UC Nursing – Fall 2022

UC NURSING MAGAZINE |

Health Care in Conflict Alumna works in war zones and disaster-stricken regions AFFINITY FROM THE HEART A heart transplant recipient at 1, alumna inspired by nurses since

FALL 2022

CONTENTS

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22 ON THE COVER Alumna Helen Perry, ’22, travels across the world as a nurse practitioner and global health expert, providing health care and population-focused strategic planning.

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Features 6

UC College of Nursing Magazine Fall 2022

HEALTH CARE IN CONFLICT

Alumna Helen Perry travels as a global health expert to some of the world’s most distressed regions.

22

AFFINITY FROM THE HEART

New alumna Asia Werner received a heart transplant at 1.

After overcoming many obstacles, she’s finally realizing her dream of working as a nurse.

“UC Nursing” is published by the University of Cincinnati College of Nursing’s Office of Marketing and Communications to highlight its faculty, staff, students, alumni and donors.

Editors: Evelyn Fleider, Laura Toerner and Katie Coburn Design: Natalie Broering Contributing Writers: Katie Coburn, Evelyn Fleider and Laura Toerner Photography: Colleen Kelley, UC CoN Marketing, UC Photography and Video Services and submitted Address: College of Nursing University of Cincinnati PO Box 210038 Cincinnati, OH 45221-0038

Sections 4

DEAN’S LETTER

Phone: (513) 558-5500 Email: nursing@uc.edu

12 CELEBRATIONS & EVENTS

Website: nursing.uc.edu

19 IN THEIR OWN WORDS

Facebook: facebook.com/uccollegeofnursing

26 NEXT LIVES HERE

YouTube: youtube.com/ucnursing

30 GOING BEYOND

Instagram: instagram.com/uc_nursing

40 PAYING IT FORWARD

Twitter: twitter.com/ucnursing Linkedin: linkedin.com/company/university-ofcincinnati-college-of-nursing

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© Copyright 2022 University of Cincinnati

To make a gift visit uc.edu/give and select College of Nursing.

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Fall 2022 | 3

DEAN’S LETTER

Leading the college as interim dean wasn’t what I imagined for the year before my retirement. Nevertheless, I am honored that I had the opportunity; it brought me a new level of appreciation for our faculty and staff, students, alumni and donors.

During the last academic year, we welcomed our students back to campus and resumed in-person clinical experiences and other activities. We also completed the college’s diversity, equity and inclusion strategic map; admitted our largest Bachelor of Science in Nursing class; increased the number of tenure track and clinical track faculty; awarded more than $2 million in student scholarships and continued to grow our extramural grant funding.

UC Nursing has been part of my life for about 20 years and I’m forever grateful for the people I met here, the students I mentored, the opportunities and partnerships we created and, ultimately, for our shared commitment to prepare culturally competent nurse leaders to provide safe, quality, accessible and affordable care.

I am excited to introduce Gordon Gillespie, PhD, DNP, RN, FAAN, who has been part of the college’s leadership team for years, as our new interim dean and look forward to watching him take the college further during this assignment. Anyone who has ever had the opportunity to interact with Gordon can understand why I’m so pleased to have a professional like him stepping into this role.

While I have a long to-do list waiting for me outside of work, Procter Hall is forever my home and I plan on remaining involved with the college in as many ways as I can.

Thank you for the opportunity to serve,

Denise K. Gormley, PhD, RN, FNAP Interim Dean, UC College of Nursing

Tell Us What You Think We hope you enjoyed reading this issue of UC Nursing. We strive to publish a magazine that brings relevant content to our alumni, so your thoughts about this issue, along with your suggestions for upcoming issues, mean a lot to us.

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IN MEMORIAM

BOARD OF ADVISORS

UC College of Nursing mourns the loss of the following alumni:

The College of Nursing is grateful for the contributions of this prestigious group of business and health care representatives and community volunteers who serve on our Board of Advisors. Committed to providing strategic counsel, creating community awareness and assisting in the obtainment of financial support, these individuals provide students with increased opportunities in their educational endeavors, as well as sage advice to the dean and her faculty and staff.

1940s Freda A. Baker Miriam G. Rothchild Lenora M. Thomin Barbara H. Tucker 1950s Mildred M. Bork Shirley A. Bredenbeck Karen E. Fenton Jacquelyn Giddens Sara J. Guentz Gail M. Haddad Janet M. Nagel Mary E. Slaw Virginia A. Steagall Marilou N. Wagner Marilyn S. Wedig 1960s Carol D. Abeyta Louise Boyd Susan M. Burris Carolyn S. Cade Karen L. Ladley Judith L. Royalty Betty J. Schaefer Ellen Smith 1970s Julianne F. Baechtold Mildred M. Bork Denise J. Gill-Roflow Mary Gunn Christine W. Hacker

1980s Carol D. Abeyta Mary S. Bishop Janine K. Cataldo Marilou Duderstadt Janet E. Ford Richard Foster Lillian C. Hickman Christine A. Kinnaman Mary Lynd Sharon A. Mai Michael Rano Amy M. Weeks 1990s Thomas A. Harris Mark Hoskins Paula Morgenroth Sonia Niederman Kimberly Parks Mary Vanderman Sandra L. Warner 2000s Dianne Benedict Barbara A. Helms Marjorie Motch – Board of Advisors 2010s Benita H. Bizzell Erin M. Colston Rhett Dean Winston W. Mason Beverly J. Overstreet Mackenzie L. Robinson Sharon L. Roesner Dana K. Schnipke Mercedita P. Ungab-Canete Rhonda White Tamara Zuchowski

This list was provided from June 1, 2021, to June 1, 2022. If an alumni has been inadvertently omitted, please contact Program Director of Alumni and Donor Experience, Gage Woolley, at woollegb@foundation.uc.edu.

Board Members Juan Manuel Arredondo Meggen Brown Cynthia Fitton Lana Hackworth Bradley Jackson Sandra Laney Tim McGowan Rino Munda Susan Opas Judy Ribak Buffie Rixey Alice Rose Derek van Amerongen David Wells Robert Wiwi Emeriti Directors Joseph Campanella Lois Doyle Trudy Fullen Hallie Higgins Ann Kiggen Miriam Kinard Marjorie Motch Patricia Schroer David Widmann Andrea Wiot Honorary Clive Bennett Ex-Officio Members Denise Gormley Matt Pearce

Fall 2022 | 5

Alumna Helen Perry provides care to a pediatric patient in Mexico in December 2020.

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Health in

Care Conflict

Alumna Helen Perry’s combination of military experience, humanitarian work and nursing education helps her make a meaningful impact in some of the world’s most distressed regions

The places many people try to flee are often the ones alumna Helen Perry enters.

The Fernandina Beach, Florida, resident travels across the world to provide medical care and population health-focused strategic planning in conflict zones and disaster-stricken regions. In the past few months, her efforts have centered on Ukraine and preventing violence against women there.

Perry’s ability to land in the middle of these crises and hit the ground running comes in part from her military training. After she graduated with a bachelor’s in nursing, she commissioned into the U.S. Army, where she learned to coordinate and provide care with few resources in places with poor health care infrastructure.

“I learned how to do everything with nothing,” she says. “You have to think outside the box.”

Perry continues to employ those skills as a global health nurse practitioner. She has worked on the ground in eight countries and remotely led projects in six others. Until April 2021, she served as executive director for a Florida-based nonprofit that provides emergency care to vulnerable populations displaced by wars or disasters, taking the organization from a deficit to $2.5 million in operations in three years.

Since April, Perry has worked as a global health advisor for VOICE Amplified, a nonprofit that supports women experiencing violence in conflict, crisis or disaster settings. She traveled to Poland to work with female Ukrainian refugees and learn their barriers to care. With this insight, she is helping women who experience violence in the region receive treatment by creating at-home kits with emergency contraceptives, cleansers and other items.

“We’re looking at what components they need to have at home in the event that they’re sexually assaulted and can’t get to medical care during this war,” Perry says.

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Perry felt compelled to do this kind of work long before she knew how. She remembers the Indian Ocean tsunami in 2004, one of the deadliest natural disasters on record, as a moment that stands out.

“I was a senior in high school or maybe a freshman in college when that happened and, even then, I felt like that’s what I was called to do, to help people in these terrible situations,” she says.

Perry started working toward a degree in education to become an early childhood teacher, but her medical curiosity, combined with insight from a friend, convinced her to switch to nursing. She finished her bachelor’s degree in her home state of Arkansas and commissioned into the Army. After five years, she entered the Army Reserves and went on to earn her master’s in adult acute care nursing from Georgetown University. In 2017, she went on her first trip as a humanitarian to Mosul, Iraq, to aid in infection control at a local hospital.

“Everybody had gangrene,” Perry recalls. “You could walk into the hospital and smell the gangrene.

It was horrific.”

Perry says Iraq was a meaningful trip, because it was the first time she saw war and conflict without the military lens. Each trip since has provided new insight about medicine, foreign health care systems, governments and cultures and taught her to expect the unexpected.

“You start out thinking you’re going to be seeing patients on one trip and you end up dealing with a shelter’s underwear shortage or something like that, because that’s also a component of health, right?”

Perry with a fellow care provider on their way to a remote area of Bangladesh in July 2018.

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After Hurricane Dorian struck the Bahamas in September 2019, Perry worked with a K-9 search and recovery team in Grand Bahama.

‘‘

Working in global health is partly about diving into the complex problems that affect health infrastructures to make a meaningful change in a population and partly about how comfortable you are getting diarrhea in a foreign country.

– Helen Perry

Fall 2022 | 9

Perry uses portable ultrasound equipment to evaluate a patient’s pregnancy in Mexico in November 2019.

To those thinking about a career in global health, Perry says this: “Working in global health is partly about diving into the complex problems that affect health infrastructures to make a meaningful change in a population and partly about how comfortable you are getting diarrhea in a foreign country. I’ve had dysentery twice. I’ve had pertussis. I’ve had dengue fever. You get things like that when you’re doing this work.”

Because she encounters many situations and patient populations, Perry chose to earn a Post-Master’s Certificate in Family Nursing. This gave her the formal education and experience in pediatrics and women’s health needed to provide care more effectively. She chose UC’s online program because it offered the most flexibility, accepted her previous master’s coursework credit hours and allowed her to apply her GI Bill benefits.

“My schedule is a bit crazy. I’m not the traditional student,” says Perry, who graduated in Spring 2022. “UC’s program was a really flexible, easy program to transition into, which is what a lot of us who are already practicing really need.”

Richard Prior, DNP, FNP-BC, FAANP, associate professor and interim associate dean of graduate programs, who retired as a colonel from the Army after 25 years, says UC’s online programs are structured in a way that caters to military members and others with busy or unpredictable schedules. The college’s online master’s is currently ranked fourth in the nation for veterans by U.S. News & World Report.

The military offers a unique experience for nurses, Prior says, because it allows them to work independently and innovatively. Like Perry, Prior remembers learning to provide care within the limits of his environment.

“One of the things people don’t really understand about nurses in the military is that those nurses work completely at the top of their scope, and they really push the envelope in ways that you don’t find in the civilian world,” Prior says. During his second deployment in Kuwait, he worked as a nurse practitioner in a remote desert region. “The nearest hospital was two hours away and the nearest X-ray machine was half an hour away. I had to make real decisions about whether to put people in a situation where they would seek a higher level of care or diagnostic tests, because it was logistically difficult to do those things. You don’t have access to the full complement of resources that you do in the U.S.” Understandably, these intense environments take a toll on the people who choose to work in them. Perry says another lesson she learned from her time in the military was to “know your sphere of influence.” In other words, recognize what you can and cannot change in a situation and focus on the former.

“You have to go into this work with a lot of realism. There is no shortage of conflict to drive the work that I do, and it gets really overwhelming,” she says. For a short time, Perry stepped away from global health nursing. Now, she frequently talks to a therapist and purposefully sets boundaries for herself to avoid burnout.

Looking ahead, Perry plans to continue her work as a global health expert. She is also exploring establishing an educational and clinical program that teaches advanced practice providers some of the nuances of global health not covered in traditional post-secondary global health programs.

By: Laura Toerner

Perry evaluates patients in Naria, a small area with about 230,000 people in south-central Bangladesh, in July 2018.

Fall 2022 | 11

CELEBRATIONS & EVENTS

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233

graduate students graduated in the spring, which included two PhD, 28 Doctor of Nursing Practice, 53 Post-Master’s Certificate and 150 Master of Science in Nursing degrees.

254

students graduated in the spring with their Bachelor of Science in Nursing (BSN) degree.

158

BSN students proudly received their UC College of Nursing pin on April 28.

