GOING FOR GOLD (The University of Southern Mississippi College of Nursing and Health Professions)

THE UNIVERSITY OF SOUTHERN MISSISSIPPI COLLEGE OF NURSING AND HEALTH PROFESSIONS ANNUAL REPORT 2021-2022

GOING FOR

GOLD 7 GOLDEN SCORES

18 COVID-19 RESPONSE

25

4 LETTER FROM THE DEAN

GOLDEN INVESTMENTS

30 FUNDING AWARDS

34 GOLDEN COAST

37 RAISING THE BAR

28 ACADEMIC-COMMUNITY RESEARCH PARTNERSHIPS TRANSFORMING HEALTH

49

IN MISSISSIPPI

NATIONAL RANKING

3

#GOFOR LETTER FROM THE DEAN In reflecting on the past year, I am overcome by a deep sense of gratitude for how our faculty, staff, students, graduates, University, practice partners, community and donors have continued to respond during these everchanging, and often difficult, times. As educators of the next generation of health professionals, we have felt the impact of the COVID-19 pandemic from both the academic and healthcare fronts. We have remained flexible, agile and comfortable with uncertainty and change while maintaining high-quality educational experiences for our students and providing exceptional care and services to our clients and patients. Preparing students for a healthcare environment during these unprecedented times, while often managing personal stressors, has certainly been challenging. As health professionals, we are prepared to respond to and manage crises, even while the longevity of this pandemic continues to take a toll on already strained resources. However, we responded to those challenges as only Southern Miss can. Like Golden Eagles, we used our exceptional vision to remain

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focused on our goals while being acutely aware of our surroundings and what lies ahead. We then used the rough winds and storms to create an updraft to rise above it.

Despite this past year’s challenges, we were able to respond to the current crisis, while also taking strategic steps to position the College of Nursing and Health Professions (CNHP) for the future. We continued to SOAR in our academic programs, as some saw growth in enrollment, and earned national rankings, while others achieved 100% pass rates on certification/licensure examinations. Our faculty and staff were recognized for their excellence in teaching, research, scholarship and service. Our students and graduates worked on the COVID-19 frontlines and behind the scenes to address acute and long-term health concerns, and we continued to grow our presence on the Gulf Park campus. The University made investments that were critical for our continued growth and response to meet the changing

GOLD healthcare needs of Mississippi. Our friends and community generously supported that work through the impactful and meaningful giving of time, expertise and resources. We embarked on innovative partnerships to respond to the workforce crisis healthcare is experiencing and will likely endure for years to come.

LACHEL STORY

PhD, RN

I am thrilled we continue to thrive in the face of this ongoing crisis. While the future remains uncertain in terms of the pandemic, I am confident we will continue to play a vital role in the health of our state and nation, whether it is on the COVID-19 frontlines or in the community.

I appreciate our faculty, staff, students, graduates, University, practice partners, community and donors for the part they play to ensure the CNHP can continue to transform healthcare in the state and beyond. #GoForGold

Professor and Dean College of Nursing and Health Professions The University of Southern Mississippi

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COLLEGE OF NURSING AND HEALTH PROFESSIONS OLYMPICS

As the University returned to face-to-face learning in fall 2021, there was a focus on traditions, engagement, health and wellness. The CNHP wished to support those efforts in a way that would encourage faculty and staff to engage how they were comfortable while finding new ways to connect and build morale. Simultaneously, the world was grappling with whether to move forward with the Olympics and how that would look. The motto for the Olympics is “Citius, Altius, Fortius,” which translates to “Faster, Higher, Stronger.” As Golden Eagles, having the Olympics be the theme and motto to guide this year seemed like a perfect fit.

by completing a variety of activities focused on health, wellness and University engagement. The College identified and tailored these changing monthly activities based on holidays, events and other opportunities.

Monthly individual and unit winners were celebrated with announcements, medals and trophies. The individual and unit with the most points for the year were celebrated at the CNHP Spring Faculty and Staff Award Ceremony.

As a part of the monthly activities, Dr. Story did “popup” appearances all over the College and University to increase awareness of our College units and our important friends on campus. In order to find the dean, faculty and staff had to follow clues provided through the CNHP Instagram account. These “Cache the Dean” events were also opportunities to promote these areas on social media.

These Olympic games created a sense of camaraderie while tapping into people’s healthy competitive spirit. This Olympic theme was also infused into the CNHP efforts around the University’s Capital Campaign and seemed to be the perfect way to tell our story with this Annual Report. We have certainly soared faster, higher and stronger this year, despite all the storms.

The CNHP began infusing the Olympic spirit into everything we did. We began the CNHP Olympic Games, in which faculty and staff could earn points each month

FASTER, HIGHER,

STRONGER 6

GOLDEN SCORES

7

STUDENTS During a time in which many universities continued to experience enrollment declines, Southern Miss experienced record increases in graduate enrollment.

SPR I N G E N R OLLMENT 15% MALE

HEADCOUNT

1,541

370

UNDERGRADUATE STUDENTS

85% FEMALE

GRADUATE STUDENTS

E N R O L L M E N T BY S C H O O L

UNDERGRADUATE

GRADUATE

418

120

—

165

906

—

School of Health Professions School of Leadership and Advanced Nursing Practice School of Professional Nursing Practice School of Speech and Hearing Sciences

217

85

ETHNICITY American Indian or Alaska Native . . . . . . . . . . . . . 5 Asian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Black or African American . . . . . . . . . . . . . . . . . 655 Hispanic/Latino . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Native Hawaiian or Other Pacific Islander . . . . . . . 1 Nonresident Alien . . . . . . . . . . . . . . . . . . . . . . . . . 32 Race and Ethnicity Unknown . . . . . . . . . . . . . . . . . 8 Two or More Races . . . . . . . . . . . . . . . . . . . . . . . . . 58 White . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,080

SPRING ADMISSIONS UNDERGRADUATE STUDENTS

197 APPLIED

75 ENROLLED

110 ADMITTED

U N D E R G R A D UAT E A D M I S S I O N S F U N N E L F I V E - Y E A R T R E N D 350

2,433 APPLIED

1,016 ENROLLED

1,776 ADMITTED

G R A D UAT E A D M I S S I O N S F U N N E L F I V E - Y E A R T R E N D 800

300

700

250

600 500

200

400

150

300

100

200

50

100 0

0 2017-18

8

GRADUATE STUDENTS

2018-19 Applied

2019-20 Admitted

2020-21

2021-22

Enrolled

2017-18

2018-19 Applied

2019-20 Admitted

2020-21

2021-22

Enrolled

IN 2021-22, THE CNHP WELCOMED STUDENTS FROM

THE CNHP SERVES A DIVERSE STUDENT BODY.

44%

of the CNHP student body identify as being from underrepresented ethnic groups.

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24% of the CNHP student body identify as first-generation college students.

DIFFERENT COUNTRIES

OUTSIDE THE UNITED STATES.

52% of the CNHP student body are Pell Grant-eligible.

FA L L E N R OLLMENT 15% MALE

HEADCOUNT

1,612

422

UNDERGRADUATE STUDENTS

85%

FEMALE

GRADUATE STUDENTS

E N R O L L M E N T BY S C H O O L

UNDERGRADUATE GRADUATE

School of Health Professions

400

141

—

198

974

—

School of Leadership and Advanced Nursing Practice

ETHNICITY American Indian or Alaska Native . . . . . . . . . . . . . 5 Asian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Black or African American . . . . . . . . . . . . . . . . . 733 Hispanic/Latino . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

School of Professional Nursing Practice School of Speech and Hearing Sciences

238

Native Hawaiian or Other Pacific Islander . . . . . . . 1 Nonresident Alien . . . . . . . . . . . . . . . . . . . . . . . . . 38

83

Race and Ethnicity Unknown . . . . . . . . . . . . . . . . . 3 Two or More Races . . . . . . . . . . . . . . . . . . . . . . . . . 76 White . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,101

FA L L A D M I S S I O N S 4,265 APPLIED

UNDERGRADUATE STUDENTS

538 ENROLLED

2,391 ADMITTED

U N D E R G R A D UAT E A D M I S S I O N S F U N N E L F I V E - Y E A R T R E N D

GRADUATE STUDENTS

1,016 ENROLLED

1,776 ADMITTED

G R A D UAT E A D M I S S I O N S F U N N E L F I V E - Y E A R T R E N D

6,000

3,000

5,000

2,500

4,000

2,000

3,000

1,500

2,000

1,000

1,000

500

0

2,433 APPLIED

0 2017-18

2018-19 Applied

2019-20 Admitted

2020-21

2021-22

Enrolled

2017-18

2018-19 Applied

2019-20 Admitted

2020-21

2021-22

Enrolled

9

FACULTY AND STAFF

93

FAC U LT Y MEMBERS 26% MALE

74%

RANK

7PROFESSORS 13 ADJUNCTS

15 INSTRUCTORS

18 ASSISTANT

12 CLINICAL

PROFESSORS

9

ASSOCIATE PROFESSORS

INSTRUCTORS

FEMALE

ETHNICITY American Indian or Alaska Native . . . . . . . . . 1 Asian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Black or African American . . . . . . . . . . . . . . 15 Two or More Races . . . . . . . . . . . . . . . . . . . . . 4

