of healthcare providers in Peru looks better than other developing countries, most of good hospitals are located in wealthy areas and the actual number of health care workers in the poorer regions is very low. Many of the Fall 2018

impoverished rely on free medical care but free health care services could end anytime depending on the result of an election. In fact, I saw two free medical clinics shut down abruptly after an election was over.

Then it became more difficult to provide consistent treatment for the poor people.

Why do you want to work in the refugee camps? [CO]: According to CNN (2017), there are 400,000 refugees including 140,000 children in southern Bangladesh and the number is still increasing. As the exodus continues, problems like lack of healthcare services and insufficient basic needs will become more serious. I cannot even imagine the exact condition of the area at this point, but I would like to put my best effort to help those people. Although I am looking for a position as a nurse, I am aware that the role of health care providers in developing countries is a lot more complicated than just taking care of patients. From my experience, I will face many different issues besides health care and need to be ready for hard labor as well. I assume that I might participate in distributing food, building shelters, or teaching children, while providing nursing services.

Is there anything else you would like to share? [CO]: In January 2016, I had a car accident resulting in disk herniation on my C4-5 vertebrae. After receiving six months of treatment in the United States, I moved to South Korea for physiotherapy and acupuncture therapies. The continuous pain from my neck to left hand and headache are annoying but still tolerable. I have to admit that my soul and body have been weakened and left vulnerable after the accident. What has hurt me the most is the spiritual pain that the accident caused. After almost two years, I still ask in my prayer “Why?” “Why have You given me such a test when I am trying to follow Your teaching?” But I am going and ready to accept another test if God gives me one. Ultimately, there is a reason for this challenge and I hope that I can find answers during my journey.

Changwan Oh, RN, BSN, Class of 2010

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ONLINE MSN LAUNCH FALL 2018 NEW PROGRAM READY TO CHANGE PROFESSIONAL NURSING Mary T. Boylston The Department of Nursing at Eastern University prepares graduate nursing students for thoughtful and productive lives of Christian faith, leadership, and service as holistic nurse educators and leaders as members of the global nursing community.

curriculum. Whereas there is a plethora of graduate nursing programs in the United States, this program approaches graduate education in a unique manner through a holistic Christian nursing lens.

This mission statement is telltale of the newly designed Masters of Science in Nursing (MSN) program.

Already enrolling students for a Fall 2018 start, the MSN has been created to fill a void in professional nursing with concentration tracks in holistic nursing education and holistic nursing leadership. The MSN is based on the American Association of Colleges of Nursing (AACN) Essentials of Master’s Education in Nursing (2011), the American Holistic Nurses Credentialing Corporation (AHNCC) Core Essentials for the Practice of Advanced Holistic Nursing (2012) and Core Values, which are incorporated throughout the

According to Dr. Christina Jackson, “The holistic approach means that we take a mind-body-spirit approach to all things involving individuals, groups and communities. The necessity of selfcare, self-awareness such as emotional intelligence, and non-hierarchical relationships or partnerships are essential to developing holistic communities of learning and work.

In addition, this program will also prepare the graduate to step into an educator or leadership role whether it be in the community, hospitalbased, or university setting. The AACN (2017) reported a national faculty shortage has affected the number of nursing students accepted

into entry level programs. With 64,067 qualified applicants being turned away from baccalaureate and graduate nursing programs, this shortage has altered the numbers of nurses needed to fill the projected void of practicing nurses.

To that end, Eastern University’s Department of Nursing has acknowledged the need for more graduate-prepared nurses by creating an online program that prepares the individual to make an impact on our profession. Furthermore, the student will have the opportunity to prepare for the Advanced Holistic Nurse (AHNCC) and Nurse Educator (CNE) certification exams and/or Institute of Health Improvement (IHI) Open School certificate.

The accelerated part time program is completely online program and can be completed in 2.5 years. Classes enroll and begin each fall and spring.

For more information about the MSN click on https://www.eastern.edu/ academics/programs/departmentnursing-adult-undergraduategraduate/master-science-nursingmsn or contact Jon-Michael Odean (jodean@eastern.edu).

References: American Association of Colleges of Nursing. (2018).

Nursing faculty shortage fact sheet. Retrieved from http://www.aacnnursing.org/Portals/42/News/ Factsheets/Faculty-Shortage-Factsheet-2017.pdf American Association of Colleges of Nursing. (2011).

The essentials of masters education in nursing.

Retrieved from http://www.aacnnursing.org/ Portals/42/Publications/MastersEssentials11.pdf American Holistic Nurses Credentialing Corporation.

