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IN HIGHER EDUCATION Student and alumni leaders impact the nursing profession and higher education.



FALL 2013 “UC Nursing” is published by the University of Cincinnati College of Nursing’s Center for Academic Technologies and Educational Resources (CATER) to highlight its faculty, staff, students, alumni and donors. Editors: Melanie Cannon and Sarah Ehrnschwender Design: Melanie Cannon, Nick Olson and Michael Simmons Contributing Writers: Kelly Chirumbolo, Brian Hurst, Angela Koenig, Krista Maddox and Kelly O’Brien Photography: Melanie Cannon, David Rosmarin and UC Photographic Services

On the Cover 26

Nursing Leadership in Higher Education Student and alumni leaders impact the nursing profession and higher education.

College, Faculty & Student News 4

New Programs


Online Learning: Education Without Borders


New Faculty


Glazer Expands Leadership Role


Community Care


Be the Change

Infant Mortality Collaborative


Nurse Faculty Loan Program

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


Nurse Anesthesia Traineeship Grant


Decreasing Alcohol Use During Pregnancy


Evaluating Delay in Stroke Treatment in African American Women

Phone: (513) 558-5500


Email: nursing1@uc.edu

Improving Immunization Rates for the Underserved



Website: www.nursing.uc.edu


Diversifying the Nursing Workforce

YouTube: www.youtube.com/ucnursing Twitter: www.twitter.com/ucnursing © Copyright 2013 University of Cincinnati

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



Partnerships, Grants & Research 12

Facebook: www.facebook.com/ uccollegeofnursing





20 22

Technology 32

Becoming an iCoN


Telehealth Talk


Alumni & Friends 36

Paying It Forward


Alumni Assist with Graduate Nursing Education


2013 Alumni Weekend


21st Florence Nightingale Awards


2012-2013 Annual Report


Proudly Cincinnati


Honor Roll of Donors


Above & Beyond


Alumni Discovery Project


Alumni Council


Make the Connection






UC Nurses.

LETTER FROM THE DEAN Dear alumni and friends, I am pleased to share with you the Fall 2013 edition of “UC Nursing.” Our many achievements are centered on our vision, “through creative leveraging of technology, UC College of Nursing will lead the transformation of health care in partnership informed by the people we serve.” In our quest for academic excellence, we have become pioneers in the delivery of nursing education. We are the first college at the University of Cincinnati, and Dean Greer Glazer possibly the first nursing school in the country, to fully embrace the iPad and harness its capabilities to transform education. After training faculty and incorporating the device into the curriculum and classroom, we launched our iPad initiative, titled “iCoN,” and required sophomores and incoming DNP students to purchase iPad minis for the 2013 academic year (p. 32). We continue to impact the health of the local and global community through the outreach and research by our students and faculty. Our undergraduate student organizations are heavily involved in numerous service projects (p. 8), while our graduate students and faculty conduct research to combat various issues, such as improving symptom management in breast cancer patients in Thailand (p. 10); evaluating delay in stroke treatment in African American women (p. 16); and improving immunization rates for the underserved (p. 18). I am also proud to announce that the college has partnered with Cincinnati’s newly formed Infant Mortality Collaborative in an effort to reduce the infant mortality rate in the region, which is more than double the national rate (p. 12). In this issue, you’ll find an annual report that provides a snapshot of our student body, academic programs and development activities (p. 42). Our online programs remain strong, accounting for 74 percent of our graduate students and 20 percent of our undergraduates. The college has also seen a 50 percent increase in donations this past year, totaling over $2.2 million. While we have many strengths as a college, we continue to identify areas in which we can improve. Diversity both within the college and nursing workforce is a priority area for improvement. Therefore, the college has spearheaded several programs to address this; one of which has received over $1 million in funding from the Health Resources and Services Administration titled, “Leadership 2.0: Nursing’s Next Generation” (p. 22). As always, we encourage alumni and friends to engage with us in activities to help transform health care. I thank you for your continued support and look forward to partnering with you. Sincerely,

Dean Greer Glazer RN, CNP, PhD, FAAN

Board of Advisors 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. Board Members Juan Manuel Arredondo J. Tim Benton Shannon Carter Trudi Fullen Lana Hackworth (MSN, ’88) Haldane (Hallie) D. Higgins Miriam Y. Kinard Sandra Laney Marjorie Motch Marianne R. Rowe Frances Friedman Schloss Patricia A. Schroer John F. Steele David Wells David M. Widmann Robert P. Wiwi Derek van Amerongen Emeriti Directors Joseph A. Campanella Lois Doyle Ann F. Kiggen Cynthia White Andrea Wiot (BSN, ’65) Eric Yeiser Honorary Clive V. Bennett Ex-Officio Members Greer Glazer Brian Hurst

We See Leaders.

NEW PROGRAMS Psychiatric Mental Health Nurse Practitioner Post-MSN Certificate

Neonatal Nurse Practitioner MSN Specialty & Post-Master’s Certificate

The UC College of Nursing is offering a new postmaster’s certificate in psychiatric mental health for the 2014 Spring semester. Students with an MSN degree may enter the program upon completing the designated course prerequisites and application procedure.

MSN Specialty Beginning Spring 2014, the University of Cincinnati College of Nursing will launch its MSN Neonatal Nurse Practitioner (NNP) Program. This is a graduate program that spans a total of 840 hours, 52 of which are class credits and the remainder fulfilling a series of three practicums. It can be completed in six semesters, with several core courses applicable to the Doctor of Nursing Practice program.

Mandatory courses to gain admittance are advanced levels in physiology, pathophysiology, health assessment and pharmacology. Students must receive a grade of “B” or higher in each of these courses for consideration. This online program is four semesters of part-time study with a two-day, on-campus component in the first term. In providing practicing nurses with advanced psychiatric skills, the college aims to cultivate care providers who can tend to those with complex physical and psychological needs. Oftentimes physical conditions engender psychiatric comorbidities that are untreatable from direct care. This certificate prepares nurses in psychiatric health application, thus expanding their scope of care provision and the ability to combat comorbid conditions. In doing so, these nurses can prescribe treatment for patients with psychiatric morbidities across the lifespan. This certificate allows advanced practice psychiatric nurses to work in a variety of fields and settings. Some sites include acute care, outpatient clinics, schools, prisons, health and behavioral homes, long term care and private practice. A breadth of new job capabilities becomes available for these nurses, such as providing therapy and medication prescription and management of psychiatric disorders. Visit www.nursing.uc.edu/psych-mh to learn more.

Did you know? In 1916, the UC College of Nursing became the first nursing school to offer the baccalaureate degree in nursing. The educational program was reorganized to include collegiate courses in addition to the three-year hospital-based program. The result was a five-year combined baccalaureate program which granted the Bachelor of Science in Nursing degree. 4

UC NURSING | Fall 2013

Practicum sites include neonatal intensive care units in the surrounding Greater Cincinnati area. Experienced preceptors guide students during their practicums to ensure that they receive quality feedback and education in a professional environment. Students are required to have at least one year of acute care nursing practice for admission consideration. Eligible areas include level II-III neonatal intensive care units, pediatric intensive care units or cardiac intensive care units. After graduation, students are eligible to sit for the Neonatal Nurse Practitioner Certification examination through the National Certificate Corporation. Possessing an MSN in neonatal care and receiving national certification paves the way for NNPs to work in rewarding jobs dealing with patients from birth until the age of two. The position permits nurses to work in a variety of settings in both acute and chronic care, including: all levels of neonatal intensive care units, transport, outpatient clinics, academic and private settings. Visit www.nursing.uc.edu/neonatalnp to learn more. Post-Master’s Certificate The NNP post-master’s certificate program is designed for nurse practitioners who want to augment their existing knowledge and experience in a neonatal setting. The program prepares graduates with advanced neonatal application and skills applicable to a variety of health care sites. Visit www.nursing.uc.edu/neonatalnp-certificate to learn more.

Online Learning: Education Without Borders By Kelly O’Brien

Higher education is quickly transitioning toward a widespread employment of digitalization due to the massive advancements and transformations in technology within the past decade. It is becoming common, and even expected, for colleges to provide online courses and programs for students today. Online courses offer benefits such as less travel time, convenience, flexibility and a more independent lifestyle and work availability. This concept of “distance learning” has already been integrated into degree programs at the University of Cincinnati. The College of Nursing and the College of Education, Criminal Justice, and Human Services lead in offering the most expansive selection of online programs at UC. The College of Nursing also furthered its technological capacity by launching its iPad initiative, titled “iCoN,” in Fall 2013. This movement placed iPads into the hands of sophomore BSN and DNP students, thus creating widespread use of innovative technological features and forming cohesive online communities among peers and faculty members (read more on page 32). Instead of just including online components, the college has individually redesigned courses and constructed accompanying curriculum to function in an online setting. The college’s expert instructional designers and course builders revamped material that was previously offered in class to avoid negatively affecting learning outcomes that can occur during the medium conversion. They continue to work closely with faculty members to ensure that aspects of the courses are adjusted and developed to sufficiently educate students from a digital standpoint. “We partner closely with the faculty to develop an interactive and engaging experience in the online course. In addition to the interactions our courses are designed with instructional design best practices rubrics that focus on the learners perspective and experience,” says Director of Instructional Design Matt Rota. Some programs at the college that have evolved from inperson classes to online components include the RN to BSN, the Doctor of Nursing Practice (DNP) hybrid program and various MSN specialization tracks. The RN to BSN program allows for those already with their registered nursing license to obtain a BSN. Students may opt for either a full-time course load, which can be completed in just a year, or a parttime offering that may require slightly more than two years.

The DNP program is a unique combination of both in-class and online simulations. Class attendance is only required for the first 4-5 days of the semester and the rest is completed online. This provides for extended periods of independence and time to complete the mandatory capstone project and practicum hours. By selecting the online MSN program, students may choose from six different specialty tracks to focus on during their degree completion. Students can complete this degree in just two years without having to travel to campus. They also receive the same technological support and faculty expertise as students who engage in the in-class version of the program. The online application to the field of nursing continues to become more relevant as the necessity to provide care globalizes. Students need not be limited by transportation costs and distances in their pursuit of a valuable education from the UC College of Nursing. Students volunteering on mission trips and serving in the military from remote locations have been concurrently enrolled in courses to complete their nursing degrees from abroad. Also, as MSN majors tend to be non-traditional students, such as adults returning to college, international students completing research or full-time employees, the shift from on location to any location has defined the College of Nursing as an advocate of technological progression and education without borders.

Fall 2013 | UC NURSING


NEW FACULTY Cynthia Betcher, Visiting Instructor of Clinical Cynthia Betcher received both her BSN and MSN from the UC College of Nursing and focused on occupational health nursing during her graduate studies. She has served as an RN at the Drake Center and Jewish Hospital and as a school nurse at Cincinnati Hills Christian Academy. Betcher was also a nursing supervisor at Intracorp and eventually became branch manager. She is a certified occupational health nurse and nationally certified school nurse. Elizabeth Bragg, Associate Professor Along with an MSN in nursing, Elizabeth Bragg also holds a PhD in political science, which she obtained from the University of Cincinnati in 1999. Bragg has worked for UC in a variety of other positions, including being a co-investigator and project manager for the university’s Institute for the Study of Health. She also holds a secondary appointment in the College of Medicine’s Department of Family and Community Medicine. Kathleen Carissimi, Adjunct Instructor & Director of the RN to BSN Online Program Kathleen Carissimi, MSN, MEd, RN, CNS, CNE, possesses an impressive slew of high leadership positions at the Christ College of Nursing, where she was the dean of the division of nursing and health sciences and the dean of nursing education at the Christ College of Nursing and Health Sciences. She was also faculty and the division director of academic services at the Christ Hospital School of Nursing. Lori Catalano, Assistant Professor of Clinical Lori Catalano, JD, MSN, CCNS, PCCN, received her BSN from UC in 1999, after which she worked as a charge nurse on cardiac step-down units. She also served as a travel nurse for two years around the nation. Catalano earned her Juris Doctor degree in 2003, after which she worked as an associate attorney. She returned to health care and earned her MSN in 2010 from UC and began pursuing her PhD in nursing at Indiana University in May 2013. Catalano also works at Elsevier as a content reviewer for the online skills modules. 6

UC NURSING | Fall 2013

Nicole Garritano, Visiting Instructor of Clinical & Coordinator of Pediatric Nurse Practitioner Program With several licensures and certifications, a strong host of professional memberships and a degree in speech communications, Nicole Garritano, MSN, CPNP-AC, arrives with a diverse skill set as a visiting instructor of clinical. As a skilled nurse, she has worked in pediatric and neonatal intensive care units, post-anesthesia care and in heart failure and transplant sectors. Cheedy Jaja, Associate Professor Cheedy Jaja, PhD, MPH, MN, RN, boasts an impressive array of degrees, including master’s degrees in international studies, political science, applied philosophy, public health genetics and nursing. He also holds a Doctor of Philosophy in public policy and a certificate in clinical translational science. Jaja has worked in numerous medical, educational and service positions and has conducted several research projects in sickle cell disease treatment and health practices. Kimberly D. Johnson, Assistant Professor Kimberly Johnson, PhD, CEN, has held a variety of positions, including emergency/trauma nurse at various northeast Ohio hospitals and also as a research assistant and a project manager while completing her doctorate at Case Western Reserve University. She arrives at UC after completing a postdoctoral fellowship in the VA Quality Scholar program. Her current research interests focus on interruptions that occur in the emergency department. Melanie Kroger-Jarvis, Assistant Professor of Clinical Alumna Melanie Kroger-Jarvis, DNP, CNS, APRN, has been teaching since 1993. She has offered her educational expertise to several Ohio colleges, including the College of Mount St. Joseph, Xavier University and the University of Cincinnati. She is a member of the Oncology Nursing Society, Society of Urological Nursing Association and the National 2008 – League for Nursing. At UC, Kroger-Jarvis is a member of Sigma Theta Tau, the Rural Nurses Association, is on the education research committee and serves as a DNP advisor.

Diana McIntosh, Associate Professor of Clinical & Coordinator of Psychiatric Mental Health Nurse Practitioner PostMaster’s Certificate Diana McIntosh, PhD, APRN, BC, has extended herself beyond the borders of nursing education and spent time teaching students from social work, psychology, medicine and law. She has been active in community and college committees, as well as local, state and federal grant writing in order to enhance existing and future programs. She also brings administrative and practice experience, most recently serving as Vice President, Clinical Services, Hamilton County Mental Health and Recovery Services Board. Kimberly Mullins, Instructor of Clinical Alumna Kimberly Mullins, MSN, APRN, BC, graduated cum laude with a BSN and magna cum laude with an MSN. Mullins joined the college in 2012 and also dedicates her time as a teacher for youth and those for whom English is a second language. She also instructs CPR, AED and first aid at Lakota Hills Baptist Church. Professionally, she has worked as both a nurse practitioner and registered nurse in numerous sites and a variety of realms of health care. Carolyn Smith, Assistant Professor In addition to a multitude of council memberships, awards, and professional organization affiliations, Carolyn Smith, PhD, RN, is extensively involved in research. Her focus is central to adolescent workplace violence, teen dating violence and teen communication aggression. Smith has also held a variety of roles in the nursing field, such as a neonatal ICU staff nurse at Good Samaritan Hospital, a maternal-child public health nurse at the Cincinnati Health Department, and a Myelodysplasia Care Coordinator at the Shriners Hospital for Children.

Glazer Expands Leadership Role By Kelly O’Brien

In 2013, Dean Greer Glazer, PhD, continued to expand her roles of leadership and academic excellence with her appointment as the associate vice president for health affairs at the University of Cincinnati (UC) Academic Health Center and election to the board of the American Association of Colleges of Nursing (AACN). UC President Santa Ono appointed Glazer the associate vice president for health affairs in January, 2013. She will work closely with Thomas Boat, MD, dean of the College of Medicine, Dean Glazer and her Labrador vice president for health Retriever, Atticus. affairs, Elizabeth King, PhD, dean of the College of Allied Health Sciences, and Neil MacKinnon, PhD, dean of the Winkle College of Pharmacy, to identify and implement advantageous campus-wide health practices. As what Ono names the “Steering Committee” for the Academic Health Center, the four deans will oversee five working groups to achieve this initiative: education, research, clinical practice and service, community outreach and operations and finance support services. In focusing on these specific areas, the Steering Committee will improve and expand upon the quality of education in the health fields. Along with her appointment as the associate vice president, Glazer was also elected to the board of the AACN. The AACN represents over 700 schools of nursing across the nation and is responsible for evaluating present institutions of nursing education and implementing the most effective techniques and practices to ensure quality programs. Glazer was chosen for this top leadership position by member deans and directors from the nation’s schools of nursing with baccalaureate and higher degree programs. Her past service to AACN includes chair of the Executive Development Series Program Committee, member of the Government Affairs Committee and mentor for the New Dean Mentoring Program. It is evident through her appointments and involvement that Glazer has always possessed a focus on leadership in the field of nursing. Along with co-editor Joyce Fitzpatrick, PhD, MBA, RN, FAAN, Glazer published a book to inspire and instruct fellow nurses and educators titled, “Nursing Leadership from the Outside In.” The text is a compilation of other medical leaders and their experiences in the field of nursing from both an internal and external perspective.

Fall 2013 | UC NURSING



Care By Kelly O’Brien

Members of the nursing community constantly aspire to excel in servitude and voluntary care to those less fortunate in society. These afflicted individuals may suffer from life-threatening morbidities or socioeconomic conditions that deter their personal well-being. The University of Cincinnati College of Nursing actively leads in service, and through student organizations and faculty guidance, has cultivated a college-wide directive to improve the lives of others in the community.