10

1VISITING

5ASSISTANT

3CLINICAL

ASSISTANT PROFESSOR

TEACHING PROFESSORS

ASSISTANT PROFESSORS

8LECTURERS

2VISITING INSTRUCTORS

White . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

134

S TA F F MEMBERS

4% MALE

96%

POSITIONS

FEMALE

29 INSTRUCTIONAL PERSONNEL

31 HEALTH PROFESSIONALS

39 VARIOUS ADMINISTRATIVE

35 GRADUATE ASSISTANTS AND

PERSONNEL

STUDENT WORKERS

ETHNICITY Asian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Black or African American . . . . . . . . . . . . . . . 27 Two or More Races . . . . . . . . . . . . . . . . . . . . . . .5 White . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

FEEL FEARLESS TO SUCCEED. Tori Bowie, Southern Miss Alumna (2012) and Olympic Gold Medalist (Track and Field)

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THE CHILDREN’S CENTER FOR COMMUNICATION AND DEVELOPMENT

140

TOTA L CHILDREN S E RV E D

38% FEMALE

62% MALE

70% SERVED OUT OF OUR HATTIESBURG CAMPUS 30% SERVED OUT OF OUR GULF PARK CAMPUS ETHNICITY

82

CHILDREN 0-3

58

CHILDREN 3-5

Asian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Black or African American . . . . . . . . . . . . . . 27 Hispanic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

THESE CHILDREN ARE SERVED OUT OF 39 CITIES ACROSS MISSISSIPPI, INCLUDING 31 DIFFERENT SCHOOL DISTRICTS.

THERE ARE 142 CHILDREN ON THE WAITLIST FROM 20 COUNTIES ACROSS MISSISSIPPI.

71% OF CHILDREN ENROLLED RECEIVE INTERVENTION FOR SIGNIFICANT DELAYS IN COMMUNICATION AND MOTOR DEVELOPMENT. Of those children, 12% have vision loss that requires specific programming, along with specialized materials and equipment.

28% OF CHILDREN ENROLLED RECEIVE INTERVENTION FOR HEARING IMPAIRMENTS, INCLUDING ON-SITE AUDIOLOGY SUPPORT FOR EQUIPMENT MANAGEMENT. Of those children, 39% have motor impairments and receive physical and/or occupational therapies.

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Two or More Races . . . . . . . . . . . . . . . . . . . . . 1 White . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

75% OF CHILDREN ENROLLED RECEIVE DIRECT OR INDIRECT (PARENT OR THERAPIST CONSULTATIONS) BEHAVIORAL THERAPIES AND/OR ASSESSMENTS. 22 CHILDREN WHO HAVE GRADUATED FROM OUR PROGRAM ARE RECEIVING SUPPORT IN THEIR SCHOOL DISTRICT THIS YEAR THROUGH OUR TRANSITION TO SCHOOL PROGRAM.

Since our inception in 1974, The Children’s Center for Communication and Development has grown exponentially from a handful of preschool children receiving speech-language therapy to an average of 130 children, ages 0-5, receiving a multitude of therapies based on the significance of their disabilities. A transdisciplinary team of early intervention specialists provide comprehensive services, including speechlanguage therapy, physical therapy, occupational therapy, special education, social work support, behavioral consultations and assessments, audiology assessments, and listening and spoken language therapy. Therapy services are cost-free for families, and children are enrolled based on the significance of their needs, with priorities going to children with hearing impairments, significant language disorders, genetic conditions, and/or neurological impairments affecting development.

The Children’s Center also serves as a clinical site for speechlanguage pathology and audiology, social work, nursing, and occupational and physical therapy students from Southern Miss, as well as other universities and colleges.

The Children's Center hosts 2 continuing education conferences each year, targeting educators, clinicians, pre-professionals and caregivers, and draws attendees from across the nation. These conferences draw upward of 250 attendees per year.

The Children’s Center provides regular parent coaching while a child is enrolled in the program and as part of their Transition to School program. This program provides continued support in a child’s first year with their local school district through meeting with their teachers and therapists at the district as needed. Children’s Center graduates typically leave the Center with assistive technology and equipment that is essential to helping them be successful in the classroom, but troubleshooting with these items requires support. The Children’s Center believes in supporting our state’s educators working with children with disabilities in their classrooms.

Children's Center speech-language pathologist, Jillian Colon, MS, CCC-SLP is one of 40 professionals nationwide to be accepted into the first Bridge Summer School Institute: CVI (Cortical Visual Impairment) and AAC (Augmentative and Alternative Communication). This weeklong institute will take place at The Bridge School this summer and will give professionals the opportunity to increase their expertise in the areas of CVI and AAC. Jillian, who is the only Perkins-Roman Endorsee in the CVI Range in the tri-state area, is excited to further her knowledge in these areas and to put her enhanced skills into practice with the children she serves at The Children's Center. Center director, Sarah Myers, added, “The young children that we enroll at The Children’s Center exhibit the most significant needs across all areas of development, at the earliest ages. Because these children are our priorities, our team of therapists seek the most up-to-date clinical knowledge across their fields to best equip them with treatment strategies that will help their children be successful. Jillian exemplifies the spirit of The Children’s Center team of experts, and I can’t wait to learn from her after this intensive training experience!”

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DUBARD SCHOOL FOR LANGUAGE DISORDERS 80 STUDENTS DURING THE 2020-21 SCHOOL YEAR AND 80 CHILDREN DURING THE 2021-22 SCHOOL YEAR. STUDENTS RANGED IN AGE FROM 3-11 AND WERE FROM 20 SCHOOL DISTRICTS ACROSS MISSISSIPPI. THE DUBARD SCHOOL FULL-TIME ENROLLMENT PROGRAM SERVED

Current outclient waiting list

ENROLLED STUDENTS HAD AN AVERAGE OF 7 DIAGNOSES. 49% OF FULL-TIME STUDENTS HAD DUAL ELIGIBILITY RULINGS.

FULL-TIME STUDENTS

137

Current waiting list

4 1.5

Average age of new students

Primary Mississippi eligibility rulings included the following:

Average years on waiting list

Current LEAP (after school dyslexia therapy) waiting list

9.7 3.2

Average age at exit Average years enrolled

DUBARD SCHOOL SERVES

• Language-speech

• Specific learning disabilities

AS A CLINICAL SITE FOR

• Hearing-impaired

• Autism spectrum disorders

OUR SPEECH-LANGUAGE

• Other health-impaired • Developmentally delayed (e.g., attention deficit • Multiple disabilities hyperactivity disorder, oppositional defiant disorder) • Emotional Disability

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PATHOLOGY AND AUDIOLOGY STUDENTS AND SERVES AS A PRACTICUM EXPERIENCE FOR USM’S MASTER OF EDUCATION IN DYSLEXIA THERAPY STUDENTS.

Established in 1962 as part of the School of Speech and Hearing Sciences, DuBard School for Language Disorders offers a full-time total educational program for children with severe speech-language, hearing and learning disabilities. The students transfer back into their local school districts when they have achieved the oral and written communication and academic skills necessary to be independent and successful in a traditional school environment. The full-time enrollment program is offered at no charge to students and their families.

DuBard School also offers an outclient therapy program, which includes fee-based individual and small group therapy, as well as testing services for clients ages birth through adulthood who have a diagnosed language, speech or hearing disorder, or a combination of these disabilities. The DuBard School outclient therapy program served 69 clients during the 2020-21 school year. Clients ranged in ages from 2 to 19.

The school also offers training in the DuBard Association Method®, as well as courses in advanced decoding and dyslexia assessment for education and speech and hearing professionals. DuBard School provided virtual or face-to-face training to 130 individuals from across the United States and in Norway during 2020-21.

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SPEECH-LANGUAGE PATHOLOGY CLINIC The Speech-Language Pathology Clinic within the School of Speech and Hearing Sciences provides cost-effective intervention and assessment services to individuals of all ages and populations in the following areas: traumatic brain injury, language, articulation, phonology, literacy, aphasia, swallowing, voice, accent modification, autism, social communication and fluency. Nationally certified speech-language pathology faculty supervise the services provided by graduate student clinicians. The Clinic also provides clinical experiences for our undergraduate speech and hearing students to observe and assist in the delivery of services. Therapy sessions, which typically range from $100 in a hospital, private practice, outpatient facility or skilled nursing facility, are provided at the low cost of $5-$30 per session to the patients. Comprehensive assessments are offered twice weekly for a decreased cost of $75. These fees are the only source of revenue for the clinic.

Patients receive intervention services 2-4 times weekly during each academic semester. Additionally, the clinic partners with local school districts to assist with kindergarten speech and hearing screenings when needed.

GOLDEN FACT Enrollment in our undergraduate Speech and Hearing Sciences program increased nearly 5% from last year.