(2012). Core essentials for the practice of advanced holistic nursing. Retrieved from http://www.ahncc. org/wp-content/uploads/2017/12/2017-ADVANCEDCORE-ESSENTIALS-DOCUMENT-Final-PDF.pdf

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Eastern University’s (EU) Master of Science in Nursing (MSN) prepares graduates to assume roles as leaders, educators, and transformers of healthcare environments. They will be self-aware, and grounded in the Holy Spirit to be positive agents for change. They will be empowered to serve as leaders in clinical and academic settings, teach effectively, and apply a holistic worldview to a myriad of healthcare environments and situations.

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E astern University

A Culture in Need:

HELPING HANDS Julia E. Ruff, RN RN to BSN student

My place of meditation and quiet time with God. Most of the coconut trees were cut down for food during the war.

‘I have shown you in every way, by laboring like this, that you must support the weak. And remember the words of the Lord Jesus, that He said, ‘It is more blessed to give than to receive.’ Acts 20:35

Introduction My name is Julia Ruff and I have been a registered nurse for eighteen years. Currently, I am in the online RN to BSN program earning my degree and preparing to return to the people of Carver International Mission (CMA) in West Africa. In 1977, a missionary from Liberia preached at our church about the missions. When I heard the plea for help, I was stirred: “What must I do to go?” The following year, I went on faith to Liberia on what was to be a short term mission.

My dream has always been to care for the marginalized and vulnerable. But, I never thought I would be in Africa as a missionary, which is telling of God’s wisdom and providence. As I embraced the culture, I learned that healthcare and preventive activities are universal and nursing care is basically the same anywhere.

The following narrative is an abbreviated account of my 13 years of missionary experience in West Africa.

Liberia I have always had concern and compassion for those who are less fortunate. After embracing the Christian life, these features intensified adding a deeper desire to care for the holistic needs of the poor. I arrived in Liberia, to teach at CMA and in the hinterlands, which are regions beyond the coastlines, less developed, and heavily forested. Destroyed during civil war, the medical facilities and healthcare system virtually disappeared.

Although Liberia has a wealth of natural resources such as diamonds, iron ore, gold, and timber, it is one of the poorest countries in Africa.

As I began my missionary work at CMA, I was assigned multiple duties as a licensed practical nurse, substitute Bible teacher, and assistant elementary school teacher.

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The school facilities, made of columbo blocks and prefabricated materials, was the setting where 500 students attended class each day wearing their blue and white school uniforms. Upon my arrival, I taught Health Education using picture charts because they did not have textbooks.

My work in Liberia focused on teaching major health issues which included malaria, dysentery, cholera, diabetes, and infant death. Lassa fever, dengue fever, typhoid, Hepatitis A and E are also regional health problems. Other health promotion topics included but were not limited to sexually transmitted diseases, malaria prevention and treatment, sanitation, childhood diseases, nutrition, and oral hygiene. During my classes, I focused on prevention and healthy life choices.

Despite the challenges and barriers of limited supplies and teaching tools, the staff of CMA continued to provide basic healthcare for the sick, arts and crafts for traumatized children, attentive listening to adults with horrific stories, food for hungry families, malaria treatments, and non judgmental attitudes towards young boys and girls who were war combatants or rebels and now desired an education and acceptance back into society.

Although this was an experience filled with many sweet memories, there were times when I reconsidered my calling such as when a machine gun was pointed at my head because a young rebel wanted to seize my vehicle. I quickly learned to be on alert at all times since we were ministering in a war zone.

Embracing the People and Culture Even with the dangers, I loved the Liberian people and my vocation. While working at CMA, one of our students brought a 10 year old boy to me asking if I would pay for his transportation to the hinterlands for safety. Sadly, his life was threatened by his family as his grandfather, a village chief, gave him the deeds to his land. Angry, his uncles planned to kill him LIGHT ING T HE DAR K NE SS

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The children with gift packets containing tooth brush, tooth paste, and a small toy. They suffer with high fevers from malaria.

and take back what they thought they deserved. Quickly, I paid his expenses and once it was deemed safe, he returned to CMA to pay back the loan. Sweetly, he called me his “Old Mom” as he worked vigorously and continued his education. After his graduation, he was officially hired to help us during the war. As fighting and danger increased, he was asked to pack and hide our valuables such as computers, cameras, and other important items in a secured place to prevent rebels from taking them. However, someone alerted the rebels that he knew where our valuables were located. The rebels captured and beat him. Tragically, his life was always in danger, so he fled and was granted asylum in the United States (US) where he now works as a computer technician.

and prayed that it would start.