Students Help Homeless “Winterize” for Pending Winter Nursing students extended a helping hand by distributing muchneeded winter items to Cincinnati’s homeless at the second annual “Winterize Yourself ” event on November 16, 2012. Held at Our Daily Bread soup kitchen and ministry in Over-theRhine, the event was formed by the partnership with the college’s nursing student government and the local administration of a national organization called Health Care for the Homeless. Students, faculty and staff competed among each other to collect cold weather accessories and reached nearly 2,000 items. Student representatives from the BSN, RN to BSN and MSN programs also assisted faculty with health care screenings, such as blood pressure checks and administering flu vaccines. “The students who participated in the event were thrilled and touched by the response of those who attended,” says faculty coordinator Rebecca Lee, PhD. Lee and senior BSN nursing student Michael Winter, president of the college’s Nursing Tribunal, oversaw the college’s participation in 2011 and 2012. “I am incredibly proud of the selflessness and generosity that our students, faculty and staff demonstrate each year and of the leadership that the tribunal executive board represents,” says Lee. “Community service has always been at the forefront of my belief system and I am highly impressed with the impact students have stated this event had on them.” After witnessing an elderly woman cry upon receiving a pair of socks, Kaitlin Caponi was moved to reconsider her perception of homelessness. “A pair of socks costs only $10 and I don’t even think twice about buying them,” says Caponi. “But a pair of socks was all this woman wanted, and when she got them it was like she hit the lottery. It was truly heartwarming.” This sentiment was echoed by student Erica Rossignol who was able to interact with a woman who was deaf through her knowledge of American Sign Language. Rossignol noted that the woman hadn’t been able to communicate with anyone in so long that she repeatedly signed “Thank you.” According to Lee, “the attendees and organizers were overwhelmed by the generosity of the students, faculty and staff.”


UC NURSING | Fall 2013

Student Group SNAP Takes Plunge for Special Olympics

Nursing Students Combat Cancer at Relay for Life

On February 3, 2013, hundreds of participants jumped into a freezing pool outside of Joe’s Crab Shack in Bellevue, Kentucky to raise money and awareness for the Ohio and Kentucky Special Olympics. Of the $130,000 raised, $1,090 was contributed by SNAP (Student Nurses Acting with Purpose), a UC East Campus student organization focused on community outreach and service involvement.

Nursing students combated cancer through charity at the UC Relay for Life held on April 5, 2013. The college’s team consisted of 38 members from all class levels. It was started by pre-nursing student Erin Hennard and led by senior-year nursing student and Nursing Tribunal President Michael Winter.

Both students and faculty participated alongside SNAP in the Polar Plunge. Instructor of Clinical Nursing Karen Beckstedt, MSN, RN, jumped to celebrate the group hitting its first milestone of $200 in donations. To fundraise, the group used social media outlets and word of mouth to help reach $1,090. Co-president and member, Brent Johnstone, proudly jumped for Polar Plunge. “Polar Plunge was an event that was close to heart of some members, and we thought this would be a great way to support a very important population within our community,” said Johnstone. “The Special Olympics promote a sense of belonging, accomplishment and pride for individuals with developmental disabilities. We believe that this fits our goal of improving our community’s health by increasing the quality of life for these individuals.” According to Johnstone, the group’s ideals are focused on applying what is learned at the College of Nursing to promote service and student activism in society: “SNAP involves all student nurses and is meant to strengthen our cohesion as a cohort, and on a larger scale, a profession,” says Johnstone. “The formation of SNAP came from a desire to give back to the community and form a stronger family of student nurses here at UC, and is about making connections with each other, health promotion and a dedication to the human spirit overall.” While the Polar Plunge will be considered a sort of “tradition” for SNAP, Johnstone plans to get the group involved in several other service projects. Along with Johnstone, the group is also led by Co-president Kayla Eaton.

To fundraise, Winter and his teammates provided team shirts for members who reached $50 in donations and offered them service hours. As the team grew in size and spread across student organizations, Winter and his team were able to coordinate events to raise money. The team raised a total of $5,239.17. Of this amount, $1,536 was raised by senior nursing student, Stephanie Grabo. Grabo’s substantial contribution stemmed from a personal affiliation with cancer. “My biggest reason for participating was that both of my grandfathers died from cancer,” says Grabo. “This past year, my dad was also diagnosed. Luckily, after a few surgeries he is cancer free. As for our College of Nursing team, our team was determined to boost its efforts in the name of Professor Pryse, our senior capstone teacher.” Assistant Professor of Clinical Yvette Pryse is a faculty member who has been affected by cancer. The team dedicated their efforts to her this year. “While fighting cancer, I have gone to that “dark place” many times and felt that fighting cancer is an individual journey,” says Pryse. “But I have found that friends, family, students and even strangers, play a vital role in the fight against cancer, both globally and individually.” Pryse expressed gratitude for the support from her students. “What my students have added is a dimension that I did not connect with until this campaign,” says Pryse. “The Relay for Life effort required commitment, energy, concern and love that resonated with me in such a way that words cannot describe. I feel like they are truly with me on this journey and for that I will be forever grateful. They are amazing people and I am so proud to have been a small part of their journey to becoming nurses. These students embody the heart and soul of nursing and I am reaping the benefits.” Fall 2013 | UC NURSING


Be the

CHANGE Improving Symptom Management in Breast Cancer Patients in Thailand The community of the University of Cincinnati College of Nursing extends itself to every corner of the map and welcomes students of any ethnicity and nationality. Wipasiri Naraphong and Mohammad Othman are two international students who have been educated at the college and inspired to apply their mastery and knowledge of the health care field as future nurses back in their home countries upon graduation. By Kelly O’Brien & Krista Maddox

School pride can be deterred by daily overwhelming courses and scholastic obligations. Wipasiri “Apple” Naraphong, however, is not one to be bogged down. She embraced the opportunity to travel to the United States and complete her research in breast cancer at the University of Cincinnati. Naraphong received a Bachelor of Science in nursing from Boromarajonani College of Nursing, Saraburi in Thailand in 1994. In 2008, she received a Royal Thai Government Scholarship and began her work as a PhD student at UC. “The PhD program in nursing at UC has given me opportunities to work with faculty researchers and experts to obtain new skills and knowledge,” says Naraphong. “I have gained valuable research experience working with a variety of faculty on their grants and projects.” Naraphong focused her research on breast cancer, the leading cause of death for women in Thailand. Her project centered on the influence of culture on symptom management in cancer patients, specifically how fatigue may affect the severity or reduction of symptoms. “I have relatives and friends that have been diagnosed with breast cancer,” says Naraphong. “Some of them passed away recently. They consistently complained to me that they suffer from symptoms resulting from side effects after receiving adjuvant cancer treatments. I feel happy that I can now give advice them to relieve the symptoms.” Naraphong traveled to Thailand to educate patients on healthful diet and exercise. She also provided participants with pedometers, and followed up with weekly phone calls. “My Thai patients learned a lot and truly believed that we would help them get better,” says Naraphong. “They were offered a reimbursement of $20 for the study, but most refused any sort of payment or donated it because they knew they were being helped. I focused on keeping people confident during chemotherapy and encouraging them to exercise. I was able to both teach and change them.” Naraphong graduated in April 2013 and returned home to work for her government at the nursing school from which she graduated. She hopes to present her research findings to educate cancer patients in the future.


UC NURSING | Fall 2013

“I told my friend from Thailand to do her research at UC,” says Naraphong. “I faced no discrimination here despite my broken English. My American teammates and international friends have all learned together. Here is my other family!” Bridging the Gap Between Education and Practice in Jordan Just like Naraphong, Mohammad Othman had always wanted to be a health care provider. While Othman’s family is originally from Jordan, he was raised in Saudi Arabia where his father was an educator. Othman received his education in Saudi Arabia but had to return to Jordan to compete for a very limited number of seats in the only two medical schools there. With only 5 percent of the seats available to students educated outside of Jordan, Othman decided to pursue his health care dream as a nurse. He was shortly admitted after applying, and by his third year realized that he could do more for his patients as a nurse than he ever envisioned. While nurses from Jordan are intensively educated and trained, Jordanian views enforced by hospital policies and expected roles of physicians and nurses create a disconnect between education and practice. This disconnect manifests as the independent and interdependent nursing roles are often not emphasized as part of education and training. Othman observed that his nursing textbooks, curriculum and syllabi were all derived from universities in the United States. He also noted the tedious amount of work in the education of Jordanian nurses to even be fully recognized

in practice. Enlightened with new inspiration from these realizations, Othman consulted a nursing faculty member about possibly studying in the United States. The faculty member’s encouragement deeply motivated Othman, which he now credits as what began his journey to the United States. His ambition and determination brought him to UC as a student in the PhD program, where he aspires to someday bridge the gap between education and practice in Jordan as a future nurse educator. “It all can and should start from nursing schools,” says Othman. “The complete message should be delivered and emphasized to the students by educators so they can start painting the bright picture. Once completed, the world will start to look differently this time. This will be the moment when the sun of the changed day that we’ve always waited for rises.” While Othman is inundated with reading current literature and being pushed to think at a higher level through group discussions, he has found opportunities to cultivate his nurse educator skills. Othman served as a teaching assistant and as a nursing lab assistant, both of which have given him glimpses as to how he should educate future nurses. “Nothing is impossible,” says Othman. “Keep an eye on the goal. If you work hard you will eventually be there.” It is through his support systems and faith that Othman is inspired to someday change nursing in Jordan. As he continues to persevere to achieve his goal, he will assuredly be the change that he hopes to one day see.

Wipasiri “Apple” Naraphong and Mohammad Othman came to the UC College of Nursing to study in the PhD program and eventually impact nursing in their home countries of Thailand and Jordan.

Fall 2013 | UC NURSING



By Angela Koenig

The infant mortality rate is the rate at which babies die before their first birthday, measured as deaths per 1,000 live births. According to the organization’s data, while the national rate is 6.05, the rates in Cincinnati and Hamilton County have consistently been much higher. In 2012, the rate was 13.3 in Cincinnati and 9.2 in Hamilton County. What this means is that in 2012, for example, of the 10,972 babies born in Hamilton County, 101 died before their first birthday. “In some neighborhoods here, we have death rates that are higher than in Third World countries,” says the nursing college’s representative to the collaborative, associate dean for clinical practice, partnership and community engagement, Karen Bankston, PhD. Bankston, a former health care executive at the Drake Center and chief nursing and operations officer at University of Cincinnati Medical Center, says her passion for involving the college stems from almost two decades of being engaged in local infant mortality initiatives and community women’s health programs in Cincinnati. And in her experience, she says, nurses have not been at the core of the effort, despite the fact that nurses contribute to the

FACTS: In 2012, of the 10,972 babies born in Hamilton County 101 died before their first birthday. 12

UC NURSING | Fall 2013

delivery of care to mothers and babies. This is an opportunity for nurses and nursing to be a part of the decision-making process that will positively affect these challenging outcomes. “What we envision is not only involvement for our student nurses, but with our faculty who are already doing research in women’s health,” says Bankston.

Karen Bankston, PhD

The goal of the college, and all the stakeholders involved, Bankston says, is “to provide young women with social and instructional support so that they are doing things that will promote a healthy pregnancy and a healthy baby.” The Infant Mortality Collaborative is made up of city and county officials, area birthing hospitals (Christ Hospital, Mercy Health, TriHealth and UC Health), the UC College of Nursing, Cincinnati Children’s Hospital Medical Center (CCHMC) and the Center for Closing the Health Gap, a nonprofit organization dedicated to eliminating racial and ethnic health disparities in Greater Cincinnati. On June 13, 2013, the stakeholders signed a collaboration agreement at the National Underground Railroad Freedom Center in downtown Cincinnati.

Deaths per 1,000 live births

The UC College of Nursing joined the newly formed Infant Mortality Collaborative—a partnership among Greater Cincinnati health care entities, local government and a nonprofit organization—in an effort to reduce the infant mortality rate in the region.

13.3 Cincinnati

6.05 U.S.A.

9.2 Hamilton County

Nurse Faculty Loan Program By Kelly O’Brien

The UC College of Nursing was awarded a grant for $229,493 to fund loans for eligible students enrolled in full-time master’s or doctoral programs pursuing employment as nurse educators after graduation. Funded by HRSA, the Nurse Faculty Loan Program (NFLP) will cover up to 85 percent of the loan principal and interest to support recipients’ entrance into full-time nursing faculty positions. The grant, submitted by Dean Greer Glazer, is designed to increase the number of nursing faculty. Each individual student may receive a maximum of $35,500 a year in loan coverage for a total of five years. NFLP funds address expenses such as tuition, books and other fees relevant to education. Students are still permitted to apply for and receive federal aid as long as identical costs to NFLP are not covered. Funded students develop a plan with their faculty advisor that strategically implements the four required nursing education courses into their curriculum. In doing so, students are also eligible for the Nursing Education Graduate Certificate. Topics included in the required courses include teaching in health care, instructional technology, curriculum design and the role and dynamics of nursing educators. After graduation, loan forgiveness is offered to participants working as a nursing faculty in any accredited program, BSN, MSN, ADN, etc., as long as the position is full-time. Previous recipient Amber Pyatt is now a full-time faculty member teaching maternal-child nursing in the Associate Degree in Nursing program at Breckinridge School of Nursing & Health Sciences in Wichita, Kan. “I have always loved the realm of education,” says Pyatt. “Even before I went into nursing, I knew I loved teaching and even contemplated getting my degree in education. However, I knew I loved nursing more. Once I graduated with my BSN I knew that teaching was something I wanted to pursue down the road. “The NFLP funding has allowed me to take less money out in student loans, which has been a weight off of my shoulders,” says Pyatt. “I would have continued my education regardless of the funding, however, knowing that I was able to get funding and I do not have to worry about paying back the total amount is very stress-relieving. It also has allowed me to take education courses that I would not have otherwise taken.” After graduation, Pyatt soon received an offer from a former instructor to teach maternal-child nursing. “I knew that I was young and did not have years of experience under my belt, but I also knew that I could make a change in these nursing students so I jumped at the chance and have just fallen even more in love,” says Pyatt. “I cannot imagine myself going back into clinical nursing. I just love the aspect of nursing education along with the flexibility it provides my family.” Visit www.nursing.uc.edu/nflp to learn more.

Nurse Anesthesia Traineeship Grant The UC College of Nursing was awarded $19,215 from the U.S. Department of Health and Human Services Health Resources and Services Administration for the Nurse Anesthesia Wiliam Terry Ray, PhD Traineeship (NAT). This grant provides financial support for tuition, fees and stipends to nurse anesthesia students who plan to work as nurse anesthetists in underserved areas following graduation. The project is led by William Terry Ray, PhD, program director of nurse anesthesia. The traineeship has had a significant impact on the number of certified nurse anesthetists in the Cincinnati region. Thirteen percent of UC nurse anesthetist students from fiscal year 2008 through fiscal year 2013 have received NAT funds. Since UC has the only nurse anesthesia program in the Greater Cincinnati region, the NAT funds have greatly contributed to increasing the access of health care to people throughout the region. The college’s nurse anesthesia program was ranked 32nd in nurse anesthesia educational programs by US News & World Report in 2011. The program is the fourth oldest in the nation, with the start of the 69th year in 2013. The nurse anesthesia program is focused on improving patient safety and outcomes, specifically for obese, smoking and trauma patients. The Greater Cincinnati area is in large part medically underserved, where 73 percent of the counties are in whole or in part considered medically underserved areas, and 59 percent of the counties have designated health profession shortage areas, according to the HRSA online database. The program graduates are highly sought out for employment throughout the country. Greater than 95 percent of the 2012 graduating class has already accepted employment. Furthermore, the graduates have been leaders in nurse anesthesia, including three past presidents of the AANA and representation on numerous state and national committees and professional boards. Fall 2013 | UC NURSING


Decreasing Alcohol Use During Pregnancy By Kelly O’Brien


UC NURSING | Fall 2013


ssistant Professor Robin Osterman, PhD, RNC-OB, PMHCNS-BC, has possessed a flourishing interest in improving the health choices made by pregnant women since she first began working in obstetrics at University of Cincinnati Medical Center over 30 years ago. Osterman seeks to provide care and guidance to these women, as she remarks that in pregnancy, the mother’s decisions affect her, the baby and the family as a whole, leading to a ripple effect of consequences to those around her. “My initial interest in working with these young women began when I witnessed the poor outcomes of their babies due to unhealthy decisions regarding alcohol and substance use during pregnancy,” says Osterman. “Pregnancy is an opportune time for interventions that support healthy decision-making by expectant mothers that not only have an impact on the baby’s health, but on the entire family in the future.”

Osterman’s research focuses on interventions to decrease substance use/abuse during pregnancy. Her current interests are in the physical and psychological effects of alcohol use on pregnant women and unborn children and the impact that behavioral interventions have on consumption and a family’s health. Osterman’s most recent study was supported Robin Osterman, PhD by the Building Interdisciplinary Research Careers in Women’s Health (BIRCWH) K12 Research Scholar Award, a grant from the NIH Office of Research on Women’s Health (ORWH) awarded to the University of Cincinnati Center for Clinical and Translational Science and Training (CCTST). Building on her previous work, this study determined the effectiveness of motivational interviewing (MI) to decrease alcohol use during pregnancy and examined theory-based mechanisms of MI that led to changes in drinking behaviors. A sample of 122 pregnant women who reported alcohol use within the previous year were recruited at area prenatal clinics. These women were randomized into two groups: those who would receive the MI intervention and a comparison group that did not. Four University of Cincinnati nursing students assisted in recruiting participants and collecting data alongside Osterman during the study. In addition to reporting recent alcohol use, women also provided information on satisfaction of their basic psychological needs for autonomy, relatedness and competence, as well as their autonomous motivations to decrease prenatal alcohol. Osterman provided the MI sessions with the women herself. “MI increases patients’ intrinsic motivations for behavior change,” says Osterman. “I not only wanted to see if MI assisted pregnant women to decrease alcohol use during pregnancy, but I also wanted to determine what other psychological factors might influence any change in the women’s drinking behaviors.” All women, both those who did and did not participate in the MI session, completed telephone follow-ups 30 days after

baseline recruitment and 30 days postpartum to determine any changes in alcohol use over time. Osterman’s study found that MI was not effective in decreasing alcohol use during pregnancy. After further examination of the data, she identified that the women in this study reported such low levels of alcohol use at baseline that little room was left for improvement from the intervention. “Also interesting was the high levels of basic psychological need satisfaction reported at baseline that may have also left little room for improvement due to receiving MI,” says Osterman. “Plans for future studies include recruiting women who consume alcohol at higher levels to determine if MI decreases alcohol use in pregnant women whose children are at highest risk for fetal alcohol spectrum disorders (FASD). Although any amount of alcohol consumed during pregnancy can result in FASD, the more a woman drinks, the higher the risk. FASD is one of the leading causes of mental retardation, neurodevelopmental disorders and birth defects in our country. With FASD occurring in 2-5 percent of all U.S. live births, interventions that assist women to decrease alcohol use during pregnancy are essential to prevent FASD.”