88%

12%

CHILDREN

ADULTS

8 COUNTIES SERVED

PAT I E N T S S E RV E D

16

FALL 2019

SPRING 2020

SUMMER 2020

41

43

22

FALL 2020

SPRING 2021

SUMMER 2021

26

27

24

served until March 2020

FALL 2021

34

(impact of COVID still present)

AUDIOLOGY CLINIC

The Audiology Clinic provides services that include hearing evaluations, fittings, and troubleshooting of hearing aids and other assistive devices; ear molds; and programming for traditional and bone-anchored hearing aids and cochlear implants. Services are provided by our certified audiology faculty and staff at a reduced rate, and these fees are the only source of revenue for the clinic.

Additionally, the clinic partners with Forrest General Hospital to provide hearing screenings at no cost for infants within their Neonatal Intensive Care Unit, as well as subsequent no charge hearing screenings for their developmental clinic at the local YMCA. Infants who fail the universal newborn hearing screening test performed at their respective birthing hospitals are scheduled for a complete diagnostic evaluation in the electrophysiology laboratory. Those infants found to

have permanent hearing loss can then be fitted with some form of appropriate amplification and be followed by the certified audiology faculty at the clinic. These services are provided for children born at hospitals throughout South Mississippi, and the audiology faculty and staff provide diagnostic and habilitative consultations to neonatologists, pediatricians, and family practice physicians and nurse practitioners. Recently, the Audiology Clinic has expanded to the Gulf Park campus, providing complete diagnostic evaluations three days a month for the coastal population.

The USM Audiology Clinic is also in the final stages of becoming a Community Care Provider for the Veterans Health Administration. This designation will allow the Audiology Clinic to better serve the South Mississippi community and its veterans. The clinic further supports the community by providing school hearing screenings for several local school districts at no charge. In addition, the clinic provides clinical experiences for our audiology students to observe and participate in the assessment and management of patients with these conditions.

GOLDEN FACT

900*

PATIENTS SEEN IN 2021 DUE TO THE CONTINUED IMPACT OF THE COVID-19 PANDEMIC

1,000 400* PATIENTS SEEN IN 2019

PATIENTS SEEN IN 2020 DUE TO THE IMPACT OF THE COVID-19 PANDEMIC

Southern Miss is home to the state’s only American SpeechLanguage-Hearing Association accredited Doctorate of Audiology program.

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COUNTIES SERVED 17

COVID-19 RESPONSE

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ADDRESSING THE NURSING SHORTAGE Prior to COVID-19, healthcare was experiencing a growing nursing shortage, greatly intensified by the longevity of this pandemic. COVID-19 has increased burnout, inflated salaries and increased staffing turnover. In 2020, 28,800 registered nurses (RNs) were working in Mississippi, down from 29,500 in 2019. Mississippi’s nurse vacancy rate has increased from 11.4% in 2019 to 12.3% in 2020, and it is expected to continue to increase at least a percentage point each year since the pandemic started. The number of RNs working in Mississippi hospitals has decreased from 60% to 41% in 2020, and in December 2021, there were nearly 3,000 vacant RN positions in Mississippi hospitals.

Admission, enrollment and graduation of RN students in Mississippi has decreased since the onset of the pandemic, and this supply will not be sufficient to lessen the growing nursing demand.

The nursing shortage is complex, with no single or simple solution. While the supply of qualified applicants to programs is sufficient, simply admitting more students is not the answer. Barriers to increasing admission into nursing programs include qualified faculty, clinical space and adequate instructional space. The longstanding, nationwide nursing faculty shortage makes it difficult to recruit qualified candidates. Nursing faculty typically earn less than nurses in practice, and the pandemic has only widened this gap. Adjunct faculty are difficult to find and retain due to strains from their primary jobs. Clinical sites have requested a decrease in clinical group size from 10 to eight, due to staff turnover. This turnover creates the need to prioritize efforts on orienting new nurses. Moreover, staff shortages have resulted in unit closures that further

limit available clinical space. Addressing this workforce crisis is even more critical in Mississippi. Our state has a long history of health disparities that increase the need for healthcare. Quick action is needed to address the current nursing workforce crisis in Missisippi, as well as the anticipated long-term impact.

This complex issue requires all stakeholders working together in new ways to identify and implement strategies, not only to address the immediate crisis, but also the long-term impact. In order to contribute to these efforts in the state, the CNHP worked with nursing leaders, clinical partners, academic institutions, legislators and donors to identify and implement new models through innovative partnerships to expand the capacity to increase the number of students graduating and staying in Mississippi. This work included the following models:

EMBEDDED CLINICAL FACULTY In spring 2022, the CNHP implemented Embedded Clinical Faculty with Merit Health Wesley (MHW) and Singing River Health System (SRHS). These Embedded Clinical Faculty are hospital employees who will serve as instructors for clinical groups at their hospital. MHW implemented two Embedded Clinical Faculty, who supervised two clinical groups each for a total of 32 students. SRHS implemented one Embedded Clinical Faculty who partnered with a USM faculty to supervise one clinical group with eight students. This model provides an excellent learning experience for the student, a recruitment opportunity for the hospital, and increases enrollment capacity for the CNHP.

GOLDEN FACT Our doctoral nursing programs (includes Nursing Leadership PhD, Family Nurse Practitioner DNP, Psychiatric Mental Health Nurse Practitioner DNP and Nurse Anesthesia DNP) have

INCREASED ENROLLMENT 350% IN THE PAST 5 YEARS. 19

RURAL HEALTH SCHOLARS PROGRAM

SOAR TO SUCCESS PROGRAM In spring 2022, the CNHP finalized plans for pathways for students to maximize long-term student success and ensure high-quality students are admitted into nursing programs in Mississippi through new partnerships with Pearl River Community College, Jones College and Alcorn State University. In this program, qualified students who do not meet the threshold for admission into the pre-licensure nursing program, or who have academic difficulty once admitted, will have the opportunity to continue their educational journey in nursing programs at these institutions. Not only will this program ensure highquality students enter, progress and graduate from nursing programs in Mississippi, but this holistic approach will minimize financial aid utilization by routing students through the pathway that is most efficient for them to graduate with a nursing degree.

GOLDEN FACT Our Master of Public Health programs have

INCREASED ENROLLMENT BY 34% FROM LAST YEAR.

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The CNHP, in partnership with Alcorn State University, is working to establish a program that will prepare nursing scientists from diverse backgrounds to improve rural health outcomes and address nursing faculty shortages. Through a competitive process, students in the PhD Nursing Leadership program will be selected for an intensive research experience at ASU that addresses rural health needs in the surrounding ASU community. Not only will this program support the state’s healthcare needs, but it will doctorally prepare nurse educators from diverse backgrounds to minimize the nursing education gaps in Mississippi and beyond.

COVID-19 VACCINE DISTRIBUTION The CNHP continued to support COVID-19 vaccination efforts by administering the vaccine and educating citizens on protecting themselves against COVID-19.

As a part of these efforts, faculty and students in the undergraduate nursing program worked with the Mississippi Department of Health and Hattiesburg Clinic to assist in COVID-19 vaccine distribution. Additionally, we supported the vaccination efforts on our coastal locations through the Gulf Park Health Center.

COVID-19 RESEARCH CNHP faculty, staff and students continued their research focused on the COVID-19 pandemic.

HEALTH DISPARITIES, RACE AND THE GLOBAL PANDEMIC OF COVID-19: THE DEMISE OF BLACK AMERICANS Researchers: Lilian Hill (College of Education and Human Sciences) and Rebecca Holland (CNHP/ADR’s Office) Description: This study examined the chronic health conditions of African Americans who experience disparities because of poverty, low literacy and cultural practices that affect decisions about food, nutrition and healthcare. It explored governmental policies (e.g., the Affordable Care Act) and how these policies contribute to the health and wellbeing of people from low-income communities. Additionally, it explored the overrepresented deaths among African Americans and other communities of color resulting from the pandemic, that is, deaths resulting from co-existing health conditions and inability to afford immediate care.

Findings: Adult educators are present in many settings, including education, community and healthcare institutions. Social Determinants of Health theories stress the multiple interactive factors that influence health; however, they lack emphasis on adult learning or ways that changes can be accomplished. Critical adult health learning includes a role for adult educators to enact change by engaging citizens and health professionals in thinking differently about health and its antecedents.

Status: Study has been completed and published in New Directions for Adult and Continuing Education.

EXAMINING THE EFFECTS OF COVID-19 ON HOLISTIC HEALTH AND WELL-BEING OF UNIVERSITY PERSONNEL Researchers: Melissa Kossman (CNHP/School of Health Professions), Rebecca Holland (CNHP/ADR’s Office), Anna Porter (Ramboll/Environment & Health), Leslie Oglesby (CNHP/SHP), Morgan Eckenrod (CEHS, School of Kinesiology and Nutrition) Description: As the global population navigates through this unprecedented pandemic, it is important to consider how these measures to control the spread of disease may influence other aspects of health, as well as the long-term consequences of these measures. The objective of this research study was to determine how the USM community has reacted to this pandemic and how their physical, mental and social/economic health and well-being is affected during this time and afterward.

Findings: Participants experienced varying levels of stress, anxiety, depression and some level of pandemicrelated worry. Additionally, participants displayed moderate levels of resiliency and grit. Participants with mild anxiety and stress, and moderate/severe anxiety, stress and depression, were more worried, mitigated by resiliency. Resiliency is an important mitigating factor for poor mental health; therefore, college/university campuses should prioritize establishing resilience within their communities.