Thankfully, on the second turn of the key, the engine started and we drove to another mission compound in Sudan to wait for the UN convoy.

During these challenging moments, fear and tears told a story on each face. I experienced a great deal of anxiety, but could not give into the terror as people needed me to be strong and provide comfort.

War Eruption

As the sun set, we looked for the military helicopters to air lift us from the area. Unfortunately, we were located by high powered electrical wires and the soldiers had to reroute the helicopters. The new plan was to change the pick up location the following day, so we spent the night in a large room with no electricity.

Unfortunately, the war escalated.

The rebels threatened us each night and forced our team to evacuate our mission and leave Liberia. The US Embassy instructed us to give the rebels the material items they asked for and prepare to join a United Nations (UN) military convoy when they arrived in our area.

The next morning we boarded our school bus that had not been used for several months, uncertain of the level of gas or tire pressure,

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The UN convoy arrived to escort us to one of the military stations for safety. Other people from many nationalities joined us. Our vehicles began to fill and we did not know if there was enough room, so we prayed. Fortunately, everyone was able to squeeze onto our bus as it overflowed. We then traveled to a shelter and waited to be flown via helicopter out of danger.

That evening we found a space on the hard cold cement floor to sit and sleep. The only lights present were the flashlights of soldiers on the outside of the building. However,

as missionaries and living in a foreign country, we learned to carry candles, matches, and a flashlight with batteries in case of emergencies.

These items were available to me because they were part of my traveling gear when working in the hinterlands. As we trembled, the building was pitch black and no one dared to move or speak. I lit a candle and illuminated the large room. Fears were relieved by sounds of sighing and comments that we have light which signified hope. The candle did not flicker out until the rising of the sun. The next morning everyone was airlifted to safety. Our destination was Senegal, West Africa and then home to the US. Returning to America provided time for me to continue nursing school at Episcopal Hospital School of Nursing. After graduation and a year experience of medical surgical nursing, I knew it was time to return to Liberia.

Back to Liberia Upon arrival, I did not know what I would face. Riding down the road, I saw broken down and shell shot buildings, police checkpoints, and plenty of vendors selling all sorts of items such as fruits, vegetables, and clothing. Along the beachfront were stumps of chopped down palm and coconut trees that once graced the

E astern University

coast line. Although the land was brutally destroyed, beauty remained and was captured in the smiles of friends and students who survived the war.

Now that we were back, the restocking and opening the infirmary was the priority. Because of the war, supplies were limited. We needed medications for malaria and ringworm, fever, cold compresses, gauze, and bandages.

Once the infirmary was ready, health promotion became the major focus of our activities. But, on two consecutive Sundays, while attending church services, a parent asked if attention could be given to their child who had a high fever and convulsions. Although malaria is usually the cause, some African traditional beliefs lead parents to think that their baby was bewitched. It took a while to convince them to take the baby to the hospital.

Sadly, the infant died in my arms before we entered the hospital.

Each day and week had its challenges, and the following week, I saw more of the same. This time, I was more forceful and demanded that the child be taken to the hospital immediately. As soon as we arrived, the nurse in the hospital was grateful that we intervened, but was angry with the couple who also held to traditional beliefs that the high fever and convulsions were due to a hex.

With these examples, it is clearly understood why teaching and malaria prevention became the major focus in Liberia and other West African countries. Tragically, many children die unnecessarily from this disease.

Noted by the CDC, malaria is listed as one of the top 10 causes of infant death globally. In the school, we taught

the children and parents how to prevent malaria with mosquito nets, removal of water filled containers from around the house that allow mosquitoes to breed, and cover all drinking water containers.

Rays of Hope Extending helping hands in cultures of need has been a rewarding and challenging experience for me. In war torn Liberia, my nursing skills yielded positive results.

Blessed by God, we were sent where we were needed and provided with the basics to render care to His beloved children. Today, the students in the academy continue to seek counseling when experiencing emotional relapses from the war. Our infirmary thrives and meets the health needs of students with high fevers and malaria.

Further, we have an open invitation to return to the hinterlands to provide information for both health and preventive care.

A new ray of hope brightens my days as the President of Liberia has initiated the National Health Worker Plan which focuses on training and deploying health workers into the hinterlands. Since the beginning of the program, 300 health care workers are supported in 300 interior communities. Further, these workers not only provide health care but conduct 42,000 patient visits and treated 22,000 cases of malaria, pneumonia, and diarrhea in children. As reform has moved through the region, I look forward to completing my Eastern University BSN and returning to lend a helping hand in a region desperate for compassionate nursing care.