Fetal alcohol spectrum disorders occur in

2-5 percent

Osterman identifies an intricate link between a person’s behavior and personal health. Her study promotes behavioral and decision making reformation in order to support healthful living.

of all U.S. live births.

“When you look at the leading causes of death in the United States, most are behaviorally oriented,” says Osterman. “For example, cardiovascular disease is related to poor diet, lack of exercise and smoking. Our behaviors are choices and so we are making decisions that affect our health everyday.” This connection is apparent in Osterman’s study, and details how human choice affects health. “In the case of my study, a pregnant woman’s decision to drink not only affects her own health, but can affect the health of her unborn child and family as well,” says Osterman. “People are ultimately responsible for their choices and behaviors, but nurses can assist them in making healthier decisions for themselves and their children.”

Fall 2013 | UC NURSING


Adelaide Harris (left) and Elaine Miller

Evaluating Delay in Stroke Treatment in African American Women By Kelly O’Brien, Photo by Melanie Cannon

Clinical Professor of Nursing Adelaide Harris, MSN, MEd, RN, and Professor of Nursing Elaine Miller, PhD, RN, conducted a study investigating African American women’s knowledge of the signs, symptoms and risk factors associated with strokes and transient ischemic attacks (TIAs) and their influence on delay in treatment seeking. Miller presented the team’s findings on Feb. 6 at the 2013 International Stroke Conference in Honolulu. Harris and Miller indicated that examination of the factors affecting African American women’s delay in treatment seeking has been a somewhat neglected area of stroke research.


UC NURSING | Fall 2013

Harris further stated, “in my clinical experience during the last 25 years in cardiovascular nursing, I observed an inordinate number of African American women admitted with stroke. Moreover, cardiovascular disease, which includes stroke, is the greatest killer of African American women in the United States, but little research was done on why this is the case. My transition to academia provided the opportunity to do research and I automatically gravitated to stroke in African American women.” According to the American Heart Association, the American Stroke Association and other recent data sources, it is well documented that African American women have increased

incidence of stroke and TIAs compared to other ethnic groups, higher levels of long-term residual impairment and greater mortality. Given the paucity of research involving African American women, a group disproportionally affected by stroke, the proposed study was needed to identify potential interventions to improve outcomes. The purpose of this pilot study was to investigate the most salient factors affecting delay in treatment seeking (calling 911) of African American women when a stroke and/or TIA were suspected. Harris and Miller constructed three specific aims for the study:

1. Determine African American women’s knowledge of major signs and symptoms of TIA and stroke.

2. Determine African American women’s knowledge of major risk factors for TIA and stroke.

3. Identify the major factors affecting African American Women’s delay in seeking treatment when a TIA or stroke is suspected.

Their study sample consisted of 204 African American women ranging in age from 20-91. This convenience sample was obtained from local churches and an African American sorority. The Common Sense Model served as the study’s guiding framework to examine how the participants’

perceived views of stroke and TIA affected their responses and behaviors. After providing informed consent, participants completed an investigatordesigned questionnaire that captured data on education level, health history, stroke and TIA symptoms and knowledge, treatment seeking behavior and the major factors that affect their desire to seek treatment. “This assessment instrument was evaluated by a panel of experts who determined that it had content validity,” says Miller. “The Cronbach alpha reliability was .76 for this sample.” Results from this study indicated that while subjects were usually able to identify weakness, speech difficulties and visual disturbances as widespread signals of stroke, symptoms such as shortness of breath and chest pain were also incorrectly identified 50 percent of the time. Only 20 percent of the participants knew that being male was a contributing factor to stroke liability. Findings further revealed that 97 percent of the sample knew to call 911 if they were having a stroke or TIA, but only 10 percent of those who had a stroke recognized that they were actually having one. For this sample, participants reported 61 percent of their health information came from TV, 57 percent primary health care provider, 43 percent from other family members and 35 percent from the Internet. Harris and Miller plan to continue their program of research and to develop an intervention study for African American women who are most at risk for stroke.


Only 10 percent of those who had a stroke recognized that they were actually having one.


Sources for Health Information

• 35% - Internet

• 43% - Other family members

• 57% - Primary health care provider

• 61% - TV

43 35

Fall 2013 | UC NURSING


Improving Immunization Rates

for the Underserved By Angela Koenig

University of Cincinnati researchers have received $250,000 from Pfizer Medical Education Group to conduct a research study titled, “A Community-Academic Partnership to Improve Immunization Rates in an Underserved Population.” The study is being led by an interprofessional team from UC’s colleges of medicine, nursing and pharmacy, and the community partnership aspect takes place at the Society of St. Vincent de Paul in the West End, where a free self-management clinic is overseen by UC faculty volunteers and students from the Academic Health Center.

The U.S. Centers for Disease Control recommends those aged 65 years and older and those aged 19 to 64 with certain health conditions be immunized against pneumococcal disease.


UC NURSING | Fall 2013

The U.S. Centers for Disease Control (CDC), says co-investor Rebecca Lee, PhD, a public health clinical nurse specialist and assistant professor at the UC College of Nursing, recommends that those aged 65 years and older and those aged 19 to 64 with certain health conditions be immunized against pneumococcal disease; however, according to CDC data, the rate of immunization is significantly lower in poor and minority populations. “Much work has been done to understand barriers to vaccination, but despite past health promotion efforts, invasive pneumococcal disease is a leading cause of vaccine preventable illness and death in the U.S.,” she says. The study will be conducted in two phases. Lee says Phase I is an attempt to gain a holistic understanding of the beliefs, attitudes and behaviors related to immunization in underserved populations. To accomplish this, she will conduct focus groups with members

of the West End community as well as health care faculty, students, providers and agencies. “If you want to develop informed programs that are effective,” says Lee, “then you need to go to the people who are actually experiencing the health care issues.” The data from the focus groups will drive a quality improvement plan in Phase II to be led by Tiffiny Diers, MD, associate professor of general internal medicine at UC’s College of Medicine, and Bethanne Brown, PharmD, associate professor at the James L. Winkle College of Pharmacy. This study was born out of a smaller research study funded by the American Pharmacist Association Foundation, which was conducted at the St. Vincent de Paul selfmanagement clinic and led by a UC PharmD student Kayla Swearingen in 2012. Adults were screened for their eligibility to receive the vaccine and asked to return to set vaccine clinic days, which were run in conjunction with the self-management clinic on Saturdays. It was discovered that even after adults were informed about the vaccine, they did not return to be immunized. “There were a high number of patients who should have received the vaccine and didn’t, and we don’t know why,” says Brown, who acted as faculty advisor on the former study. All three researchers are members of the Health Professions Education Collaborative (HPEC), a group of faculty from across UC’s Academic Health Center who came together in 2008 to promote interprofessional education and health promotion among vulnerable populations.

Left: Streptococcus pneumoniae bacteria, or pneumococcus, is very common, and normally lives in the back of the nose and throat, or the upper respiratory tract. Pneumococcus can cause pneumonia, ear infections, sinus infections, meningitis and bacteremia. Photo by Dr. Mike Miller, CDC

Below: Rebecca Lee, PhD, working in the West End community. Photo by Melanie Cannon

Fall 2013 | UC NURSING


Lights… Camera…

ACTION! The UC College of Nursing receives an HRSA grant to develop 15 interactive case studies with paid actors to further enhance online students’ experiential learning and improve educational outcomes. By Kelly O’Brien, Photo by Melanie Cannon

The UC College of Nursing has received a three-year grant of $851,082 from the U.S. Department of Health and Human Services Health Resources and Services Administration (HRSA) to further enhance its online distance learning programs. Professor and Director of the Center for Educational Research Scholarship and Innovation Theresa Beery, PhD, RN, CNE, is the principal investigator of the grant. Co-investigators from the UC College of Nursing include Associate Professor of Clinical Nursing Christine Colella, DNP, Associate Professor of Clinical Nursing Kathleen Ballman, DNP, Visiting Instructor of Clinical Nursing Nicole Garritano and Director of Instructional Design Matt Rota. Co-investigator Anne Gunderson, EdD, is a Professor and Associate Dean for Medical Education in the UC College of Medicine. Additional collaborators from the UC College of Nursing’s Center for Academic Technologies and Educational Resources include Director of Marketing Sarah Ehrnschwender, Classroom and Video Technology Specialist Steve McKinney and Server Administrator Seth Thompson. Beery’s project will focus on four areas that collectively improve existing nursing education: the importance of Scan the QR code with your smart device to watch Director of Instructional Design Matt Rota give a demo of an online course with an interactive case study. View it online at www.nursing.uc.edu/centers/instructional-design-center.


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interprofessional collaboration for health care education, the integration of multiple chronic conditions (MCC) into health care professional education, the need to develop effective physical and virtual learning spaces for experiential learning and the importance of developing clinical reasoning in nurse practitioner and medical students. Currently, those enrolled in online courses receive less inperson engagement and activity than if they were physically in the classroom. Through previous research, Colella, Rota and Beery concluded that interactive case studies (ICS) positively contributed to students’ experiential learning while producing comparable learning outcomes to those students who had in-person patient care experiences. Fifteen different ICS modules will be carefully constructed to create further experiential learning experiences for distance learning nurse practitioner and medical students. The 15 ICSs will focus on pediatric, adult and geriatric patients. The case studies patients will include those who are underserved or from a rural background. Upper level cases will progress in complexity and involve patients with MCCs to challenge students’ ability to care for patients with multiple health problems. The videos are developed with a backwarddesigned approach, in which student learning outcomes directly drive the process. Paid actors will be filmed to create

real life situational videos during which students will have to assess and diagnose a variance of patients across the lifespan. In addition to the ICSs, students will also engage in the new Electronic Medical Record systems that hospitals, medical offices and clinics currently employ. In doing so, they will be exposed to the technology that they will be using on the job before graduating. The video element of the program immerses students in virtual communication interactions with patients, family members and other members of the health care team working with the patient. This also allows instructors to conduct role-model patient simulations. Case studies will be piloted and implemented as they are completed during the three-year funding period, through collaboration with other nursing and medical faculty members and the college’s instructional design team. The ICS format will be made available for use by other colleges, including those of the Academic Health Center, enabling them to tailor aspects specific to their individual curricula. Beery has also fostered partnerships with UC Medical Center and Cincinnati Children’s Hospital to expand the breadth of impact that the ICS will have on the surrounding health care community.

Below: Nicole Garritano, Kathleen Ballman, Matt Rota, Theresa Beery, Christine Colella and Anne Gunderson

Fall 2013 | UC NURSING


Diversifying the Nursing Workforce By Kelly O’Brien, Photos by Melanie Cannon

The UC College of Nursing has dedicated itself to closing the gap in current health disparities that threaten the quality of life in certain populations. The college is progressing toward this in collaboration with the Academic Health Center, which includes the colleges of allied health sciences, medicine and pharmacy. One strategy to facilitate closing the gap is to increase the number of health care providers from diverse backgrounds that reflect the communities that they serve. In diversifying the pool of students admitted to the nursing program and fostering their development based on best practices, the college hopes to infuse the field of nursing with both culturally competent and diverse individuals to reduce health disparities through three initiatives:

• Urban Universities for Health;

• Transforming Health Care Through Educational Diversity;

• Leadership 2.0: Nursing’s Next Generation Program

Urban Universities for Health In October 2012, UC was named one of five urban universities to participate in the Urban Universities for Health learning collaborative, a national academic learning partnership focused on investigating approaches to health care workforce development that leads to improved health outcomes and reduced disparities in local communities. UC’s Academic Health Center was awarded a four-year grant totaling over $400,000 toward the research endeavor from the Urban Universities for Health. Dean Greer Glazer, PhD, co-wrote the grant proposal with Barbara Tobias, MD, Robert & Myfanwy Smith Endowed Professor, UC Department of Family and Community Medicine, and medical director of the Health Collaborative of Greater Cincinnati. Currently, the project is in its research stage and is projected to culminate by 2016. It will focus on communities that comprise Hamilton County Ohio for data. Data analysis will center upon three possible areas where health care disparities are known to exist: hypertension, type 2 diabetes and infant mortality. This data will determine what steps may positively impact the clinical outcomes of the population by facilitating the inclusion of diverse providers of culturally sensitive care. After completing this research, the five universities will then publicize and present findings to other institutions in order to promote new knowledge of the best practices 22

UC NURSING | Fall 2013

that support the involvement of a diverse health care provider. This will include an understanding of how to enhance the recruitment and retention of these providers. Each of the five selected universities will compile dashboards of individual best practices and metrics, which will then be sent to the Coalition of Urban Serving Universities (USU) to be combined to form a national USU dashboard. Defining a set of metrics that universities can use to better track progress and improve health workforce efforts is at the forefront of the research initiative. “To measure our success we must identify metrics,” says Glazer. “The ultimate goal is to help reduce health disparities in our community and in our colleges at the Academic Health Center. We are all committed to that one goal. We will be spending the next year hoping to integrate this goal into the strategic plan, into the Academic Health Center, UC Health and the university in general.” The center strives to formulate a tracking procedure that will provide feedback on the impact that future endeavors have on students after graduation. This project is a multi-faceted initiative requiring community support. According to the Urban Universities for Health, the collaborative is meant to engage top university and health professions leadership across disciplines in order to assess and improve institutional effectiveness, share information on what is effective and translate the knowledge into tools and resources for broader application. In addition, the project will assist in recruiting and graduating a more diverse health care workforce that mirrors the eclectic U.S. population. President Santa Ono of the University of Cincinnati is strongly committed to Urban Universities, and voiced his sincere support at the annual conference in June. The other urban universities included in the collaborative are: Cleveland State University/NEOMED, University of MissouriKansas City, University of New Mexico and State University of New York-Downstate. Urban Universities for Health is a partnership effort between the Association of American Medical Colleges (AAMC), the Coalition of Urban Serving Universities (USU), an association managed by the Association of Public and Land-grant Universities and the National Institutes of Health’s National Institute on Minority Health and Health Disparities. This last organization aims to expand and enhance a culturally sensitive, diverse and prepared health workforce to improve the well-being and health equity in urban communities. Transforming Health Care Through Educational Diversity Another effort underway among the colleges of the UC Academic Health Center is the development of a pipeline project funded by the Provost’s Office for $158,209 to spur diversity recruitment and retention for future academic years.

Titled “Transforming Health Care Through Educational Diversity,” the colleges have established a framework of initiatives to implement through 2019 to improve student diversity recruitment and retention through academic and extra-curricular endeavors. The pipeline project embodies three themes that the colleges will target. The themes are community, diversity and collaboration, and were established by the UC2019 operational principles. To promote community, the colleges are connecting with local urban areas and institutions to develop an educational plan to accommodate residential needs. To do so, representatives of the Academic Health Center held approximately 20 town hall meetings to connect with high schools and other groups in urban communities to address the socio-economic needs of underrepresented (URE) students. Input was received from several local high schools including Hughes, Lakota West, Winton Woods and Woodward. To further promote academic collaboration, the Academic Health Center also contacted several Urban Serving Universities to study and learn from their current pipeline models. These universities included Ohio State University, Temple University, University of Illinois at Chicago and Virginia Commonwealth University. The plan also dictates that community is established by “breaking down barriers that inhibit cross-college conversations.” This detailed the inter-partnerships of all participating colleges. Collaboratively, various collegiate representatives held monthly meetings, moderated town hall gatherings, analyzed data and corresponded regularly to develop a unified, educational pipeline plan. A second foundation of the pipeline framework is the overlying principle of diversity. To more fully understand diversity’s prevalence across the university, college team members researched past literary pieces that highlight the best recruitment and retention strategies for students of URE backgrounds. In seeking the best diversity practices, members of the Academic Health Center sought feedback from local URE communities about the accessibility and drive to pursue a health care profession. The third theme of collaboration was multi-faceted. Principal investigators, task force members and the program manager are currently facilitating existing partnerships between the colleges, local high schools and neighborhood communities, student groups and the professional communities in the Cincinnati area to enhance educational practice and opportunity. This involved three student-based town hall meetings to discuss the current views of URE students and the possibilities of their future academic careers. The Academic Health Center also partnered with the UC Lindner College of Business and offered its pipeline initiative to three graduate students for their capstone projects. After analyzing the given data, the students aided in the construction of a business plan to implement the project. Fall 2013 | UC NURSING


Percentage of Population with Underrepresented (URE) Backgrounds – URE Backgrounds

In addition to student collaboration, the Academic Health Center also focused on strengthening community partnerships with local health care organizations and councils. Representatives at town hall meetings spoke from agencies such as Cincinnati Children’s Medical Center, Greater Cincinnati Health Council Center, United Way and the Urban League of Cincinnati, among others. The main topics included the economic development of current URE students and how the professional community can collectively contribute to their growth in pursuit of future health care careers. Thus far, the pipeline plan has significantly increased the awareness of URE students’ current barriers to health care professions. These barriers can be divided and addressed by the many working partners of the project. In collaborating with high schools to accommodate prospective students’ needs, UC will develop the resources necessary to assist them throughout their college experience. This research also led to the development of the College of Nursing’s most recent diversity initiative, Leadership 2.0: Nursing’s Next Generation Program. Leadership 2.0: Nursing’s Next Generation Program

Cincinnati - 51%

The 2013 summer semester marked the launch of Leadership 2.0: Nursing’s Next Generation Program. Leadership 2.0 embodies the College of Nursing’s aspiration to further promote diversity within its student body through academic and extracurricular enrichment. The college aims to not only increase the number of underrepresented (URE) students admitted to the traditional BSN program, but to also strengthen the retention rates and academic success achieved by these students. Recently, the program was awarded over $1 million in funding from the Health Resources and Services Administration (HRSA) through a grant submitted by Dean Greer Glazer and Associate Dean for Clinical Practice, Partnership and Community Karen Bankston titled, “Leadership 2.0: Nursing’s Next Generation.” The demand for this movement stems from concrete data analysis and supportive application to the educational and nursing sectors in the United States, especially the Cincinnati area. Historically, according to the United States Census Bureau, Ohio has a considerably low college degree attainment rate compared to other states. In addition, the Greater Cincinnati area alone is home to roughly 625,000 residents living below the national poverty level, several being individuals without education past high school. These socioeconomic factors present barriers to URE students who are potential applicants for the BSN program at the UC College of Nursing.