UC President Neville Pinto at spring commencement ceremony on April 29 Fall 2022 | 13

3 0 TH A N N U A L N U R S I N G A W A R D S CELEBRATIONS & EVENTS

TO RCH OF EXC E L L E N C E 3 0 TH A N N U A L N U R S I N G A W A R D S

On May 12, the College of Nursing brought the Greater Cincinnati community together to recognize and honor outstanding nurses who go above and beyond to provide exceptional patient care.

More than 300 people celebrated this year’s Torch of Excellence Nursing Awards nominees and recipients at Duke Energy Convention Center in an event emceed by former WCPO anchor and reporter, Kristyn Hartman.

CALL F OR NOMINATION S

Visit nursing.uc.edu/torch-awards to nominate an outstanding nurse and learn more about this year’s event.

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A WARD RECIPIENTS From left:

Adele Corbin, MSN, RN, CNP, UC Health Sandra Girten, BSN, RN, CPN, CNOR, Bon Secours Mercy Health Nicole DeGreg, MSN, RN, FNP-BC, Cincinnati Health Department Abigail John, BSN, RN, Cincinnati Children’s Hospital Medical Center Kelli Lichner, MSN, RN, CPN, Cincinnati Children’s Hospital Medical Center Deneshia Smith, BSN, RN, Cincinnati Children’s Hospital Medical Center Cindy Brunsman, MSN, RN, CNM, TriHealth Nurse Midwives

Fall 2022 | 15

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THANK YOU TO OUR SPONSORS GOLD SPONSORS

BRONZE SPONSORS

SILVER SPONSORS

Fall 2022 | 17

CELEBRATIONS & EVENTS

FACULTY & STAFF GRANTS RESEARCH GRANTS Tami Bakas

Telehealth Assessment and Skill-Building Intervention for Stroke Caregivers (Task III) NIH R01, National Institute of Nursing Research (NINR) $2,945,052 Sue Brammer, Gordon Gillespie UC Social Determinants of Health Web-Based Simulation Project OSU Ohio Colleges of Medicine Government Resource Center (GRC) $1,055,999 Gordon Gillespie Occupational Health Nursing Training Program (OHN) National Institute for Occupational Safety & Health T42 (NIOSH, CDC) $993,600 Nurse Scholars and Leaders of the Future (4 students) Jonas Center for Nursing Excellence $60,000 Michigan-Ohio Occupational Research Education MOORE Program NIH R25, National Institute of Environmental Health Sciences (NIEHS) $9,014 Jonas-McClure DNP Scholar Scholarship - Julie Florentin Jonas Center for Nursing Excelence $5,000

Minjin Kim AI Chatbot Technology & Storytelling for HPV Vaccination Center for Clinical and Translational Science and Training (CCTST)/NIH CTSA KL2 $307,968 The Effect of Mini-Mindfulness and Narrative Nursing Interventions to Promote Nurse Leaders’ Resilience and Well-being Association for Leadership Science in Nursing (ALSN)

PROGRAM GRANTS Eva Fried

Cultivating Undergraduate Nursing Resilience and Equity (CURE) Health Resources and Services Administration (HRSA) $1,750,376 Jennifer Lanzillotta Psychostimulant Response Project in Highland County Health Resources and Services Administration (HRSA)

$10,000

$500,000

Josh Lambert

Rebecca Lee

Secondary Analysis Exploring Interactions Influencing Outcomes of Prenatal Opioid Exposure in a Large Maternal and Infant Data Hub

Appalachian Experiential Learning and Simulation Program (App-ELS) Health Resources and Services Administration (HRSA)

Bowling Green State University, Ohio Attorney General

$500,000

$99,998

Nurse Educator Track (NET) Program Ohio Board of Nursing

Beverly Hittle

$198,478

Healthy Workforce Design & Well-Being (HWD)

Eileen Werdman

National Institute for Occupational Safety & Health (NIOSH) IPA $47,620 Carolyn Smith Better Together: A Mental Wellness Support System (MWSS) for Workers and Employers in Long-term Healthcare National Institute for Occupational Safety & Health (NIOSH) IPA $27,208

DEU-Liaison: A Sustainable Model for Prelicensure Nursing Program Expansion Ohio Board of Nursing $197,003 Melanie Kroger-Jarvis Nurse Faculty Loan Program (NFLP) Health Resources and Services Administration (HRSA) $159,425 Carolyn Smith

Elizabeth Keller, Beverly Hittle

UC Early Intervention Program (EIP)

Evaluating Stress and Wellbeing Trends in U.S. Correctional Nurses; PhD student Elizabeth Keller

Ohio Department of Health/CDC

International Association of Forensic Nurses (IAFN)

Amy Fathman

$4,050

$117,249 UCVS Increasing Patient Access to Care for Tomorrow (ImPact) Scholarship CVS Health Foundation $3,000

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In Their Own Words

What do you love most about nursing? Why did you choose this profession?

Chenoa Dickson, ’20, Telemetry Nurse, UC Health – West Chester Hospital What I love most about nursing is seeing patients being able to leave us better than how they came. A patient discharging home or to rehab definitely outweighs any “thank you,” because you know everyone did their best to help the patient recover and return to their family. Every person involved plays an important part — whether they be a lab tech, environmental services staff, respiratory therapist, MD, transporter, etc. Everyone is crucial to the success of a hospital stay.

What I love most about nursing is seeing patients being able to leave us better than how they came.

Katie Segar, ’16, Nurse, Cincinnati Children’s Hospital Medical Center The tiny humans! I work in the Pediatric ICU at Cincinnati Children’s.

Since working there, I’ve seen how pure and resilient sick kids are. They truly motivate me to work hard and do a good job to take care of them and their families.

Nursing is about truly seeing each one of your patients as they see themselves.

Linda Venturato, ’17, Assertive Community Treatment Nurse, Greater Cincinnati Behavioral Health Services

I’ve seen how pure and resilient sick kids are.

As an assertive community treatment (ACT) nurse, I serve clients with severe mental illness and substance use disorders in a community-based mental health service model. I love that in this position I have a platform to empower some of our most vulnerable neighbors to achieve their best quality of life, whatever that looks like for them. Nursing is about truly seeing each one of your patients as they see themselves, understanding the vision they have for their health and life and knowing how to patiently and compassionately guide them in that direction. I spend my days developing and nurturing therapeutic relationships with other human beings while simultaneously working to improve their access to care. It is an honor to not only witness my patients be transformed through that positive, encouraging and healing experience, but to grow through the experience myself.

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I enjoy the science behind the work I do, allowing me to help people in a way other than emotional support.

Adam Voegele, ’15, Nurse, Cincinnati Children’s Hospital Medical Center I actually stumbled into the nursing profession. I shadowed my aunt, who was an emergency room nurse, and I really enjoyed seeing everything that she did. I was in undergrad at the time and I set my sights on the accelerated program. I was able to complete the prerequisites and phase 1 classes while I was completing my first undergrad so it sort of all fell into place! I enjoy the career perks that this profession can offer. Flexible scheduling, the ability to pick up overtime basically whenever you want and the feeling that you can do the smallest thing to make the biggest difference in a patient’s care.

Flexible scheduling, the ability to pick up overtime basically whenever you want and the feeling that you can do the smallest thing to make the biggest difference in a patient’s care.

Abby Schneider, ’14, ’21, Preoperative/Post-Anesthesia Care Unit Clinical Team Leader, Dayton Children’s Hospital What I love most about nursing is that every day I get the opportunity to make an individual healthier and happier than they were the day before. Nothing is more rewarding than seeing an individual at their worst one day and then seeing them at their best the next. Even those individuals who are chronically ill, I have the chance to make a positive and lasting impact on their lives.

Kayla Warpenburg, ’19, Emergency Department Nurse, UC Medical Center Very cliché, but I honestly do love being able to care for people.

I enjoy the science behind the work I do, allowing me to help people in a way other than emotional support. I enjoy the need to understand the body, disease processes, medications and their effects and lab values and how they all interconnect to effectively do my job well.

Nothing is more rewarding than seeing an individual at their worst one day and then seeing them at their best the next.

I love connecting with patients, learning about their background and hearing of their life outside of the hospital.

Laura Campbell, ’16, Cardiothoracic ICU Nurse, University Hospitals Cleveland Medical Center I love connecting with patients, learning about their background and hearing of their life outside of the hospital. It allows us as caregivers to see them as the human being they are and helps them to know we see them as more than just a patient. This is so important for each patient we encounter. I chose this profession to help people in their utmost time of need. As an ICU nurse, unfortunately I see this often, but through the darkest times people triumph to see the other side. These cases are what keep me coming back every day.

Service to others when they cannot care or advocate for themselves is my why.

Jami Gibson, ’12, Adult NP, Group Health Associates Internal Medicine Service! Service to others when they cannot care or advocate for themselves is my why. My other love for nursing began at a young age. My mother had a major surgery while I was in elementary school. She had post-surgical complications and it was her bedside nurse that noticed the changes and reported those changes to her surgeon. This quick response from the nurse made my desire to advocate for others through nursing stronger and to pursue a career in nursing.

That’s my favorite part about nursing — knowing that I have the ability to make a big difference, even if I am only a small piece of their recovery journey.

Anne Hammen, ’19, Emergency Department Clinical Coordinator/Charge RN, Mercy Health – The Jewish Hospital When I was 2 years old, I was diagnosed as a type 1 diabetic, so I grew up in a world of medicine and hospitals. Despite that, a nurse was actually not what I grew up wanting to be. Over the years, my answer to that timeless question did change a lot, though — a princess, a dancer, a scientist, a firefighter/EMT, and then I finally landed on a trauma surgeon. I was pretty committed to that goal, until my mom asked me one day, “Do you want to fix up patients and move on to the next? Or do you want to truly care for these people and be able to see their progress?”

Believe it or not, I actually switched to nursing because of that one question. I wanted to really be able to learn about my patients, see them improve and truly make a difference every day — and that’s what I do now. I get to meet so many incredible people, learn their stories, hold their hands in some of the most stressful times and care for them as best as I can while they’re with me. That’s my favorite part about nursing — knowing that I have the ability to make a big difference, even if I am only a small piece of their recovery journey.

Asia Werner, at commencement, wearing a sash in honor of her heart donor

AFFINITY from the HEART photo by Rhonda Green

Recent BSN graduate Asia Werner is finally able to live out her lifelong dream of becoming a nurse When Asia Werner received her acceptance letter to the UC College of Nursing, she says it felt like she was living in a fairy tale. It was fall of her senior year at Lakota West High School in West Chester, Ohio, and she had just finished playing the bass drum in the school’s marching band at a Friday night football game when her mom showed her the acceptance email. Werner leapt into her mom’s arms, shouting ‘I’m going to be a nurse!’ This was a life-changing moment for Werner, who says becoming a nurse is the only thing she has ever wanted to do.

“It’s the only thing that’s made sense and one of the only things that has stayed constant in my life,” she says. “All I’ve ever wanted to do is help people. The one thing that I know I’m good at is this, you know, the people part of nursing.”

Werner graduated in April, passed her registered nurse licensure exam in June and will begin working as a nurse at UC West Chester Hospital later this year. She is still confident she chose the right career path, even with the added complication of COVID-19. For Werner, who received a heart transplant at 1 and has since lived with a suppressed immune system, illness is not something she can afford to take lightly.

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An Interest in Nursing Was Born

Werner, 2, about a year after her transplant. The hair on her arms and the large amount of hair on her head was caused by one of the anti-rejection medications she was taking.

Werner has spent more time in a hospital than the average 21 year old.

In addition to arriving nine weeks early, she was born with three congenital heart defects, including multiple ventricular septal defects (holes in the wall between the heart’s lower chambers), a coarctation of the aorta (a pinched aorta) and spongy myocardium (the cardiac muscle in the left ventricle is thick and spongy instead of smooth and firm, which affects its ability to pump blood). Werner spent the first six months of her life undergoing surgeries at Cincinnati Children’s Hospital Medical Center (CCHMC) to repair her aorta and the holes in her heart, but the spongy myocardium could not be fixed and required a heart transplant, which Werner endured on her first birthday.

Werner continues to visit CCHMC on a regular basis to make sure her heart is functioning properly. She gets blood drawn every few months, echocardiograms a few times a year and a heart biopsy at least once a year. At this point in her life, she says she can’t imagine not being embedded in the hospital setting.

“I’ve been familiar with hospitals since the very beginning and always loved the environment, so it made a lot of sense to choose a field where I would be in a hospital,” she says. “I’ve been around nurses my whole life. I know what a good nurse can be like and I know what a not-so-great nurse can be like.”