Left and bottom right: Julia providing care for the academy children

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Courage, Power, and Love 22  

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E astern University

Remarks offered at the pinning ceremony for the Eastern University BSN2 graduates, December 15, 2017.

By Margaret Kim Peterson, Ph.D., Professor of Theology and Psychology, Eastern University

I

want to talk to you about courage, power, and love. ******

As many of you may know, I had a first husband who died of AIDS. We were married from 1991 to 1995, which happened to be the four worst years of the AIDS epidemic in the United States. There were not yet any effective anti-retroviral medications. Treatments for opportunistic infections inevitably fell short. Death rates were rising inexorably. It seemed utterly beyond belief: how could there be an infectious disease for which there was no ready cure? Hadn’t that era—of smallpox, polio, syphilis, tuberculosis—ended with the advent of antibiotics and vaccines?

The gay men at the center of the HIV/AIDS epidemic responded to this unimaginable calamity with a paroxysm of collective grief and a determination to care for one another no matter what. Those beyond the visible scope of the epidemic responded with howls of scapegoating and finger-pointing, typically couched in religious terms: AIDS was God’s judgment on the sexually immoral, who therefore deserved what they got.

This collective cultural rage and shame was expressed architecturally at Duke University Medical Center, which actually had four infectious disease clinics at the time: one for childhood diseases, one for tropical diseases, one for pneumonia and wound infections, and one for the patients and the disease that no one wanted anything to do with: gay men and IV drug users with HIV/ AIDS, many of them uninsured or underinsured, many of them without supportive family or friends. That ID clinic, staffed at the outset by one physician, three nurses and a pharmacist, was in the basement of the hospital, behind a door without a window.

Nurses were the backbone of that clinic. They were pioneers, just as much as the doctors were. This was not work that most people, including most medical professionals, were willing to do. When a nurse was out sick, there was often no one willing to cover for him or her. It took courage to tolerate identification with a disease that the whole culture loved to hate, courage to care for patients who could not be cured, courage to participate in the creation of a kind of alternative universe behind that clinic door: a universe in which every patient was valued and accepted unconditionally, no matter what. ******

Fall 2018

The staff of the ID clinic eventually came to include several social workers, one of whom saw my husband weekly for psychotherapy. One spring she was out on medical leave for six weeks, and asked another hospital staff member to come in and offer therapy to her patients in her place. Kevin was an oncology nurse with no official connection to the clinic, but in the early days he had been one of two nurses to run an HIV/AIDS support group for the clinic’s patients. He was, the social worker told me later, “one of the best therapists I ever worked with, even with no formal therapy letters after his name.”

He was also deeply interested in all aspects of HIV/AIDS, both medical and human. Kevin’s involvements at Duke University Hospitals gradually grew to encompass not only clinical work but teaching and administration. He held faculty positions at the Duke University School of Nursing, the Duke University Fuqua School of Business, and the UNC School of Global Health. He became Chief Operating Officer of Duke University Hospitals in 2003, and President and Chief Executive Officer in 2009.

As Kevin rose through the administrative ranks and took on more power, he did everything he could to minimize the damage done to the ID clinic and its patients by the seismic changes happening in health care. And he wielded power with grace. In the words of the clinic social worker: “Right up until the day I retired, no one ever had a bad word to say about him.” Earlier this week it was announced: Kevin has been hired away from Duke to serve as President of Johns Hopkins Medicine, a six-hospital system that employs 40,000 people at those hospitals and at scores of outpatient sites in the Baltimore-Washington area and around the world.

. .be brave. The world needs your courage.

LIGHT ING T HE DAR K NE SS

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Kevin was a 24-year-old bachelor’s level nurse when he went to Duke, 32 years ago. He had no aspiration to power. “When I became a nurse we weren’t allowed to become presidents and CEOs,” he said in an interview with the Baltimore Sun. “I didn’t become a nurse because I wanted to become a CEO one day.

I became a nurse because I wanted to take care of people.” And yet he has risen to power; he has affected the health and lives of countless individuals in his years of service at Duke, and will continue to do so after his move to Johns Hopkins.

days when I couldn’t do it all myself.

“My visits with him were always a highlight of that day,” Deb told me later. “Even when I was doing more of his physical care, I felt as if I were going to a social visit. I was able really to get to know him. Nursing is really a science of caring for the whole patient, but so often much of the contact with the patient is focused on the physical aspect only.