Status: Study has been completed and published in the Journal of Public Health in the Deep South.

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THE LIVED EXPERIENCES OF AFRICAN AMERICAN PASTORS DURING THE COVID-19 PANDEMIC Researchers: LaWanda Baskin (CNHP/SLANP), Tanya Funchess (CNHP/SHP), Traci Hayes (CNHP/SHP) and Susan Johnson (CNHP/SHP) Description: The purpose of this study was to elicit the lived experience of African American pastors during the COVID-19 pandemic. The researchers also sought to identify the perceptions of African American pastors regarding sources of information provided concerning the COVID-19 pandemic and the use of Centers for Disease Control and Prevention guidelines for churches during the pandemic. Other goals of the project were to identify and explore the types of support needed by the congregation and how they were provided. The researchers were also seeking to identify the financial challenges, along with

any unintended consequences or benefits encountered during the COVID-19 pandemic.

Findings: Thirty-seven pastors representing various denominations from across Mississippi participated in indepth, semi-structured interviews. Five themes emerged from the data: (1) pastors’ relentlessness, (2) pastors’ adoption of new technology, (3) social capital helping to sustain during challenging times, (4) unintended consequences resulting from COVID-19, and (5) unintended benefits resulting from COVID-19.

Status: Study has been completed, and two manuscripts have been published in the Journal of Pastoral Care and Counseling.

THE EFFECTS OF COVID-19 ON STUDENTS WITH DISABILITIES Researchers: Susan Johnson (CNHP/SHP), Rebekah Young (Institute for Disability Studies), Leslie Lavergne (IDS), Rebecca Holland (CNHP/ADR’s Office), Kimberly Ward (CNHP/ SSHS), Sirena Cantrell (Student Affairs), Susie Murphy (Office of Disability Accommodations), Tanya Funchess (CNHP/ SHP), Leslie Oglesby (CNHP/SHP) and Anna Porter (Ramboll/ Environment & Health) Description: This study aimed to (1) conduct a needs assessment among students with disabilities to assess adaptation, accommodations and engagement with the shift to online learning modalities through survey questionnaires, focus groups and interviews; and (2) develop recommendations for faculty, administrators and students (those with and without disabilities) for future circumstances where changes in learning formats are required to ensure student success. Students with disabilities are an often-overlooked group on campus for whom accommodations are available and essential for academic success upon disclosure and documentation.

Changes in learning delivery necessitated by the COVID-19 pandemic may have negatively affected academic performance and quality of life for these students because of decreased socialization and engagement and increased anxiety and isolation. Recommendations will be developed after analyses of focus groups, interviews and survey questionnaires.

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Findings: Students reported that before the shift to online learning, their experiences had been positive, and they received sufficient access to support and services. After the shift, students reported less satisfaction, noting that more online classes were difficult or a negative experience for them academically. In focus groups, students reported some positive benefits to online learning, such as additional services and accommodations (allowing no camera during class, special glasses to assist with glare, and the need for sign language instructors during video chats, separate from web classroom broadcasts). Students with physical disabilities reported that online learning improved access, as environmental barriers to learning were removed (parking, wheelchair access). Service provider interviews yielded steps to enhance learning for students with disabilities. For example, eliminating things that emphasize poor visibility, such as the use of backgrounds, improves students’ ability to see movement, including sign language services and body language.

Funder: Jimmy A. Payne Foundation Status: Study has been completed, and manuscripts are in progress.

COVID-19 DURING PREGNANCY AND ITS IMPACT ON THE DEVELOPING AUDITORY SYSTEM Researchers: Sangamanatha A. Veeranna (CNHP/SSHS), Charles G. Marx (CNHP/SSHS), Patricia LeeAnn Youngblood (CNHP/SSHS Audiology Graduate Student) and Lucy Bradshaw (CNHP/SSHS Audiology Graduate Student) Description: COVID-19 is an infectious disease caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). COVID-19 infection during pregnancy can significantly affect the development of the fetus. It is welldocumented in the literature that viral infection during pregnancy can significantly affect the development of the auditory system. However, very little is understood about the effect of COVID-19 infection on newborn hearing.

The auditory brainstem response (ABR) is a physiological measure to assess the integrity of the auditory brainstem in infants. The ABR is generated whenever there is any synapse or sudden change in the axonal pathway

secondary to acoustic stimulation. In this study, we are retrospectively analyzing ABRs obtained during routine diagnostic clinical follow-up secondary to hearing screening referrals from local hospitals. Absolute ABR component latencies of infants whose mothers were COVID-19 positive during pregnancy were compared to those of infants whose mothers were not.

Findings: Interim analysis indicates that infants whose mothers were COVID-19 positive during pregnancy show normal cochlear function; however, these infants may have poor auditory brainstem integrity.

Status: Data has been collected on 10 infants whose mothers were COVID-19 positive during pregnancy and 26 infants whose mothers were COVID-19 negative during pregnancy. Data collection is ongoing.

IMPACT OF COVID-19 ON PHYSICAL ACTIVITY PATTERNS OF COLLEGE STUDENTS Student: Carrington Brown, PI (SHP/Rehabilitation Sciences, Honors College) Thesis Advisor: Melissa Ziegler (CHNP/SHP) Thesis Coach: Rebecca Campbell Holland (CNHP/ADR’s Office) Description: The purpose of this study is to explore the effects of COVID-19 on physical activity routines and habits.

Specifically, the student researcher is interested in learning how mandates, such as social distancing, the requirement of wearing masks, and gym and athletic facility closures, influenced undergraduate students’ rate of physical activity.

Continued participation in physical activity for students requires creativity and determination, particularly for those whose routines were intense, requiring significant time commitments. The literature suggests that highly motivated individuals seek out creative ways to continue

their physical activity routines, such as jogging outside on trails or in parks and exercising at home. This student researcher aims to describe and determine (1) patterns in physical activity before, during and after the COVID-19 pandemic for undergraduate students; (2) the effects of COVID-19 mandates while conducting physical activity; and (3) whether physical activity routines were adjusted due to COVID-19 mandates.

Status: This study has been submitted to the University’s Institutional Review Board. Upon approval, data collection will begin. The study is expected to be concluded at the end of the spring 2022 semester.

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THE CHILDREN’S CENTER FOR COMMUNICATION AND DEVELOPMENT Unfortunately, COVID-19 has remained this therapy year, but The Children’s Center has and will continue to provide all needed therapy services for the young children with disabilities we serve. Thanks to the Governor’s Emergency Education Response relief funds, the team dispersed at-home therapy kits to 95% of families enrolled so that they could carry over therapy goals easily in their natural environments during needed telehealth sessions. Approximately 107 kits were dispersed and tailored for each child and family’s needs. These kits included items like bubbles, Play-Doh, stacking rings, teethers, therapeutic cups and bowls, books with manipulatives, positioning aids, floor mats, flashlights and black sheets to adapt a play area for cortical vision impairment, and switchoperated toys for children with significant physical impairments. Only 5% of families opted out of receiving kit items due to already having access to them in their homes or not having adequate space. Additionally, 10 iPads were set up with needed communication apps and distributed for families to use in their homes and their child’s daycare. These iPads allowed every child who needed it an augmentative and alternative communication option to support their speech and language development and access to telehealth services. The Children’s Center team of experts view any barrier a family faces to getting needed support for their child with urgency; the COVID-19 pandemic was approached no differently. Therapists and educators adapted as needed to ensure that all families received the level of support required for their children to continue to develop and thrive, even amid a pandemic.

Currently, about 96% of families receive face-to-face services only, 3% receive a hybrid method of virtual with face-to-face services, and <1% receive virtual services only.

DUBARD SCHOOL FOR LANGUAGE DISORDERS Students returned to face-to-face instruction during the 2020-21 school year. Enhanced safety procedures continue, including the use of face masks and physical barriers, increased hand washing and social distancing.

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AT-HOME THERAPY KITS

distributed, which included items like

• BUBBLES

• FLOOR MATS

• PLAY-DOH

• FLASHLIGHTS AND BLACK SHEETS

• STACKING RINGS • TEETHERS • THERAPEUTIC CUPS AND BOWLS • BOOKS WITH MANIPULATIVES

for children with cortical vision loss

• SWITCHOPERATED TOYS for children with significant physical impairments

• POSITIONING AIDS

10

IPADS WITH COMMUNICATION APPS

FOR FAMILIES TO USE IN THEIR HOMES AND THEIR CHILD’S DAYCARE

A modified schedule for recess, lunch and physical education ensured fewer students were present at one time during each of these activities. Although some teachers have had to provide virtual instruction to their students due to COVID-19 exposure, most students participated in face-to-face learning for most of the 2021-21 school year.

SPEECH-LANGUAGE PATHOLOGY AND AUDIOLOGY CLINICS The Audiology Clinic and Speech-Language Pathology Clinic continue to provide services to the citizens of South Mississippi throughout the COVID-19 pandemic while adhering to all Centers for Disease Control and Prevention recommendations. Social distancing, personal protective equipment and intensive disinfection protocols continue to be utilized.

