Bridges summer 2015

Bridges A JOURNAL FROM THE IPFW DEPARTMENT OF NURSING

Summer 2015

from the ch

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Dear Friends, Colleagues, and Community Members, Here in the Department of Nursing, we honor interprofessional practice. Nursing is not a solo act.

By its nature, nursing derives from multiple sciences— biology, physiology, pathophysiology, pharmacology, sociology, psychology, anthropology, and others. The artful practice of synthesizing these respective contributions into the science of care actually makes nursing unique.

Not only is nursing uniquely interwoven with multiple foundational sciences, our clinical practice is also uniquely interwoven with other disciplines. The fabric of contemporary clinical practice is interprofessional.

Our clinical practice partners in medicine, social work, dentistry, physical therapy, occupational therapy, and nutrition work, all serve side by side with us in nursing.

Interprofessional practice is the new industry standard. This issue of Bridges honors our unique interprofessional practice partnerships here in Fort Wayne and celebrates the concept of interprofessional practice and education.

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IPFW Nursing does not exist in a silo. We are linked with outstanding partners in Fort Wayne and with our academic colleagues in the health sciences.

Our faculty members partner with experts to improve the hospital experience for patients and families. Clinical liaisons are being forged at all academic levels with administrative team members among all disciplines. Our nursing teams are engaging with the community in ways that are possible because we are responsive to the contributions of multiple disciplines.

IPFW celebrates our 50th year anniversary with the spotlight on interprofessional practice in the Department of Nursing!

We invite you to join us in our continuing celebration of excellence.

Lee-Ellen C. Kirkhorn, PhD, RN Professor and Chair of Nursing, Indiana University-Purdue University Fort Wayne

cont nts from the chair...................... 2 panoramas.......................... 4 features.. ............................. 17 student corner................... 19 departmental updates...... 22 spotlights........................... 26 tracking the mastodons... 28 scholarly submissions......... 30 BRI DG E S

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pan ramas IPFW and Parkview Collaborate to Develop Nurse Residency Program Carol M. Crosby, DNP, RN, NEA-BC IPFW Department of Nursing For the past year and a half, the IPFW Department of Nursing Faculty and Nursing Leadership at Parkview Health have worked together to develop a Nurse Residency Program (NRP) for nurses newly employed

by Parkview. This Nurse Residency Program will begin in October of 2015. Nurses who graduated in May of this year will begin this residency upon the successful completion of the National Council Licensing Exam (NCLEX) and Parkview’s orientation program. The purpose of this yearlong residency is to facilitate the transition of the new graduate nurse into the professional nursing role and promote the long term retention of these nurses at Parkview.

Background Data from the American Association of Colleges of Nursing (AACN) have revealed that 50% of all new graduate nurses leave nursing within two years of graduation (AACN, 2011). This high turnover rate is considered in the context of an increased need for nurses because of the projected retirement of the current Registered Nurse workforce. As for the increased demand for nurses due to the Patient Protection and Affordable Care Act as well as to the aging of America, the evidence that

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supports a direct relationship between nurse staffing levels and patient safety and mortality, the decrease in bedside nurses as more nurses assume advanced practice roles, are ultimately to alleviate the projected shortage of primary care physicians (Kirch, Henderson, & Dill, 2012). As a result, the need for a post-graduation Nurse Residency is clear.

According to the National Council of State Boards of Nursing and The Forum of State Nursing Workforce Centers (Budden, Zhong, Moulton, & Cimiotti, 2013), the average age of Registered Nurses is 50; 53% are over age 50. This high mean age is a direct result of the women’s movement of the late 20th century which sanctioned the admittance of women into other professions and decreased the number of candidates who entered into the predominately-female profession of Nursing. As current practicing nurses reach retirement age, inadequate cohorts of nurses are available to fill vacant positions.

Additionally, patient care demands are increasing. The Patient Protection and Affordable Care Act will enable an additional 30 million people to receive care. The aging of the American public will also impact demand.

By 2020, the population in Indiana greater than 65 will be 15.4 % of the state population, per U.S. HHS Administration of Aging. Almost 39% of patients discharged from U.S. hospitals are greater than age 65

T P A R T N E R S I N N U R S I N G E D U C AT I O N

he purpose of this year-long residency is to facilitate the transition of the new graduate nurse into the professional nursing role and

promote the long term retention of these nurses at Parkview.

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pan ramas(continued) (National Hospital Discharge Survey, 2010); and over 13% of the population of the Fort Wayne metropolitan area is greater than 65.

There will be an increased need for health care providers to care for this aging population in our hospitals, ambulatory care centers, and extended care facilities.

Since the publication of the landmark study To Err is Human by the Institute of Medicine, an increased emphasis on quality and patient safety has occurred among healthcare organizations and providers. Recent research studies, most notably those conducted by Linda Aiken from the University of Pennsylvania and Peter Buerhaus from Vanderbilt, have supported a direct relationship between nurse staffing and patient safety and nurse staffing and patient mortality. The cost effectiveness of appropriate staffing is evident; however, to attain appropriate staffing levels, recruitment and retention strategies are necessary.