Working with Dwight, I truly was able to focus on all aspects of him. It was an experience that I will always cherish as a highlight in my hospice nursing career.”

******

Dwight and Deb became deeply attached to one another over the years of their relationship. I think it would be fair to say they loved each other. Deb’s love for Dwight was an expression of her humanity, but also of her identity as a nurse. In Deb’s words: “I have found that when I look forward to seeing a patient because I know it is more of a ‘social visit,’ that is when I am really doing nursing.”

After the death of my first husband I remarried, to a New Testament scholar who used a wheelchair because of a paralyzing illness suffered when he was 18 years old. In the course of decades spent sitting down Dwight began to develop many of the predictable complications of paraplegia, including difficulty with pressure ulcers, wound healing, and infection. After years-long efforts at healing a particularly intractable ischial wound were exhausted, he entered home hospice care in July of 2012. Among the care providers to whom we were introduced soon after this sad transition was his nurse, Deb. The typical hospice patient is on service for nineteen days. Within that brief time frame, managing symptoms, taking care of physical needs, and preparing the patient and family for the end of life is what the hospice nurse spends most of her time doing. In Dwight’s case, things turned out differently.

Over the course of weeks and then months, his symptoms (of pallor, fever, chills, fatigue, new pressure ulcers) gradually subsided. He felt better, although he became permanently confined to bed. He lived another three and a half years, all of it on hospice.

Deb was Dwight’s nurse for all that time. She visited him twice a week.

She dressed his wound; she helped with some of his personal care on Kristina Pansa ‘17 and Margaret Kim Peterson, Ph.D.,

****** So these are my charges to you, as new nurses: Like the nurses of the ID clinic in the 80s and 90s, be brave. The world needs your courage. Your patients need your courage.

Like Kevin Sowers, of Duke and now of Johns Hopkins, know that you are powerful. Use your power for the good of your patients and of the world.

Like Deb Simmons, of Wissahickon Hospice, open yourself to love your patients and to be loved by them.

Together, you can bless each other.

I am so proud of all of you.

Margaret Kim Peterson

in a 100% disability ranking. My dad then sent me documentation of his service and disability. I applied and wrote a few short essays in response to posted questions and submitted the application in April 2017.

FOLD S O F H O NO R BUDW E ISE R SCH O L A R SH I P Hayley Williams Class of 2018

Hello!

I am a fifth-year student who played field hockey all four years, always had two jobs, and ambitiously took up a major in nursing. I actually got sick during Fall of sophomore year and had to withdraw from my two nursing classes in order to save my grade point average, health, and chances of officially being accepted into the major.

Once I was healthy, I took the withdrawn two classes during the following fall putting me an entire year behind all of my friends and classmates of two years. I knew that this would eventually complicate my financial aid and ability to attend Eastern because my four-year scholarship wasn’t going to extend a fifth year. I then put all my faith and trust in God that if being a nurse was the path for my life, that doors would open, and doors would close, and nursing would happen.

In June, I was emailed by a woman asking to have a phone conversation about my application for the FOH scholarship. I was skeptical, but that phone call led to many more, which prompted my mother to call FOH and verify the validity of this company that was pursuing so much information. My non-disclosure agreement prevents me from sharing the nitty, gritty details but I had absolutely no idea the extent of my scholarship, even when actor Adam Driver was in my kitchen and handed me a letter. As seen on the Budweiser you tube video, I cried, shook, and clung to the envelope for dear life. It wasn’t until the producer of the video, whom I had become very close with, had me open the letter and read it that I understood that not only did I get the scholarship, but that Budweiser was actually paying for EVERYTHING else (FOH gives the scholarships of up to $5,000 so this was a huge shock!).

My final year of college, my fifth year was going to be a full ride thanks to FOH and Budweiser.

Faith is hard, and blind faith is even harder. Often we do not know the plans God has for our lives and that is a scary thing. Giving everything to God and fully trusting in Him is something I used to think was impossible. But that is exactly what I did. God’s faithfulness and unconditional love has fully engulfed me; I am forever grateful and owe everything in my life to my Lord and Savior Jesus Christ. My life has been flipped upside down ever since and it is so hard to comprehend what has happened. I never saw working two jobs, applying for scholarships, and everything else that I did as worthy of reward. I always did those things because I knew it was what I needed to do. Yet, we are led by the Holy Spirit and if we give ourselves to His guidance, great things happen.