She learned the difference a “good nurse” can make at 15 years old when she had pneumonia, which, combined with her suppressed immune system, resulted in a two-week stay at CCHMC. Werner became depressed, recalling that she “didn’t even want to wake up.”

It took a charge nurse with an unforgettable personality to make Werner excited to get out of bed again. Now Werner wants to be that same source of inspiration and support for her patients.

Werner, 15, with an unforgettable charge nurse Shortly after waking from a spinal fusion in 2018 Fall 2022 | 23

The Experiences That Prepared Her Werner’s resilience has been further tested by the pandemic. Though she was familiar with wearing a mask, staying home for an extended time with little outside contact proved especially difficult.

“I had to spend a good year — maybe more — in my house alone.

I couldn’t see friends. I couldn’t see my boyfriend who I’ve been with for three years now. When we did see each other, he had to stay six feet away outside. I’m a very social, extroverted person, so it was pretty awful.”

Despite this, she remained dedicated to completing school and becoming a nurse, though she admits for a time she was not sure how she would move forward in the profession.

“I never thought for a second that I wouldn’t become a nurse,” she says. “But I did wonder how I was going to work. I wasn’t allowed to go to a grocery store, so how was I going to work on a COVID unit?”

Werner with her transplant nurse practitioner

Werner dissecting a cow heart during her freshman year of high school

Werner says she diligently followed COVID protocols and did not contract the disease while working. Ultimately, the clinical and co-op experiences she received during her time at the college have played an important role in helping her develop the skills, competencies and the confidence needed to provide quality, safe and empathic care. During a pediatrics clinical rotation on a cardiac floor of CCHMC — the same floor that displays Werner’s picture on the wall — she helped care for kids with similar health experiences as hers, which was emotional and challenging but helped her grow.

“Asia has been one of the most dynamic students we have had the pleasure of working with in the Bachelor of Science in Nursing (BSN) program,” says Julie McCullough, MEd, assistant director of BSN student advising. “While her passion for working with people was evident from the first time we met her at freshmen Bearcats Bound Orientation, she has utilized her experiences and opportunities in the BSN program to grow and develop into a compassionate and dedicated nurse leader who will never cease to advocate for her patients.”

Deborah Schwytzer, DNP, an associate professor and director of the nursing co-op program, echoes McCullough’s sentiments for Werner, describing her as an enthusiastic and goal-directed student who is highly motivated to meet patient and family needs.

“As a co-op student at University of Cincinnati Medical Center, Asia worked hard to develop expertise in collaborative and interprofessional practice in an area of acute and chronic nursing care concerns,” Schwytzer says. “Her experiences and growth in the professional practice as a student will certainly enhance her ability to serve as a professional and competent RN.” Two days before Werner was scheduled to start orientation at UC West Chester Hospital, she was involved in a car crash that left her with a broken back and limited use of her legs. She spent another 25 days in the hospital and many more in physical therapy but has regained her ability to walk. Werner says this additional experience has only deepened her empathy and understanding for patients. She expects to begin working by the end of the year.

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In addition to interacting with patients face-to-face, Werner enjoys the nostalgia she feels at the hospital and the fast-paced, high-emotion, dramatic feel of working in health care. She is excited to finally live out her lifelong dream of being a nurse.

“I have this giant set of human body encyclopedias that I collected throughout my childhood. I’ve always been obsessed with how the body works and anatomy,” Werner says.

“I’ve looked up to nurses my entire life, and now I finally get to be one.”

By: Katie Coburn

‘‘

I’ve been familiar with hospitals since the very beginning and always loved the environment, so it made a lot of sense to choose a field where I would be in a hospital. I’ve been around nurses my whole life. I know what a good nurse can be like and I know what a not-so-great nurse can be like.

– Asia Werner, BSN

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NEXT LIVES HERE

Tamilyn Bakas, PhD, RN, FAHA, FAAN

Advancing Care for Stroke Caregivers Interim Associate Dean for Research Tamilyn Bakas secures nearly $3 million in NIH funding to test efficacy of her TASK III stroke caregiver intervention program Tamilyn Bakas, PhD, RN, FAAN, believes family caregivers of stroke survivors are the hidden patients in the U.S. health care system. Once a stroke survivor is discharged, it becomes a family member’s responsibility to care for them, often leading this family member to experience increased stress and make poor diet and exercise choices, which can cause serious health issues. A lack of clinical follow up and resources to support the family caregiver on this journey can even lead to institutionalization for the stroke survivor.

“Stroke is a sudden event. Everything is fine and then all of a sudden a person has a stroke, usually followed by impairments to deal with,” Bakas says. “Family members will typically immerse themselves in the care of the survivor and forget to take care of themselves.”

Bakas, professor, Jane E. Procter Endowed Chair and interim associate dean for research at UC College of Nursing, has dedicated 25-plus years of research to

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improving the quality of life of family caregivers of stroke survivors. Now, she is one step closer to providing life-changing, low-cost resources for this hidden patient population, thanks to a $2.9 million R01 grant from the National Institute of Nursing Research, part of the National Institutes of Health (NIH). The research award, which Bakas received in April, will support a large randomized controlled clinical trial of her Telehealth Assessment and Skill Building Kit (TASK III), an intervention program designed to support and improve the health of family caregivers as they provide care for stroke survivors.

“Our main goal is to eventually translate this program into stroke systems of care across the country so that all family caregivers have follow up after discharge to the home setting, because right now they’re pretty much on their own,” says Bakas, who, along with conducting her own research, mentors students and junior faculty in developing dissertations and establishing research programs.

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Stroke is a sudden event. Everything is fine and then all of a sudden a person has a stroke, usually followed by impairments to deal with. Family members will typically immerse themselves in the care of the survivor and forget to take care of themselves.

– Tamilyn Bakas, PhD, RN, FAAN

How It Started Bakas developed the first iteration of the intervention program in 2004 as an eight-week educational program that equipped caregivers with a resource guide and tips on problem solving, stress management and other areas of concern. The caregiver learned how to use the mailed guide in weekly phone calls with a nurse. With the support of several research grants, the program has evolved to include a goal-setting tip sheet to help caregivers better manage and improve their health. The resource guide can now be accessed online in the form of an eBook and interactive website (task3web.com), as well as a mailed hard copy and USB drive. Caregivers can also choose how they prefer to interact with nurses, whether by phone, FaceTime or online videoconferencing.

“A lot of people have access to the internet and are very tech-savvy, but a lot of underserved populations do not have that benefit, which creates a digital divide,” Bakas says.

“We want to meet caregivers where they are based on their skill levels and the forms of technology they’d like to use to access our materials.”

How It’s Going In 2018, the NINRS-funded feasibility study of the TASK III program, led by Bakas and her team, included 74 stroke caregivers. Results showed the program reduced caregivers’ depressive symptoms and improved their perceptions of their health. Now, Bakas’ team is charged with generating evidence that the program is efficacious and can make a difference in a larger sample. Over the next four years,

Bakas and her team will enroll about 300 caregivers into the program and collect data, before spending the final year analyzing and publishing their findings. Once evidence for TASK III is generated, Bakas plans to apply for implementation grants to discover how hospitals can best adopt the program into practice.

“We are excited for Dr. Bakas to receive this prestigious R01 grant award. Her award reflects the steady increase in annual extramural funding from $807,000 to $3.9 million through the last 10 years. I’m proud of Dr. Bakas’ program of research focused on the needs of caregivers and excited about the future outcomes of her research,” says Gordon Gillespie, PhD, DNP, RN, FAAN, the college’s interim dean and former associate dean for research.

Bakas is confident the TASK III program is going to make a big difference in the lives of family caregivers.

“After all these years of work, having the NIH dollars to create and implement something that is important for families across the nation means a lot to me, to our research team and, most importantly, to the clinicians who treat stroke survivors,” she says. “I’m just so grateful to be able to have this opportunity to make an impact on the lives of these families.”

Research reported in this publication was supported by the National Institute of Nursing Research of the National Institutes of Health under Award Numbers R21NR016992 and R01NR020184.

By: Katie Coburn

Task III interactive website featuring a free screening, resource guide and tips on problem solving, stress management and other concerns Fall 2022 | 27

NEXT LIVES HERE

From left: Sr. Assistant Dean for Student Affairs Krista Maddox, EdD; Anthem Blue Cross Blue Shield’s Medicaid Health Equity Director Angela Abenaim; Former Interim Dean Denise Gormley, PhD, RN, FNAP; Professor Christine Colella, DNP, APRN-CNP; Assistant Professor Eva Fried, DNP, CNM, WHNP; Associate Professor and Coordinator of Adult Gero Primary Care Program Kim Mullins, DNP, APRN-CNP, AOCNP

Scholarship Targets Rural Health Disparities Anthem Blue Cross Blue Shield has provided $75,000 to encourage graduate nursing students to work in communities where care access is an issue A new scholarship for UC College of Nursing graduate students aims at improving health care access and advancing health equity in rural Ohio communities by increasing much-needed primary care access in such areas. The Anthem Rural Medicine Scholarships provide the college with $75,000 to support advanced practice registered nursing (APRN) students in specified specialties who complete clinicals in designated rural or underserved counties in Ohio.

Research published in the past year in the Journal of the American Medical Association shows more people in rural America die from chronic health conditions and substance abuse than in suburbs and cities, and the difference in those death rates has tripled in the past 20 years. The gap is attributed to poor access to care and foundering economies, among other social determinants of health. The pandemic has also exacerbated inequities in quality of care between urban and rural areas — from access issues to lower COVID-19 vaccination rates among rural seniors compared to those in urban areas.

Nurse practitioners represent a valuable resource in improving access to high-quality care in these areas. More than 85% are trained in primary care and account for 25% of health care providers in rural practices. In addition,

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nurse practitioners are more likely than physicians to settle in rural areas and to care for vulnerable populations, including the poor and uninsured and those living in rural areas, according to the American Association of Nurse Practitioners.

“Nurses play a key role in improving health care outcomes by providing accessible safe care for all. We are thankful for the opportunity to partner with Anthem in addressing health inequities through a multifaceted approach, which supports our commitment to embracing diversity in its fullest sense through innovative practices and strategic partnerships in the surrounding community,” says Denise Gormley, PhD, RN, FNAP, who served as the college’s interim dean and recently retired.

The relationship with Anthem aligns with the university’s Next Lives Here urban health platform, which aims in part to strengthen collaborations with community partners to positively impact health equity.

David Stemen, APRN, CNP, is the first UC College of Nursing student to receive the Anthem Rural Medicine Scholarship. He says the financial support will help him achieve his goal to provide needed care to residents in his community.

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I have lived in the rural county of Van Wert, Ohio, for most of my life and have been a nurse in my community for more than 20 years, practicing as a nurse practitioner in the local emergency department for the past four years. By pursuing a Family Nurse Practitioner Post-Master’s Certificate, I will be able to provide much needed quality health care to patients in outpatient/office settings in my local rural community.

– David Stemen, APRN, CNP

“I have lived in the rural county of Van Wert, Ohio, for most of my life and have been a nurse in my community for more than 20 years, practicing as a nurse practitioner in the local emergency department for the past four years,” Stemen says. “By pursuing a Family Nurse Practitioner Post-Master’s Certificate, I will be able to provide much needed quality health care to patients in outpatient/ office settings in my local rural community. I’m thankful for this thoughtful and generous gift.”

Additional scholarships will be awarded to first- and second-year APRN students enrolled in one of the following programs: Adult-Gerontology Primary Care, Family Nurse Practitioner and Women’s Health Nurse Practitioner; Psych-Mental Health Nurse Practitioner with a focus on addressing mental health and drug addiction; Midwifery and Neonatal Nurse Practitioner with a focus on addressing infant mortality; Adult-Gero Acute Care Nurse Practitioner and Pediatric Acute Care Nurse Practitioner with a focus on addressing trauma care. In addition, the scholarship will assist students with transportation costs, housing and other living expenses for those traveling to rural practice sites.

“We are creating a pathway to equitable access to higher education opportunities for students who aspire to serve as health care professionals in rural areas across Ohio,” said Angela Abenaim, Anthem Blue Cross and Blue Shield’s Medicaid Health Equity Director in Ohio. “These scholarships will open the door to education for students who are not only passionate about caring for others but have made a commitment to practicing nursing in rural communities.”

David Stemen, APRN, CNP, the first UC College of Nursing student to receive the Anthem Rural Medicine Scholarship.

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GOING BEYOND

SPECIALTY SPOTLIGHT:

Psychiatric-Mental Health Mental health in America dramatically worsened with the onset of the pandemic. In 2019, about one in 10 adults reported symptoms of anxiety or depression. By 2021, two in five reported symptoms with other negative impacts on mental health, such as increased substance use and worsened chronic conditions from added worry and stress. The surge in mental illness shined a spotlight on the country’s mental health state and the shortage of health care providers trained to offer proper care to those who need it.