Cincinnati Nursing Workforce - 7%

UC College of Nursing - 7-10% 24

UC NURSING | Fall 2013

The college also identified an admission-centered disparity between URE students and non-Hispanic white students. Despite the fact that Cincinnati is composed of 51 percent of individuals with URE backgrounds, only 7 percent make up the city’s nursing workforce today. In regards to the University of Cincinnati, only 7-10 percent of URE students who apply to the college’s nursing program are admitted. This is widely due to high school GPA and college entrance exam score requirements: the college stipulates that high school students earn at least a 3.0 GPA and a 23 ACT score for admission consideration. The corresponding data indicates that many of the students are impacted by social barriers that deter their academic performance. Socioeconomic factors such as attending a lower performing school, living in poverty or being the first person in a family to attend college, are identified barriers that may be suppressing the talents of a student with high potential. This realization inspired the college to adopt a holistic review process, so as to not overlook potentially excellent students who are hindered by a lack of financial and domestic support prior to applying to college. Leadership 2.0 illustrates the college’s strategy to dispel future ethnic and racial disparities and break socioeconomic cycles that prevent such students from pursuing a BSN degree. The program provides both financial and social support, as well as an immersion in a learning environment created to improve the student’s probability of success, while promoting overall enrichment in their student experience while attending UC.





Left to right: Leadership 2.0 students tour St. Vincent de Paul; Destini Thomas receives her white coat from Dean Greer Glazer; and the first cohort of Leadership 2.0 Summer Bridge Program graduates. The program begins the process by offering services through high schools that prepare students for success, such as ACT prep courses, additional financial options for parents and group campus visits. This is being implemented through “grassroot” partnerships with local high schools in the surrounding area to facilitate student acclimation prior to admission. The college also recently hired a diversity recruitment coordinator to work closely with these high school representatives, students and parents to ensure a positive experience at UC. In addition, the college aims to collaborate with and provide support to parents and guardians along the way to alleviate any concerns they may have about their students pursuing a college degree, especially for those with a first generation student. The program also includes a Residential Summer Bridge Program. Students are selected based on their demonstration of ability to succeed as well as their GPA and ACT scores. The residential program is six weeks of academic and developmental immersion designed to prepare students for the BSN curriculum and collegiate atmosphere at UC. After completion of this rigorous program, they are placed in student learning communities during their freshman and sophomore years. The first cohort graduated from the Summer Bridge Program on August 1, 2013. “When I first came to the campus, I was a little overwhelmed about the size of the campus and all the technology. The program really helped me to become acclimated to everything, and I developed an interdependent relationship with my cohort - one that has helped me through this sea of

people and classes that I’ve been immersed in since the fall term began. I am so glad I did the program,” says Summer Bridge Program graduate Destini Thomas. The Leadership 2.0 students received iPad minis and training so that they are prepared to leverage technology in their education. They attended didactic seminars to enhance study skills for subjects deemed difficult in the past, such as anatomy, chemistry and microbiology. They were also instructed on campus services, attended mandatory study tables, completed a four-hour clinical with St. Vincent de Paul food pantry and attended nursing-relevant social events and ceremonies to foster relationships with their peers. Another focus of the program is an early emphasis on research. Students are required to attend the UC Annual Undergraduate Research Poster Forum during their freshman year and will then complete a research project with a faculty member to be presented during their sophomore year. Also during freshman year, students must complete a servicelearning project under the facilitation of a faculty member and then lead future projects during their sophomore years. One such project will be led by Dean Glazer in collaboration with Salvation Army. To remain enrolled, students must maintain a 3.0 GPA and attend all mandatory Leadership 2.0 events and activities to ensure they are engaged in all aspects of academic and professional development. Through Leadership 2.0, the college offers the necessary, innovative resources and practices that will successfully spur URE student enrollment and retention for the breadth of their collegiate careers. Fall 2013 | UC NURSING



The College of Nursing never ceases to celebrate the expansive achievements and contributions of its alumni. As leaders in nursing, these individuals serve as beacons of excellence and exemplary dedication to improving the quality of health in society. Through their roles as deans, they have extended their influence into the realm of education in order to further perfect academic performance and instruct others in care provision and medical servitude. It is the college’s hope that its current student leaders both imitate their example and expand upon what it means to demonstrate leadership in nursing today.


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Beth Vaughan Cole, Dean Emerita of the Brigham Young University College of Nursing While she was born in Michigan, Beth Vaughan Cole spent a majority of her early life in Cincinnati and received her BSN from the UC College of Nursing in 1965. She later received her MS in Child Psychiatric Nursing at Boston University and her PhD in Family Science from Brigham Young University. Cole was pushed by her parents early on to pursue a higher level of education, especially after her father was unable to complete his degree at Purdue because of WWII. She thoroughly enjoyed her time at UC, from her experiences in the classroom to the “dorm culture” of Logan Hall. As a student, Cole developed an interest in pediatrics and psychiatric nursing. “I really liked pediatrics,” says Cole. “The theory of psychiatric nursing fascinated me and understanding human behavior (what social, psychological and biological factors influence various behaviors) caught my attention. For me, combining children and mental health was the perfect spot in nursing.” However, she faced barriers along the way as a young nursing professional. “In my junior year, I developed a skin allergy to green soap, which was the major soap in the hospital,” says Cole. “It made it awkward to wear gloves, etc. but my faculty encouraged me to keep going.”

Beth Vaughan Cole Photo by Elisa Tittle, Brigham Young University

After college, Cole taught at Boston University but left after receiving a job offer at the University of Utah. After serving the university for 36 years in a variety of chair and departmental roles, Cole remarks that here is where she fostered her hunger for leadership. “My personal philosophy is that you have no right to criticize a problem if you are unwilling to be part of the solution,” says Cole. “Therefore, I have assumed leadership positions in an effort to solve problems. My inspiration to pursue a dean leadership role was a willingness to stand as a voice for my profession and to serve my colleagues, friends and the next generation of students.” It wasn’t until after she retired from the University of Utah that she received the call to become Brigham Young University’s dean (now retired), and thanks her family and love of learning for this position. “I believe my family set the framework for an academic life by valuing education,” says Cole. “In addition, I enjoy learning about people, being with people and helping people. I find


Kevin Milligan: MENtorship

The UC College of Nursing’s American Assembly for Men in Nursing, Cincinnati Children’s Hospital Medical Center and University of Cincinnati Medical Center partnered to launch a mentoring program for male nurses. Titled “MENtorship,” it connects registered male nurses with UC male nursing students to advance the view and quality of male nursing in today’s professional society. “I think that the general perception of men in nursing is that we are out of place,” says Kevin Milligan, president and co-founder of MENtorship. “When the topic of nursing comes up in conversation with friends or family, I am all too often asked, ‘Why not become a doctor?’ I simply respond, ‘Because nursing is my passion.’” Each male nursing student is both a mentor and a mentee through an organized hierarchy based on class rank. Under the guidance of a professional male nurse at Cincinnati Children’s or UC Medical Center, seniors assume the role of mentors to juniors, juniors then serve as mentors for sophomore nursing students, and these sophomores receive freshmen or pre-nursing students as their mentees for the semester. “The mentor-mentee relationship is unique because it is very individualized,” says Milligan.

Kevin Milligan

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them fascinating, perplexing, exciting, loving and hurtful. I have a strong religious core that values service. Passion for the profession, intellectual hunger and compassion for my fellow man have been the driving forces of my life.” Cole achieved several accomplishments during her deanship. One she is especially proud of is successfully displaying original letters and artifacts of Florence Nightingale to commemorate the 100th anniversary of the icon’s death.

“Preparing nurse leaders is probably the most important initiative for the profession.”

In addition, she secured several assistive scholarships and lab renovations, supported a sevenweek domestic or abroad course through scholarship and program expansion to develop junior students’ cultural sensitivity and was inducted as a Fellow in the American Academy of Nursing for her grief program, Caring Connections, and work on end-of-life-care.

- Beth Vaughan Cole

“Nursing curricula is rich in knowledge and skills,” says Cole. “Nursing practice is broad, demanding creativity, curiosity, leadership, integrity, and vision. I applaud my colleagues who have stepped up to the plate and encourage them to foster opportunities for new leaders to learn what we have, so they will be prepared to lead the profession forward. Nursing leadership needs to be grounded in the art and science of the profession, but given wings to try new and innovative strategies to improve health care for the future.”

“Because I remained active in this effort while I was dean, I believe I demonstrated a commitment for nurses to serve beyond their employment and profession,” says Cole. Cole describes her vision for the future of nursing as “optimistic”. “Preparing nurse leaders is probably the most important initiative for the profession,” says Cole. “Understanding health economics will be essential knowledge for nurse leaders along with a clear and broad knowledge of nursing history, nursing potential to contribute to the health of the nation, and working with other disciplines (health related and others). There are many initiatives in nursing from genetics and geriatrics, to diversity and residencies. All deserve some attention.”

Doris Edwards, Dean Emerita of Capital University School of Nursing “I had always intended to earn a college degree,” says Doris Edwards, dean emerita of the Capital University School of Nursing. “Like others, I had reasoned that the three-year diploma was all I needed to know about nursing and that one year of liberal arts would follow. However, it took four more years despite challenging exams for many of the subjects/courses I’d taken in the diploma school.”


Olivia Smith: AMBITION

Advising Minorities By Inspiring & Transforming Them Into Outstanding Nurses (AMBITION) is a recently established organization for pre-nursing minority students at the University of Cincinnati (UC) College of Nursing. AMBITION aims to improve the diversity of the nursing program through mentoring. A student-led executive board, along with the College of Nursing’s Associate Dean Karen Bankston, PhD, run the organization. AMBITION President Olivia Smith, a third-year student, says she was inspired to create the program after observing a lack of minority students in the college. “I came to the conclusion that the root of the issue was that minorities were having difficulties getting accepted into the College of Nursing with such a competitive grade point average (GPA),” says Smith. “With this in mind, I thought a mentoring program could be beneficial for pre-nursing minority students to not only help them with academics, but get them connected and involved on campus with the overall goal of helping them get accepted into the college.”

Associate Dean Karen Bankston & Olivia Smith

Sophomores, juniors or seniors already enrolled in the bachelor of science in nursing (BSN) program may be mentors. Freshmen who are interested in becoming mentees must be in pre-nursing or taking courses that make them eligible for the following semester.


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Edwards received her BSN in 1976 and EdD from the University of Cincinnati, along with an MSN from Wright State University. She completed her education while tending to her two children and taking classes part time. Her experiences at UC were cherished. “I loved going to UC, even though I was an ‘irregular’ student,” says Edwards. “I loved getting my books, going to classes and clinical, writing my papers and taking exams. I learned so much more than I’d expected. I earned a 4.0 GPA and thus got to carry the apricot nursing banner at commencement.” Along with nine other RNs, Edwards became acclimated to the UC environment with the help of the other “traditional” BSN students. Edwards’ favorite course during her academic career was epidemiology, which taught her about “critical thinking, research and public health.” “I came to understand nursing’s roots in paternalism and thus our longstanding inability to achieve professional freedom to be all we are capable of as well educated nurses,” says Edwards. “The process began at UC. It was a challenging, awesome experience. I am proud to be a UC alum!” Consistently defined as a “student leader” throughout high school and college, Edwards received the Outstanding Senior Award and was inducted into the Beta Iota Chapter of Sigma Theta Tau International Honor Society of Nursing. After teaching for four years at the Jewish Hospital School of Nursing, she returned to UC, this time as a faculty member under Dean Jeanne Spero. It was Spero’s confidence in Edwards that inspired her to seek academic leadership as a dean. “It was amazing to teach at UC with faculty who had taught me and in three years I was appointed chair of the sophomore department where our emphasis was on health promotion,” says Edwards. “Four years later in 1987, I assumed the deanship of the School of Nursing at Capital University, one of five independent colleges and schools that included the School of Management, Conservatory of Music, College of Arts and Sciences and Law School. It was an exhilarating opportunity to innovate in interdisciplinary ventures.” A few of Edwards’ highlighted projects at Capital University include the creation of a nursing co-op program (modeled after UC’s); student/faculty study abroad programs in the UK, Sweden and Jamaica; accreditation of dual degrees with the MBA program, Law school and Trinity Seminary; and 10 full nursing scholarships for ROTC students. She also established a BSN Completion Program for underserved nurses at Urbana University after she retired from Capital University and was named dean emerita. Edwards believes that the educational preparation of those entering nursing must be expedited to reach the public demand for health care within the next 30 years. She chairs the Ohio Nurses Association (ONA) BSN Completion Task Force, through which she is working to require RNs to complete their BSN degrees within 10 years of licensure.

Doris Edwards Photo courtesy of Doris Edwards

“The process began at UC. It was a challenging, awesome experience. I am proud to be a UC alum!” - Doris Edwards

Young nursing professionals should become as involved as possible, according to Edwards. She suggests pursuing acceptance into the Sigma Theta Tau community, joining a specialty nursing organization and nursing’s professional organization, the American Nurses Association or the Ohio Nurses Association and to go to graduate school.

Carole Kenner, Dean of the School of Nursing & Associate Dean of Bouve College of Health Sciences at Northeastern University Countless nursing students spend their clinical rotations or receive their first real-world nursing experiences at Cincinnati Children’s Hospital Medical Center. It is here that Dean Carole Kenner, PhD, RNC-NIC, NNP, FAAN, began her pursuit for care provision and nursing excellence as a staff nurse and assistant head nurse for 10 years. Kenner received her BSN from the University of Cincinnati College of Nursing in 1976 and both her MSN and PhD from Indiana University. The proud alumna chose UC for its prestigious reputation and four-year BSN program. “I loved my time at UC,” says Kenner. “It was exciting and the clinical rotations were at some of the best hospitals/agencies in the region. I received great support from faculty members,

Fall 2013 | UC NURSING


such as Mary Wolterman, Margaret Miller and Linda Finke. I could not even narrow it down to my favorite class, I loved all nursing courses.” Kenner notes that her dedication outside of the classroom was one of the greatest contributing factors to her success today. “The encouragement, or expectation, at UC that we become involved in our professional organizations was a huge factor in my development,” says Kenner. “Becoming active led to great networking and leader mentorship.” Kenner also thrived in academic instruction and leadership as a professor at the University of Cincinnati College of Nursing and Health, and later on as a department head of parentchild nursing. Kenner emanated the college’s sentiment of nursing without boundaries, and also served as the director of the Center of International Affairs at the college in conjunction with her role as an adjunct professor at Yonsei University in Seoul, South Korea. Carole Kenner Photo courtesy of Carole Kenner

“Nurses are the vital link between health care team members and patients and families.” - Carole Kenner

Northeastern University’s three medically-affiliated schools work closely together to support the academic development of the vast number of students who attend. Kenner enjoys this collaborative element. “I like working in teams and we are a college of health sciences,” says Kenner. “So as dean of the school (one of three schools in the college), I have the opportunity to create inter-professional experiences for our students and faculty. Some of my past initiatives include expanding academic practice partnerships-well before it was fashionable, creating collaborative educational programs with other educational institutions and working on statewide initiatives to address workforce issues.” Kenner is confident that nursing will play an intricate role in health care reform in the near future. “Nurses are the vital link between health care team members and patients and families,” says Kenner. “The issues of education, supervision and removing the barriers at the advanced practice level are wonderful opportunities for change. Nursing will take its rightful seat at the table in terms of health care reform and nursing educational groundbreaking changes.”

Ann White, Dean of College of Nursing and Health Professions at Southern Indiana University After filling the role as interim dean since 2009, Ann White accepted the position of the dean of the College of Nursing and Health Professions at the University of Southern Indiana. She is only the second dean in the college’s short history. “When the dean decided to retire, I was very interested in moving into this position and had many faculty members ask me to put my name into consideration,” says White. “Prior to coming to the University of Southern Indiana, I had served as an associate director of nursing in a 300 bed hospital in West Virginia, so I had leadership experience.” Along with several nursing and business degrees at esteemed colleges, White received her MSN at the UC College of Nursing in 1981. “I completed my BSN degree at the University of Iowa and was working at the university hospital in the Burn Unit,” says White. “I had a faculty member who talked to me about the UC master’s degree in burn and trauma. I arranged for a visit to Cincinnati to see the city and to interview at the school. I liked what I saw and proceeded with the application process. I was accepted and started the MSN that following fall semester.” While at UC as a full-time student, White also worked at the Shriner Burns Institute and was a teaching assistant. She mentions Dr. Madeline T. Martin, the lead faculty for the CNS Burn and Trauma Specialty, as one who pushed White to strive for higher accomplishments. “Dr. Martin was a great mentor and guided me through the MSN program,” says White. “She also was an excellent educator and challenged us to continually strive for the absolute best.” White considers mentors like Martin during college to have paved the way for her future deanship.


UC NURSING | Fall 2013

“I have been most fortunate to have amazing mentors in my educational and professional career,” says White. “These women were all leaders. They supported me to continue to grow and they challenged me to assume responsibilities even when I thought I was not capable. I would not be where I am today without the strength and dedication of these women.” The College of Nursing and Health Professions at the University of Southern Indiana has exponentially flourished under White’s leadership. “I have been the dean of the College of Nursing and Health Professions for one year,” says White. “In that time, our programs have continued to offer quality education with six of our nine undergraduate programs achieving 100 percent pass rates on the national licensure exams and all of our graduates either are employed in their chosen field or are going on to further their education.” As a member of the Indiana Center for Nursing, White is dedicated to enhancing the transformation and educational standards for all nurses in the state of Indiana, stating that she is “moving forward the recommendation that all nurses function to the full scope of practice.” “Nursing as a profession is in a critical time that as a united force could be transformational for the profession and for health care,” says White. White strongly recommends that young nursing students not only get involved in organizations, but also pursue leadership roles that develop their capacity to influence others. “Take advantage of every opportunity that becomes available to you,” advises White. “Run for office in nursing student organizations as well as participating and holding office in campus-wide student organizations. Participate in your university student leadership programs. Get involved in nursing program opportunities to participate in health policy or leadership events.” White expands upon her advice to become involved by motivating her students to seek higher levels of nursing professionalism. “I am committed to sending students to events such as health policy conference/day-on-thehill at the state and national level. I truly believe this gives the students a new perspective on how health care and ultimately nursing is influenced. As future leaders, students gain insight into how decisions are made and how these decisions can be influenced.”