Hayley Williams

Hayley’s Folds of Honor Video can be viewed at https:// www.youtube.com/watch?v=huQrvmrJbXk

At the end of my fourth year, I aggressively searched for and applied for all sorts of external scholarships to hopefully fund my final year of college. I came across Folds of Honor (FOH), read the description, and asked my mom “I meet the criteria, right? I can apply for this scholarship?”

The FOH scholarship is for spouses and dependents of service members who are enrolled or plan to enroll in a Bachelor’s program. The service member had to be killed in action, suffered the loss of a limb, or have a total disability ranking 10% or greater from the Veterans Administration. My father was wounded during training exercises before his unit deployed; over the years his injuries have accumulated from that injury resulting Fall 2018

Hayley with actor, Adam Driver, and her father

LIGHT ING T HE DAR K NE SS

25

HA I T I M IS S I O N T RI P 20 1 8

MEMBERS

Elaine Fuguet, Faculty Caitlin McDonald Brittany Finkbeiner Katie Tower Kelly Archibald Brittany Finkbeiner Karissa Brady Brenda Zeck

Congratulations Class of May 2018 for 100% passage of NCLEX-RN!

W o r k i n g T o wa r d S u c c e s s

ATI Testing in

N u r s i ng E d u cat i o n

at

Eastern University

Kimberlee Guevin, Director of Pre-Licensure Programs

T

he goal of the prelicensure nursing education program is to prepare students to practice holistic professional nursing care from a Christian Worldview. The process begins immediately upon entry into Eastern University and ends with graduation and the successful passing of the NCLEX-RN.

Junior and Senior years. However, ATI has created a system in which students have access to virtual learning materials in their Sophomore year as well. Study and communication skills begin the students’ venture into ATI to prepare them for more advanced learning and critical thinking development in the last two years.

This process and curriculum have been deliberately created using best practice models and evidence, and supplemented by annual course reviews and revisions, student and faculty input, community of interest suggestions, and the careful placement of standardized testing. Throughout the years, the Department of Nursing (DON) has supplemented growing knowledge with a standardized testing system designed by Assessment Technologies Inc….also known as ATI.

ATI’s impact does not end upon graduation. CPP helps students to achieve first-time passage of the NCLEX-RN and includes a 3-day onsite review course that students in that past had to pay for out of pocket. They also have access to one-on-one exam prep mentoring, which enhances their ability to pass the NCLEX-RN.

Since its inception, the Pre-Licensure Nursing Program has incorporated a portion of ATI testing products as the cornerstone of student requirements. Due to the ongoing success with its use, ATI now offers a Complete Partnership Program (CPP), an all inclusive package which provides online resources that also enhance student outcomes and retention.

The virtual tools and resources are extensive and focus on students achieving positive outcomes. Included are tutorial systems, learning strategies, critical thinking assessment, self-assessment inventory, content mastery based on the NCLEX-RN exam, review content and skills modules, Pharmacology and medication administration assessments, video case studies, real life reasoning scenarios, Nurse’s Touch Package using tools to address

Previously, students accessed the ATI resources in their

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Nursing C on n ections

ATI also offers significant faculty development opportunities, which are available online and on campus each May.

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nursing “soft skills,” Sigma Theta Tau International Nurse Manager Certificate, comprehensive NCLEX-RN Review resources, Anatomy and Physiology Assessment Package, and Program Dashboard and Assessment tools.

Furthermore, when the student opens their personal ATI page, they are met by their scores and probability of passing the NCLEX-RN if they took the test at that moment. This further motivates the students to take advantage of the program to meet their impending goals.

Although the nursing faculty are confident of ATI’s effectiveness based upon the successful NCLEX-RN pass rates and supporting data, it is understood that students may not appreciate the platform fully until graduation.

However, as students continue to access ATI, their opinions rapidly change. When asked about ATI, senior nursing student Tim Dooner commented: Throughout the nursing program, ATI has proven to be a beneficial but challenging experience. The website offers an incredible amount of opportunities for practice and application, and countless hours are spent on tests and quizzes that will enhance our mindsets for the ultimate goal of passing the NCLEX-RN. My opinion is one of appreciation for the benefits that it brings us as future nurses.

December 2017 graduate, Frederic Maniraho, RN, BSN, relates to Tim’s assessment and reported: ATI taught and trained me to take series of timed questions. Timing during testing was a barrier for me in most part because being multilingual created interference between my thinking in English, French, and Kinyarwanda in order to understand what the question was asking me or to choose the best answer. Doing more quizzes, assessments, and proctored tests trained me to think as a nurse.