GOLDEN INVESTMENTS

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NEW COLLEGE FUNDING

7.4% BUDGET INCREASE

$121,667 S TA F F

$356,329 F A C U LT Y A N D A D M I N I S T R AT I O N

DUBARD SCHOOL FOR LANGUAGE DISORDERS SOURCE OF FUNDS FOR THE DUBARD SCHOOL State and Federal Income:

$1,749,734

• MDE Adequate Education Program

$778,581

• Legislative Allocation

$575,000

• Legislative Appropriation

$242,000

• Extended School Year

$75,508

• Part B/Preschool

$78,645

Private Contributions

$160,748

Southern Miss Match

$125,000

Outclient Program Fees

$51,202

United Way

$69,055

Professional Development Fees

$27,233

Various Foundations and Investments

$84,683

Total Budget

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$2,267,655

$477,996 N E W F U N D I N G T O TA L

GOLDEN GIVING FY21 NEARLY A 21% INCREASE

GIVING BY AREA* $135,714 $30,951

$2,300

DuBard School

Nursing

Speech and Hearing Sciences

$772,243

$821,457

$745

Children’s Center

Public Health

Rehabilitation Sciences

$1,961,786 FY21 GIFT TOTAL

*Many of these funds were designated for specific projects.

$198,376

$1,694,163 FY20 GIFT TOTAL

STUDENT SCHOLARSHIPS

$115,265

$53,100

Undergraduate Nursing

Public Health and Rehabilitation Sciences

$3,011

$27,000

Speech and Hearing Sciences

Graduate Nursing

CHILDREN’S CENTER FOR COMMUNICATION AND DEVELOPMENT SOURCE OF FUNDS FOR THE CHILDREN’S CENTER State and Federal Income:

$1,660,959

• MDE Adequate Education Program

$839,659

• Legislative Allocation

$734,000

• Legislative Appropriation

$87,300

• Transportation

$45,000

• Extended School Year

$50,000

IDEA Part B/Preschool GEER

$11,648 $312,654

United Way

$66,216

Fundraising to Date

$53,657

Private Foundation Contributions to Date Total Budget

$706,493 $2,824,459

RESEARCH AND GRANTS The CNHP faculty maintained an impressive amount of scholarly activity, especially given these unusual times. Many had publications and presentations accepted, proposals funded and research foci shifted to include issues around the COVID-19 pandemic.

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ACADEMIC-COMMUNITY RESEARCH PARTNERSHIPS TRANSFORMING HEALTH IN MISSISSIPPI

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We are pleased to announce that Dr. Jennifer L. Lemacks has joined our team as the CNHP associate dean for research this year.

Dr. Lemacks has worked with various communities to promote optimal health and well-being for all Mississippians. During her tenure at USM, she has managed over $2 million in National Institutes of Health funding. She also serves as co-director of the Mississippi IDeA Networks for Biomedical Research Excellence (INBRE) Community Engagement and Training Core (CETC), which has a mission to bolster capacity for faculty, students and communities to collaborate on biomedical, behavioral and health disparities research. Mississippi INBRE is a multimillion-dollar Institutional Development Award (IDeA) program funded by the National Institutes of General Medical Sciences to build research capacity in Mississippi.

During fall 2021, Dr. Lemacks worked with CNHP faculty members who contributed to the CETC’s mission through excellence in scholarship and service. Dr. Tanya Funchess, assistant professor in the School of Health Professions Public Health Program, celebrated the graduation of the first cohort of the Mississippi INBRE Community Research Fellows Training (CRFT) program in November 2021. The aim of CRFT is to enhance community knowledge

and understanding of research and create a cadre of trained community members who will be better advocates for themselves and more adept participants in the research process. Dr. Funchess was funded

by Mississippi INBRE, in collaboration with Mississippi State University Extension Services, to deliver and evaluate the 12-week program among South Mississippians.

Director and assistant professor in the School of Leadership and Advanced Nursing Practice, Dr. LaWanda Baskin, supported continuing education efforts for nurses at the inaugural Mississippi Health Disparities Conference (MHD) on August 4, 2021, at the Mississippi Coast Coliseum and Convention Center in Biloxi. Nearly 300 faculty, healthcare leaders and professionals and students participated in keynote sessions featuring Mississippi’s very own Drs. Thomas Dobbs and Victor Sutton, as well as scientific oral and poster sessions on a cadre of topics relevant to addressing key health issues and disparities in Mississippi and the Deep South. This conference was supported and organized by Mississippi INBRE with additional sponsorship from the Mississippi Center for Clinical and Translational Research and other corporate healthcare entities. Planning is underway for MHD 2022, which is scheduled for Thursday, July 28, 2022, at the Lake Terrace Convention Center in Hattiesburg.

We are excited about the future of this impactful work as planning is underway for the next five years of the Mississippi INBRE. The CNHP will continue to play a pivotal role in advancing the community-based participatory research mission of the project.

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FUNDING AWARDS

30

THE RELATIONSHIP BETWEEN PRECEPTOR BURNOUT AND ATHLETIC TRAINING STUDENT EVALUATIONS Researchers: Leslie Oglesby (CNHP/SHP), Anna Porter (Ramboll/Environment & Health), Andrew Gallucci (Baylor University) Description: Burnout, a psychological syndrome consisting of emotional exhaustion, depersonalization of patients, and a decreased sense of personal accomplishment, is prevalent in many healthcare professionals, including physicians, psychiatrists, paramedics, psychologists, nurses and athletic trainers. Effects of burnout in these professionals may include substance use/abuse and decreased quality of provided care. Burnout is also prevalent in students preparing to enter some of the aforementioned. The purpose of this study is to (1) determine the prevalence of burnout in certified athletic trainers that serve as preceptors and (2) examine the relationship between preceptor burnout and a preceptee’s assessment of his/her preceptor.

Funder: Southeast Athletic Trainers’ Association (SEATA) Status: Data has been collected, and analysis is underway. The study will be concluded, and a manuscript will be submitted for publication in summer 2022.

THE EFFECT OF ACUTE FATIGUE ON COGNITIVE ATTENTION AND BALANCE Researcher: Jeffrey Parr (CNHP/SHP) Description: The objective of this study is to identify the degree to which strenuous exercise can impact cognitive function (attention) and static balance in recreationally active individuals. Static balance is correlated to a person’s risk for lower extremity injury. In the future, strategies can be identified to help improve both cognitive fatigue and static balance following strenuous exercise.

Funder: The University of Southern Mississippi Status: This study is ongoing with data collection to begin spring/summer 2022.

DUBARD SCHOOL FOR LANGUAGE DISORDERS EQUIPMENT ENHANCEMENT Recipient: DuBard School for Language Disorders (CNHP/SSHS) Description: Serving 80 children in its full-time enrollment program, the DuBard School’s outclient therapy program seeks to address a vastly underserved population of students by continuing to provide individual and small group therapy for clients ages birth through adulthood with a diagnosed language, speech or hearing disorder, or a combination of these disabilities. This program includes children whose learning differences are in oral language, reading, or a combination of oral and written language deficits, including dyslexia. Learning to use computers and other types of technology improve problem-solving skills to be applied in real-life settings, teaching students to become discriminate users of different types of information. Equipment supported with this funding will allow students to work at their individual levels in the areas of listening and reading comprehension, speaking and writing.

Funder: Jimmy A. Payne Foundation Status: 80 iPads and 2 iPad Pros were distributed so that all 80 children will have daily use of them to work on math and language skills.

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IMPROVING SELF-MANAGEMENT ON CHRONIC ILLNESS/ DISABILITY AND STUDENT KNOWLEDGE OF CARING FOR PATIENTS WITH CHRONIC ILLNESS/ABILITY Researcher: Marion Patti (CNHP/SPNP) Description: Nursing faculty and students provide healthcare to an underserved area of Hattiesburg through a partnership with Edward Street Fellowship and USM’s Institute for Disability Studies.

Funder: Asbury Foundation Status: SPNP was able to increase the number of opportunities and the number of students this year. These experiences enhance our students’ awareness of the impact of social determinants on health.

THE CHILDREN’S CENTER AUGMENTATIVE AND ALTERNATIVE COMMUNICATION TRAINING PROGRAM Recipient: The Children’s Center for Communication and Development (CNHP/SSHS) Description: The Pediatric Augmentative and Alternative Communication (AAC) Training Program will provide a number of USM’s speech and hearing graduate assistants (GAs) targeted training in the use of AAC using a telepractice platform and in face-to-face settings. GAs will learn to use multiple AAC options, including low- and hightech tools. These GAs will also learn evidence-based methods of assessment and intervention and gain experience working with an interprofessional team.