Kirch, Henderson and Dill (2012) project a shortage of 45,400 primary care physicians and 46,100 medical specialists by 2020.

Doctor of Nursing Practice (DNP) Programs are increasing to meet the demand for primary care providers; however, the increase in 6

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advanced practice nurses will only increase the shortage of bedside nurses. Based on this data, and the aforementioned scenarios, the American Nurses Association is predicting a shortage of one million nurses by 2020, representing a 29% to 36% shortage.

History of Nurse Residency Programs Residency programs are not a new idea. They have been tried over the years, but usually abandoned as soon as hospitals were able to hire experienced nurses. However, recognizing the impending nursing shortage and the need to prepare thousands (even millions) of new graduates to enter the workforce due to a diminishing supply and an increased demand, the University Health System Consortium (UHC) joined with the American Association of Colleges of Nursing (AACN) over 15 years ago to develop a nurse residency program with a curriculum shared by many hospitals.

It included a year-long residency program in the participating clinical settings that took the novice learner from new graduate to more competent provider. The necessity of such programs was spurred from heightened patient acuity, continuous advancement of

technology and complex treatments required of nursing staff, financial and reimbursement issues, and a stronger focus on quality services. Additionally, a staggering increase in new graduate turnover, startling rates of new nurses leaving the profession completely, and qualitative reports of job dissatisfaction awakened the need to re-evaluate how new nurses were introduced to the profession.

The initial pilot of the UHC Nurse Residency Program occurred in 2002. Results from the pilot and data from subsequent longitudinal studies have demonstrated that improved RN retention achieved through the Nurse Residency program led to improved patient safety and quality of care, improved patient satisfaction, improved nurse satisfaction, and heightened nurse safety (Goode, Lynn, & McElroy, 2013).

Additional studies found positive correlations to improved resource management, communication, management of the patient experiencing a changing condition, evidencebased skin care practice, fall prevention, medication administration, and infection control (Commission on Collegiate Nursing Education, 2008).

Residents utilized a more collaborative approach with the health care team, and were less likely to report anxiety or fear related to communicating with physicians. Residents were more capable of not only recognizing changing patient conditions, but were more clearly able to articulate changes in health status.

Graduates of the residency programs also demonstrated heightened critical thinking skills, and an increased ability to forecast necessary medical treatment. Importantly, residents were able to describe the role he or she played in a multi-disciplinary environment when a critical change in the patient condition required emergent intervention.

Based on these positive results, Nurse Residency Programs have been endorsed

by The Joint Commission, the Institute of Medicine, the Carnegie Foundation, the National Council of State Boards of Nursing, and the Indiana Center for Nursing Practice Committee.

The Parkview Nurse Residency Program The Parkview Nurse Residency Program is being built upon the model developed by the UHC and the AACN and recommendations of the Indiana Center for Nursing.

Curriculum will be presented in monthly seminar sessions in a face-to-face environment. These seminars will be

coordinated by Parkview nurse educators and their IPFW academic partners. The seminars will allow opportunities for professional reflection and facilitated peer discussions.

The format will include topical discussions, presentation of clinical or case studies, simulation, and interprofessional exercises.

Since the residents will come together from various clinical settings within the Parkview system, an on-line discussion forum is being considered where residents can share ideas, thoughts, and reflections between the face-toface sessions.

Proposed topics for inclusion in the curriculum include management of patient care delivery, resource management, communication, conflict management, medication administration, infection control, pain management, ethical decision making, end-of-life care, cultural competence, stress management, evidence-based practice, and professional development. Experienced nurses will precept all newly-employed nurses throughout the residency.

Although many of the proposed topics are included in the current IPFW Nursing curriculum, the collaboration between Parkview and IPFW has provided the Nursing Faculty an opportunity to reassess the current curriculum, and for Parkview to build upon the curriculum to ensure a smooth transition for the graduate nurse into the professional nursing role.

Although Nurse Residency Programs require additional resources from health care organizations, the cost effectiveness of such programs has been well substantiated (Rush, K.L., Adamack, M., Gordon, J., Lilly, M., & Janke, R., 2013). Ongoing evaluation of the Parkview Nurse Residency program will occur to measure the success of the program. ¢

References American Association of Colleges of Nursing. (2011).

Nurse residency program. http://www.aacn.nche.edu/education-resources/nurseresidency-program.

Aiken, L.H. (2012, November 6). Linking patient outcomes to nurse education, staffing, and work environment. Presentation conducted at Purdue University, West Lafayette, IN. Budden, J.S., Zhong, E. H., Moulton, P., & Cimiotti, J.P. (2013). Highlights of the National Workforce Survey of Registered Nurses. Journal of Nursing Regulation, 4(2), 5-14.

Centers for Disease Control and Prevention. National Hospital Discharge Survey 2010. http://www.cdc.gov/nchs/nhds.htm.

Commission on Collegiate Nursing Education. (2008).