Also, the remediation and focused reviews helped me grow in critical thinking and in NCLEX-RN style question taking which were personal struggles. I moved from 76% likelihood of passing NCLEX-RN on my personal dashboard to 82%, 89%, and stayed consistently at 97% chance of passing for all the comprehensive tests including Virtual ATI predictor.

Toward the end of the program, especially the last semester heading to the preparation of the exam, the ATI has been paramount, if not, the backbone of my success and confidence to pass the boards. Taking comprehensive tests boosted my confidence in accurately completing more than 150 questions in one sitting and finishing them with success along with more time left on the clock. Moreover, the three days class review offered by the ATI was like a cherry on the cake for me because it summarized what I needed to know as I honed strategies to answer questions. To summarize, in my experience the ATI has been without any doubt the key to my success. HANDS down!!!

Above: Kimberlee Guevin, Director of Pre-Licensure Programs Below: Frederic Maniraho, RN, BSN

NURSING NOTES

Jacqueline Raco, School Health Services Director, presented NURS 600: Special Topics at Pennsylvania School Nurses and Practitioners (PASNAP) 2018 “Nursing for a Hierarchy of Needs”, April, 2018 at the Penn State Conference Center.

Employment Milestones

Elaine Fuguet supervised Mission Trip to Haiti during Spring break 2018.

Dr. Christina Jackson celebrated her 30 years of employment with Eastern University.

Maureen Lukens earned her ACLS certificate.

Gilda Jean Louis celebrated 20 years of employment at Eastern University.

Mary Boylston presented “Learning about Ourselves” to St. Veronica’s Elementary School in Philadelphia.

Goodbyes:

Katja DiRado was elected Supervisor of East Fallowfield Township in November, 2017 and Nominated as Democratic Committee Person.

We say a collective farewell to Dr. Mary Anne Peters who has retired from the Department of Nursing. We also bid goodbye to nursing instructor Katja DiRado, clinical laboratory assistant Rose O’Rourke, and Donna Gribbin RN to BSN Director.

Mary Anne Peters attended Commision on Collegiate Nursing Education (CCNE) Evaluator Retraining Program in June 2018, Philadelphia, PA Congratulations to Dr Trish Reger, Dean of College of Health and Social Sciences (CHeSS) and Mr. Paul Epperson, married in December 2017.

Kim Guevin was named CHeSS Faculty Member of the Month for March 2018.

Dianne DeLong represented Eastern University at Pennsylvania Higher Education Nursing Schools Association (PHENSA) and American Association Colleges of Nursing (AACN) Annual Fall meeting, Washington, DC. Gilda Jean Louis, Administrative Assistant, DON, was named a Woman of Influence and honored at the African American Museum by Fun Times Magazine.

Nursing C on n ections

Jackson, C. (2018). Yoga. West Bridgewater, MA: Western Schools CE. 1-2.

Elaine Fuguet, Maureen Lukens, and Christina VonColn-Appling attended Nursing Simulation Conferences at Drexel and Monmouth Universities.

Katja DiRado attended the Sigma Theta Tau, International Nursing Honor Society National Convention as Delta Tau, Chapter at Large delegate, Indianapolis, Indiana, Fall, 2017.

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Chris Jackson presented conference Holistic Approaches to Healing and Well-Being for Children with Cerebral Palsy and Their Families at Nemours AI duPont Hospital.

Welcome: Natasha Bishop, RN, BSN, MSN as mental health specialist. Graduated with ASN from Community College of Philadelphia; BSN from Eastern University.

MSN in nursing education from Walden University.

Nancy Blackburn, RN, MA, MSN, BC, CPEN as pediatric nurse specialist. Graduated from Nursing School of Wilmington with nursing diploma, MA in Biblical Counseling from Trinity Theological Seminary, MSN in Leadership/Education from Wilmington University, ABD in Biblical Counseling, Trinity Theological Seminary.

Ann Marie Carpenter MSN RN CCRN as affiliate faculty. Graduated from Neumann University with BSN and Widener University with MSN Emergency and Critical Care.

Sally Stern, RN, MSN, RNC-OB, RNC-BC, CCE as obstetrics nurse specialist. Graduated from Bloomsburg University with BSN and Villanova University with MSN in nursing education.