While solving such a crisis requires time and resources, there is no question that psychiatric-mental health nurse practitioners (PMHNPs) play a key role in expanding the number of mental health practices throughout the country and providing telehealth services to those who cannot get these services in person. In the U.S., fewer than 5% of the more than 355,000 licensed nurse practitioners are certified in psych-mental health, but more nurses are choosing this specialty, says Lee Tyson, DNP, DMin, MDiv, APRN-CNP, PMHNP-BC, ANP-BC, CARN-AP, FIAAN, associate professor of clinical and director of UC’s PMHNP programs.

“We have seen a huge demand for our psych-mental health programs from advanced practice nurses who want to be dually certified. The culmination of bad things happening, coupled with the realization that mental wellness is part of overall wellness, brought psych-mental health nursing to people’s radars,” Tyson says. “Many nurses feel meeting their patients’ emotional needs is already part of their job, so why not learn how to do it in the best way possible?”

For Tyson, nursing is a second career. He has graduate degrees in ministry and theology and worked as a clergyman for more than a decade, but ultimately others would not accept how he reconciled his faith with his sexual orientation. To live authentically and support his husband and three children, Tyson entered UC’s accelerated nursing program, earned his bachelor’s in 2008, master’s in adult primary care in 2010 and doctorate in psych-mental health in 2013. Along with his position at UC, Tyson also serves as owner and CEO of Lee Side Wellness, an outpatient mental health clinic he founded in 2016.

PMHNPs assess, diagnose and treat the mental health needs of patients. Many provide therapy and prescribe medications for patients who have mental health or substance use disorders and may also provide physical and psychiatric assessments, emergency psychiatric care and treatment effectiveness evaluations. The patient population treated by these providers includes children, adolescents, adults and older adults in settings such as primary care facilities, hospitals, residential care facilities, behavioral health clinics, inpatient treatment facilities and correctional facilities.

“The main difference between PMHNPs, psychiatrists and psychologists is that we are prepared to assess our patients holistically and treat the whole person. We are nurses first, so we look at each patient’s emotional, physical, existential and spiritual needs,” Tyson says. “Patients don’t leave their pre-existing health problems at home when they have a mental health crisis, so PMHNPs need finely tuned, specialized assessment skills to support patients with severe mental illness in efforts toward health.”

By: Evelyn Fleider

30 | UC College of Nursing Magazine

Registered nurses who want to work as PMHNPs must earn a graduate degree in the specialty and get licensed by the American Nurses Credentialing Center (ANCC). UC offers two paths to become a PMHNP — a post-master’s certificate, designed for nurses who already hold a graduate degree, and a Doctor of Nursing Practice (DNP) for bachelor’s-prepared nurses. Both programs prepare students to care for the mental and physical well-being of people with mental health conditions or behavioral problems, but the DNP — the terminal degree in nursing practice — equips nurses to promote evidence-based practice and leverage systems leadership and quality improvement processes to design programs of care delivery that are functional, economically feasible and significantly impact patient outcomes.

“In both programs, faculty feel most accomplished when students are successful. Our faculty — all practicing clinicians who bring real life clinical experiences to the classroom — understand life happens,” Tyson says. “Our expectations are high, but we are sensitive to the fact that our students have a lot going on in their lives.”

As a better-understood, much-needed, fast-growing specialty that offers plenty of well-paid job opportunities, the PMHNP path has become a popular choice for nurses. But, Tyson says, it’s not for everyone.

“There are plenty of opportunities for jobs, especially for students who graduate from a reputable school like ours. People are attracted to the PMHNP role for many different reasons but, at some point, may realize they are not cut out for it,” Tyson says. “It is not you who chooses to become a PMHNP; rather, it chooses you. It is truly a calling, a specialty you take home with you.”

To get a deeper understanding of the specialty, we asked four UC alumnae about their journey before and after becoming PMHNPs: Kelsey Holstein (KH), who graduated in the spring with her DNP; Tulsi Majchrzak (TM) and Becky Spencer (BS), who earned their post-master’s certificates in 2021; and Summer Wilson (SW), who earned her post-master’s certificate in 2019.

Please share a little about your educational and professional background before becoming a PMHNP. KH: I graduated with my Bachelor of Science in Nursing (BSN) in 2014 and began working as a new graduate nurse at Fairview Hospital, which is associated with the Cleveland Clinic in Cleveland, Ohio. I worked on a heavily surgical unit taking care of patients before orthopedic and gastrointestinal surgeries.

After about a year, I left Ohio for a community hospital bedside nurse job in San Diego, California. There, I worked on a unit focused on illnesses such as uncontrolled diabetes and various infections. I remained at that job throughout my PMHNP program at UC. TM: I always knew I wanted to work with individuals with mental health disorders. Becoming a psychiatric nurse was my goal when I decided to attend nursing school. After completing my BSN, my first job was a charge nurse on a dual diagnosis unit at Friend’s Hospital, one of the oldest psychiatric hospitals in our nation, located in Philadelphia, Pennsylvania. After some time, I earned my master’s degree in nursing education and worked as a clinical instructor at the University of Pennsylvania School of Nursing, teaching psychiatric nursing to junior nursing students in both stimulation and clinical settings.

BS: I have worked in many nursing specialties over the past three decades, but my real passion is caring for families in the perinatal period. I have been a lactation consultant for 18 years

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The main difference between PMHNPs, psychiatrists and psychologists is that we are prepared to assess our patients holistically and treat the whole person. We are nurses first, so we look at each patient’s emotional, physical, existential and spiritual needs.

– Lee Tyson, DNP, DMin, MDiv, APRN-CNP, PMHNP-BC, ANP-BC, CARN-AP, FIAAN

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and completed my PhD in 2012. My research trajectory centers on breastfeeding in vulnerable populations. My second passion is teaching nursing; I have held a faculty position for the past 12 years, and I currently teach at the graduate programs at Texas Woman’s University.

SW: After getting my BSN, I got a master’s degree in midwifery.

I maintained a home birth practice from 2005-2012 and, when I stopped practicing, I worked at Passport Health doing international travel education and vaccination.

Why did you decide to become an PMHNP? KH: I always had an interest in psychology and psychiatry and considered pursuing the pre-med program during my undergraduate education with the goal of becoming a psychiatrist, but I knew I could work as a nurse practitioner specializing in psychiatry, so I stuck with nursing and obtained a minor in psychology. However, it was really my job as a hospital bedside nurse that solidified my focus on psychiatry, as I often saw that patients were unable to manage their physical health because of undiagnosed or mismanaged mental health issues. It’s hard to learn about and manage diabetes or high blood pressure when there are voices in your head or you’re so depressed you physically can’t get out of bed. We can’t see mental illness — it’s not tangible in the same way that physical illness is — so the perception surrounding mental illness is vastly different. Even in 2022, there’s still stigma surrounding mental illness, significant access issues and other barriers. If I can affect even a small number of people or reduce stigma and barriers, my career will be purposeful and meaningful for me.

TM: I decided to go back to school for my PMHNP post-master’s certificate because I wanted to expand my knowledge about psychiatric nursing and practice as a provider. I loved teaching my students, but I missed having direct patient interactions and providing care. I knew that going back to school for my nurse practitioner degree was something I wanted to do because I have worked with psychiatric patients in some capacity throughout my nursing career and I have found it to have a positive impact on both me as a professional and on my patients. I believed I would be doing myself an injustice if I did not pursue my PMHNP license and practice in a field where I know I can make a positive impact.

BS: When I finished my PhD, I think my family was ready for me to be finished with being a student, but I believe being a perpetual student makes you a relevant and humble teacher.

Perinatal mental health was the giant elephant in the middle of my research and clinical work, and I was frustrated with the lack of resources in my area and lack of providers who were specialized in treating perinatal mental health illnesses. The incidence of depression and anxiety disorders that occur in the perinatal period has increased significantly in recent years, and untreated or undertreated mental illness has short- and long-term detrimental health consequences for parents and children. That is why, in 2020, I decided to take a leave of absence from teaching to pursue a PMHNP post-master’s certificate.

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SW: I have always had a personal interest in psychology. I was considering going back to school to become a psychotherapist until I figured out that PMHNPs do therapy in combination with medication management.

How do you feel UC College of Nursing prepared you for what was ahead in your specialty?

KH: I grew up in Ohio, so I was aware of UC College of Nursing’s great reputation. When I started browsing programs, UC showed up as one of the best online graduate nursing programs. Now that I’ve graduated, I can confidently say the college deserves the reputation and rating it carries. From the start to the end of my program, I had nothing but great classes and professors. When COVID hit, I didn’t know what to expect (like most of the world), but UC faculty and administrators made sure we were supported as we navigated the pandemic. One of my most influential professors was Dr. Susan Brammer, who chaired my doctoral project. She guided me through my entire project (with many ups and downs) and through my application to present at the American Psychiatric Nurses Association’s annual conference; I’ll be presenting a poster there in October! Through UC, I learned how to be a high-quality psychiatric-mental health nurse practitioner, but also how to be a nursing leader.

TM: UC’s PMHNP program has prepared me well with the knowledge and skillset to practice confidently as a mental health provider. UC provides its students with the knowledge, skills and attitude needed to be a successful practitioner. The college provides classes that rigorously delve into essential content matter in the areas of medication management and psychotherapy for various psychiatric diagnoses across the lifespan. Clinical time with a mentor is required, which supports theoretical coursework and aids in converting knowledge to practice. My favorite aspect of this program was the faculty and the plethora of knowledge and expertise they possess as educators and clinicians. They are also very kind and approachable; they would go the extra mile for their students if a topic was not understood or more resources were needed. I have always felt supported in my studies. Several faculty members are mental health advocates and their contributions to the community are truly inspirational. UC shapes its students to follow in the same footsteps and become leaders in the nursing profession.

BS: UC’s program prepared me quite well. I graduated in August 2021, passed the American Nurses Credentialing Center board exam, received my licensure by the end of 2021 and started working in a comprehensive perinatal mental health program in January 2022. The coursework prepared me to take board exams, and I really enjoyed learning both from my instructors in the program and my classmates. The job prospects for PMHNPs are plentiful and well-paid.

SW: I had no background in psychiatric nursing, so I felt like I was starting from scratch. I worked very hard, did all required readings and work and got lucky enough to have a wonderful preceptor, Dr. Lee Tyson. It helped that I was very interested in the subject matter and wanted to learn all I could about it.

Kelsey Holstein

Tulsi Majchrzak

In what type of community and setting have you practiced?

KH: My nursing practice has always been in urban areas: Cleveland and San Diego. In Cleveland, my hospital was approximately 15 minutes from downtown, so we did see a wide range of age, race and socioeconomic states. San Diego has an incredibly diverse population, and I have encountered people from all walks of life coming from all over the world. Recently, I accepted a telehealth position within a private practice as a PMHNP serving patients in a variety of areas in Colorado and Massachusetts. There will be a significant degree of diversity in this population, and I’m excited to be challenged in new ways.

TM: While I was working as an inpatient psychiatric nurse and clinical instructor, I practiced in an urban setting. Now that I practice using a telehealth platform, I see patients from various communities with different levels of income. I believe working with such a diverse population of patients is one of the neat parts of telepsychiatry.

BS: I work for a community mental health clinic in Texas providing comprehensive mental health treatment to parents who experience perinatal mental health illnesses. I work with a wonderful team of therapists and nurses who are all passionate about perinatal mental wellness and clinical collaboration.

SW: Since graduation, I worked at an addiction center, and then I started at a company doing 100% telepsychiatry in three states. Last December, I started working at an outpatient practice and mostly see children and teens both in person and virtually.

Becky Spencer

Summer Wilson

What are your daily and long-term responsibilities as a PMHNP? KH: As a PMHNP, I assess, diagnose and treat patients with a variety of mental illnesses. As PMHNPs, we can prescribe medication, but when working to improve mental health, medication is only one part of the recovery plan. Some level of therapy or counseling is typically beneficial to most clients.

It’s hard to build up coping mechanisms and other stressreduction tools during times of crisis, so taking the time to learn and grow these skills during the recovery process is important.

Another huge aspect of the PMHNP role is psychoeducation.

I’m responsible for educating my clients about their diagnoses, as well as various treatment options and the risks/benefits of those options. Some of the long-term responsibilities include advocacy for clients, as well as mental health care as a whole, working to change outdated policies and acting as a mentor for other PMHNPs. TM: As a PMHNP working in telehealth, my daily responsibilities include conducting clinical assessments, prescribing psychotropic medications and conducting talk therapy. I collaborate with the interdisciplinary health care team to discuss patients’ goals and plans of care and monitor their progress. Some of the medical services I am responsible for include monitoring lab work and vital signs, as well as assessing for adverse medication reactions, such as serotonin syndrome, neuroleptic malignant syndrome and various types of extrapyramidal symptoms, and intervening accordingly.