Funder: Jimmy A. Payne Foundation Status: During the 2021-22 therapy year, 10 graduate students from the fields of speech-language pathology and audiology have had invaluable hands-on experiences with the interdisciplinary team of experts at The Children’s Center. Supervisors carefully targeted an area that is most needed when these pre-professionals graduate and are employed in schools and outpatient medical facilities, AAC assessment and intervention for children with complex communication needs. These experiences include, but are not limited to, the following: •

AAC observations • Low-tech (picture choice board) • High-tech (iPad with communication app) • Assessment

•

Service provision options • Face-to-face group • Face-to-face individual • Televisit individual • Home visit (Face-to-face [FTF] or tele) • Daycare visit (FTF or tele)

•

Evidence-Based Practice • Article review

The foundational experiences listed have allowed the students opportunities to understand best practice when it comes to working with children with significant communication needs, observing and participating with an interdisciplinary team providing an AAC assessment, and practicing a variety of AAC interventions across appropriate settings with young children and their families. One of the students commented, “The wisdom I am gaining (at The Children’s Center) is unparalleled and will guide me to be the best therapist possible to every child I encounter in the future.”

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GRANT PROPOSALS SUBMITTED

BSN COMPASSIONATE CARE WHITE COAT CEREMONY Recipient: School of Professional Nursing Practice Description: The Arnold P. Gold Foundation is an international nonprofit organization devoted to keeping healthcare human through compassionate, collaborative, scientifically excellent care. Funding from the Arnold P. Gold Foundation covered the cost of BSN pins that were provided to students during the 2021 Compassionate Care White Coat Ceremony.

20

14

29

2018-19

2019-20

2020-21

Funder: Arnold P. Gold Foundation Status: BSN students were awarded their pins during the Compassionate Care White Coat Ceremony in fall 2021. The SPNP plans to continue this ceremony in subsequent semesters.

STUDENT SUPPORT: AIDING IN THE SUCCESS OF USM’S RN TO BSN STUDENTS

GRANT FUNDING AMOUNT

$905,364

Recipient: School of Professional Nursing Practice

2020-21

Description: Funding will provide partial scholarships to 14 RN to BSN students over a two-year period.

$495,157

Funder: Jimmy A. Payne Foundation

$3,413,846

Status: In fall 2021, RN to BSN students began receiving partial scholarships to relieve the burden of tuition and fees during their undergraduate nursing education. This scholarship support will continue through the academic year 2022-23.

2019-20

2018-19

GRANT PROPOSALS FUNDED

ORGANIZATION AND ADMINISTRATION OF ATHLETIC TRAINING Researcher: Melissa Kossman (CNHP/SHP) Description: The objective of this project is to revise the content and delivery of the Organization and Administration of Athletic Training Programs course (HPR 319).

8

6

9

2018-19

2019-20

2020-21

Funder: The University of Southern Mississippi Status: Content for this course has been revised, and the newly revised course was taught in fall 2021.

GOLDEN COAST

34

children ages 6 months through 5 years. The playground has been in use since October 2021, and 100% of children receiving direct instruction on the outdoor classroom and playground have demonstrated developmental progress on their individualized goals. An example of gains using

GULF PARK HEALTH CENTER In fall 2020, the CNHP began the transition of assuming responsibility for the Gulf Park Health Center (GPHC) operations. That semester, a full-time registered nurse, Pam Rainey, was hired to begin assisting with COVID testing and setting up the clinic. In summer 2021, a full-time family nurse practitioner, David Hamby, was hired. Their collective efforts have resulted in the implementation of a new electronic health record system, laboratory services, walk-in urgent care services, and scheduled primary care services starting in fall 2021. Also, the GPHC has been successful in supporting the University’s response to the COVID-19 pandemic through testing and vaccination. Due to access to an on-campus 80-degree freezer, the GPHC has also aided coastal pharmacies in their acquisition of COVID-19 vaccine supplies, thereby improving the overall coastal vaccination distribution efforts. Services were expanded in fall 2021 to include speech and hearing screening and management by our faculty and students from the School of Speech and Hearing Sciences. In the future, the clinic personnel aims to provide services to the coastal Mississippi community. The clinic will also serve as a clinical site for our undergraduate nursing, family nurse practitioner, speech-language pathology, audiology and public health students.

THE CHILDREN’S CENTER FOR COMMUNICATION AND DEVELOPMENT The Children’s Center recently completed construction and installation of a playground on their Gulf Park campus location, thanks to a grant through Blue Cross & Blue Shield of Mississippi Foundation. The 3,500-squarefoot space is now equipped with inclusive and highly motivating play pieces specifically designed to promote developmental gains across a variety of needs for

the playground is access to communication for a young child. A two-year-old child with profound sensorineural hearing loss bilaterally did not want to keep his cochlear implant on in therapy, which allows him to hear. Because of the highly motivating and accessible play space, he is keeping his implant on without prompting while in the outdoor classroom space and able to listen, communicate and learn while playing! The Children’s Center is immensely grateful to Blue Cross & Blue Shield of Mississippi Foundation for the opportunity to impact so many children with disabilities in the region for many years to come.

Additionally, The Children’s Center has been able to support more infants and families across the Gulf Coast region through a grant award from the Oberkotter Foundation. Thanks to funding support for our educational audiologist and a partnership with Mississippi Department of Health’s Early Intervention Program and Memorial Hospital, the Children’s Center has been able to screen and assess 25 additional infants who have failed their newborn hearing screening. When a diagnosis of hearing impairment is delayed, intervention and support is delayed, which can have a significant impact on the outcomes for a child’s success. Lack of access to timely audiology services can occur for a variety of reasons, but frequently the cost of transportation or availability of an audiologist can greatly deter a family from pursuing appropriate follow-up for their infant. Through assessments, two infants have been identified as having hearing loss and have been referred for services, with one of those infants currently having medical clearance to receive amplification and will enroll. This ratio of identification is to be expected, as statistically about 8% of infants who fail their newborn screening typically have permanent hearing loss.

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DUBARD SCHOOL FOR LANGUAGE DISORDERS DuBard School currently serves children who travel to the Hattiesburg campus for the full-time enrollment program.

Additionally, DuBard School has children on the waitlist from Mississippi’s coastal counties. In an effort to expand services to more children and better serve the children along the Mississippi Gulf Coast, DuBard School is currently exploring options for a fulltime enrollment program on the USM Gulf Park campus. Nearly $8 million in appropriated funds was recently approved to support building a new center that will house DuBard School and be the new home for The Children’s Center on the Gulf Park campus, thanks to Senator Cindy Hyde-Smith’s support. Plans are underway to construct this new center. DuBard School on the Gulf Park campus will also serve as a clinical site for our speech-language pathology and audiology students and as a practicum experience for USM’s Master of Education in Dyslexia Therapy students.

EVENTS CADENHEAD LECTURESHIP The Cadenhead Lectureship was founded by Col. Tyler Fletcher in honor of his late wife, Dr. Gerry Cadenhead.

Dean Cadenhead joined the USM nursing faculty in 1980 and served in various capacities, including as dean from 1997 to 2001. Dean Cadenhead was a strong leader for nursing in the state, and Col. Fletcher envisioned the Lectureship honoring Dean Cadenhead by bringing prominent nursing leaders who discuss relevant issues of the day. This year’s Cadenhead Lectureship focused on the recently released National Academy of Medicine report, Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity. In spring 2022, Susan Hassmiller and Rita Wray discussed the implications of the report to nursing education and Mississippi. Susan Hassmiller is the senior adviser for nursing at the Robert Wood Johnson Foundation and former senior scholar-in-residence and senior adviser to the president at the National Academy of Medicine. Rita Wray is the co-lead for the Mississippi Action Coalition. This lectureship was widely attended and viewed by participants across the state and beyond.

Rita Wray

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Susan Hassmiller

RAISING THE BAR

BUILDING UPGRADES

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JOE AND KATHY SANDERSON CLINICAL SIMULATION CENTER Starting in a small space in Harkins Hall, the Clinical Simulation Center has grown immensely in recent years to become a premier simulation training laboratory. The Joe and Kathy Sanderson Clinical Simulation Center is now housed in Asbury Hall. This state-of-the-art Simulation Center offers students vital learning experiences through faculty-led instruction, which includes the use of task trainers and low-, mid- and high-fidelity mannequins.

The Simulation Center is supported by three full-time staff who work cohesively with faculty, who serve not only as instructors, but also as simulation facilitators. The staff includes the Simulation Center coordinator, simulation technology and information specialist, and technology and communication expert. Each staff member serves an important role in keeping the Simulation Center functioning to benefit undergraduate and graduate nursing students. The Simulation Center plays a critical role in preparing nursing students for clinical practice by providing the opportunity for them to apply knowledge and practice decision-making and other skills. Additionally, the space is also used for learning experiences by our other health professions programs.

We are excited to introduce a significant upgrade underway to the Simulation Center. This upgrade will include two new Laerdal SimMan 3G Plus high-fidelity mannequins. One mannequin will be used in the Operating Room for the Nurse Anesthesia Program (NAP), while the other will be in the Critical Care Unit (CCU) for the BSN Program. The Laerdal ASL 5000 Lung Solution was purchased specifically for nurse anesthesia students. This breathing simulator is used with a high-fidelity mannequin, such as the SimMan 3G Plus, for ventilation management training during surgery. In addition, five high-fidelity Laerdal Nursing Anne Classic mannequins have been ordered. These five mannequins will replace low-fidelity manikins, providing BSN students more skills practice options in the Simulation Center.