Ann White Photo courtesy of Ann White

“Take advantage of every opportunity that becomes available to you.” - Ann White

Stephanie Lux: GlobeMed

Junior nursing student Stephanie Lux founded the UC chapter of GlobeMed which strives to partner students with grassroots organizations to address health disparities around the world. In 2011, Lux submitted an application to GlobeMed for UC and was one of the 14 groups accepted out of the 87 applications. Lux serves as a co-president of the UC chapter of GlobeMed, consisting of 38 members. The chapter is partnered with Social Action for Women (SAW), an organization on the border of Thailand and Burma that provides safe houses for women refugees, a mobile medical team and income generation projects for women. UC’s GlobeMed students provide education to migrant Burmese refugees in Thailand on illness prevention and educate the UC campus on global health issues. During the winter break, Lux and five other members completed a 22-day Stephanie Lux and Burmese refugee children. internship in Thailand to monitor and evaluate a previous project they started with SAW. Their evaluation entailed a pre-survey and post-test to determine baseline knowledge and knowledge acquisition as a result of their project intervention. Utilizing training manuals provided by other organizations such as Johns Hopkins, the UC chapter of GlobeMed will continue their work with SAW. Lux says, “If you think of nursing in a hospital and a grass hut and are excited by learning about HIV in refugee camps, it’s for you!”

Fall 2013 | UC NURSING


Becoming an By Kelly O’Brien Photos by Dan Davenport

Technology is a dynamic entity that never slows in its progression and is constantly reinventing the way society functions. In education, technology has advanced from blackboards to smartboards and desktops to mobile devices in just the past decade. Recently, the UC College of Nursing (CoN) has elected to harness the benefits of mobile technology to launch its innovative iPad mini rollout to students, titled “iCoN,” during the fall semester of the 2013-2014 academic year.

Sophomores attend “iCoN” Orientation.

An “icon” is an entity that represents or symbolizes something else. The college chose “iCoN” as the headline for its iPad rollout to symbolize its innovative, technological movement toward improving higher education. In leveraging new technological practices and reforming courses to align with the iPad apps and capabilities, the college itself will assume a newly cultivated role as a leader, or icon, for the university. iCoN has been a college-wide endeavor that has required the resources and teamwork between the information technology, student affairs, instructional design and marketing offices. After research on similar higher education projects and analysis of case studies, the college concluded that its iPad rollout would be a long-term work in progress, rather than just simply handing out the technology to its faculty and students.

Sophomores are surprised with a “red carpet” and cheer line after completing orientation.

After extensive planning, the College of Nursing’s Center for Academic Technologies and Educational Resources (CATER) invited faculty to engage in the iPad Institute 1.0. This was a technology boot camp that educated attendees in iPad applications and functionality for two half-days during the spring quarter of 2012. CATER staff facilitated the events, presenting about topics such as iTunes U, communication, Apple TV usage and iPad applications in higher education. In receiving training, faculty members were required to incorporate the iPad into their nursing courses for a pilot session in the fall semester of 2012. In conjunction with CATER and the college’s instructional designers, several courses were restructured to accompany and efficiently employ the iPad. In doing so, the college created new course material and functions in alignment with the technology instead of just providing iPads. Director of Instructional Design Matt Rota regards the iPad as a positive, widespread movement toward improving collegiate education. "By innovating our classrooms with iPad technology and active learning strategies, we are able to implement a ‘flipping the classroom’ model in which the didactic lectures are delivered before students come to class. In doing so, in-class time is spent on maximizing the learning experience by facilitated discussion and reinforcement of concepts,” says Rota.

Scan the QR code with your smart device or visit www.nursing.uc.edu/academic_programs/bsn/ ipad-initiative to watch a video and learn how faculty are integrating iPads into their courses. 32

UC NURSING | Fall 2013

Faculty members that integrated the iPad into their courses included Assistant Professor of Clinical Lori Catalano, Professor Adrienne Lane and Associate Professor of Clinical Christine Colella. Lane employed various apps from the iPad to restructure and expedite the grading/student communication process.

“…the iPad, and supporting technologies like the AppleTV, iTunes, App Store, iBooks and iTunesU, represent a shift—a real opportunity to not just impact education, but to transform the way we learn, interact and collaborate.”

- Assistant Dean & Apple Distinguished Educator Chris Edwards

“By using iAnnotate I was able to decrease time associated with feedback, grading and assignment return to students by about 25 percent,” says Lane. “I was able to increase the quality of the feedback due to the variety of tools available such as writing, typing, voice, cross-through, highlighting, etc. Also, I was able to color-code the comments reflective of ‘needs improvement’ or ‘on target’. I love grading this way because it is fun and easily provides quality feedback.” After the success of the first iPad Institute and pilot session, the college held its iPad Institute 2.0 on June 4 – 5, 2013. An estimated 80 members attended the event. The institute was facilitated through iTunes U and members received expert advice and training from Apple representatives and CATER staff. Additional applications were covered, including iBooks, Nursing Central, the camera functions, iAnnotate and more. CATER also boasts a sound foundation of iPad savvy members and Apple affiliates. Assistant Dean for Information Technology and Communications and Director of CATER Chris Edwards was named an Apple Distinguished Educator of the Class of 2013. Edwards joined a select team of over 2,000 educators worldwide in pursuit of reforming and improving education through technology. “Over the last 20 years I have experienced a lot of technologies that have impacted education, such as computers in the classroom, wide area networks, wireless, the Internet and mobility. But the iPad, and supporting technologies like the AppleTV, iTunes, App Store, iBooks and iTunesU, represent a shift—a real opportunity to not just impact education, but to transform the way we learn, interact and collaborate.” In addition, CATER’s technology resource specialist, Jason Day, was accepted into the Apple Academy. This prestigious technological honor is invitation only and extended only to those Apple deems fit to participate. Day attended a fiveday intensive professional development workshop at Apple Headquarters that provided him with resources in iOS, OSX, Server, iTunes U Course Manager, iBooks Author, iWork Suite, iLife Suite and strategies in workflow for teaching and learning for him to implement at the College of Nursing. After these developmental training sessions and immersive training of the faculty and staff, the College of Nursing proudly embarks on this technological endeavor. In August 2013, sophomore BSN students were the first official group to experience iCoN. During orientation, students received a free set of standardized apps from CATER. It is the college’s

Chris Edwards

belief that in establishing a cohesive technological community, students will collectively grow through collaborative learning. This initiative transforms how nursing students interact with the content, each other and the physical space in which they learn. It also redefines how faculty members design and present content, communicate with students and develop educational activities. With iPads in the hands of every student and faculty member, the classroom becomes active, learning can take place in ways unimaginable before. In reinvigorating the means of nursing education, the college will render a new generation of more technologically equipped leaders in nursing. iCoN will revolutionize multiple aspects of student life and experience at the College of Nursing. In addition to trained faculty and enhanced educational possibilities, the incorporation of an iPad mini will also save students’ money in the long run. The college is providing them with $100 worth of interactive apps and an additional $130 in digital textbooks, saving students more than $250 per year. Students are also able to keep the iPad mini for the rest of their nursing careers, as hospitals and medical sites are quickly adopting and integrating the technology into their daily practices. Because of this, the college is also working with students’ clinical sites to allow the iPad mini to be used during rotations to prepare for medical work after college. The College of Nursing is the first college at the University of Cincinnati to incorporate the iPad mini into its courses. Fox 19 has already recognized it for such innovative technology usage. The college will continue to work closely with its students, staff and faculty members who are using iPad minis and guide them throughout the course of the initiative. Director of Student Affairs Krista Maddox notes the focus on the iPad both as a current tool for students enrolled in classes and as a future resource that keeps them constantly engaged and prepared for the health care field. “The Office of Student Affairs is really excited to embrace the iPad mini simply because we believe that our role with our students is to help them become lifelong learners and to embrace learning as part of what they do in their nursing profession,” says Maddox. “I think it’s important that we help them to develop the skills and utilize the necessary tools to become lifelong learners to constantly seek new knowledge. So, we feel that if we’ve started that by our service with them that we are really just mirroring what they are going to encounter in real life as a nurse.” Fall 2013 | UC NURSING




From robots to medical simulation, UC College of Nursing is engaging the community in innovative technological projects to improve care provision in the future. The college is incorporating remote presence robots into student courses and community-based settings.

By Kelly O’Brien Photos by Melanie Cannon and David Rosmarin

The college has invested in telehealth technology to prepare students for transforming environments which ensures workforce readiness, says Debi Sampsel, DNP, the college’s chief officer of innovation and entrepreneurship. The InTouch RP-7 robot, Sampsel says, is planned to be located in a community-based setting as part of a research study on effectively extending the reach of faculty, other health care providers and the aging nursing workforce. Telehealth devices are growing in usage across the nation as a means to get professional expertise deployed to underserved and difficult to reach populations. Telehealth devices can range from being as simple as health care providers using a phone to discuss patient care or as complex as operating a robot from long distances. The college’s first robot, an InTouch RP-7 was named “Flo-Bot” by nursing alum Patti Porter in honor of Florence Nightingale. This device was made possible by a gift from Ed and Jean Wedbush to the College of Nursing, where the monthly teleconnection fee is $1,600. Through the Interprofessional Innovation Collaboratory, the College of Nursing is working with colleges across the university to include physicians, engineers and other health majors in robotic telehealth care delivery. The use of the technology provides other disciplines the opportunity to learn about cutting edge delivery systems that they will encounter in the work environment. “As a researcher and practitioner, I am so excited about the potential this has for the various disciplines to address national problems such as an aging workforce and shortages in rural health care provisions,” says Sampsel. “Our strategic plan addresses the use of technology to provide students with more hands-on real-world experience. In order to accomplish that, I saw the wisdom in having the robot here to launch our new telehealth center,” says College of Nursing Dean Greer Glazer, PhD. Currently, Sampsel is collaborating with Maple Knoll Village, a nonprofit continuing care retirement community, to create the Collaboratory House. This allows students from multiple disciplines to evaluate and plan implementation strategies in a home setting. To date, nursing and engineering students have observed the role that adaptive equipment and


UC NURSING | Fall 2013

Left: Stephanie Grabo presents her team’s capstone poster.

Right: The Collaboratory House at Maple Knoll Village.

motion tracking systems play in keeping people in their home setting safe. In the process, the students were able to advance their understanding on how each respective discipline approaches conceptual design and implementation of assistive devices. In the future, the Collaboratory House will serve as a research and community service center.

Technological acclimation for the senior participants took time, but Grabo indicated that after experiencing V-Go, most residents fully endorsed its use.

In addition to Sampsel, students are receiving guidance from Yvette Pryse, PhD, assistant professor of clinical in the College of Nursing, and College of Engineering faculty Daniel Humpert, MSME, associate professor, and Vasile Nistor, PhD, assistant professor. The team is promoting increased collaboration by partnering students from both disciplines to select cutting edge projects that require concept testing and design input. In further exploring telehealth, three undergraduate students used Maple Knoll Village as the setting to explore V-Go, the college’s second robot, for their senior capstone projects. Stephanie Grabo, Colton Hemm and Kelly Hunt used V-Go to develop comparative product information about the potential use of the robot in educational settings. They delivered patient education to residents both face-to-face and through the use of V-Go. Working with the resident volunteers provided valuable interactive sessions during which the students not only learned how to use the robot, but also addressed residents’ ability to age in place and use technology. The students worked closely with the college’s Center for Academic Technologies and Educational Resources to learn how to correctly use the equipment, and then held educational sessions with the elderly residents on how the robot was able to assist them. Communication with residents and selfpromotion was an intricate aspect of the capstone for Grabo. “We started off doing a lot of promotional work,” says Grabo. “We sent out flyers, participated in a radio interview and held an informational session about our project for the residents of Maple Knoll Villages. Finally, we held educational sessions and a meet and greet with the residents. Although we had few participants, the residents responded very well to V-Go.”

“At first, the residents were opposed to working with new technology,” says Grabo. “During the informational session there were some who spoke against it vehemently. However, once they were able to see V-Go, experience how it works, and ask their questions about its use, they seemed very accepting of it. Some even made comments indicating that they could see V-Go being very useful and they are excited to see more of it.” Grabo hopes that their research spurs future use of telehealth applications. “Hopefully, our project will encourage the use of telehealth technologies, especially in rural and isolated communities where many do not have access to health care and specialty services,” says Grabo. “V-GO is easy to use and offers a new way of expanding our reach and providing important health promotion education to those who would not otherwise receive it. Health care providers, including nurses, need to strongly consider the use of this technology as an asset!” The college is continuing to incorporate remote presence telehealth robots and evolving innovations in student coursework. In the spring semester, Sampsel and Kathe Ballman, DNP, associate professor of clinical, teamed up to incorporate the telehealth experiential learning into the acute care nurse practitioner course studies. In addition, Sampsel is leading the initiative to expand the use of telehealth robots in the clinical area. She plans to develop research studies that advance the nursing knowledge about the use of health care examinations and care delivery using the devices, as well as the feasibility of telehealth as a workforce extender for aging nurses as one possible solution to the nurse educator shortage. Sampsel and an interprofessional team of telehealth leaders are planning a National Telehealth Conference to be held on March 20-21, 2014. This continuing education telehealth conference will be focused on providing professionals with practical hands-on operational experiences. Visit www.nationaltelehealthconference.com for upcoming details. Fall 2013 | UC NURSING


PAYING IT FORWARD It’s been said “’tis better to give than receive”…and then there is both! By Angela Koenig, Photo by Melanie Cannon

In 2011, Susan Hoelle held a bachelor’s of science in nursing but decided she wanted to pursue an advanced practice degree: a master of science in nursing, or MSN. She enrolled in the University of Cincinnati College of Nursing Family Nurse Practitioner program and during her two years became the proud recipient of the Susan and Derek van Amerongen Scholarship. This award bestows $5,000 a year to a student seeking to advance their career. But when Hoelle graduated in 2013 she made yet another career enhancing decision—this time for someone else, by establishing her own nursing scholarship to pay forward the generosity of the van Amerongen scholarship. Beginning in Fall 2013, and over a period of five years, Hoelle will assist other ambitious nursing students with a $2,000 scholarship contribution each academic year. The scholarship will be open to traditional, full-time students in any program in the College of Nursing with a 3.0 or higher GPA and the students must express a desire in public health nursing or to work with vulnerable populations. What is your background? I was born and raised in southwestern Ohio and am the third of five daughters. We grew up on a small farm with beef cattle and crops. My sisters and I helped with baling hay, canning


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vegetables and other activities on the farm. The work was hard at times but I always enjoyed driving the tractors or the farm truck, which of course I was doing well before receiving my driver’s education class. I attended Miami University for my undergraduate degree in nursing and worked several years before deciding to return to graduate school. Why did you choose UC to further your education? I initially selected UC because the university established a Master’s in Public Health program in 2008. I have a background in public health and was interested in a MPH degree. I looked elsewhere, but the program at UC met my requirements (local, on-site program). I started the MPH program in 2010 and it was during that time I decided on becoming a nurse practitioner. Attending UC for my master’s in nursing was the obvious choice. First, I wanted to attend an on-site program (not distance learning). Secondly, UC’s NP programs have a reputation for providing an excellent education for students. I enrolled and was accepted in the family nurse practitioner program and started the program in 2011. What did it feel like to receive the scholarship? I was thrilled and honored. When I decided to become a nurse practitioner, I wanted to attend as a full-time student.

Susan van Amerongen (left) and Susan Hoelle

That meant scaling back my work hours significantly, which translated into reduced income. I was willing to make the financial sacrifice because I was committed to studying as much as possible. I did not want to forgo the hours required to successfully complete the program. Receiving the scholarship greatly alleviated my financial burden. Being awarded the scholarship motivated me to work even harder, knowing that a significant portion of my education was being funded. How do you convey to others, especially young adults, the importance of giving back? Giving back is an investment in our future. I am proud to be a nurse and now a nurse practitioner. Giving back provides the opportunity to support the education of others in my profession. I have come to realize even a small gift can be incredibly impactful. As a recent grad, what would you tell those thinking about going back to school? People say to me, “Oh, it will take me three years, five years, whatever, to complete my degree”. I tell people to consider that this time will come and go regardless if you are in school or not, so why not? I so enjoyed returning to school later in life (I’m in my early 40s now) and really immersed myself in gaining new knowledge. It was tough but worth it, I’m excited about the next chapter post-graduation. To make a gift visit www.uc.edu/give and select College of Nursing. For more information on creating a nursing scholarship of your own, please contact Brian Hurst, senior director of development, by calling 513-558-0907 or via email brian.hurst@uc.edu. Scan the QR code with your smart device or visit www.nursing.uc.edu/news/paying-it-forward to watch Susan van Amerongen and Susan Hoelle on Cincinnati Local 12’s Random Acts of Kindness, by Liz Bonis. Video courtesy of WKRC Local 12.