BS: I provide medication management and psychotherapy for patients in a behavioral health partial hospitalization and intensive outpatient setting. Our patients spend three to four hours per day, Monday through Friday, in psychotherapy, and I see our patients for medication management twice per week.

I have seen great strides toward wellness in four to six weeks of collaborative and intensive psychiatry and psychotherapy treatment. I also see patients in private practice — typically Fall 2022 | 33

once every one to three months — for medication management and psychotherapy. Another important long-term responsibility of all nurse practitioners is to support and get involved with state and national nurse practitioner associations. Our voices are stronger together and our professional organizations help to raise our voices to garner support at the state and national levels for the ability for all nurse practitioners to practice at the full extent of our licensure.

SW: I consider building a strong relationship and trust with my patients as my primary role. Although I do medication management, there is also a bit of psychotherapy involved. There are also lots of administrative tasks, including communicating with patients over texts and emails, managing referrals and communication with other providers involved in the patient’s care, finishing charts, putting in prescriptions, completing referral forms for patient programs and FMLA paperwork.

What have been some of the most rewarding and challenging aspects of working as an PMHNP? KH: One of the most rewarding aspects is seeing clients move through recovery. In psychiatry, recovery doesn’t mean cure, but more so that symptoms are better managed and the quality of life of the client is improved. Mental health exists on a spectrum, so recovery is a lifelong process with inevitable ups and downs, but ideally the downturns are less severe as the client moves through treatment. It’s also very satisfying to see clients apply what they’ve learned; they get better at identifying triggers as well as coping mechanisms and this helps them develop some autonomy within the recovery process. Some of the challenges include funding and access to mental health care.

According to the National Alliance on Mental Illness, only 45% of adults with mental illness receive treatment, which means more people are suffering than are being treated. We need improved access to care and improved funding for programs to reach more people.

TM: I find working as a PMHNP a very rewarding career.

I consider it humbling when patients are vulnerable and open up about their feelings and emotions. Many times, the population of patients I treat does not have a support system, so

‘‘

I find it meaningful to offer my assistance at such a difficult time in their lives. As in any field of nursing, there can be several challenges — patients can be non-adherent with their medication regime and, unfortunately, this can cause their mental health to deteriorate. Ensuring that patients adhere to their discussed treatment plan is crucial in obtaining positive outcomes and achieving treatment success. It is essential to continuously provide medication education, stress the importance of treatment compliance and ensure the patient is comfortable and has faith in you as their provider.

BS: One of the biggest challenges in Texas, the state where I practice, is insurance reimbursement and the cost of mental health care. Many insurance plans have higher copays or less coverage for mental health provider visits than for other medical visits, which prices mental health care out of the reach of many patients. The complexity of insurance billing has resulted in many psychiatric providers only accepting cash pay for care, which also limits access to mental health care for many patients. Another challenge is the Texas state requirement that advanced practice nurses have a contract with a collaborating physician. States with limited practice laws continue to cause many barriers for nurse practitioners’ practice. These collaboration agreements have a high cost for nurses and do little to promote high-quality and safe patient care.

One of the biggest rewards of my work as a PMHNP is seeing patients get better. I can truly say that treatment works and it works best when medication management and psychotherapy are closely collaborated. Another reward is being able to provide the level of care that patients need. The need for mental health care greatly exceeds the number of available providers. Prior to becoming a licensed PMHNP, I was limited in my ability and scope of practice as an RN to provide the mental health treatment so many of my patients needed. Now, I am helping to narrow the gap in the delivery of evidence-informed mental health care.

SW: It is very rewarding when a patient comes back and says you have changed their life for the better. Some challenges include finding a collaborative physician, struggling to get insurance reimbursement and spending so much extra time doing administrative tasks.

My favorite aspect of this program was the faculty and the plethora of knowledge and expertise they possess as educators and clinicians.

They are also very kind and approachable; they would go the extra mile for their students if a topic was not understood or more resources were needed.

– Tulsi Majchrzak, MSN, PMHNP-BC

34 | UC College of Nursing Magazine

Promoting Preceptorship College tackles advanced practice preceptor shortage with initiatives aimed at removing barriers for students, practitioners and clinical sites

For years, advanced practice registered nursing (APRN) education has faced a shortage of qualified clinical preceptors, caused by a growing number of APRN programs — and, therefore, students — in the U.S. and continually exacerbated by well-established disincentives and barriers for practitioners. The hands-on component of nursing education is vital to providing students with the role models and environment needed to safely learn how to function in real practice settings. The preceptor scarcity prompts calls for new ways to address the issue, as teaching tomorrow’s APRNs remains essential to the ongoing success of the profession.

UC College of Nursing’s reputation for quality, flexibility and support continues to attract a growing number of APRN students, which requires novel approaches to create, sustain and expand quality clinical experiences. To this end, the college’s faculty and staff have worked in the past few years to support students looking for preceptors and address known barriers for clinical sites and nurses who want to precept students.

The college’s first step in the process addressed the need to foster a consistent and standardized experience within the clinical setting through the implementation of a public-facing website covering topics such as graduate program objectives; student, preceptor and clinical site coordinator responsibilities; resources for preceptor success; and professional development opportunities.

Over time, the website evolved to streamline communications between the college’s clinical site coordinators, preceptors and students, as well as to disseminate additional preceptor resources, such as a playlist of tutorial videos on the college’s clinical evaluation platform.

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Preceptor lead team (from left): Lindsay Davis, DNP, APRN-CNP; Christine Colella, DNP, APRN-CNP, FAANP; Jamie Heck, PhD

“By giving preceptors a voice through surveys and open communication lines, we have been able to finetune our efforts and ensure an experience where they feel connected to faculty and students,” says Jamie Heck, PhD, the college’s assistant dean for academic support. “Offering solid support and opportunities for professional development, such as webinars, is a way we found to show appreciation to APRNs who assist our students in their clinical experiences.”

In the spring, the college took a new step in demonstrating appreciation for preceptors and organizations by launching an award program. APRN students who had clinical experiences in the summer 2021, fall 2021 or spring 2022 had the opportunity to recognize and award “outstanding and exemplary clinical practitioners and partners who demonstrate an enthusiasm for the preceptor role and whose commitment to teaching, learning and leading in the clinical environment inspires the next generation of advanced practice nurses.” Clinical sites “that go above and beyond to provide clinical placement opportunities for UC graduate students in advanced practice nursing programs” also were recognized.

The college has also put special focus on developing and expanding the clinical site coordinator role to support quality clinical experiences for APRN students. From advising students on securing clinical sites to acting as a conduit between students, sites, preceptors and faculty to troubleshooting issues and coordinating experiences with site administrators, clinical site coordinators act as student advocates and turn what could be a rocky process into a smoother one for all involved.

Recently, clinical site coordinators identified topics and recorded a series of videos on best practices to explore and secure precepted experiences. They also authored a resource listing key points to keep in mind when searching for a clinical experience.

“Nowadays, there are many avenues students may employ to explore and secure preceptors, including third-party agencies. But, just like with any other service you buy, you need to be cognizant of the small print and trade-offs,” says Lindsay Davis DNP, APRN-CNP, assistant professor of clinical nursing. “The quality of clinical experiences affects students in the long term, so ensuring the right setting and preceptor match is crucial.”

36 | UC College of Nursing Magazine

“UC has long held a stellar reputation for the quality of APRNs we prepare,” says Professor Christine Colella, DNP, APRN-CNP, FAANP. “Clinical experiences are an important part of students’ education. Given the overwhelming shortage of preceptors, all stakeholders in the college have been invested in finding alternatives to ensure valuable experiences.

Recipients of the Outstanding Preceptor Awards were chosen based on factors that include their commitment to serving as a UC preceptor; receptiveness to students’ needs in the clinical environment; sharing expertise and passion with the next generation of advanced practice nurses; professionalism, leadership and management skills; and acting as a positive role model with well-developed interpersonal skills.

“It is truly a two-way street. Our students join clinical sites prepared with a strong foundation of health assessment, clinical management and differential diagnosis, which is helpful to the overall clinical experience. Teaching APRN students can also help preceptors stay current in their practice, as questions and insights foster critical thinking and reflection on practice strategies. Many times, these students are hired by the organizations where they complete clinical hours, ready to contribute from day one.”

Tristate Recipient: Sarah Spencer (Indiana)

By: Evelyn Fleider

Outside Tristate Recipient: Dr. Emanita Mounga (Utah) Recipients of the Organization Awards were chosen based on factors that include the number of students precepted in the past 12 months, number of precepted hours completed at the site in the past 12 months, site evaluations by students, demonstrated willingness to collaborate with UC faculty and staff, sustained commitment to UC’s advanced practice nursing students, and providing a diverse and unique learning environment for students.

Tristate Recipient:

Outside Tristate Recipient:

Volunteer to Precept APRN Students Scan the QR code with the camera on your device to learn more about being a preceptor.

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GOING BEYOND

Meet the New Board Members UC College of Nursing welcomed three new members to its Board of Advisors: Meggen Brown (MB), Rino Munda (RM) and Judy Ribak (JR), who bring unique personal and professional experiences, along with esteem and excitement for the college and nursing profession. The now 16-member board exists to offer strategic counsel, create community awareness and obtain financial support for the college.

Tell us a little about yourself.

MB: After graduating from Spalding University in 2006, I began my health care career at Jewish Hospital and St. Mary’s Healthcare in Louisville, Kentucky. My experiences there infused me with passion for caring for others, and, in 2009, I graduated with a master’s as a family nurse practitioner. That same year, I joined The Little Clinic, inspired by the desire to work on the cutting edge of health care in the emerging retail sector. After two years of building trusting relationships with my patients and peers, I was promoted to advanced clinical provider in the Louisville region, helping build a culture of inclusion among my associates.

One year later, I was promoted to regional clinical director over the Columbus and Dayton regions of The Little Clinic, and, in 2015, I was promoted to health and wellness national clinical director for the southern region. In 2020, I became the organization’s chief nursing officer and health and wellness national clinical director and have led the expansion of clinical services, increased operational revenue, reduced turnover rates and improved patient satisfaction and associate engagement scores and am strategically making a strong footprint within the growth of Kroger Health.

RM: I was born in Rome, Italy, and grew up in Peru. A year after graduating as a medical doctor in 1966, I pursued a surgical residency in New York City, followed by two fellowships — one in vascular surgery at New York Medical College and one in organ transplantation at UC. In 1975, I joined UC as faculty and member of the transplantation division, performing mainly kidney transplants.

In 1980, I started the pancreas transplantation program and became responsible for general surgical care in end-stage renal disease patients, particularly vascular surgery with emphasis in vascular access, where I developed special interest. In 2020, I retired as professor emeritus in the UC Department of Surgery.

38 | UC College of Nursing Magazine

JR: I have felt a sense of responsibility and opportunity for most of my life, as a child of parents who arrived in the U.S. after surviving the worst of Nazi Europe and established their family in Dayton, Ohio. My family experiences have totally influenced the person I am today. Pursuing my undergraduate nursing degree at UC College of Nursing and Health (as it was titled at that time) was a transformative experience; I realized the essence of professional nursing practice that is a combination of profound responsibility coupled with the honor to serve others — values that my parents instilled early.

I began my career in pediatric hematology/oncology at Cincinnati Children’s, where I developed my love for working with families, as well as working with the children. Those experiences and colleagues contributed greatly to my decision to pursue a graduate degree in mental health nursing. As an advanced practice nurse in mental health, I cared for older adults and their families through the complications of aging. I then returned to UC to pursue a PhD. Until recently retiring, I was an associate professor of nursing at Wright State University, in Ohio, where I coordinated the undergraduate mental health course.

How were you connected to the college before joining the Board of Advisors?

MB: Before joining the Board of Advisors, I was an active preceptor and a current mentor to UC nursing students. This role was also passed to me by one of my mentors, who felt strongly that I could contribute by giving back to my profession.

RM: I wasn’t directly connected to the college besides having a close working relationship with the nursing profession during my professional life.

JR: I have always felt a deep connection to our college. It has been my most important and transformative educational experience.

I will be eternally grateful for the quality of education and mentoring from faculty that have benefited me both personally and professionally. Peer and faculty relationships established during my years as a student in the college have contributed greatly to the person I am today, and I credit the college faculty for emphasizing the significance and providing the environment that nurtured those connections.