Along with the purchase of these new mannequins, we will also transition from our current audiovisual (AV) system to Laerdal’s SimCapture. This AV upgrade will better capture student learning experiences using new cameras and microphones, outfitted for a combination of 10 simulation and debriefing rooms. This cloud-based SimCapture system allows students, faculty and staff to access the live stream and recorded simulations. These recordings are used during scenario debriefing discussions where additional learning takes place. SimCapture also provides annotations, patient monitors and simulation data, all within the same system. These recordings can be used for reviewing specific elements of a simulation scenario during debriefing.

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New Instructor PC and SimPad Plus devices have been ordered for use with the mannequins to simulate patients in a clinical setting. PCs and SimPad Plus devices control the mannequin “patients.” Instructors use laptops to present manifestations of patients during simulation scenario sessions. Students will use SimPad Plus devices to control the mannequin patient at the bedside when practicing newly learned nursing skills. All laptops and devices will be loaded with Laerdal LLEAP software, a leading simulation system for health professions training. These upgrades will allow students to participate in safe, hands-on, real-world experiences, but in a laboratory setting.

The new mannequins, AV system and software upgrades totaling nearly $500,000 were made possible thanks in part to the generosity of our supporters, like Chuck and Rita Scianna. These upgrades and additions to the CNHP Clinical Simulation Center will advance the learning experience for students, faculty and staff.

Faculty and staff training will provide an opportunity to learn upand-coming innovations in simulation education.

ELIZABETH HARKINS HALL In spring 2022, significant investments were made to improve the classroom and common spaces in Elizabeth Harkins Hall, home to the School of Health Professions. This space is shared with the College of Arts and Sciences. These improvements included new furniture in all classrooms and lobby areas, new lighting installation and other cosmetic maintenance (e.g., floor refinishing, painting) totaling more than $300,000. These investments will help enhance the learning experience for these growing and vibrant Public Health and Rehabilitation Science programs.

J.B. GEORGE BUILDING In summer 2022, significant investments are planned for our School of Speech and Hearing Sciences clinic and classroom spaces in the J.B. George Building. This space is shared with The Children’s Center for Communication and Development, Graduate School, and College of Education and Human Sciences. These improvements will include new furniture in all classrooms and the clinic lobby area, new lighting installation, specialized clinical equipment and other cosmetic maintenance (e.g., floor refinishing) totaling nearly $250,000. This investment will help enhance the learning experience for our speech and hearing students, as well as the care they provide for our community.

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GOLDEN OUTCOMES 98%

92%

UNDERGRADUATE NURSING NCLEX PASS RATE 2021

SPEECH-LANGUAGE PATHOLOGY PRAXIS II PASS RATE 2021

86%

66.7%

NURSE PRACTITIONER CERTIFICATION PASS RATE 2021

THERAPEUTIC RECREATION CERTIFICATION 2019-21 1ST TIME PASS RATE

100%

82%

NURSE ANESTHESIA CERTIFICATION PASS RATE FOR 2020 COHORT

ATHLETIC TRAINING CERTIFICATION OVERALL PASS RATE 2021

80%

71.4%

AUDIOLOGY PRAXIS II PASS RATE 2021

GOING 40

KINESIOTHERAPY CERTIFICATION PASS RATE 2021

GOLD! FOR

COMMITMENT TO EXCELLENCE IN TEACHING The Association of Colleges and University Educators (ACUE) prepares, credentials and supports faculty to teach with research-based practices. The ACUE Faculty Development Institute through the Center for Faculty Development (CFD) at Southern Miss is an intensive professional development offered to enhance teaching practices. To date, the CNHP has had a total of 12 faculty complete the ACUE Effective Teaching Practices and one complete the Advanced ACUE Effective Online Teaching Practices. Currently, CNHP has five enrolled in the ACUE Effective Teaching Practices, three enrolled in the ACUE Effective Online Teaching Practices, three enrolled in the Advanced ACUE Effective Online Teaching Practices, and one enrolled in the Inclusive Teaching for Equitable Learning.

The CFD’s Faculty Leadership Institute (FLI) aims to build an interdisciplinary community focused on leading and professional development. To date, the CNHP has had one faculty complete the FLI and currently has one enrolled.

The CFD’s Teaching Innovation Mini Grants support innovation in the classroom. To date, the CNHP has received four grants awarded to six faculty.

Faculty accepted into this year’s faculty development programs through the CFD include the following:

ACUE EFFECTIVE TEACHING PRACTICES (2021-22) Tanya Boyd (SPNP), Loretta Burns (SPNP), Winston Choi (SHP), Hyunmin Kim (SHP), Michong Rayborn (SLANP)

ACUE EFFECTIVE ONLINE TEACHING PRACTICES (2021-22) Elizabeth Holman (SPNP), Nina McLain (SLANP), Lisa Morgan (SLANP)

Advanced ACUE Certificate-Effective Online Teaching (2021-22) LaWanda Baskin (SLANP), Melissa Kossman (SHP), Melissa Ziegler (SHP)

ACUE Inclusive Teaching for Equitable Learning Micro-credential (2021-22 and 2022-23) Marti Jordan (SLANP), LaWanda Baskin (SLANP)

ACUE Distinguished Teaching Scholar (2021-22) Melissa Kossman (SHP), Stephanie Parks (SLANP), Kimberly Smith (SPNP)

Faculty Leadership Institute (2021-22) Melissa Kossman (SHP)

Center for Faculty Development Teaching Innovation Mini-Grants (2021-22) Leslie Oglesby (SHP), Melissa Kossman (SHP), Melissa Ziegler (SHP)

Summer Grants for the Improvement of Instruction (2022) Winston Choi (SHP), Marti Jordan (SLANP)

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2021 COLLEGE OF NURSING AND HEALTH PROFESSIONS FACULTY AND STAFF AWARDS SPIRIT AWARD Holli Cook (SPNP)

DISTINGUISHED MENTOR

Dr. Melissa Kossman (Athletic Training, SHP)

DISTINGUISHED TEACHING

Dr. Mary Jane Collins (Nurse Anesthesia, SLANP)

EMERGING SCHOLAR

Dr. Anna Porter (Public Health, SHP)

DISTINGUISHED RESEARCHER Dr. Nina McLain (Nurse Anesthesia, SLANP)

OUTSTANDING FACULTY SERVICE Dr. Cathy Hughes (Nursing, SPNP)

DISTINGUISHED OFFICE PROFESSIONAL

Alison Webster (DuBard School, SSHS)

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DR. MICHONG RAYBORN In 2021, Dr. Michong Rayborn, associate professor, was inducted as a fellow into the American Association of Nurse Anesthetists. Her work has focused on the impact of culture on nurse anesthesia education and practice, and she has collaborated with the Korean Association of Nurse Anesthetists (KANA) to compare nurse anesthetist practice in South Korea to the U.S. As advisor and consultant to KANA, she advocates for developing a national scope of practice, legislative protection, and enhanced training programs for Korean nurse anesthetists. Additionally, she was selected as a Faculty Fellow in the Association of College and University Educators Faculty Development Institute in Effective Teaching Practices.

DR. MELISSA KOSSMAN In 2021, Dr. Melissa Kossman, athletic training assistant professor, hit her professional goal of having 30 publications by the time she turned 30 – She had 31! Not to mention, she was first author on a manuscript in the Journal of Sport and Health Science, which has an impact factor over 7, a lofty target few journals reach. Additionally, she was awarded a Teaching Innovation Mini Grant and a Proposal Development Grant from the University. She also excelled in teaching as she was accepted into the University’s Faculty Leadership Institute, became an Association of College and University Educator (ACUE) credentialed educator, an ACUE Distinguished Teaching Scholar, and was selected for the CNHP Distinguished Mentor Award.

VICKIE REED In 2021, Vickie Reed, public health instructor and Graduate Program coordinator, received the University’s Woman of Excellence Award as part of a ceremony celebrating Women’s History Month. The ceremony highlights women in the community and on campus who are advocates for basic human rights and blazing the path for others to follow.

DR. NINA MCLAIN In 2021, Dr. Nina McLain, nurse anesthesia coordinator and associate professor, accepted an appointment to the National Advisory Council on Nurse Education and Practice, a council that reports to the Secretary for the Department of Health and Human Services.

Dr. McLain was also invited and agreed to serve a two-year term to the Board of Nursing Office of Nursing Workforce Advisory Committee.

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DR. TANYA FUNCHESS In 2021, Dr. Tanya Funchess, public health assistant professor, was chosen as president-elect of the Mississippi Association of Public Health.

DR. KIMBERLY WARD / DR. AMY LEBERT In 2021, Dr. Kimberly Ward, audiology associate professor, and Dr. Amy LeBert, speech-language pathology (SLP) lecturer, presented at the American Speech-Language-Hearing Association’s national convention in Washington, D.C. The presentation was titled, Conflict Management: Leading with Style. In 2021, Amy LeBert also served as the president of the Council of State SpeechLanguage-Hearing Association Presidents, a national organization where state leaders meet to cultivate a unique culture of growth and knowledge through collaborative efforts.

DR. STEPHANIE PARKS In 2021, Dr. Stephanie Parks, nurse anesthesia assistant professor, was recognized for 15 years of aviation and law enforcement services within the Harrison County Sheriff’s Office.