Alumni Assist With Graduate Nursing Education By Angela Koenig

Due to the generosity of UC nursing alumni and additional donors, a scholarship fund specific to graduate studies is assisting nursing’s graduate students with tuition costs. “The scholarship definitely keeps me from having to work full time and balance school and my son,” says Lauren Muthig, a student in UC’s accelerated master’s of nursing Lauren Muthig science program who recently received $3,000 toward tuition from the College of Nursing Alumni Association Endowed Scholarship Fund for Graduate Student Education. “This is the only scholarship that we have in the college that is 100 percent dedicated to graduate students,” says Brian Hurst, senior director of development for the UC Academic Health Center. Muthig, he says, is one of six nursing students who have been awarded a total of $9,000 in funding, disbursed in varying amounts, since the fund was established in 2010 with $40,000 in seed money from the college’s alumni association. Within a few months of origination the fund grew to $50,000—the amount needed to establish a permanent endowment, meaning the scholarships are paid out on the interest gained—and to date it has a principal balance of $75,000, Hurst says. Since the fund’s inception, the 265 alumni and other donors have contributed 375 gifts, which means some donors have given multiple times, says Hurst. “Pure tuition scholarships,” he says, “are fairly common at the undergraduate level, but are harder to come by for graduate students and this one has grown at a steady pace.” This growth is a reflection of the dedication nurses have to their profession and the advancement of nursing in the health care field, says alumna, donor and former alumni association president and treasurer Connie Barker, (MSN ’90) who was heavily involved in originating the scholarship. The alumni, says Barker, were pleased to be able to extend support for advanced education for graduates of our program. “We wanted to celebrate the history and growth of the college, and as the college has grown so has the need to support advanced practice nurses,” she says. That support, Muthig says, makes all the difference when it comes to juggling day-to-day expenses, but it also means “when I get out of college I won’t have this incredible amount of debt.” Fall 2013 | UC NURSING


nursing COLLEGE OF


Alumni Weekend is a celebration for all 10,000+ members of the College of Nursing alumni community to renew old friendships and reflect on mutual experiences. By Kelly Chirumbolo & Brian Hurst

The University of Cincinnati’s College of Nursing Alumni Weekend was held on April 12-13, 2013. In addition to those celebrating their five-year reunion, the college opened up the event to all alumni. The festivities began on Friday, April 12 during the evening with the traditional reception for alumni celebrating their five-year reunion. Nearly 70 alumni from the classes of 1948-2008 gathered and reminisced with their classmates about their time as students. On Saturday morning all nursing alumni were invited to a recognition breakfast followed by three mini-sessions that highlighted the current college of nursing student experience, as well as the advancements in the educational environment and development over the years. During breakfast, Dean Greer Glazer spoke about her vision for the college as well as honored alumni from the classes of 1963 (50th) and 1988 (25th) for their anniversary reunions. The college also recognized this year’s class agents and celebrated the tremendous class giving totals for reunion-year alumni. With 182 reunion-year donors, the college accumulated an outstanding $433,000 in donations. Additionally, the 2013 class president spoke about her student experience, which was followed by the granting of the annual Distinguished Alumni Award. After breakfast, college alumni, friends, faculty and staff spent the morning rotating among three concurrent minisessions: The Student Experience, Faculty Research and the Interprofessional Innovation Collaboratory. Alumni Weekend concluded with an all-UC alumni Skyline Chili and Graeter’s lunch at the Myers Alumni Center. Alumni Award Winner Wanda Wilson, CRNA, PhD, MSN

Wanda Wilson

Wanda Wilson, CRNA, PhD, MSN, is the executive director of the American Association of Nurse Anesthetists (AANA), the professional organization representing more than 39,000 Certified Registered Nurse Anesthetists (CRNAs) and student nurse anesthetists in the United States.

Wilson earned her doctorate in nursing science and physiology, a master’s degree in nursing, a bachelor’s degree in nursing and a bachelor’s degree in science from the UC College of Nursing. She also received her nurse anesthesia diploma from Cincinnati General Hospital and her nursing diploma from Holzer Medical Center in Gallipolis, Ohio. Previously, she was the program director of the nurse anesthesia program and professor of clinical nursing at


UC NURSING | Fall 2013

the UC College of Nursing as well as assistant director of anesthesia services at University of Cincinnati Medical Center (UCMC). Her clinical anesthesia practice was conducted at UCMC and Mercy Hospital Anderson in Cincinnati. Wilson has participated in the AANA Journal Fellowship Program, the AANA Foundation Clinical Research Scholars Program, the AANA Advanced Clinical Research Scholars Program and the first AANA Management Development Program at J.L. Kellogg Graduate School of Management in Chicago. She has also served on multiple Ohio state associations, the AANA Foundation and AANA committees. She is a past president of the Ohio State Association of Nurse Anesthetists, served as Region 6 director on the AANA Board and assumed roles as AANA Treasurer, AANA Vice President, AANA President-Elect and AANA President. Wilson has been recognized for speaking on anesthesiarelated topics over the years. She has taken her experience and knowledge from the workplace and her AANA leadership role to lecture on political and academic anesthesia-related topics for different professional groups. During her AANA presidency, Wilson advocated for CRNAs and patients before the Centers for Medicare and Medicaid Services, the Centers for Disease Control and Prevention, the Food and Drug Administration and other federal agencies. In addition, Wilson worked to bring the AANA’s perspective to the national debate on how to improve veterans’ health care, ensuring that AANA was represented in Congressional hearings to testify about the contributions of CRNAs in the Veterans Affairs health system and the dedication with which CRNAs provide safe anesthesia care to members of the U.S. Armed Forces at home and abroad. The college was honored to recognize Wilson as the 2013 UC College of Nursing Distinguished Alumni for her notable career and outstanding achievements. Distinguished Award Finalist Angela Aull, BSN Angela Aull has been a member of the Specialty Resource Unit at Cincinnati Children’s Hospital Medical Center (CCHMC) since 1999. She received her BSN in 1999 from the UC College of Nursing. Aull has contributed to the nursing profession as an expert nurse and a leading champion of shared Angela Aull governance and Magnet nursing. She was actively involved at the unit or point of care level within her first year as a professional nurse. Later, she effectively served as a member and chairperson of numerous councils over time, and currently serves as the chairperson for the Magnet Re-designation effort.

Previous experience at the patient’s bedside includes her advancement from an RN to an RN III. She continues to hold her status as an RN III working across all three critical care units (cardiac, neonatal and pediatric) on any given day. She also works one day a week as a highly skilled radiology transport nurse. Recently, Aull devoted herself to an effort to increase nursing certification importance and awareness for nurses at CCHMC. She provided guidance as a mentor to others who were planning to certify for the first time and those who needed to renew their certification. Her efforts resulted in a 20 percent increase in the number of certified nurses. Distinguished Award Finalist Becky Baute, BSN Becky Baute is assistant vice president of patient services at CCHMC. She received her BSN in 1983 from the UC College of Nursing. Almost 30 years of clinical and leadership experience have given Baute a unique perspective that is sought out regularly among senior leaders at CCHMC. She is a tireless Becky Baute advocate for quality patient care, a satisfactory patient/family experience and high reliability safety. Specific outcomes resulting from her leadership include: implementing elopement mitigation strategies to increase patient safety, developing a global urgent care strategy for continuous growth in CCHMC’s urgent care facilities, instituting a revised organizational restraint and seclusion process to meet Conditions of Participation and implementing a structured organizational emergency preparedness program for all 11 CCHMC facilities, including outpatient and urgent care areas. Baute became an assistant vice president in 2010, overseeing direct operation of the emergency department, urgent cares, pediatric intensive care unit and other care delivery areas of the medical center. In her role, she has proven to be a key player in the hospital’s strategic work on quality, patient safety and family-centered care. She manages more than 500 associates at CCHMC and uses her leadership skills to motivate diverse sets of individuals to work as a team to achieve optimum patient care and outcomes.

Scan the QR code with your smart device or visit our Facebook page at www.facebook.com/ uccollegeofnursing to view photos of the event.

Fall 2013 | UC NURSING



A W A R D S By Angela Koenig




Seventeen Greater Cincinnati nurses were recognized for delivering exceptional patient care during the University of Cincinnati’s 21st annual Florence Nightingale Awards for Excellence in Nursing. The event was held Thursday, April 25, at the Hyatt Regency Cincinnati. A reception at the retailer Saks Fifth Avenue kicked off the awards ceremony. The Florence Nightingale Awards recognizes registered nurses throughout the region for delivering exceptional patient care. At this year’s event, seven nurses received the Florence Nightingale Awards for Excellence in Nursing, which includes a bronze bust of Florence Nightingale, the founder of modern nursing, and a $1,000 monetary award. Ten other finalists received the Dean’s Award, comprising a plaque and a $400 award. “When I was 6 years old sitting on my grandmother’s porch wearing my aunt’s brand new nurse’s cap, I told her I wanted to be a nurse just like her. Somehow I knew this was the career that God wanted me to have; and to this day, I will tell you, I don’t know what I would do if I was not a nurse,” said Jennifer Lemmink, RN, University of Cincinnati Medical Center, told an audience of over 500 attendees upon receipt of her Nightingale Award. A total of 240 nominations were submitted into this year’s competition. Winners were selected by the College of Nursing’s Board of Advisors. The Nightingale event’s three major sponsors for 2013 were University of Cincinnati Medical Center, Cincinnati Children’s Hospital Medical Center and Mercy Health Partners. The college’s Dean Greer Glazer, PhD, served as master of ceremonies. “After seeing the quality of these award recipients, I realize how fortunate we are to be a part of health care in Cincinnati,” said Glazer. “The level of commitment and competency that these nurses exemplify is exactly what is needed to transform health care both locally and globally.” The 22nd Nightingale Awards will be held on Wednesday, April 23, 2014.


UC NURSING | Fall 2013

Nightingale Award Recipients First Row: Stacey Nance, Jamie Cooper Meyers, Jennifer Lemmink and John Bendele; Second Row: Rommel Padillo, Jane Swaim and Sr. Carole Temming

2013 Nightingale Winners Nightingale Award Recipients John Bendele, VA Medical Center Jennifer Lemmink, University of Cincinnati Medical Center Jamie Cooper Meyers, The Christ Hospital Stacie Nance, St. Elizabeth Healthcare Rommel Padillo, Mercy Health Fairfield Jane Swaim, St. Elizabeth Healthcare Sr. Carole Temming, Immaculate Heart of Mary Parish Dean’s Award Recipients Peggy Brooks, Oncology Hematology Care Lynn Brown, Northern Kentucky University Michelle Daniels, Elm Street Health Center Christina Davenport, Drake Center Maria Koegel, VA Medical Center Sr. Kay Kramer, St. Elizabeth Healthcare Jonathan Ramos, VA Medical Center Anne Wainio, VA Medical Center Jessica Wiles, University of Cincinnati Medical Center Sheree Young, Atrium Medical Center

Special Thanks Sponsors We gratefully acknowledge the following sponsors for their generous support for this award ceremony: Event Sponsors

Presenting Sponsors Cincinnati Enquirer The Christ Hospital St. Elizabeth Healthcare TriHealth Benefactors Catholic Health Partners Chemed Corp Foundation Dennis M. & Lois A. Doyle Family Foundation Saks Fifth Avenue Trustaff Corporate Sponsors Derek van Amerongen, MD, MS The Christ College of Nursing and Health Sciences Humana of Ohio The Drake Center Trudi Fullen Cynthia White Robert & Sharon Wiwi David Wells Communications, LLC. Magazine Media Sponsor Cincinnati Magazine

In Honor of Former Dean Andrea R. Lindell

The event began with a reception at Saks Fifth Avenue, followed by dinner and the awards ceremony at the Hyatt Regency Cincinnati. Scan the QR code with your smart device or visit our Facebook page at www.facebook. com/uccollegeofnursing to view photos of the event.

Fall 2013 | UC NURSING



During the 2012-2013 academic year, the UC College of Nursing had a 3.6 percent decrease in total college enrollment due to the decline in graduate students. However, graduate enrollment still accounted for 67 percent of total enrollment, of which 74 percent were online students. In an effort to increase diversity, the college has launched several new initiatives to help recruit and retain underrepresented students (p. 22).


0.2% 1.2%

0.7% 4.3%


0.1% 2.0%


Undergraduate Class Profile (Fall Semester 2012) Gender (Inner Ring) Female 87.0% Male 13.0%


Ethnicity (Outer Ring) American Indian or Alaska Native 0.2% Asian 1.2% Black or African American 6.5% Native Hawaiian/Pacific Islander 0.1% Hispanic/Latino 2.0% White 83.8% Non-resident Alien 0.7% Unknown 4.3% Two or More Races 1.2%


Undergraduate Class Profile (Fall Semester 2012)

0.8% 0.3% 0.9% 3.6%

3.3% 9.6%


0.3% 3.0%



Graduate Class Profile (Fall Semester 2012)


UC NURSING | Fall 2013

Graduate Class Profile (Fall Semester 2012) Gender (Inner Ring) Female 88.3% Male 11.7% Ethnicity (Outer Ring) American Indian or Alaska Native 0.3% Asian 3.3% Black or African American 9.6% Native Hawaiian/Pacific Islander 0.3% Hispanic/Latino 3.0% White 78.4% Non-resident Alien 0.9% Unknown 3.6% Two or More Races 0.8%

Instructional FTE

0.2% 0.1%



1.3% 1,837




0.4% 2.7% 1.8%



0.3% 0.3% 0.3%

2.2% 2.9% 4.1%


1,576 1,373



9.4% 16.7%

24.5% 500


0.4% 0







Academic Program Enrollment (Fall Semester 2012)





Undergraduate Headcount 1,200 29.6% 1,068

1,000 946




Academic Program Enrollment (Fall Semester 2012)


Undergraduate Programs (Inner Ring) Nursing 51.6% Accelerated Phase I 3.5% Pre-Nursing 24.5% RN to BSN Online 20.4%

600 400 200 0






Graduate Headcount 2,000



1,575 1,289

1,000 857 500








Graduate Programs (Outer Ring) Onsite Accelerated Phase II MSN Acute Pediatric NP MSN Adult Acute NP MSN Adult Ambulatory NP MSN Clinical Nurse Spec MSN Community Health Nursing MSN Family NP MSN Nurse Anesthesia MSN Occupational Health Nursing MSN Pediatric NP Post-Baccalaureate Cert. Nurse Educator Post-Master’s Cert. Acute Health Nursing Post-Master’s Cert. Adult Ambulatory NP Post-Master’s Cert. Family NP Doctor of Nursing Practice (DNP) Nursing Research (PhD) Total Onsite Online MSN Adult Ambulatory NP MSN Clinical Nurse Spec MSN Family NP MSN Nursing Administration MSN Nurse Midwifery MSN Psych CNS MSN Psych NP MSN Women’s Health NP Total Online

5.0% 1.3% 3.2% 2.2% 0.2% 0.1% 2.9% 4.1% 0.5% 0.7% 0.3% 0.3% 0.3% 0.4% 2.7% 1.8% 26.0% 16.7% 4.4% 29.6% 2.3% 4.2% 0.4% 7.0% 9.4% 74.0%

Fall 2013 | UC NURSING



DEVELOPMENT SNAPSHOT The College of Nursing has seen an overall increase in giving since the fiscal year of 2012. Total donors increased by nearly 5 percent and total donations climbed by 50 percent. McMicken Society Donors also increased by 25 percent.

• College of Medicine - 48%







Total Donations

$1 ,39 6,5 00

$2,000,000 $1,500,000


1,0 58

98 8 300

$2,500,000 100%

1,0 09

1,1 19


$2 ,20 4,9 51

• College of Pharmacy - 65%


$1 ,46 8,7 15

• College of Nursing - 65%


$2 ,15 67 19

• College of Allied Health Sciences - 89%


1,2 51

The Faculty/Staff Campaign is an annual fundraising effort that provides both active and retired faculty and staff an opportunity to directly impact the UC community through their charitable donations to UC. Final standings for the colleges of the UC Academic Health Center include:

Total Donors

$2 ,12 5,2 48

2013 Faculty/Staff Campaign



$500,000 70%









Charles McMicken Society Donors



70 60








The Charles McMicken Society recognizes donors (individuals and couples) based upon their UC support with an annual gift of $1,000 and more. The number of gifts below includes all cash gifts, pledges, pledge payments and planned gifts.



50 40 30 20 10 0


UC NURSING | Fall 2013






Making history at the University of Cincinnati. After eight years and over 100,000 donors, on June 30, 2013, the entire University of Cincinnati truly was Proudly Cincinnati! On this date UC closed its books on the most successful fundraising effort in the university’s history. UC joined a very elite group: only 1 percent of universities have successfully completed fundraising campaigns of at least $1 billion. The Proudly Cincinnati campaign counted all private support to UC from alumni and friends from July 1, 2005 – June 30, 2013. Gifts and pledges from over 100,600 supporters during this time totaled $1.09 billion! Proudly Cincinnati support across the university: • More than $113.1 million supported scholarships and financial aid. • 530 new scholarship funds were created during the campaign. • 53,687 donors gave their first UC gift (16,384 of these donors gave multiple gifts). • $47 million was raised to support and create professorships and endowed chairs that enable continued faculty excellence. • More than $65 million was contributed by UC’s faculty and staff. • Nearly 24% of gifts came from donors outside of Cincinnati. • Approximately $177.8 million solidified UC’s research enterprises among numerous fields and disciplines. • 23 endowed chairs were created in diverse areas such as Entrepreneurship, Tort Law, Design, Catholic Studies and Alzheimer’s Disease. • And almost $162 million was given to strengthen the Academic Health Center and UC Health programs that serve residents from Cincinnati and beyond. Like UC, the College of Nursing had unprecedented support during this time. The college surpassed its original fundraising goal of $20 million with a final total of $20,303,578 raised from over 7,500 gifts and pledges.