What motivated you to join the Board of Advisors?

MB: I was motivated for several reasons: first, for my own personal growth, which includes learning leadership traits and governance from the amazing leaders that currently sit on the Board of Advisors.

Second, I truly believe in the college’s mission statement and desire to be a part of the inclusive, innovative change that UC desires to make in the community.

Meggen Brown

Rino Munda

RM: I thought this would be a good opportunity to use my background and experience to stay connected and give back in the health care field.

JR: Being new to retirement, I wanted to make certain that I didn’t lose nursing. My licensure remains current, I continue to read and enjoy continuing education opportunities. As I am a member of two other boards in the community, I was excited when invited to join the UC College of Nursing Board of Advisors, so I accepted immediately. It’s always been important to me to maintain a relationship with the college and, now that I have recently retired, I can contribute my time and expertise, as well as continuing financial support.

How do you expect to contribute as a board member?

MB: I hope to bring real-world corporate insight to the Board of Advisors, as well as diverse thought.

RM: I will contribute with effort and knowledge as needed.

JR: I expect to learn the role of the advisors and understand the contribution of each member. I have a wealth of experiences in both practice and teaching from which I will draw to assist the college in continuing excellence as students are prepared for their professional lives. Last winter semester, I was invited to guest lecture in the undergraduate mental health nursing course. It was such an honor for me and so much fun to be back in the classroom!

What do you think are the college’s unique contributions to the community?

MB: Culture! The college provides a diverse experience that not only prepares students to be career-ready, but also provides many

Judy Ribak

immersive and culturally diverse experiences that support personal and professional growth of students and faculty. This style of learning spills into the community around the university and truly is shaping future generations.

RM: Through its continued efforts to increase the numbers while promoting excellence for the nursing profession.

JR: As an urban university with numerous community connections, UC offers students the opportunity to interact with a variety of agencies across the region. Continuing to foster these precious relationships while forming new alliances will allow the college to maintain excellence in student experiences. A continuing focus to attract and retain diversity in both the student body and faculty remain of utmost importance. The society that is the UC College of Nursing must continue to grow a very strong commitment to respect for a diverse community.

Have you learned anything unique about the college you didn’t previously know?

MB: I am amazed at how far UC’s reach is; it touches so many parts of the world outside of Cincinnati and the surrounding areas. It truly inspires me. The community that is seen here in Cincinnati is in many other corners of the world now.

RM: The college’s involvement in promoting health care for different communities at both local and global levels.

JR: The college has evolved physically. I know I’m in the building, but the spaces have dramatically changed and adjacent buildings have been constructed where there were formerly no buildings at all. The spirit of the college, however, remains!

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PAYING IT FORWARD

Opportunity Calls Alumna Deborah Parham Hopson’s nursing education provided a foundation for impacting lives on a global scale Deborah Parham Hopson says helping others through public service is her ministry and mission. When she graduated from UC with a Bachelor of Science in Nursing (BSN) in 1977, she could not have predicted where her nursing education would take her or how many lives she would impact throughout her career. From leading an international HIV/AIDS program to becoming the first African-American nurse to achieve the rank of Rear Admiral in the U.S. Public Health Service (USPHS), Hopson has an impressive resume of accolades — and it all started with her decision to pursue nursing at UC. 40 | UC College of Nursing Magazine

‘‘

Because I had a nursing background, I understood what HIV is as a disease and how it impacts patients. When working with Congress, my degrees in health policy and management helped me navigate what the HIV programs needed to be in order to take care of poor people who didn’t have any other access to care.

– Deborah Parham Hopson, PhD, RN, FAAN

“I had no idea my nursing career would take me in all the different directions it did, but I was open to the challenges and opportunities when they were presented,” says Hopson, PhD, RN, FAAN, who now serves as a senior public health scientist at The MayaTech Corporation, a social services consulting firm, where she consults on projects involving infectious disease prevention and treatment and leads a project focused on public health workforce training and development.

Shifting from Bedside to Public Health Health was a common conversation topic in Hopson’s family, thanks to her father, a veterinarian, and her mother, a nurse and Hopson’s first nursing role model. One of Hopson’s earliest memories of her mother involves watching her administer polio vaccines to children while donning a white uniform and nursing cap in the early 1960s. During high school, Hopson experienced nursing first hand when she volunteered as a candy striper (now called a junior volunteer) at Nationwide Children’s Hospital in Columbus, Ohio. Ultimately, the job security nursing provides and UC’s direct-admission program were what convinced Hopson to pursue a nursing career.

During her senior year at the college, a community health clinical rotation helped Hopson realize that she preferred public health to bedside nursing. Learning about the determinants of health that prevent underserved populations from accessing care inspired her to want to work with low-income populations and open a community health clinic someday. So, after earning her BSN, she pursued a master’s degree in public health at University of North Carolina at Chapel Hill, where she also earned her PhD in health policy and management.

national and global public health issues, programs, policies and initiatives with an emphasis on HIV/AIDS in the U.S. and abroad.

Hopson was introduced to HIV/AIDS research in the early ’90s, soon after she finished her PhD. As a commissioned officer of USPHS, a post she assumed in 1984, she was assigned to oversee the program evaluation of a section of the Ryan White HIV/AIDS Program (RWHAP) at HRSA. She climbed the ranks to eventually oversee the entire $2.4 billion program as director of HRSA’s HIV/AIDS Bureau (HAB). RWHAP, the largest federal program focused on HIV, funds HIV care and treatment services for low-income people who are often uninsured or underserved. During her 11 years as director of the HAB, Hopson provided grant support to 800-plus programs that served more than 550,000 people living with HIV throughout the U.S., Puerto Rico and U.S. Territories.

Additionally, as part of the President’s Emergency Plan for AIDS Relief, Hopson was instrumental in providing clinical nursing expertise on how to establish a $300 million HIV/ AIDS program in parts of Africa, Asia and the Caribbean.

Hopson as a Candy Striper, circa 1972

Impacting Lives on a Larger Scale Rather than open a clinic, Hopson chose to work in health policy, broadening her impact on health care. Before joining MayaTech in 2018, she served as a senior health advisor for the Health Resources and Services Administration (HRSA), the primary federal agency responsible for improving access to health care services for uninsured, isolated or medically vulnerable populations—which includes providing funding for community health clinics across the country. During the five years she held this role, Hopson provided guidance on Fall 2022 | 41

Paving the Path for Others to Make a Difference

Hopson with children of South Africa

After dedicating 34 years to USPHS, Hopson “retired” in 2018, taking only the summer off before joining MayaTech. She says she experienced a lot of highlights during her career, including becoming the first African-American to achieve the rank of Rear Admiral, an accomplishment achieved by less than 1% of all USPHS officers.

“Because I had a nursing background, I understood what HIV is as a disease and how it impacts patients,” Hopson says.

“When working with Congress, my degrees in health policy and management helped me navigate what the HIV programs needed to be in order to take care of poor people who didn’t have any other access to care. It was great to bring together what I learned in my various programs, starting with nursing.”

UC College of Nursing also taught Hopson that developing a successful patient care plan or community program requires listening to the patient or the people who will be most impacted and using their input to inform and support the development.

“Nursing teaches you a way to think. How you asses a patient is the same for how you asses a community,” she says.

“You learn the strengths of a patient or the strengths within a community, and then you build on those strengths to develop a patient care plan or community program. That was the kind of thinking that I used throughout my career.”

“Once I became an admiral, I did not want to be the only African American to achieve that rank, so I helped a lot of nurses, particularly African-American nurses, to achieve it,” she says. “I can think of at least 10 of us who did, so I broke the glass ceiling, but I made sure it stayed broken.”

Hopson retired from federal service to give others a chance to step in and bring new ideas to the agency. Although her new position is different from her last, she continues to impact lives both professionally and in her spare time. A resident of Silver Spring, Maryland, Hopson serves on the Montgomery and Prince George’s Counties’ Hospice Board of Directors, the Planned Parenthood Federation of America Board of Directors and the American Baptist Churches International Ministries Board of Directors. She says she will officially retire when the time is right, but she is always open to another opportunity: “I’m very open to retiring and sitting down, but various opportunities come along, and we’ll see what happens.”

By: Katie Coburn

Hopson’s promotion ceremony in 2009 with husband Kevin and son William 42 | UC College of Nursing Magazine

PAYING IT FORWARD

NEW SCHOLARSHIP FUNDS We thank the following benefactors for supporting the UC College of Nursing through newly created scholarship funds during academic year 2021-2022. Due to all our benefactors’ generosity, the UC College of Nursing has awarded a total of $1,202,705 from a total of 82 gift funds and endowments during academic year 2021-2022.

The Anthem Rural Medicine Scholarship Community Insurance Company DBA Anthem Blue Cross and Blue Shield

Carol Anne Deets Scholarship Fund Carol Anne Deets

Barbara A Moe & Paul G Moe Family Endowment Fund Stephen A. Moe, MD

David and Madeleine Lynch Martin Nursing Scholarship Endowment Fund Madeleine T. Martin, EdD

Beverly Keene Nursing Scholarship Endowment Fund for Grad Students Mrs. Beverly A. Keene

Louis Gamba Ti Banguima Memorial Dissertation Award Fund Dr. Kelly E. Stacy and Mr. Benjamin R. Stacy

BSN Senior Class Officer Scholarship Fund UC Senior Nursing Class

Skelly Emergency Fund The Gertrude E. Skelly Charitable Foundation

If you would like to honor someone through a scholarship fund, please contact Matt Pearce at pearcemt@foundation.uc.edu or (513) 558-5386.

HONOR ROLL OF DONORS ALUMNI Kathleen Abernathy Kathleen B. Ackley Dorothy H. Adams Katie E. Adamshick Lisa K. Ahlbrand Mary L. Alexander Diane M. Allgeyer Martha C. Allison Carla F. Andrews Jean S. Anthony Hilary Arnier Keyna A. Austin Linda S. Baas Martha A. Bacher Dianne K. Bader Gail A. Bagwell Inna Bair Tracey A. Baker Susan B. Ballentine Patricia L. Bandy Allison Banerji Constance R. Bank Karen D. Bankston Marilyn M. Barker Ashley L. Barndollar Raena K. Barnes Jacob D. Barney Catherine A. Barrett Colleen P. Bass Misty A. Bauer Rebecca Baute Melissa Becker Joan R. Beiersdorfer

‘82 ‘84 ‘83 ‘15 ‘92 ‘99, ‘02 ‘79 ‘67 ‘65 ‘73, ‘75 ‘14 ‘12, ‘16, ‘22 ‘00 ‘82, ‘91 ‘63 ‘90 ‘18, ‘20 ‘90 ‘55 ‘79 ‘08 ‘82 ‘05 ‘51 ‘10 ‘10 ‘17 ‘71 ‘09, ‘11 ‘16 ‘83 ‘01 ‘94

Kelly Beischel Adele M. Beiting Ruth Y. Beiting Carolyn M. Berry Peggy A. Berry Susanna L. Bertelsen Alexandra L. Biltz Leslie Bishop Joann M. Blacksmith Christine A. Blanck Tammy M. Blevins Laura C. Bloemer Janet A. Blythe Carolyn M. Bolander Judy K. Book Alexander A. Botsch Joan O. Bovard Lynda S. Bowe Susan V. Brammer Lisbeth C. Breazeale Theresa A. Bremer Carolyn J. Bretz Megan A. Brissie Linda B. Brown Mary Ann Brown-Bosky Kelsi E. Bryan Jeanette M. Buckholz JoAnn M. Burke Jessica N. Burkhalter Susan M. Burris Lauren A. Butler Terrina M. Bybee Mandi L. Cafasso Catherine A. Callahan

‘10 ‘71, ‘79 ‘75 ‘83 ‘07, ‘15 ‘68 ‘20 ‘99 ‘74 ‘84 ‘96 ‘73 ‘13 ‘85 ‘12 ‘15 ‘14 ‘95 ‘94, ‘94, ‘00 ‘64 ‘87, ‘07 ‘81 ‘06, ‘11 ‘65 ‘63 ‘13 ‘97 ‘67 ‘11 ‘67 ‘12 ‘18 ‘02, ‘05 ‘73

Jeanne M. Campbell Linda W. Campbell Patryce A. Campbell Kathleen D. Carissimi Elizabeth G. Carl Janet M. Carlson Judith M. Caruso Danielle N. Caudell Stamper Peggy T. Cave Debra L. Chandler Judith L. Charlton Glory I. Chukwusom Kathryn Ciafardini Erin L. Clancy Beth A. Clayton Christopher L. Coffin Susan A. Coffin Cordea Julie A. Coffing Carol W. Cole Christine M. Colella Angela Collier Megan A. Condit Charlotte A. Conway Donna J. Cook Mary Ann Cook Rhonda L. Cooper Virginia A. Coughlin Elizabeth Coulson Evalyn D. Council Julia M. Cowell Erik D. Cox Ashlie M. Cramer Colleen M. Crow Ann M. Culley