Standards of Accreditation of PostBaccalaureate Nurse Residency Programs.

Goode, C.J., Lynn, M.R., & McElroy, D. (2013). Lessons Learned from 10 Years of Research On a PostBaccalaureate Nurse Residency Program, JONA, 43(2), 73-79.

Indiana Center for Nursing Practice Committee Nurse Residency Task Force.

(2013, February 18). The Indiana Nurse Residency Program Resource Tookkit.

Kirch, D.G., Henderson, M.K., & Dill, M.J. (2012).

Physician Workforce Projection in an Era of Healthcare Reform. The Annual Review of Medicine, 63, 435-45.

Rush, K.L., Adamack, M., Gordon, J., Lilly, M., & Janke, R. (2013). Best Practices of Formal New Graduate Nurse Transition Programs: An Integrative Review. International Journal of Nursing Studies, 50(3).45-356.

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pan ramas(continued) Doctor of Nursing Practice (DNP) Program Coordinator and Nursing Graduate Director, Dr. Deb Poling contributes to Scope and Standards of Professional Nursing Practice American Nurses Association –Scope and Standards of Professional Practice Workgroup The American Nurses Association (ANA) is the professional organization that supports and represents all 3.1 million registered through state nurses association and organizational affiliates. The ANA advances the profession through the recommendations and promotion of high standards of nursing practice. This influential organization lobbies Congress and regulatory agencies on health care issues affecting nurses and the public.

Last January, Dr. Poling submitted an application to participate in an 18 month long work group to revise the 2010 Scope and Standards of Practice Document. She was selected from a pool of registered nurses and advanced practice registered nurses from diverse educational backgrounds, practice settings, specialties, and geographic locations across the nation. Workgroup members were expected to attend and contribute during scheduled biweekly conference call meetings, engage in additional small group discussions and writing assignments, and review and comment about reference materials and draft workgroup documents.

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The workgroup was composed of 48 nurses, from Dartmouth, University of Maryland, UCLA, VA, Indiana University-Purdue University Fort Wayne, University of Missouri to name a few. Members also contributed to the development of a foundational document. The Scope and Standards of Practice Document will be read and referenced by very diverse stakeholders, such as healthcare consumers, boards of nursing, faculty, certification program content expert panels, lawyers, and legislators.

“This has been such a rewarding experience and one that will have an impact upon the practice of professional nursing for many years to come.” notes Poling. ¢

Interprofessional Education Opportunities at IPFW Interprofessional education (IPE), over the last several years, has become a requirement for health professionals. IPE is the industry standard for prestigious agencies, such as the Institute of Medicine, American Association of Colleges of Nurses, the American Dental Education Association, the American Colleges of Pharmacy and the American Association of Medical Colleges.

Indiana University-Purdue University Fort Wayne Department of Nursing and Indiana University Fort Wayne have been active in the IPE movement since spring, 2012. As Director of Graduate Nursing Programs, Dr. Poling has pioneered the effort at IPFW and holds membership in the Fort Wayne Area Interprofessional Education Consortium.

This spring, she led the efforts for an IPE event in the College of Health and Human Services (CHHS). Radiology, Dental Hygiene, Human Services and Nursing students took part in a tabletop activity to learn about IPE and then to collaborate to evaluate an actual case that took place several years ago. The case involved a young boy who died as a result of multiple errors within our healthcare system.

Each of our transdisciplinary students attended a session in which they learned about each other’s roles. Then they selected a day to return and apply a strategy known as *root cause analysis* to dialogue and problem solve about the case with their colleagues from other professions.

CHHS has been offering IPE for two years, using high fidelity simulation; however, this year the activity was delivered in a different format and included human services-- a new addition to the disciplinary table. The event was a rewarding experience for everybody, including faculty from varied professions who served as facilitators for the event.

You already have a number of pictures from the IPE events so this one should have good illustration. ¢

Big changes in IPFW graduate nursing as two major program concentrations are now available for students!

IPFW Graduate Nursing has long been a leader in advancing health for Northeast Indiana. It is no secret that NPs are quickly becoming the health partner of choice for millions of Americans. As clinicians that blend clinical expertise in diagnosing and treating health conditions with an added emphasis on disease prevention and health management, NPs bring a comprehensive perspective to health care.

Over the past several years, it has become increasingly clear that Family Nurse Practitioners (FNP), who care for the continuum of infancy through the lifespan and Adult-Gerontology Primary Care Nurse Practitioners (AGNP), who specialize in care of young adults, adults, and older adults are going to be in high demand in the state of Indiana and throughout the United States. As a result, IPFW made some strategic curricular changes to make it possible for our students to be prepared to take certification exams as either FNPs or AGNPs, depending on their course of study. ¢

IPFW now boasts two important program concentrations at the graduate level.

To be recognized as expert health care providers and ensure the highest quality of care, NPs undergo rigorous national certification, periodic peer review, clinical outcome evaluations, and adhere to a code for ethical practices. Self-directed, continued learning, and professional development is also essential to maintaining clinical competency.