Breakdown of support at the College of Nursing: • Scholarships and Financial Aid - $4,093,693 • Program Support - $11,758,163 • Dean’s Funds - $2,441,718 • Planned Gifts - $2,010,004 During the Proudly Cincinnati campaign numerous permanent and spendable funds were created by alumni and friends. The following are some examples of these funds. • College of Nursing Alumni Association Endowed Scholarship for Graduate Student Education - Supports graduate student scholarships • Jean (Nursing HON ’08) and Edward Wedbush Gift Fund for Nursing - Discretionary funds used for clinical education equipment, technology improvements, scholarships and building improvements • Betty J. Michael (BSN ’46) Historical Preservation Fund - Endowed fund to maintain the college’s historical collection • Rosalee C. Yeaworth (MSN ’66) Outstanding Teacher Award Fund - Endowed fund to provide a financial award to an outstanding member of the College of Nursing faculty • Robert and Eileen H. Duncan McCarthy Scholarship Fund - Provides scholarships to worthy and deserving students who might not otherwise be able to attend the College of Nursing • Julie K. (BSN ’96) Woodside Educational Mobility Program Endowment Fund - Supports the RN to BSN program at the College of Nursing • College of Nursing Employee Professional Advancement Fund - Provides funds for small, nontuition related expenses associated with College of Nursing employees enrolled in, or continuing in, courses or programs at the University of Cincinnati These are just a few examples of how alumni and friends had an impact on the College of Nursing. From the $25 annual fund gifts to the $1 million pledges, every gift counted and helped us reach our goal! Thank you to every donor who helped the College of Nursing raise over $20 million in the Proudly Cincinnati campaign. Fall 2013 | UC NURSING


Honor Roll of Donors

The College of Nursing greatly appreciates the generosity of its donors. Your special gifts and donations impact the growth of the college and provide special opportunities for students. The following list is comprised of gifts received between July 1, 2012 - June 30, 2013. Pledges that were made, but not received are not included. Alumni who earned multiple degrees from the College of Nursing are listed with their most recent graduation year. $10,000 and Above Alumni 1962 Mrs. Sandra S. Flamm 1971 Lou Ann T. Emerson, PhD 1988 Mrs. Diane Y. Dumbauld 2008 Mrs. Jean L. Wedbush Friends Mr. Andrew M. Gordon Ms. Susan Hoelle Mr. John F. Steele, Sr. Mr. and Mrs. Eric B. Yeiser Organizations The Cambridge Charitable Foundation Catholic Health Partners The Cincinnati Enquirer Cincinnati Magazine Cincinnati Children’s Hospital Medical Center Estate of Emily G. Seaman Fifth Third Bank The Charles Fleischmann Endowment Fund The Hayfields Foundation Lindner Center of HOPE Mercy Health Foundation Charles E. Schell Trust for Education UC Health

$1,000 - $9,999 Alumni 1937 Mrs. Clara Thorley Pfeiffer 1946 Mrs. Marjorie D. Hunter 1948 Mrs. Martha J. McGarey 1956 Mrs. Cynthia C. White 1958 Mrs. Barbara M. Grawey 1960 Mrs. Elaine F. Rosales 1963 Ms. Patricia D. Gray 1965 Mrs. Andrea K. Wiot 1966 Mrs. Joan M. Friend 1971 Susan R. Opas, PhD 1972 Janice M. Dyehouse, PhD 1978 Dr. Nancy J. Robert 1981 Nancy E. Huth, MD 1983 Mrs. Meg A. McCann 1985 Ms. Evelyn L. Fitzwater 1986 Mrs. M. Kathleen Romanovich 1992 Mrs. Janet L. Johnson 1996 Mrs. Julia K. Woodside 1997 Cheryl L. Hoying, PhD 2000 Mrs. Donna J. Cook 2005 Karen D. Bankston, PhD 2008 Gordon L. Gillespie, PhD Friends Darlene A. Anderson, RN, PhD Mr. and Mrs. Roderick W. Barr Mr. J. Timothy Benton Mr. and Mrs. Lee A. Carter Mrs. Therese D. Fullen Greer L. Glazer, PhD, RN, CNP, FAAN Mr. and Mrs. Christopher Kinard


UC NURSING | Fall 2013

Ms. Eleanor R. McAndrews Ms. Suzanne Perraud Mrs. George Rieveschl Mr. and Mrs. Snowden Rowe Mrs. Deborah D. Sampsel Mr. and Mrs. Richard W. Swaim Dr. and Mrs. Derek van Amerongen Mr. and Mrs. David M. Widmann Mr. and Mrs. Robert P. Wiwi Organizations Chemed Corporation Foundation Christ College of Nursing and Health Science The Christ Hospital Drake Center, Inc. Humana of Ohio napCincinnati PricewaterhouseCoopers LLP The Procter & Gamble Fund Saks Incorporated TriHealth, Inc. Trustaff University of Cincinnati Medical Center

$100 - $999 Alumni 1941 Mrs. Helen V. Huber Mrs. Dortha E. Osmun 1943 Mrs. Henrietta R. Goetz 1944 Mrs. Mary E. Triplett 1945 Mrs. Eve A. Arnett 1946 Mrs. Sybil E. Hole Mrs. Dorothy K. Thompson Mrs. Freda A. Baker Mrs. Delyle M. Soper Lt. Col. Miriam G. Rothchild Mrs. Suzanne Frankel Dunbar 1948 Mrs. Janet S. Abernathy Ms. Becky Newsome 1949 Mrs. Ruth M. Smith 1951 Mrs. Dorothy L. Hart Mrs. Joan L. Kane Mrs. Mary E. Stang Mrs. Margaret F. Litty Mrs. Josephine C. Duvauchelle Mrs. Marilyn M. Barker 1952 Mrs. Lois V. A. Brumberg Mrs. Marlys R. Lane Mrs. Patricia J. Maurer 1953 Mrs. Marjorie A. Brisker Mrs. Ruth W. Erhardt Mrs. Coralie U. Lynn 1954 Mrs. Jeannette E. Battista Ms. Elaine M. Gleason Mrs. Patricia B. Konkle Mrs. Rosemary E. O’Hara Mrs. Peggy E. Willson 1955 Mrs. Carol M. Weinberg Mrs. Gail M. Haddad Mrs. Virginia A. Steagall

1956 1958 1959 1960 1961 1962 1963 1964 1965 1966 1967 1968

Miss N. Diane Dransfield Mrs. Suzanne S. Kilgore Mrs. Ann A. Moore Mrs. Coleen M. Lowe Mrs. Jean Tiggeman Mrs. Nancy O. Linville Mrs. Virginia Lee Sullivan Dr. Jessie A. Schofield Ms. Virginia A. Coughlin Mrs. Cynthia K. Gerlach Mrs. Betty W. Gotta Ms. Sara J. Guentz Mrs. Nancy J. Claggett Mrs. Patricia A. Boyle Dr. Louise M. Wulff Mrs. Carol D. Moss Mrs. Vivian L. Carstens Mrs. C. Sue Lantzer Mrs. Patricia M. Urbanski Mrs. Carole Y. Yano Mrs. Laura G. Moore Rev. Joy D. Skeel Ms. Marie D. Zinninger Julia B. George, PhD Mrs. Marianne S. Overley Mrs. Linda T. Fisher Mrs. Susan M. Hafer Mrs. Judith L. Royalty Dr. Judith A. Euller Mrs. Linda M. Britton Mrs. Josephine K. Kau Col. Janet S. Duval Mrs. Lorelei O. Gibbs Mrs. Shirley R. Hayes Mrs. Carol W. Cole Mrs. Claudette M. Finke Mrs. Carole A. Hegtvedt Mrs. Marilyn S. Fisher Mrs. Joan B. Krieg Mrs. Barbara T. Weetman Edna M. Menke, PhD Mrs. Naomi J. Loechtenfeldt Mrs. Irene R. Ehrmin Mrs. Judith J. Tiano Mrs. Betty M. Williams Mrs. Donna L. Becker Mrs. Elvira R. Disbennett Mrs. Sharon S. Brown Mrs. Kristin L. Meyers Mrs. M. Suzann Pollock Mrs. Leslie B. Ratshin Mrs. Jo Ann Shum Mrs. Sharon T. Hale Laura Fern H. Mims, PhD Mrs. Frances E. Mack Mary E. Strohbach, PhD Julia M. Cowell, PhD Mrs. Lynn D. Lippert Mrs. Linda J. Newton Mrs. Gail E. Oakes Mrs. Mary Lou Farr Ms. Linda J. Lutz Mrs. Susanna L. Bertelsen Mrs. Barbara E. Uchtman Weitekamp

1969 Mrs. Patricia B. DeisGleeson Judith A. Pfeiffer, PhD PMHCNS-BC Linda A. Tieman Mrs. Julie A. Coffing 1970 Miss Leslie E. Satz 1971 Mrs. Janet K. Breidenbach Miss Ruth A. Dunker Patricia A. Martin, PhD Ms. Carol H. Rumpler 1972 Mrs. Carolyn A. Smith Janet A. Deatrick, PhD Mrs. Emma L. Wade 1973 Mrs. Susan H. Spurgat Dr. Nancy D. Opie 1974 Madeleine T. Martin, PhD Mrs. Michele E. Muskus Mrs. Deborah M. Tierney 1975 Mrs. Linda C. Hale Mrs. Patty K. Hochwalt Ms. Margie A. Murdock Mr. Thomas R. Baechle 1976 Dr. Mary E. Hagle Doris S. Edwards, PhD Mrs. Donna W. Commons 1977 Mrs. Susan B. Haimes Mrs. Shannon M. Knight Mrs. Therese L. Gibble Mrs. Marcella V. Moreno Mrs. Cynthia S. Pearsall 1978 Mrs. Patricia A. Cigetich Mrs. Barbara S. Gibson Ms. Lori A. Hoenemeyer Mrs. Jo Anne M. Johnson Mrs. Kathy L. Krutko Mrs. Charlene B. Mason Ms. Joann SabadosCarolina Mrs. Lula Whitehead Margaret M. Calarco, PhD Mrs. Monica L. Koch Mrs. Beth Homan Hurd 1979 Ms. Sandra L. Doman Mr. Bruce E. Singley 1980 Mrs. Cynthia Herrington Mrs. Mary Anne Miller Mrs. Mary Ann Abernathy Mrs. Carrie A. McCoy Cynthia A. Yund, PhD Ms. Mary Romelfanger Mrs. Brenda K. Cormier 1981 Mrs. Jolynn E. Hurwitz Miss Susan B. Lichtenbaum Ann H. White, PhD Mrs. Kerry L. Gerachis Mrs. Rebecca J. Hall Mrs. Ann B. Malinowski Mrs. Nancy Miller Colquitt Mrs. Margaret S. Hopkins Mrs. Jodi L. Hudgins 1982 Mrs. Constance R. Bank Ms. Lisa A. Hathaway Mrs. Leatha Boone

1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2002 2004

Mrs. Joan M. Luthanen Mrs. Jennifer M. Bradley Mrs. Anne P. Greco Mrs. Nancy H. Hanzel Ms. Jennifer A. Lemmink Mrs. Katherine Anderson Mrs. Mavourneen Kiely Mrs. Rebecca Baute Mrs. Carol Z. Krampetz Mrs. Kelly A. Kelley Marilyn Schleyer, PhD Mrs. Jane K. Williams Ms. Leslie M. Holpit Ms. Mary K. Toler Mrs. Cynthia A. Hutz Ms. Lori B. Kasher Mrs. Bridget G. Rosen Mrs. Jill D. Shea Mrs. Judith A. Hostiuck Ms. Evelyn O. Ellington Vicki P. HinesMartin, PhD Mrs. Catherine L. Wieder Mrs. Diane T. Anglen Mrs. Victoria S. Dittrich Mrs. Rebecca L. Parant Mrs. Karen L. Webster Mrs. Judy Wynne Neff Mrs. Marianne Wuebker Mrs. Pamela S. Collins Ms. Trudy J. MacDonald Mrs. M. K. Gaedeke Roland Mrs. Susan L. Geoppinger Ms. Yolanda L. Munguia Mrs. Trisha F. Mabry Mrs. Linda C. Miller Mrs. Debra A. Nelson Mr. Joseph M. Kroner Mrs. Amy D. Rushton Ms. Kimberly D. Flowers Mrs. Lisa R. Ohm Ms. Cynthia M. Jackson Mrs. Debra J. Sandercock Mrs. Kathleen Kinnett Dr. Derrick Reedus Mr. Dennis A. Robb Mrs. Laura A. Weldishofer Ms. Julie A. Holt Mrs. Debra A. Heaton Ms. Cathy KroegerBeumer Mr. Michael Penker Mrs. Susan H. Ryckman William T. Ray, PhD Mrs. Karen S. Tower Mrs. Teresa J. Schleimer Mrs. Julie A. Shaw Mrs. Carole Adelman Mr. Jonathan Colvin Mr. Steven T. Meyer Mrs. Kimberly A. Navaro Ms. Jacqueline M. Hope Ms. Dezrie A. Moore Mrs. Melony A. Rosen Dianne M. Felblinger, EdD Ms. Mary Alexander Ms. Sarah E. Gugliotti

2005 2006 2007 2008 2009 2010 2011 2012 2013

Myra S. Jones, PhD Mr. Frank A. Juran Ms. Kimberlee A. MillerWenning Denise K. Gormley, PhD Mrs. Cynthia Nypaver Ms. Tammy R. Higgins Mrs. Kathy A. Smith Ms. Mary C. Bakis Ms. Tamar Canaan Ms. Ujaranne Ifeakanwa Tracey L. Yap, PhD Mrs. Megan Hassel Mr. Christopher J. Haskell Ms. Janice M. Gramke Robin L. Osterman, PhD Ms. Megan B. Arbogast Ms. Katie R. Bondoc Mrs. Georgiana Murray Mr. Alan J. Ullman Mr. James W. Coke Ms. Victoria Brassfield Ms. Mary C. Hoffmann Ms. Megan A. Brissie Ms. Maureen J. Gartner Ms. Melanie KrogerJarvis Mrs. Camille M. Lloyd Mr. Christopher A. McPhillips Ms. Sherriann Perivolotis Ms. Lisa R. Phillips Carolyn R. Smith, PhD Eileen M. Werdman, DNP Mrs. Sarah J. Wilder Mrs. Kathleen A. Ballman Ms. Lisa D. Johnson Mrs. Christine M. Colella

Friends Mr. John G. Bendele, Jr. Richard C. Bozian, MD and Marguerite M. Bozian, PhD Ms. Kimberly Clawson Mr. Christopher J. Edwards Ms. Sarah A. Ehrnschwender Mr. and Mrs. Mark W. Giuseffi Ms. Valorie Grant

Mr. and Mrs. Joe Gray Dr. Jason Gregg Mr. and Mrs. Jeff Hicks Mr. and Mrs. Brian H. Hurst Mr. Joseph R. Irvine Ms. Lisa S. Johnson Mr. and Mrs. Thomas A. Kelly Mr. and Mrs. Bruce A. Kieviet Mr. Emanuel D. Lewis Krista R. Maddox, EdD and Mr. Christopher Maddox Mr. and Mrs. Robert H. Martsolf Mr. John and Dr. Claudia Mitchell Mrs. Marjorie Motch Yvette Pryse, PhD Mr. Charles G. Puchta, Jr. Rev. Cathy E. Rosenholtz Mrs. Frances F. Schloss Mr. Gregory J. Schroer and Patricia A. Schroer, RN, BSN, MSN Donna Shambley-Ebron, PhD Mr. and Mrs. John Shay Mrs. Ada H. Sloane Ms. Anne E. Steele Mr. David Wells Dr. Melissa A. Willmarth Organizations Bank of America Foundation Boeing Company Matching Gift GE Foundation Marathon Petroleum Company Oracle Corporation Public Service Electric & Gas Company David Wells Communications, LLC

$1-$99 Alumni 1942 Mrs. Betty F. Pugh 1944 Mrs. Frances B. Curtis Mrs. Barbara H. Willke 1946 Mrs. Virginia I. Carleton

1947 1948 1949 1951 1952 1953 1954 1955 1956 1957 1958 1959

Mrs. Margaret R. Hull Mrs. Betty J. Michael Mrs. Anna E. Marden Mrs. Susan W. Biddinger Mrs. Harriett C. Parker Mrs. Phyllis J. Qualheim Mrs. Lois K. Haber Mrs. Jean D. Strahan Mrs. Edna M. Howe Mrs. Joan E. Eberly Mrs. Jean H. Baird Mrs. Charlotta M. Burton Ms. Elizabeth A. Lineback Mary J. Garrett, PhD Mrs. Betty D. Baier Mrs. Doris M. Dawson Ms. Betty S. Topp Mrs. Marilyn S. Fietz Ms. Carol M. Lawyer Mrs. Jane E. Hagen Mrs. A. Isabelle Liller Mrs. Elinor E. Selkirk Mrs. Syd L. Knight Mrs. Susan B. Ballentine Mrs. Karen E. Fenton Mrs. V. Louanne Tewart Ms. Virginia L. Niemeyer Mrs. Lois A. Sammons Mrs. Anna M. Pyle Mrs. Marilyn F. Reinking Mrs. Jo Ann Brannaman Dickman Mrs. Janet A. Gillespie Mrs. Joyce L. McKinney Mrs. Nancy B. Crowe Miss Mary C. Montgomery Patricia R. Wahl, RN, FAAN, PhD Mrs. Marie M. Matsunami Mrs. Patricia K. Fieno Mrs. Anne L. Gerster Mrs. Beatrice A. Norwood Mrs. Susan A. Coffin Cordea

Mrs. Barbara A. Moe Mrs. Mary S. Maddux 1960 Mrs. Carole J. Hutchinson Mrs. Joann M. Sarvay Mrs. Betty J. Schaefer 1961 Mrs. Marilyn M. Moore Mrs. Judith H. Tymes Mrs. Barbara B. Huffman Mrs. Sara N. McLaughlin Mrs. Shirley F. Quatman Capt. Cynthia A. Schultz Mrs. Patricia L. Smith Mrs. Margaret A. Fisk 1962 Mrs. Laura J. Starr Mrs. Gerry L. Jump Mrs. Bonnie M. Rekstis Mrs. Janet S. Sutorius 1963 Mrs. Louise Boyd Mrs. Marilyn L. Fogle Nancy K. Rowe, PhD, RN Mrs. Dianne K. Bader 1964 Ms. Dolores C. Daniel Mrs. Terry L. Zeman Mrs. Lora Jane N. Anderson Mrs. Sarah J. Dinkelmann Mrs. Lois S. Luther Mrs. Sharon R. McComb Mrs. Anne E. Schleich Mrs. Patricia A. TannerSholiton Mrs. Cecelia S. Wallace Mrs. Lisbeth C. Breazeale 1965 Mrs. Marian S. Hanson Mrs. Linda M. Blake Mrs. Carol A. Dickey Mrs. LuBeth W. Kuemmerle Mrs. Carol A. Weaver Mrs. Carla F. Andrews Lt. Col. Carolyn S. Cade Mrs. Judith L. Charlton Mrs. Joyce E. Kemp Mrs. Sonya K. Molique Ms. Margaret E. Robinson Mrs. Georgiann C. Wei

1966 1967 1968 1969 1970 1971 1972 1973 1974 1975

Ms. Nancy L. Schnell Ms. Carol E. Agler Mrs. Margaret E. Doyle Mrs. Margaret G. Schultz Mrs. Julie A. Laybourne Mrs. Margaret M. Martin Mrs. Susan M. Burris Mrs. Judith A. Neal Mrs. Doris J. Hall Mrs. Carolyn A. Niemiller Mrs. Jo Anna Risk Mrs. Donna L. Mossman Mrs. Patricia A. Reuter Mrs. Kathryn Y. Burch Miss Carolyn M. Burke Mrs. Carol G. Geiger Mrs. Betty L. Tudor Miss Alice L. Rose Mrs. Adele Lamping Hanes Mrs. Earlene J. Retford Mrs. Cheryl S. Weiss Mrs. Virginia K. Grimm Mrs. Kristin L. Hoffman Mrs. Beverly L. O’Brien Mrs. Wanda Taylor Smith Mrs. Nancy A. Shaffer Ms. Nancy L. Kranzley Mrs. Linda S. Moler Mrs. Karen R. Stewart Mrs. Anne M. Challis Mrs. Elva L. Blatt Ms. Barbara M. Smurda Mrs. Patricia L. Lane Ms. Susan A. Garber Ms. Roberta J. Lee Mrs. Rebecca K. Ledwin Mrs. Debra K. Kruse Mrs. Ruth Y. Beiting Mrs. Susan J. Jump Mrs. Elizabeth W. Hittman Mrs. Susan E. Koch Ms. Marguerite P. Pittman Ms. Mary Lou Kelsey Ms. Peggy A. Brown

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. Through life income agreements or naming the university as a beneficiary of a will or trust, Herman Schneider Legacy Society members have committed themselves to the future. Donors can specify how their gift will be used (for example, student scholarships, faculty development, building improvements, etc.) or left to the discretion of the dean. The College of Nursing is aware of and thanks the following list of alumni and friends who have made planned gift arrangements. 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 complete and return the form on page 51 or call Brian Hurst, Sr. Director of Development at (513) 558-0907.