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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: • Certification in School Health Supervisor • Certification in School Nurse • Master of Education (MEd) in School Health Services • 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

E XC E R P T F R O M ST U DE N T C AI T L I N M C DO N AL D’S F U N DAM E N TALS C L I N I C AL J O U R N AL NOV EMBER ,2016

STUDENT NOTES

May, 2018 BSN Graduates

Emily Poletti Cum Laude

Kelly Archibald

Erin Price Cum Laude

Jordan Barwin Cum Laude

Alexis Rosa Summa Cum Laude

Marissa Burns

Rachael Schaer Magna Cum Laude

Thea Camba Cum Laude

Sarah Sherba Magna Cum Laude

Joan Coney Cum Laude

Samantha Summerly

Courtney Davis Cum Laude

Katie Tower

Timothy Dooner

Katherine Vance

Madison Duncan Summa Cum Laude

Alyssa Welsh Cum Laude

Brittany Finkbeiner

Hayley Williams

Eva Fleischer

Amber Worrell

Maria Fronk

RN to BSN

Kayla Harris

Rosemarie Bucci With Distinction

Michael Jordan Magna Cum Laude

Michelle Cassidy

Lauren Loftus

Kelly Ciccarone With Distinction

Chandler Lovelace

Megan Davison

Karlee Luberda

Michelle Dyer-Gomez

Frederic Maniraho

Ashley Fieseler With Distinction

Caitlin McDonald Cum Laude

Hannah Gerhart With Distinction

Rebekah Nelson Magna Cum Laude

Theresa Julig

Patience Nkrumah

Charlene Kirby With Distinction

Kristina Pansa Magna Cum Laude

Grace Palmer

Adedolapo Peprah Cum Laude

Maryann Pastalone With Distinction

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This clinical was special because it was our last one. At the end of our day, I said goodbye to one of my favorite patients whom I met while we were here. She was upset that I was leaving and started to cry. I asked if I could give her a hug and she agreed. While we were hugging, she whispered into my ear “I love you” and that made me tear up too. I said my goodbyes and promised that I would always remember her and pray for her. As I was walked out, one of the nurses stopped me and said, “She hasn’t been this happy in a very very long time. You touched her heart and I am forever grateful. Thank you for brightening up her life these past couple of weeks.” And with that I lost it. I started to think back to what I did while I was there. I cracked some jokes and stayed with her, but mostly I was nice and kind. I didn’t make her do what she didn’t want to do.

I talked to her while she sat in the hallway alone. I became her friend.

I am so very grateful for the chance that I had to make an impact on her life because I know that she made an impact on mine. I also know that I want to be the kind of person that lifts up my patients, that helps them reach their full potential while they are in my care, and I want to honor her life by doing so. I am excited to share my love and kindness with others and I hope that I never lose that touch.

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Graduation Honorees Class of 2018 May Award Winners

Chair’s Highest GPA – Alexis Rosa Perseverance – Lauren Loftus Marie Joseph Servant Leader – Caitlin McDonald Malinda Murray Compassionate Care – Kelly Archibald Corinne Latini Professional Practice – Courtney Davis

Class of 2017 December Award Winners

Chair’s Highest GPA - Michael Jordan Corinne Latini Professional Practice - Michael Jordan Malinda Murray Compassionate Care - Frederic Maniraho Joyce Wallace Nurse’s Christian Fellowship - Patience Nkrumah Perseverance - Joan Coney Marie Joseph Servant Leader- Kristina Pansa

Korean Nurse Program Alumni News The Korean Nurse (KN) Alumni Association has recently met to honor their alma mater and beloved Professor Sung Yoo. Speaking on behalf of the alumni, Sung reported “we have grown spiritually and professionally in nursing. As you taught us, we are now professional nurses in America. Eastern has taught us to advocate for the sick, needy, marginalized, and healthy-locally, nationally, and globally.” With deep appreciation, the KN alumni association made a donation toward the growth of Eastern’s new nursing laboratory.

Honor Society Inductees 2018

Sigma Theta Tau 2018 Sigma Theta Tau International Delta Tau Chapter at Large Inductees

Jennifer Carlin . Jillian Donze . Alyssa Donze Ian Mercier . Julia Buonocore . Sara Charlesworth Courtney Davis . Madison Duncan . Kelsey Heimbaugh Caitlin McDonald . Rebekah Nelson . Alexis Rosa Tamika Savage . Rachael Schaer . Amy Baldwin Thea Camba . Erin Price . Sarah Sherba . Julia Ruff

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

Passing on the torch

EASTERN UNIVERSITY

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

Graduate*** –Master of Science in Nursing (MSN) –Holistic Nursing Leadership –Holistic Nursing Education

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

***Beginning Fall 2018

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) Leah Brecker (lbrecker@eastern.edu) RN TO BSN:

Dianne DeLong (ddelong@eastern.edu) MSN:

Jon-Michael Odean ( jodean@eastern.edu)