AGNPs and FNPs are more than just health care providers; they are mentors, educators, researchers, and administrators. Their involvement in professional organizations and participation in health policy activities at the local, state, national, and international levels helps to advance the role of the NP and ensure that professional standards are maintained.

We are proud to announce this new concentration (FNP) for our graduate program, and we are excited that both of our nurse practitioner program offerings provide seamless entry into our new post-master’s Doctorate of Nursing Practice (DNP) program, enrolling students for fall, term 2015. ¢

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pan ramas(continued) New Frontiers in Teaching and Learning: Simulation and Interprofessional Education In the recent past, high fidelity simulation (life-like human mannequins) were a relative novelty among programs of nursing. Over the past several decades, they have become an industry standard. Creating a learning environment that closely approximates real life helps students learn how to interact with others and provide care in a safe clinical skills setting. Today, nearly every nursing program in the nation boasts the use of multiple patient simulators.

Traditionally, nursing faculty designed simulated learning opportunities for individual students to practice in a hospital-like environment.

Today, there is a more current emphasis--not only upon nursing skills for individual practitioners, but also upon working collaboratively in interprofessional teams and across multiple settings.

serves on the College of Health and Human Services Interprofessional Committee shares her insights, “IPFW incorporates Interprofessional Education (IPE) in simulated learning experiences. The practice is important for patient safety. Several members of our nursing faculty participate with others in the College to create simulated case studies for undergraduate and graduate students. Simulated opportunities that include IPE are already being planned for spring term. “Interdisciplinary health care student teams are the wave of the future,” underscores Poling.

Going forward, IPFW Nursing has plans to add yet another academic partner to its cast of high fidelity patient simulators and IPE. Nursing Department Chair Lee-Ellen Kirkhorn recently visited with Theater Department Chair, Professor Dr. Beverly Redman— both huge supporters of a Theater Department-Nursing Department connection.

Both Chairs voiced interest in possible roles for theater students as patients in selected clinical scenarios. “Clinical simulated experiences in

Gone are the days of learning in an academic silo. Current practice

the service of interprofessional student learning will benefit students in

demands interprofessional teamwork and collaboration with others.

both departments,” notes Kirkhorn.

At IPFW, simulation has evolved from "just" nursing to interprofessional clinical simulation. Students work in tandem with other disciplines to deliver care in real life settings; and now they can practice with interprofessional teams in a laboratory setting as well.

We have opportunities for theater students in many simulations.

Nursing faculty member, Katrina Kessler adds, “I have great interest in involving theater students in dramatic roles.” She elaborates, “It would provide experience with stage make-up, and an added benefit is that

Interdisciplinary simulation is a contemporary approach in programs

both theater students and nursing students could receive constructive

of nursing. Graduate Nursing Program Director, Dr. Deb Poling, who

feedback regarding their performances.” ¢ BRI DG E S

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pan ramas(continued) Co-Creation of an IPFW Concierge Service with Nursing and Hospitality Students As every traveler knows, the concierge is key.

The concierge industry itself is only about 25 years old and started with a few brave pioneers who took the hotel concierge idea and decided to offer it to the corporate world. Although the concierge industry is fairly new, the number of companies that are catering to time-starved people is skyrocketing, as is the customer demand for such businesses. Today, there are thousands of concierge services from roughly 40 countries internationally and every U.S. state.

You can now find concierges everywhere; and at IPFW, the Nursing and Hospitality chairs are hatching plans to co-create an interdisciplinary concierge opportunity for our students. Let’s face it: In nursing, students do a balancing act every day, trying to cram work into the weekend as well as into the lunch hour during the week. In fact, many students feel that there simply are not enough hours in the day to get everything done.

On top of that, new students say they would love to have the benefit of more experienced students who can help them navigate the program.

For example, because nursing students are trying to squeeze 36 hours into a 24-hour day, they could benefit from tips and suggestions to save time and increase focus on their studies. Ideas about local spots to gather and have fun could also come from their mentors.

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On the hospitality side, Entrepreneur Magazine recently featured “How to Start a Personal Concierge Service” and noted that the role quickly is becoming ubiquitous.

Although more and more people are becoming familiar with the term “concierge,” very few know where this customer-service based profession originated. As John Niser, IPFW’s chair of Consumer Family Sciences and president of Hotel Schools of Distinction, explains, “The word ‘concierge’ evolves from the French ‘comte des cierges,’ the ‘keeper of the candles,’ a term that referred to the one who attended to the visiting noblemen at medieval castles. Eventually, the name ‘concierge’ came to stand for keeper of the keys at public buildings, especially hotels.”

Regardless of the origin, hotels from around the world were the first ones to adopt the concierge idea and offer the service to their guests. Today, independent concierge companies have brought this ancient service to the modern world so that now almost everyone has access to them.

So, how could it help our nursing students? The short version here is that a concierge is simply another word for personal assistant.