DR. KELLY KOCH Dr. Kelly Koch, SLP assistant professor, has established a Language and Literacy Lab (LLL), a specialized clinic setting that focuses on language and literacy development in school-aged children with language disorders. The weekly sessions are based around providing the learners with authentic reading and writing opportunities. Dr. Koch stated, “Through the LLL, we are creating a community of young writers who are in their own processes of learning how to use language.”

ANITA THAMES / DR. AMY LEBERT

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Anita Thames, SLP instructor, and Dr. Amy LeBert, SLP lecturer, are planning a language intervention program for three- to five-year-old children to begin summer 2022. The purpose of this summer program is to increase the semantic, phonological, syntactic, morphological and pragmatic functioning of children who attend.

DR. SANGMANATHA VEERANNA Dr. Sangamanatha Veeranna, SLP assistant professor, joined the SSHS as a faculty member in March 2021. Since his arrival, he has published four peer-reviewed journal articles, presented at the Mississippi Speech-Language-Hearing Association’s state conference in September, and prepared to teach nine new classes.

MARY SCHAUB, SLP Mary Schaub, SLP assistant professor, led her age group in the annual Hattiesburg Half Marathon, 5K division. She was a charity runner for The Children’s Center in that race.

DR. WILL EVANS In 2021, Dr. Will Evans, executive associate dean and public health professor, was selected as a Mississippi Health Ambassador through the Mississippi State Department of Health.

STAFF In 2021, Dr. Missy Schraeder, DuBard School director, was elected as president of the Mississippi Speech-Language-Hearing Association (MSHA). MSHA is the statewide professional organization for its members and affiliates who are speech-language pathologists, audiologists, parents/caregivers, support personnel and students. Dr. Schraeder was also selected to serve on the board for the Academic Language Therapy Association (ALTA). ALTA is a national professional organization specializing in the certification of language therapists and practitioners working with students with dyslexia. Dr. Schraeder will serve alongside esteemed academic language professionals throughout the country.

Dr. Courtney Turner, educational audiologist for The Children’s Center for Communication and Development, has been elected as the 2022 president-elect and 2023 president of the MSHA. MSHA is a statewide professional organization for speech-language pathologists, audiologists, parents/caregivers, support personnel and students. MSHA provides support for audiologists and speech-language pathologists, promotes ethical and professional standards, and advocates for legislation and regulation needed for members to provide quality care for those with communication, hearing, balance and swallowing disorders.

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STUDENTS GRADUATE STUDENT HALL OF FAME KATHRYN ROBERTS Master of Science, Speech and Hearing Sciences (Pathology) TRISTEN MILLER Master of Public Health (Health Policy and Administration)

2021 COLLEGE OF NURSING AND HEALTH PROFESSIONS STUDENT AWARDS RESEARCH AWARD Elizabeth Evans, Undergraduate Nursing COMMUNITY SERVICE AWARD Sara Sorrell, Master of Public Health (Epidemiology/Biostatistics) Jennifer Garnard, Doctor of Philosophy, Nursing Leadership

Student: Sonny Miles, PI (SPNP/BSN, Honors College) Thesis Advisor: Elizabeth A. Tinnon, PhD, RN, CNE, Co-PI (SPNP) Thesis Coach: Rebecca Campbell Holland, PhD, MPH, MLIS, Co-PI (CNHP ADR’s Office) Thesis Title: Nursing Students’ Attitudes Toward Patients with Disabilities The purpose of this study is to gain a better understanding of nursing students’ attitudes toward patients with disabilities. This study will use a modified version of the Scale of Attitudes Toward Disabled Persons (SADP) to collect data from nursing students.

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ALUMNI Donald Garrett, BSN (2011) and Family Nurse Practitioner (FNP) MSN (2012) graduate, was recognized as the Best Nurse Practitioner in Rankin County, Mississippi, 2021 Best of the Best. Donald practices at Greenfield Family Healthcare in Brandon, which he bought two years ago. He gives all the credit to his dedicated staff and his wife, Margo. Donald and Margo, also a BSN (2011) and FNP MSN (2017) graduate, met in nursing school at Southern Miss with Donald proposing during their Nursing Pinning Ceremony. They have been married for seven years. Margo now works as a FNP at Florence Family Clinic, where she has been since she graduated.

Melissa Temple, Adult Health MSN (2006) graduate, was selected as the director of nursing education at the Mississippi Institutions of Higher Education in June 2020, during a difficult time for nursing education.

Through this role, Dr. Temple provides leadership for the development and implementation of statewide academic policies and has been instrumental in advocating at the state level regarding issues that are important to nursing education, especially those that resulted from the COVID-19 pandemic. Dr. Temple also earned a PhD from the University of Mississippi Medical Center, BSN from William Carey University, and an ADN from Southwest Mississippi Community College. She states that being a graduate

from two public universities, a private institution and a community college gives her a unique perspective, and her years of experience as a nurse educator and administrator help her better understand the challenges schools of nursing face in the state.

Norma Cuellar, BSN (1983) graduate, currently serves as the editor in chief of the Journal of Transcultural Nursing, is the immediate past-president of the National Association of Hispanic Nurses (NAHN), and is currently funded with the All of Us Research Program through the National Institutes of Health in collaboration with the NAHN. Dr. Cuellar also earned a PhD from the University of Alabama at Birmingham and an MSN from Louisiana State University. Some of Dr. Cuellar’s many career accomplishments include completing a postdoctoral fellowship from the University of Virginia in complementary and alternative medicine, being inducted as a Fellow into the American Academy of Nursing, and recently completing a Fulbright Specialist Program in Peru. She has numerous publications, funded grants and awards over the course of her impactful career. Though she recently retired from the University of Alabama, she continues to actively research and work with underserved and underrepresented populations through the Southeast Mississippi Rural Health Initiative. Dr. Cuellar states that her time at Southern Miss as a student and faculty member was instrumental in setting her pathway to success in her profession of nursing.

DONORS Drs. Geoff and Marcia Hartwig made a $1 MILLION COMMITMENT to name the Public Health Program in honor of Dr. Lynn Cook Hartwig, the founder of the program.

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Culpepper then

When one imagines the type of individuals affected

by The Children’s Center for Communication and Development at USM, they typically think of babies, very young children and their families. After all, that is the demographic that the Center serves. Often, it’s easy to forget that these little ones grow up. It’s easy to overlook the fact that Children’s Center alums are now adolescents, teens and adults in our community and beyond. The effects of their time at The Children’s Center and the therapy received while there carry on throughout their lives. Cade Culpepper is one such alum. Cade graduated from The Children’s Center in 2006 and went on to attend Laurel Christian School, graduating from there in 2019. He then attended Jones College, during

Stone Lott enrolled in DuBard School for Language Disorders at the age of six with significant difficulties understanding and using language. During the next several years, Stone worked hard to increase his reading, writing and language skills, as well as his social skills and confidence. He returned to his local school district and graduated from high school. He is currently employed by the USM Football team. Stone says, “The first time I learned to write was at DuBard School. After I graduated high school, I wanted to be with the USM Football team. That’s what I wanted to do, and here I am.”

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Culpepper now

which time he was part of Phi Theta Kappa, the Charles Pickering Honors Institute and the Baptist Student Union.

After graduating from Jones College in May of last year, Culpepper was awarded the Sertoma Laurel Scholarship, was accepted into the USM Honors College Keystone Program, and began his Southern Miss career this past fall. Cade is now majoring in speech-language pathology at USM and cites his love for languages and linguistics and his personal experience with speech pathology at The Children’s Center as the main reasons he decided to pursue this area of study. After completing his bachelor’s degree, he plans to get his master’s and then go to South Alabama for doctoral studies. His dream job is to be a professor at USM.

NATIONAL RANKINGS THE DNP CLINICAL NURSING PROGRAMS WERE RANKED TOP IN MISSISSIPPI BY THE U.S NEWS AND WORLD REPORT IN 2021 FOR THE 6TH YEAR IN A ROW. IN 2021, OUR FAMILY NURSE PRACTITIONER AND PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER PROGRAMS WERE RANKED #16 NATIONALLY BY DNPPROGRAMS.COM, THE ONLY PROGRAMS RANKED IN MISSISSIPPI. IN 2021, OUR FAMILY NURSE PRACTITIONER PROGRAM WAS RANKED #19 AND PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER PROGRAM WAS RANKED #22 NATIONALLY BY EDUMED.ORG. THE BSN PROGRAM EARNED THE TOP SPOT FOR BEST ACCREDITED NURSING SCHOOLS IN MISSISSIPPI FROM NURSINGPROCESS.ORG. OUR RN-BSN PROGRAM WAS RANKED #20 NATIONALLY IN 2021, WHICH WAS THE ONLY RN-BSN PROGRAM IN MISSISSIPPI THAT WAS RANKED, BY EDUMED.ORG.

GOLDEN GIVING Visit usmfoundation.com/giveCoNHP or scan the QR code with your smartphone camera for ways to support the College of Nursing and Health Professions.

E O E / F/ M / V E T S/ D I S A B I L I T Y U C 8 2 6 3 3

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