‘13 ‘97, ‘01 ‘07 ‘92 ‘21 ‘92 ‘79 ‘11, ‘15 ‘04 ‘97, ‘12 ‘65 ‘18 ‘97 ‘09, ‘12 ‘16 ‘95 ‘59 ‘69 ‘63 ‘81, ‘88, ‘13 ‘21 ‘12, ‘19, ‘22 ‘81, ‘87 ‘98, ‘00 ‘80, ‘86 ‘81 ‘58 ‘20, ‘22, ‘22 ‘14 ‘68 ‘13 ‘10 ‘78 ‘84

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GOING BEYOND PAYING IT FORWARD

HONOR ROLL OF DONORS Cory L. Davis Janet A. Deatrick Nicole M. Degreg Megan E. Dehart Cynthia M. Dehlinger Glenda S. Dell Ann M. Demmy Dawn R. Denton Heather L. Deuber Tracy A. Dewoody Agnes M. Di Stasi Jeanette A. Dickhaus Donna Dillon Victoria S. Dittrich Karl N. Dobrzelecki Sandra L. Doman Diana T. Domonkos Jamie R. Donahue Sherry Donaworth John Dool Jenni L. Doseck Nancy H. Drake Jessica L. Drees Karen C. Drosick Mica L. Dulle Erin R. Duncan Karen S. Dunson Janet S. Duval Janice M. Dyehouse Leesa E. Easton Jennifer A. Edgecombe Doris S. Edwards Barbara Egnatz Irene R. Ehrmin Angela S. Ellard Lou Ann T. Emerson Jeffrey L. Englund Carole A. Evans Christine M. Evans Janice Evans Judith M. Faessler Javon Fagin Claudette M. Finke Linda T. Fisher Leah M. Fite Kathleen M. Flading Blair D. Fleming Annmarie Foley Nanette M. Ford Barbara Jane C. Fotos Victoria A. Fox Harriet M. Frodge Focke Joan K. Fronck Barbara A. Gardner David L. Gelter Susan L. Geoppinger Julia B. George Lorelei O. Gibbs Barbara S. Gibson Lisa K. Gilbert

‘07, ‘10, ‘14 ‘70, ‘72 ‘08, ‘11 ‘08 ‘00, ‘20 ‘92, ‘13 ‘90 ‘16 ‘15 ‘96 ‘82, ‘91 ‘89 ‘86 ‘87 ‘97 ‘79 ‘65, ‘76 ‘13 ‘97, ‘99, ‘13 ‘90 ‘02 ‘67 ‘07 ‘99 ‘83 ‘13 ‘83 ‘63 ‘72 ‘74 ‘01 ‘76 ‘64 ‘64 ‘17, ‘19 ‘63, ‘71 ‘01, ‘12 ‘16 ‘94 ‘82 ‘73, ‘86 ‘15 ‘63 ‘63 ‘05 ‘82 ‘17, ‘20 ‘13 ‘83 ‘81 ‘17 ’50 ‘64 ‘66 ‘92 ‘90 ‘62 ‘63 ‘78 ‘85

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Gordon L. Gillespie Janet A. Gillespie Linda F. Gillispie Denise J. Gill-Roflow Marjorie R. Gitzinger Jeanine M. Goodin Amy E. Goodman-Brown’ Trena J. Goodwin Nancy E. Gorkin Denise K. Gormley Donna J. Grabarczyk Ann K. Graham Janice M. Gramke Pamela R. Greenberg Brenda L. Greene Marjory S. Greenisen Patricia J. Grice Megan Griffin Karen A. Grigsby Linda C. Hale Doris J. Hall Kimberly Harrell Janice M. Harrington Aisha M. Harris Paula J. Hartman Lisa A. Hathaway Phyllis J. Hauke Patricia A. Haumesser Jackie Hausfeld Rebecca D. Hawkins Joseph Hebeler Connie Heintz Patti M. Henry Mary E. Herbers Janice G. Hill Vicki P. Hines-Martin Beverly M. Hittle Jude M. Hoebbel-Venanzi Kristin L. Hoffman Rosa L. Hollis-Bird Julie A. Holt Janet C. Howard Joan K. Howe Diana M. Howland Cheryl L. Hoying Cynthia S. Huber Heidi A. Hudson-Flege Barbara B. Huffman Margie A. Hull Joan M. Hurray Hyunsup Hurt Nancy E. Huth Cynthia A. Hutz Joan H. Hyatt Lois J. Inskeep Donna L. Irving Jennifer L. Jackson Dorinda Jamison Lori A. Jerina Janet L. Johnson

‘05, ‘08, ‘14 ‘57 ‘67 ‘78 ‘87 ‘92, ‘16, ‘19 17 ‘75 ‘79 ‘92, ‘95, ‘05 ‘57 ‘67 ‘08 ‘93 ‘91 ‘67 ‘61 ‘21 ‘69 ‘65, ‘75 ‘67 ‘10, ‘15 ‘83 ‘99 ‘92 ‘82 ‘81 ‘77 ‘84, ‘99 ‘89 ‘13 ‘77, ‘97, ‘97 ‘13 ‘83 ‘88, ‘90 ‘86 ‘16, ‘19 ‘83 ‘72 ‘73 ‘88, ‘95 ‘75, ‘79 ‘71 ‘75 ‘97 ‘82 ‘13 ‘61 ‘95 ‘79 ‘96 ‘81 ‘84 ‘02 ‘57 ‘16 ‘13 ‘91 ‘14 ‘92

Holly J. Jones M. Susan Jones Gerry L. Jump Frank A. Juran Leslie M. Kaplan Josephine K. Kau Maureen H. Keeley Beverly A. Keene Sally Kelley Brighid Kelly Judith E. Kemp Mavourneen Kiely Ruth S. Kim Julie E. King Mary C. Kishman Christy L. Klieman Erin K. Klumb Susan E. Koch Sarah A. Koetting Patricia B. Konkle Barbara J. Korns Jean L. Kraft Melanie A. Kroger-Jarvis Joseph M. Kroner Sara M. Krzywkowski-Mohn Dorthy S. Kuhlman Anita G. Kuhn Linda A. LaCharity Catherine M. Lamb Jennifer A. Lanzillotta Pamela K. Laudi Carol M. Lawyer Julie A. Laybourne Alyssa M. Leach Mary Ellen Leary Rebecca C. Lee Damon M. Legault Pamela R. Leitman Delores A. Lewin Margaret R. Lewis Susan B. Lichtenbaum Carolyn L. Lindgren Nancy O. Linville Naomi J. Loechtenfeldt Janet K. Loewe Kim A. Lohbeck Leanna Loughead Kathryn L. Lowry-Collins Lorraine A. Lukens Beverly J. Lurie Helen B. Lutz M. Kathleen Lyons Frances E. Mack Mary E. Madda Mary S. Maddux Rachelle E. Mader Mary A. Madewell Ann B. Malinowski Janet Y. Maney Sandra L. Manuel

‘91 ‘04 ‘62 ‘91, ‘04 ‘71, ‘75 ‘63 ‘94 ‘65 ‘58 ‘76 ‘84 ‘83 ‘15 ‘11 ‘91, ‘04 ‘16 ‘00 ‘75 ‘92 ‘54 ‘82 ‘77 ’92, ‘12 ‘92 ‘97 ‘72, ‘86 ‘48 ‘95 ‘02 ‘06, ‘08, ‘15 ‘77 ‘53 ‘67 ‘09 ‘75 ‘03, ‘05, ‘08 ‘10 ‘74 ‘62 ‘10 ‘73, ‘81 ‘75 ‘58 ‘63 ‘55 ‘18 ‘10 ‘94 ‘82 ‘89 ‘74 ‘75 ‘67 ‘74 ‘59 ‘13 ‘58 ‘81 ‘72, ‘75 ‘14

Kathleen G. Mapes Madeleine T. Martin Patricia A. Martin Vanessa M. Martin Marta Martonhegyi Tracie A. Mashore Karen L. Mateer Shelley J. Mather Meyer Paidamoyo R. Matibiri Helga M. Matthews Tiffany A. Mattingly Frances D. Mauney Carrie A. McCoy Stephanie J. McCoy Patricia McElroy Diana M. McIntosh Sharon L. McKenzie Darin K. McKinney Sara N. McLaughlin Marcia M. McMahon Kathy McNally Catherine D. McPherson Lauren E. Mcwhorter Stephanie Meade Deanna L. Medley Ricky J. Melas Debra L. Meline Mary Frances Melink Polly A. Melvin Patricia M. Mezinskis Deborah S. Miller Mary Anne Miller Susan S. Miller Kimberlee A. Miller-Wenning Sonya K. Molique Tim I. Moomaw Marie Moore Marilyn M. Moore Caroline F. Morrison Marlene G. Morton Regina M. Moudy Nicole L. Mullins Jeri A. Murray Kathleen J. Murray Carol E. Murrish Carol M. Musil Michele E. Muskus Charles D. Myers Leslie A. Nahigyan Kimberly A. Navaro Betsy M. Neel Judy W. Neff Michelle E. Neuman Meridel Newman Tamara Newsock Linda J. Newton Laura R. Nickles Emily K. Noehring Linda Ntumba Ernest S. Obeng

‘91 ‘68, ‘74 ‘71 ‘11 ‘09 ‘05 ‘98 ’87 ‘13, ‘20 ‘88 ‘11, ‘12 ‘61 ‘80 ‘13 ‘79 ‘78, ‘03 ‘98 ‘14 ‘61 ‘97 ‘98 ’12 ‘15 ‘95, ‘99, ‘17 ‘13, ‘17 ‘09 ‘82 ‘89 ‘96 ‘86 ‘89, ‘18 ‘80 ‘66 ‘94, ‘04 ‘65 ‘14 ‘79 ‘61 ‘16 ‘77 ‘14 ‘05, ‘08 ‘74 ‘92 ‘74 ‘76 ‘74 ‘04, ‘09 ‘96 ‘99 ‘66 ‘88 ‘06, ‘08 ‘59 ‘10, ‘16 ‘68 ‘17 ‘08, ‘17 ‘80 ‘18

Lynne M. O’Brien Patricia O’Connor Mary C. Oehler Sarah E. Oerther Lisa R. Ohm Susan R. Opas, PhD Helen Ornella Theresa A. Oswald Marianne S. Overley Margaret N. Owens Michael P. Pachmayer Jane B. Parker Nalanti D. Parker Deena J. Parsons Cynthia S. Pearsall Mary E. Penko Mary P. Perin Judith A. Pfeiffer Michelle S. Platt Chelsea F. Polleys Diane M. Porta Linda A. Price Cynthia A. Prows Karen P. Puehler Brittany E. Punches DeLinda Puthoff Xianwen Qiao Shirley F. Quatman Margaret Rabbitt Karen A. Rahe Leslie B. Ratshin Lu Ann V. Reed Meredith A. Reeve Mary J. Reid Susan C. Reinhard Marilyn F. Reinking Barbara M. Rettig Shirley M. Reyes Judith H. Ribak Michael D. Riddle Erin Riehle Regina L. Riggins Jo Anna Risk Buffie Rixey Nancy J. Robert Margaret E. Robinson Sharma D. Robinson Elaine F. Rosales Alice L. Rose Amanda C. Ross Kathleen M. Rowe Sara A. Ruby Michael J. Ruebusch Amy D. Rushton Susan H. Ryckman Joann Sabados-Carolina Joan M. Sabin Mary K. Sacco Joann M. Sarvay Jeanne M. Sauline

‘95 ‘69, ‘75 ‘86 ‘04 ‘93 ‘71 ‘80 ‘82 ‘62 ‘04 ‘12 ‘96 ‘12 ‘03 ‘77 ‘83 ‘80 ‘69 ‘09, ‘11 ‘11, ‘13 ‘84 ‘04 ‘82, ‘90 ‘82 ‘11, ‘17 ‘12 ‘12 ‘61 ‘99, ‘12 ‘82, ‘98 ‘66 ‘96, ‘15, ‘19 ‘10 ‘92 ‘79 ‘57 ‘92 ‘15 ‘76, ‘92, ‘08 ‘05, ‘09, ‘20 ‘81, ‘92 ‘00 ‘67 ‘77 ‘78 ‘65 ‘14 ‘60 ‘69 ‘07 ‘78 ‘10, ‘16 ‘93, ‘96 ‘92 ‘96 ‘78 ‘98 ‘81 ‘60 ‘80