Just having a personal concierge to provide some extra wisdom, suggestions, and support would be an incredible gift. Beyond the service that our stellar advisors and faculty can provide, the guidance of a peer is sacred.

Furthermore, the concept of a nursing-hospitality connection is not new.

In fact, the term hospital derives from the word hospitality. And, just in case anyone wonders, for the entirety of their professional career, nurses

“ As

our [concierge] program takes hold, other disciplines will likely participate,” notes Nursing Chair Kirkhorn. “Beyond all the other benefits, the concierge service is an additional way for nursing and hospitality faculty to become even more connected to the needs of incoming students” BRI DG E S

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pan ramas(continued) will be information brokers and provide resources to individuals, families, groups, and communities.

Learning to navigate systems and to help others is bedrock to clinical practice. Beyond helping other students in partnership with hospitality students, our nurse concierges will be learning practical skills.

In point of fact, for both disciplines, concierge skills are the wave of the future. And, no one would argue the need for concierge services to offer guidance and support.

Help is on its way! As of this writing, Dr. Niser and Dr. Kirkhorn, IPFW’s chairs of Hospitality and Nursing, respectively, are focusing on best practice opportunities for a Hospitality-Nursing Concierge Service. The program is conceptualized as interdisciplinary and will be offered to both cohorts of students. Students will share their experiences and also build a continuing group of concierges for the future.

“As our [concierge] program takes hold, other disciplines will likely participate,” notes Nursing Chair Kirkhorn. “Beyond all the other benefits, the concierge service is an additional way for nursing and hospitality faculty to become even more connected to the needs of incoming students,” she believes.

Dr. Niser, who posed the original idea, concurs. “It provides wonderful inter-professional collaboration,” he said. “Stay tuned for more dialogue, and expect an IPFW Interdisciplinary Concierge Service to emerge in the near future.” ¢

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Nursing Advisory Committee ORDER OF EVENTS

Welcome to Our Italian Dinner!

Danielle Williams, IPFW Hospitality Student & John Niser, PhD Consumer and Family Sciences Department Chair Opening Remarks: Shaping a Preferred Future for IPFW Nursing Lee-Ellen C. Kirkhorn, PhD, RN Chair of the Department of Nursing Undergraduate Nursing Program Highlights Lauren Fulk, Undergraduate Nursing Student Graduate Nursing Program Highlights Tabitha Bane, Nursing Alumna & Rachel Carlock, Graduate Nursing Student Dinner and Short Video Presentation And Leadership Dialogue over Dessert Dinner Toast and Closing Remarks Danielle Williams

fe tures Student Spectacular Featured Essays

“I was diagnosed

with cancer when I was 19 years old- the doctor passively gave me this news and walked away like I meant nothing; I was just another patient to see. I was alone as I was told this news. I felt like my life had ended in this one snippet of time. It was a nurse who came into my room- she held my hand and comforted me as I cried. I will never forget that moment as it is etched in my memory forever as I recall even now how that felt. That nurse made a huge difference in my life. Whether she knows it or not she helped me choose my career path without a moment’s hesitation. I wanted to embody her attitude and strength and give others the compassion that was denied to me by my doctor but given to me as a miracle of hope by my nurse. I wanted to be a nurse just like her. Nurses make simple decisions every day that have a lasting impact on the patients and families we serve.

We care for patients at life’s lowest points of tragedy and emotionally on life’s most blessed moments. How we make patients and families feel will always leave an impression on their memory and make a difference in the way they not only view us, but our profession as a whole. I am proud and honored to be a nurse. This is a profession that makes a difference in lives every day."

Sc re en in g of “N ur ses : If Fl or en ce Co ul d Se e U s N ow ” Pr ese nti ng the ina ug ura l IP FW G old en S tet hos cop e aw ard s

“Let me start

by saying that I never, in a million years, would have thought I Ma y 1s t 10: 00 AM W al b Ba llr1:0oo0 PM would become a nurse. I always wanted a career doing something m adventurous like underwater welding,or being a chef; both of which I pursued. Somewhere along the line I was missing something. I was never unhappy with my first choices, but at the same time never felt fully fulfilled. I still cannot say exactly what triggered my decision to go after a career in the nursing profession. I can say,however, that I am very glad I did and finally see what was missing before. Nursing has such a human element to it that I cannot compare to anything else I have ever done. Being able to interact with other people and talk to them and help them provides a satisfaction that just doesn’t come with every career. I am still in the early stages of experiencing this great journey, but can already see the impact that nurses have on patients and the impact that I hope to one day have. Nursing makes a difference by taking a clinical case or situation and making it an opportunity to connect with, comfort, and support a person. It combines empathy with science to exalt patient care and make people feel like people that are cared for, not people that are someone’s job. Conclusively, nursing not only matters, but it is crucial to our healthcare system so that we as a people may remain magnanimous."

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“Nurses are angels “There is a Chinese

FACULTY: G IN S R U N CE IPFW DIFFEREN MAKING A ORLD

IN THE W

nts s of Immigra - Experience - Geriatrics aviors - Health Beh arities in Disp lth - Hea d Populations Underserve and Ethics - Health Law - Informatics Practice al cation - Internation sional Edu - Inter-profes - Lactation lth - Mental Hea ed Methodologies Bas - Narrative

ns lth Conditio - Acute Hea g - Asthma e/Med Sur Critical Car - Cardiac ditions Health Con - Chronic ulation - Clinical Sim Health ato y - Community Based Participator - Community Research Safety - Cultural Thinking/ ical Crit - Education/ in the Classroom Technology tal Health - Environmen ed Practice Bas - Evidence

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in comfortable shoes.” Ever since I have heard that quote, I have fallen in love with this profession because nursing makes a difference. Nursing is more than just taking care of sick people. Nursing is meeting people in their most vulnerable stage of life, and working together with the patient as a team to accomplish their goals.

Nurses make a difference everyday by listening to the patient desires, working their best to accomplish patient outcomes, working together with the health care team members, and seeing the patients through every stage of recovery or in some cases death.

Nurses are the backbone of the hospital,because they

proverb that says, “lf you want happiness for an hourtake a nap. If you want happiness for a day- go fishing.

If you want happiness for a year- inherit a fortune. If you want happiness for a lifetime - help someone else.” How do nurses make a difference? How do I want to make a difference as a nurse? For the rest of my life,I want to be able to love people and brighten someone’s day in a hard time. I may not be able to cure someone’s cancer, but maybe I can make them laugh in the midst of their pain. I may not be able to bring someone’s baby back to life,but maybe I can brush their hair or paint their nails. I may not be able to make life’s hurts go away, but I can certainly

hold all the pieces of puzzle together. Nurses are the ones who are at the bedside day and night assessing the patient and making sure they have everything that they need. Nurses make a difference in their actions,and their words. Nurses can be kind in words, but nothing says “I care about you” like a nurse who takes the time to sit and listen to their patient’s fears, frustrations, and concerns. Nurses do not only make a difference at the patient’s bedside, but also in other area of the medical field. Some nurses help with research,education, forensics, and so much more! Nursing as a profession can open the doors for so many individuals and can take them on a journey they’ve never expected. Nursing is an adventure, and it is without a doubt, one of the world changing careers.

care! I have faced many heartaches and emotional pain in my life, and I wish I could change so much of the past at times. But I would never change the overwhelming ability to love hurting people that has been placed inside me because of it. Nurses make a difference with how they live to feed the hungry and stand beside the broken. This is how I want to make a difference as a nurse and how so many people who have gone before me have cared in the same way. When I slide into home plate at the end of life,I want it to be not with riches and possessions,but with clay jars full of names I have helped and touched because I was a nurse and nurses make a difference! ¢

es - Oncology of Life Issu Care/End - Palliative ety - Patient Saf - Pediatrics ivity and Exercise Act - Physical s ry Disease s - Pulmona al Method e Analytic - Quantitativ - Spirituality and ce Abuse gy stan Sub rmacolo Psychopha lth Hea - Women's Issues - Workforce

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student c

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Health Fair Brings Hope and Healing to the Philippines

By Nancy Abab-Fussle, IPFW Nursing Student

M

y husband and I had the pleasure of attending Healthy Cities—a large interprofessional community event held annually in Fort Wayne. My husband drove me to the venue and we noted the large gathering of people in need of care and support in our local area. One participant even came on foot, having walked a great distance just to participate in Healthy Cities.

When I arrived, I was assigned to a "tent" where the purpose was to give away groceries and to help with providing a warm winter coat to each attendee. Student nurses had so much fun and helped many who came to the tent from 7:30AM until 11:30AM. As I was helping, I could not help but wonder [as I was assisting and looking at smiling faces and sparkling eyes that cold, breezy morning], what would it be like to look into those eyes with ophthalmoscope or into an ear with an otoscope? What would I see? Or if I were listening with a stethoscope, what would I hear? I experienced the opportunity that day to hear the depth of their hearts with thank you’s; I was able to see the gratitude in their eyes through the smiles on their faces.

When I presented the idea of having a mini health fair in my home community, which is in the Philippines, I was so encouraged by the support of the SNI family and our beloved advisers, Jo Bauman and Sydney Miracle. It was their idea to put a box in the Nurse’s Lounge to collect “little stuff” that I could bring to the Philippines. The excitement was contagious and my sister, who is back home in the Philippines, made a banner in front of our little community store to invite prospective clients.

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The banner was hanging like a welcome home sign when I arrived after a long three-day trip that culminated in riding in a packed van amidst traffic and rain stemming from an incoming typhoon.

The day of the health fair miraculously turned out to be sunny and beautiful, with all my brothers helping in pitching a tent, cleaning up the venue, and securing the place with curtains. My sisters and my nephews and nieces helped in preparing the registration, snacks, giveaways, and film showing for children and their families.

All that I have learned in the IPFW Nursing classroom about physical and health assessments were put into practice. I had so much fun learning from those who came to the clinic in the Philippines, and I especially loved visiting with the children and those who lingered with me and watched some films after the health fair ended.