Jennifer Saupe Patricia L. Schaffer Kathleen L. Schalk Barbara L. Scheffer Anne E. Schleich Marilyn Schleyer Clarinda S. Schmidlapp Susan M. Schmidt Ruth A. Schmiedeker Mary Jo Schmitz Deborah A. Schnelle Lenna S. Schott Cynthia A. Schultz Margaret G. Schultz Frances E. Schumacher Shirley J. Schumacher Beth A. Schwendeman Deborah J. Schwytzer Pamela J. Senefeld Joan M. Sevy Majers Mary E. Shackelford Kristin M. Shannon Maridel T. Sherk Anita J. Shoup Joelle Sickler Bruce E. Singley Carolyn R. Smith Patricia L. Smith Rachel M. Smith-Steinert Rosemary M. South Debra A. Spieles Michael E. Stacey Kelly E. Stacy Emilie W. Stafford Laura J. Starr Veronica B. Steffen Judith L. Stindt Retha N. Strickland Mary Ellen Strohbach

‘96, ‘11 ‘92 ‘08 ‘65 ‘64 ‘84 ‘58 ‘71, ‘79 ‘68 ‘87 ‘75 ‘87 ‘61 ‘64, ‘66 ‘72 ‘57 ‘81 ‘91, ‘13 ‘77 ‘15 ‘95 ‘17, ‘21 ‘57 ‘77, ‘93, ‘14 ‘88, ‘95 ‘79 ‘00, ‘12 ‘61 ‘01, ‘07, ‘16 ‘91 ‘89 ‘02, ‘06 ‘93, ‘21 ‘86 ‘62 ‘75 ‘92, ‘95 ‘15, ‘20 ‘67

Jill R. Strub

’90 ‘71

Carol C. Sudman Janet S. Sutoruis Pamela R. Sykes Jessica R. Tait Teresa A. Taylor Wanda Taylor-Smith Lura C. Teass Janet M. Teets Suzanne V. Telintelo Rose A. Tempel Stephanie L. Thaman Mary Alice Thiel Lisa J. Thiemann Diane Thomas MaryAnn B. Thomas Janette E. Thompson Megan M. Thompson Deborah M. Tierney Sarah K. Toebbe Leslie M. Treadway

‘73 ‘62 ‘76 ‘02, ‘20, ‘20 ‘87 ‘72 ‘79 ‘68, ‘73 ‘75, ‘80 ‘85, ‘00 ‘01 ‘86, ‘05 ‘90 ‘89, ‘94 ‘71, ‘81 ‘10 ‘13 ‘74 ‘05 ‘01

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PAYING IT FORWARD

HONOR ROLL OF DONORS Sandra J. Tumlin Alan J. Ullman Janice F. Ulmer Patricia M. Urbanski Michael Van Sickle Theresa M. Veira Joan K. Vinciguerra Julia L. Voegele Robin W. Wagner Robin Walker Barbara R. Waller Shanhong Wang Patricia L. Warner Shari Washington Louise E. Watts Susan Weber Jean L. Wedbush Marilyn S. Wedig Barbara T. Weetman Georgiann C. Wei Cheryl A. Weimer Amy C. Weiser Kathryn Wekselman Laura A. Weldishofer Eileen M. Werdman Mary S. Wess Yolanda Y. Wess Catherine L. Wieder Lisa D. Wilson Michael A. Winter Andi K. Wiot Karen L. Witte Ellen Wittekind Eleanor K. Wolfe Francie J. Wolgin Sharon A. Woodside Carole Y. Yano Diane I. Yasgur Amanda L. Yeager Christine A. Yeazell Sally J. Yoos Kathie J. York Cynthia A. Yund Marna M. Zalla Cynthia K. Zink Marie D. Zinninger Suzanne M. Zwerin

‘88 ‘10 ‘81 ‘61 ‘14 ‘04 ‘76 ‘01 ‘93, ‘99, ‘19 ‘97 ‘56 ‘14, ‘17 ‘69 ‘84 ‘73 ‘08 ‘16 ‘52 ‘63 ‘65 ‘15 ‘94 ‘87, ‘99 ‘95 ‘95, ‘12 ‘00 ‘90 ‘86 ‘12, ‘13, ‘16 ‘13 ‘65 ‘82 ‘97 ‘66 ‘69, ‘83 ‘89 ‘61 ‘88 ‘15 ‘95 ‘86 ‘99, ‘00, ‘11 ‘80 ‘89 ‘94 ‘58, ‘61 ‘91

FRIENDS

Shannon Anahata Darlene A. Anderson, RN, PhD Ryan A. Anderson Alejandro A. Aragaki-Nakahodo, MD Christopher Ayers Richard G. Baier Ann K. Bailey Dewana T. Bailey Tamilyn Bakas, PhD Kenneth R. Balliet and Roderick W. Barr

46 | UC College of Nursing Magazine

Teresa Baumann Richard E. Beiersdorfer Jennifer Belau Denise Bell Lisa K. Bennett Miss Cecelia Bernhardt Benjamin J. Bessler John R. Biddinger Paul W. Biddinger, MD Cliff Bowman Kathryn C. Boylan Timothy V. Boylan David M. Bradford Laura L. Brausch Diann H. Bridenbaugh, MD Michael Briglia Natalie A. Broering Sharon Brown Hull Ruth S. Bullock Frank E. Burris, PhD Erica Butcher Patricia Calico, PhD Kristen W. Cannavine William J. Carden III Patricia E. Carr Kathy Carson Patricia A. Carter Cindy Chapman Gina Cheff J. David Choisser Wayne E. Cole Commander Justin Conley Nathalie C. Conway-James Angela M. Cook James L. Cook, EdD Paul W. Cottier Cynthia Crist-John, Ph.D. Freddie Crocheron Robert F. Dahlstrom, PhD Lindsay DaRosa JoAnne E. DeGreg, MD Philip A. DeGreg Tracey DiFalco William Dirr, Jr. Sara L. Dorman Jimmy Duncan Miss Kathleen Duncan Lawrence Durandette Neil K. Edwards Jeffrey A. Ehlers Cheryl Ehrnfelt John M. Evans Toni C. Evans Janet A. Everett Michael Ezzo John R. Faessler Sean W. Fathman Donald L. Fishman Evelyn Fleider Kathy S. Fryman

Sharon R. Geiger Timothy S. Gilbert Thomas J. Gillespie Bobby R. Gillispie Bill Girten Susan K. Goldberg Andrew M. Gordon Vijay A. Goveia William M. Grant Shelley Gurrola Robert Hafner Jamie L. Heck Jean Heiskell Annette Henkle Amy M. Hoeweler Pedoto Marty House Diana Hughes Mark R. Hurray Violet Hutton Dr. Amber J. Irwin Karen D. Johnson Shelley Johnson Erin L. Jones Jasmeen Kaur Emily Kaylor Emily B. Kean Brian Keck Holly H. Keeler Karen Kelly Thomas A. Kelly Bruce A. Kieviet Minjin Kim Heather B. L. Kimbrough Antoinette Kiner Corey King Sandra King Valerie A. King Brandon Kinsey Carla Kinsey Jeremiah Kirkland Karen Knutson Marcy Koenig Kenneth H. Konkle Ronald Kopke Eugene Kotlinski Richard Krach Cynthia Kraft Caroline G. Kruse Arthur J. Kuhn, MD Joshua W. Lambert, PhD Kenneth W. Lane Anthony D. Lanzara Michelle Lanzara Allison Lemar Janet H. Leonhardt Paul C. Lewis, PhD Martha J. Linton Billie Lucente-Baker Lawrence E. Luff Jeffrey K. Lurie

Jessica Lynch Krista R. Maddox, EdD Maria D. Madera Mike Manocchio Adam Mardis Judy L. Marsala Sara Marsalek David B. Martin Frances M. Mayer Eleanor R. McAndrews Stephanie D. McCreary Julie M. McCullough Christa McHale Karen M. McMullen Sherrie L. McPherson Jeffrey S. Meline Thomas A. Miele Elaine L. Miller, PhD Kiana Million Rebecca C. Minick Kelly Mockbee Stephen A. Moe, MD Ami Monday Pamela S. Moore Kayla Moses Congleton Patricia Mueller Anne G. Murphy Lindsey Murray Charles Nail Dina Narvaez-Santiago Barb Nemeckay Michael D. Newman, MD Nichole R. Obermeyer Angela R. Oder John A. Ornella Marc Orton George J. Palko Shane Paris Angie M. Parks-Williams Matt T. Pearce Vicki L. Psenak Phyllis H. Ray Pierce J. Reed Linda Reynolds Stacy Robinson M. Samuel Roflow June Rohling Jeanne M. Rohrmeier Michael Ross Marianne R. Rowe Robert P. Sacco Robert W. Semerena Rachel A. Shah Xin Shan Judith Sherlock Jaswant J. Singh Deneshia Smith Sylvester Smith

Janene K. Sonnega Angela Spilker William Spilker Robert Stacey Debbie Steiner Sandra Stenger James Stephenson Erica Stone Karla Stone Steven Sutton Richard W. Swaim Gary Szelagowski Steven Tanis Jeffrey W. Tarnowski Roger Tenhunfeld Hayley Todd William J. Trees, DNP Derek van Amerongen, M.D., M.S. Jack L. Walden II Robert G. Wallace, MD H. Edward Waller Raymond A. Walriven, Jr. Dr. Henry E. Wedig, Jr. Wen C. Wei, MD Sonya Weiland Paul S. Wheeler, MD Kimberly White Laurie A. Willmann Thomas K. Witt, Jr. Miss Elizabeth Wohlgemuth Tina Woolsey Dr. Linda L. Workman Jerome Wray Sylvia Wright Gina N. Yap Chad Zender, MD

CORPORATIONS AND FOUNDATIONS

Alexandria Psychotherapy Associates Anthem Blue Cross and Blue Shield Fdn. Barbara A. Moe & Paul G. Moe Family Fund Chemed Corporation Cincinnati Children’s Hospital Medical Center Eric B. Yeiser Family Foundation Gertrude E. Skelly Charitable Foundation Jane B. Parker, CRNA, LLC Southwestern Ohio Nurses Association St. Elizabeth Medical Center The Charles Fleischmann Endowment Fund The Christ Hospital The Ethel and Sam Garber Foundation The Sandangel Foundation Trihealth, Inc. UC Senior Nursing Class Urban & Shelley Meyer Family Fdtn.

Wohlgemuth Herschede Foundation

Herman Schneider Legacy Society The Herman Schneider Legacy Society was established in 1993 to recognize University of Cincinnati donors who have made a planned gift to promote educational excellence.

The College of Nursing thanks the following list of alumni and friends who have made planned gift arrangements.

Anonymous (3) Darlene A. Anderson, RN, PhD Mr. and Mrs. Herbert L. Baker Tracey A. and Mark A. Baker Mr. and Mrs. Raymond E. Barker Mary Ellen Betz Shirley Tashiro Burke Lt. Colonel Carolyn S. Cade, Ret. Ms. Sherry A. Coles Mr. and Mrs. Glen H. Cook Mrs. Frances B. Curtis Ruth Dalrymple Dr. and Mrs. Jo Anne P. Davis Carol A. Deets, EdD Dr. and Mrs. Steven L. Dumbauld Lou Ann T. Emerson, PhD Harriet M. Frodge Focke Ms. Haldane D. Higgins Mr. and Mrs. Mark R. Hurray Ms. Lois J. Inskeep Mrs. Beverly Ann Keene Ms. Sue M. Kircher Mrs. Sandra E. Laney Mr. John Whitlow and Ms. Linda J. Lutz Dr. and Mrs. Barry C. Malinowski Dr. Madeleine T. and Mr. David B. Martin Marjorie Motch Leo H. Munick, MD and Alice F. Fegelman Ms. Marie L. Muskovin Troy and Michele Neat Susan R. Opas, PhD Ms. Alice L. Rose Mrs. Margaret G. Schultz Dr. Robert J. Strub, Jr. and Mrs. Jill R. Strub Drs. Harold and Melissa Taylor Mr. and Mrs. Alan J. Ullman Wanda O. Wilson, PhD Mr. Robert P. Wiwi Mr. Frank F. Yates

If you have left the College of Nursing in your estate plans and are not listed, we would like to know so that you can be recognized for your generosity.

Please contact Matt Pearce, senior director of development, at pearcemt@foundation.uc.edu or (513) 558-5386.

Fall 2022 | 47

Non-Profit Org U.S. Postage PAID Cincinnati, OH Permit No. 133

University of Cincinnati College of Nursing PO Box 210038 Cincinnati, OH 45221-0038

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