It was very interesting to note that I had the chance to provide basic health information and health screenings for dozens of neighbors from near and far. I was told that there was no one in their whole lifetime, who had provided some of the structured health information that I was able to provide at this Health Fair. The event was like a bridge between IPFW clinical instruction and the global community. Just as with Healthy Cities in Fort Wayne, I was able to offer giveaways: clothes, grocery items, snacks and toiletries such as toothbrush, toothpaste, soap, shampoo.

I am indebted to SNI and IPFW for their loving support and encouragement to and for all that IPFW provided to make this global event a successful endeavor. I was also encouraged by a friend who waited at the door of my classroom a week before I went back home and gave me his hard earned twenty dollars and told me he wanted to add a little something in support of the health fair. The funds were used really well and folks back home were thankful, too. A BIG THANK YOU! ¢

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departmental upd

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Camp PossAbility On October 17, 2014, IPFW Department of Nursing program graduate, Lauren Harmison, made history with the first annual Camp PossAbility Charity Auction. Camp PossAbility— a new one-week summer residential camp for 18- to 35-year-olds with physical disabilities who have obtained their high school diplomas or equivalent— was the brainchild of Lauren as well as Cynthia Lee, FNP, from North Carolina.

Dr. Beth Kaskel, IPFW Nursing program faculty, currently serves as an advisor to the camp. “I knew Lauren would do meaningful things in nursing. She has passion, drive, and the heart of a servant leader,” said Dr. Kaskel, who was a former instructor of Lauren’s. “This camp represents what the Fort Wayne community is all about—a community of caring and compassion.”

Camp PossAbility’s inaugural charity auction was conducted in IPFW’s International Ballroom. TV weatherman Curtis Smith from 21 Alive was the evening’s emcee and celebrity appearances were made by Tyler Dale and Brettly Otterman from the History Channel’s show American Restoration. They also donated an item from their store for the auction.

The inaugural camp dates are August 2-7, 2015, at Bradford Woods, near Martinsville, Indiana.

The mission of Camp PossAbility is to: • P rovide support for young adults with disabilities as they pursue collegiate studies and careers; • G ive young adults with physical disabilities the chance to relax and enjoy a week in an adapted environment; and • P rovide community and support for young adults with disabilities as they prepare or continue to impact their communities.

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If you are interested in supporting Camp PossAbility, visit http://www.camppossability.org. You can also mail a check to Camp PossAbility, 1221 Oak Trail Ct, Fort Wayne, IN 46845. ¢

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1 D r. Beth Kaskel (left) with IPFW Nursing graduate Lauren Harmison, holding a Camp PossAbility sign. Lauren is CEO of the new week-long camp for adults 18-35 with physical disabilities.

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2 S ome of the many items that were auctioned off for the benefit of Camp PossAbility.

3 L auren Harmison welcomes participants to the inaugural charity auction.

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L auren Harmison (in back) poses with History Channel celebrities Tyler Dale (left) and Brettly Otterman (right) along with auction attendee Dustin Faurote (seated in front), who hopes to attend the inaugural camp this summer at Bradford Woods, near Martinsville. Also pictured next to Faurote is his girlfriend.

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C elebrity guests Brettly Otterman (left) and Tyler Dale from the History Channel’s American Restoration show their support for Camp PossAbility.

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Photo Caption: Nursing students (L-R) Alex Sanderson, Carey Maish, and John Garris, discuss pre-nursing coursework in the Ace Place, Neff 146, during the College of Health and Human Services’ Popcorn Open House in September.

The ACE Place Living in Indiana people often hear, “Wait a minute; the weather will change!” True? Maybe—or maybe not. However, one thing is certain: changes are inevitable and some of these changes are great! Such is the change to, and the birth of, The ACE Place in the College of Health and Human Services (HHS) at IPFW. Housed in Room 146 of Neff Hall, in what formerly was a large closet-like area for audio-visual equipment, the room is now a student success center for the students in this College.

Dental Hygiene, Dental Assisting, Dental Lab Technology, Hotel Tourism Management, Human Services, Nursing, and Radiography students can come to the ACE Place. This room is a drop-in tutoring center for math, chemistry and biology. In addition, it houses TEAS workshops for students hoping to earn a spot in the next nursing co-hort.

Congrat ulat ions!

Heather Krull DNP, RN, Clinical Assistant Professor Department of Nursing, was selected as the 2015 recipient of the Excellence in Online Teaching award.

The College also makes the room available to students who need a quiet place to study. On a recent Friday afternoon during the fall semester, hygiene students were observed bringing in dental X-rays and using the space as a place to study and discuss. Since the ACE Place is located in the space that formerly was an audio-visual room, there is a bank of electrical outlets along one wall, which is perfect for students needing to plug in their lamps, sit next to each other and discuss appropriate class material.

Andrea Bales of Human Services won the competition to name the ACE Place. HHS Dean Ann Obergfell had introduced the ACE model earlier in the summer, noting that “A” stands for Academic Achievement, “C” is for competency, and “E” represents ethical behavior.

For Halloween 2013, the academic advisors wore T-shirts to promote the new space. It was a fun way to combine a Halloween costume and promote a mission in the College of Health and Human Services at the same time: namely, academic success for all of its students. ¢ BRI DG E S

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sp tlights Meeting Challenges and Breaking Down the Stereotypes of

Aging

By Nila Reimer, PH.D, RN, IPFW Assistant Professor

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t a time when the global population of people ages 65 and older is expected to triple to 1.5 billion by mid-century, there is an urgent need for health care professionals to understand how to provide care for a growing number of older persons.

IPFW offers an interdisciplinary course about aging taught by nurse educator and Parkview Health nursing administrator, Vicki Maisonneuve Fall 2014 and by Professor Reimer Spring 2015. The course is offered to students in the College of Health and Human Services.

More than an online overview of aging, this hybrid course additionally provides students with the opportunity to actually visit elders.

Having an opportunity to meet with older adults helps break down stereotypes about aging persons.

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Current research suggests that instructors who provide both didactic and clinical instruction about aging are far more likely to foster positive attitudes and reduce fear as they directly model care of older adults.

At IPFW, education plays a major role in the formation of student attitudes toward, and the willingness to work with, older adults.

Because students learn partly by example, nursing faculty members are role models of positive attitudes and interest in older adults.

The course (originally designed by Undergraduate Program Director, Dr. Nila Reimer), was set up so that students spend time interviewing older adults as a component of the course.

Nila Reimer, PhD, RN, Director of the IPFW Undergraduate Nursing Program, presented “Nursing and healthcare students who have experience with elders are more likely to understand caring for them in unique and meaningful ways” notes Reimer. Both she and Maisonneuve suggest that even more emphasis be placed on the gerontology portion of curricula and that students be encouraged to reflect on their own views of aging. “Students should also be provided with varied experiences with older adults—not just the ill elderly— in order to challenge stereotypes. More emphasis needs to be placed on gerontology in education overall” underscores Dr. Reimer.

IPFW’s interdisciplinary course adds a great deal to reinforcing students’ positive attitudes toward elders and provides a stellar opportunity for gerontology education within the College of Health and Human Services.

The course is one step toward helping prepare upcoming professionals to meet the challenge of the approaching boom in older adults. It offers students the ability to gain a greater insight into the challenges and opportunities for this growing level of our population. ¢

her research study titled, Things That Matter to Residents in Nursing Homes and the Nursing Care Implications. The presentation took place at the Association for Gerontology in Higher Education (AGHE) annual conference in Nashville in February 2015. Dr. Reimer focused on four themes identifying things that matter to residents that emerged from resident interviews and shared innovative ways to integrate these themes in nursing curricula. Dr. Reimer also presented her research findings at the American Society on Aging Annual conference in March 2015.

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tr cking the mast dons May Connard Alexander Memorial Scholarship -Whitney Beiswanger -Courtney Conley -Olivia Maurer

Mary F. Hyman Scholarship for Nursing -Misty McGlothin -Gina Brooks

Stephanie Keenan Memorial Scholarship -Ebthal Alasal

Melvin Waltz Memorial Nursing Scholarship -Joseph Rasberry -Miguel Lopez

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IPFW/Parkview Scholarship -Carla Drudge -Mahmuda Arman -George Howard -Susie Miller -Laura Langsdale -Aghoho Ottahsmart -Stacy Beber -Nicole Blauvelt -Heidi Buffenbarger -Jessica Wiedmann -Allissa Smith

Donna A. Jesse Scholarship in Nursing -Alexandria Lightning-Hill

Dr. Richard and Dr. Barbara Hill Scholarship -Susan Bailey

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Scholarly submissions

Two publications from 2014: A Unique Interprofessional and Multi-Institutional Education Series, Deborah Poling and Mary Kiersma

Interprofessional research guidelines: A community research consortium approach to implementing research, Deborah Poling, Kimberly Beran-Shepler, Linda Finke, and Meg Wilson

Patient-Centered Appointment Scheduling Using Agent-Based Simulation, Tammy R. Toscos, Ayten Turkcan, and Brad Doebbeling

Fort Wayne Area Interprofessional Consortium Promotes Interprofessional Partnerships, Deborah Poling, Kimberly BeranShepler, Dawn Lababrbera, Mary Kiersma, and Sue Chubinski

And six presentations from 2015:

Assessment of Health Profession Student Perceptions of Interprofessional Education, Deborah Poling, Mary Kiersma, Dawn LaBarbera, Mindy Yoder, and Veronia Gurguis

Educational Techniques Useful in Teaching Abstract Ideas, Sarah J. Beckman The Neuman Systems Model and Curriculum Development, Sarah J. Beckman Healthcare profession students view of interprofessionalism, Mary Kiersma, Deborah Poling, Dawn LaBarbera, and Mindy Yoder

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Bridges