Anonymous (2) Mrs. Anne (Ledbetter) Ahlbrand, BSN ’50 Mary Ellen Betz, BSN ’69, MSN ’72 Lt. Col. Carolyn S. Cade, BSN ’65 Mrs. Donna J. Cook, BSN ’98, MSN ’00 Mrs. Frances (Barr) Curtis, BSN ’44 Dr. Carol A. Deets Mrs. Diane Y. Dumbauld, BSN ’78, MSN ’88 Lou Ann T. Emerson, PhD, BSN ’63, MSN ’71 Mrs. Harriet (Molloy) Frodge, BSN ’50 Ms. Elaine (Mygrant) Gleason, BSN ’54 Mrs. Paula (DeFord) Good, BSN ’66 Ms. Haldane D. Higgins, BSED ’60

Ms. Lois J. Inskeep, BSN ’57 Mr.and Mrs. James C. Kautz, BA ’53 Miss Sue M. Kircher, BSN ’62 Mrs. Sandra Laney Mrs. Laura Moore, BSN ’61 Ms. Marie L. Muskovin, BSN ’69 Susan (Pearcy) Opas, PhD, BSN ’71 Mrs. Joyce (Pancoat) Russo, BSN ’50 Mrs. Margaret (Lucas) Schultz, BSN ’64, MSN ’66 Mrs. Shirley J. Schumacher, BSN ’57 Mrs. Betty (Robinson) Spitler, BSN ’46 Wanda O. Wilson, BSN ’92, MSN ’94, PhD ’98 Mr. Frank F. Yates Mr. Robert P. Wiwi, BSEE ’64

Fall 2013 | UC NURSING


Honor Roll of Donors 1976 1977 1978 1979 1980 1981


Mrs. Donna Kochis Lyman Mrs. Deborah A. Schnelle Mrs. Diana J. Harris Mrs. Wanda J. EvansKing Ms. Pamela R. de Vou Sykes Mrs. Susan R. Delisio Mrs. Kathy D. Schibler Mrs. Diana T. Domonkos Mrs. Mary Jane Ebert Mrs. Ann L. Florian Mrs. Jane M. Fridrick Mrs. Eline Haukenes Mrs. Mildred P. Hensley Dr. Brighid Kelly Mrs. Marcia K. Maldonado Ms Barbara A. Skuly Ms. Gaylin Teague Mrs. Eileen F. Roth Mrs. Deborah A. Forney Mrs. Shari J. Knowles Ms. Pamela J. Senefeld Mrs. Mary A. Hemmerle Mrs. Susan M. Mills Mr. James P. Doyle Ms. Amy M. Inzetta Mrs. Patricia M. Levitt Mrs. Carol Rixey Ms. Rosemary H. Brown Mrs. Teresa E. Ankrom Mrs. Linda S. Homan Sandra B. Sharma, PhD Mrs. Colleen M. Crow Dr. Patricia R. Ebright Ms. Ann C. Endo Geraldine S. Pearson, PhD, FAAN Mr. Ronald T. Sanzone Ms. Denise J. Gill-Roflow Mrs. Mary L. Lofgren Mrs. Melanie D. Bishop Mrs. Marian Riestenberg Mrs. Christina L. Rust Mrs. Cynthia F. Sutton Mrs. Tamara N. Tapke Mrs. Patricia L. Bandy Mr. Donald A. Bohus Mrs. Christine W. Hacker Ms. Cynthia Mueller Mrs. Kimberly S. Lammers Ms. Rita L. Corn Ms. Linda Neal-Ntumba Mrs. Helen Ornella Mrs. Penny L. Culpepper Mrs. Martha S. Hargis Mrs. Roberta J. Hoffman Mrs. Margaret D. Martinez Mrs. Marie W. Garrison Mrs. Carol A. Bussey Mrs. Sharon E. Feldstein Mrs. Mary Hetteberg Ms. Christine King Mrs. Ellen T. Read Mrs. Mary K. Sacco Mrs. MaryAnn B. Thomas Ms. Catherine L. Batscha

UC NURSING | Fall 2013

1982 1983 1984 1985 1986 1987

Mrs. Phyllis J. Hauke Mrs. Rhoda B. Obermeier Mrs. Linda L. Reasoner Mrs. Rhonda L. Cooper Mrs. Carolyn J. Bretz Mrs. Lisa A. Niehaus Mrs. Beth A. Schwendeman Mrs. Kathleen M. Flading Mrs. Martha K. Schott Mrs. Mary K. Abernathy Ms. Elaine M. Ehrhard Mrs. Jerelen Hancox Mrs. Cynthia S. Huber Ms. Andrea Loxley Mrs. Kathleen M. Loxterkamp Mrs. Debra L. Meline Mrs. Maureen A. Reese Ms. Velma I. Radney Mrs. Veatrice V. Smith Mrs. Lisa Lamarra Mrs. Glenys J. Merriman Mrs. Susan M. Reilly Mrs. Carolyn E. Brinkerhoff Mrs. Jennifer S. Caseria Mrs. Robert A. Girmann Mrs. Deborah R. Heim Mrs. Denise A. O’Connell Mrs. Mary E. Penko Mrs. Mary A. Stone Mrs. Mary E. Herbers Mr. Daniel C. Weaver Mrs. Lisa King Ms. Marjorie L. Raaf Mrs. Mary C. Back Mrs. Barbara A. Heidt Mrs. Kathryn M. Schappa Mrs. Christine A. Kinnaman Ms. Kathleen M. Murphy Mrs. Jane M. Stock Mrs. Carolyn M. Bolander Mrs. Janice J. Gordon Ms. Wendy A. Chouteau Mrs. Susan L. Hasl Mrs. Katie Schnell Mrs. Jennifer G. Kaffenberger Ms. Sally J. Yoos Mrs. Sharon H. Welsh Mrs. Patricia M. Mezinskis Ms. Susan Rivers-Payne Mrs. Judith M. Rowand Faessler Mrs. Kathleen S. Brinkman Mrs. Dorthy S. Kuhlman Mrs. Myra F. Pravda Mrs. Barbara J. Yafanaro Mrs. Gail M. Sabato Mrs. Mary L. Luria Mrs. Patricia A. Koral Mrs. Colleen Beckman Mrs. Susan Beckmeyer Mrs. Carol A. Cooke

1988 1989 1990 1991 1992 1993 1994 1995

Ms. Janet D. McGinnis Mrs. Christine K. Yannone Ms. Linda D’Erminio Mrs. Kimberly A. Toole Mrs. Kimberly A. Bartholomew Mrs. Marilyn S. Lottman Mrs. Bonita Gordon Mrs. Renee A. Ghiloni Mrs. Lana L. Hackworth Mrs. Jackie A. Lang Mrs. Christine A. Pack Mrs. Mary F. Melink Mrs. Jacquelyn Beattey Mrs. Elaine J. Loy Mrs. Rita M. Poland Ms. Karla J. Hannibal Mrs. Marna M. Zalla Mrs. Lori S. Buns Ms. Deborah S. Miller Mrs. Janice G. Hill Mrs. Yolanda Y. Wess Mrs. Ann M. Demmy Ms. Dianna L. Ingraham Ms. Gail A. Bagwell Janice M. Roeder, MD Mrs. Jeannie E. Brooks Agnes M. Di Stasi, DNP, RN, CNE Sister Barbara J. Wincik Ms. Heather L. Brumbaugh Mrs. Holly L. Lorenz Mrs. Cynthia L. Luebbering Mrs. Sheila A. Hawley Ms. Kristi R. Sutherland Mrs. Nancy C. Hardewig Mrs. Mary J. Reid Mrs. Aemita L. Terry Mrs. Mary R. Vetter Mrs. Mary B. Ose Mrs. Patricia L. Schaffer Ms. Janis L. Pember Mrs. Barbara M. Rettig Mrs. Sherry C. Rudd Ms. Lisa R. Dove Ms. Melissa J. Wolf Mrs. Becky B. Berrens Mrs. Elizabeth A. Gallagher Mrs. Karen S. Beckstedt Mrs. M. Karen Gromada Mrs. Lori M. Holthaus Mrs. Mary B. Hoskins Mrs. Sue B. Pugh Ms. Samirah F. Brown Ms. Jayola Saylor Mrs. Kathryn L. Binder Mrs. Jennifer L. McCarthy Mrs. Kimberly J. Notestine Mrs. Tracey F. Carraher Mrs. Joanne M. Schweitzer Mrs. Sherri Sievers Mrs. Margie A. Hull Mrs. Julia M. Theil Mrs. Mary E. Shackelford Linda A. LaCharity, PhD Mrs. Stella F. Pritchard

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

Capt. Bonnie A. Bulach Mrs. Polly A. Melvin Ms. Jennifer Sloan Mrs. Elizabeth A. Zwilling Mrs. Chelsea Boseley Mrs. Laura A. Clark Mrs. Teresa G. Halpin Mrs. Diane J. Grever Mrs. Carmen G. Hasdorff Mrs. Barbara J. Kaiser Mrs. Jennifer A. Cross Mrs. Andrea Corbett Mrs. Connie Heintz Mrs. Ellen Wittekind Mrs. Dana Breazeale Mrs. Theresa M. Smith Mrs. Judith A. Moeller Mrs. Dianna L. Schuster Ms. Darice Wilson Mrs. Adriana Wahl Morros Ms. Stacey Angel Mrs. Christina Carter Mrs. Kathy McNally Ms. Terri B. Moore Mrs. Karen A. Rahe Mrs. Vicki Smith Mrs. Susan Mills Mrs. Rebecca Birkan Mrs. Meritta Harris Mrs. Stacy Hudepohl Mrs. Robin W. Wagner Ms. Kimberly E. CainSteinmann Mrs. Jackie Hausfeld Mrs. Kimberly R. Latham Mrs. Marilyn Dixon Ms. Mary Wess Mr. Kurt W. Krouse Ms. Sandra L. Brunner Ms. Diana M. Hollingsworth Mrs. Stephanie L. Thaman Mr. William F. Harr Ms. Monica Nation Mrs. Stephanie M. King Ms. Kumiko Nakamura Mrs. Catherine M. Lamb Ms. Mary H. Bellman Theresa Beery, PhD Mrs. Rochelle C. Chuman Mrs. Jenni L. Doseck Mrs. Jo A. Slocum Elaine C. McGuire, PhD Mrs. Mary B. Shirley Mr. Michael P. Krueger Mrs. Kristin N. Clephane Ms. Carrie Pohlman Mrs. Penny L. Plogman Mrs. Holly K. Hinkle Mary C. Kishman, PhD Mr. Albert W. Angel Ms. Karen Cobbs Ms. Raynee C. Teetor Ms. Betsy L. Rodeheffer Mrs. Susan M. Ginn Ms. Helen D. Mahaffey Ms. LaKisha D. Alexander Ms. Kelly M. Fitzpatrick


Ms. Jamie D. Goodridge Ms. Kerry M. Hamner Barbara Skinn, PhD Ms. Jessica L. Schopin Ms. Summer R. Barber Ms. Bethelhem M. Gared Ms. Alisa C. Wombacher Ms. Debra Campbell Ms. Brooke A. Leaberry Ms. Lisa A. Pyle Mrs. Anna E. Herbert Ms. Lauren N. Huebener Mrs. Katie T. Wright Mrs. Mary E. Bass Mr. Anthony L. Kelty Mr. David S. Prazynski 2008 Ms. Linda M. Baker Ms. Jessica L. Browning Ms. Katherine M. Coffey Ms. Michelle L. Conroy Ms. Michelle E. Neuman Ms. Melissa Rodzinak Mrs. Kathleen L. Schalk Mrs. Margie L. Stayton Ms. Jamie A. Stefanski Mrs. Amanda M. Volker Ms. Crystal L. Hyde Ms. Julia T. Froschauer Mrs. Tova Singer Ms. Gail D. Skinner Ms. Cynthia G. Trent Mrs. Susan Weber Ms. Emily Wirwille Mr. Kristopher A. Black Ms. Lena M. Fabian Mr. Russell Hoffman III Rebecca C. Lee, PhD Ms. Sarah E. Mitchell Ms. Lauren F. Smith Ms. Bethany G. Soule Ms. Robyn A. Stickles Ms. Kimberly M. Womack 2009 Ms. Julie A. Madden Ms. Alyssa M. Ulrich Ms. Kimberly S. Beutel Ms. Bettina N. Cunningham Mr. James W. Foster Mr. Lynvone E. Liggins Mr. Justin A. Rooney Mr. Zachary O. Ruehl Ms. Julie M. Codding Ms. Lauren J. Hughes Mr. James L. Thompson Ms. Catherine M. Tierney Ms. Jennifer L. Towers Mrs. Charlene Watson 2010 Ms. Hayley B. Caltrider Ms. Holly A. Seals Ms. Emily S. Merk Ms. Susan M. Siegel Ms. Ashley R. Bowser Ms. Alicia Burnette Ms. Patricia Hallums Ms. Sarah E. Higgins Ms. Jacquelyn Kreitzer Ms. Kristen M. Miller Ms. Jennifer L. Mosher Ms. Melissa Gingrich Ms. Loriel D. Niemann Ms. Michelle D. Pease

2011 2012 2013

Ms. Lakisha R. Hammond Mrs. Diane M. James Ms. Marcia A. Johnson Ms. Margaret R. Lewis Ms. Amanda D. Shields Mrs. Colleen S. Summers Mr. Keith A. Hammersmith Ms. Jeanene Perkins Ms. Patricia L. Backus Ms. Megan F. Baumgartner Ms. Allysia Billow Ms. Stephanie M. Burrows Ms. Karen E. Cranfield Ms. Kristina M. Ericson Mrs. Anna M. Grubenhoff Ms. Jacqueline D. Haney Ms. Laura M. Huss Ms. Joni G. Lafargue Ms. Laurie A. Lewis Ms. Kelli Nieman Ms. Chelsea Popowski Ms. Caroline D. Rentz Ms. Ashley Ryan Ms. Lisa M. Spraul Ms. Rachel L. Stall Ms. Andrea Stoll Ms. Rebecca M. Swensen Ms. Jennifer L. Tubbs Ms. Megan E. Yoshida Ms. Katie L. Helle Ms. Holly K. Shively Ms. Amy L. Palermo Ms. Mary E. Adams Ms. Sherry Haubert Ms. Colleen P. Bass Ms. Nicole Engelbert Ms. Jade C. Hoever Mr. Matthew P. Yockey Ms. Lori Catalano Ms. Nicole M. DeGreg Ms. Erin M. Colston Mr. Joseph M. Dunn Ms. Debra D. Bryant Ms. Arena M. Chaney Ms. Heather L. Cullen Ms. Tiffany A. Gettys Ms. Sharon K. Hay Ms. Michelle E. Khosla Ms. Heidi L. Kroell Mrs. Margaret E. Lysaght Ms. Gail McWhirter Mr. Michael P. Pachmayer Mr. Jonathan P. Ruedisueli Ms. Molly A. Shoemaker Ms. Valerie A. Tate Ms. Stephanie White Ms. Erin Micklinghoff Ms. Debra L. Chandler Jane Christianson, PhD Mrs. Stephanie M. Henderson Ms. Angela D. Johnson Ms. Melissa A. Webb Ms. Christa B. Pierce Mrs. Kathi E. Reynolds Mr. Aaron R. Rutz Ms. Kyle Harris Ms. Cheryl L. Pierce Ms. Kelli J. Cornelius Mrs. Sherry Donaworth Mrs. Deborah J. Schwytzer

Friends Ms. Sue Angell Megan Arbour, PhD Seong-Yi Baik, PhD Ms. Melanie M. Bauer Mr. and Mrs. Reed A. Bogart Ms. Linda M. Bottermuller Elizabeth J. Bragg, PhD Mr. Joel D. Brehm and Bonnie J. Brehm, PhD Ms. Esta S. Butts Ms. Melanie R. Cannon Mrs. Kelly L. Chirumbolo Ms. Beth A. Clayton Mrs. Brenda J. Coleman Mr. and Mrs. Mark E. Condra Ms. Brandice C. Current Mrs. Amber R. David Mrs. Angela M. Fisher Ms. Kirsten N. Flood Mr. and Mrs. Todd E. Garritano Mr. and Mrs. Adam W. Gilliam Dr. and Mrs. Steven A. Giuseffi Ms. Mary F. Goodwin Ms. Adelaide Harris Mr. and Mrs. James N. Haubner Mr. and Mrs. Norman H. Haubner Mrs. Paula R. Hennard Ms. Stacey P. Janz Mrs. Dora Jefferson-Gaynor Ms. Stephanie Jones Ms. Pamela Kerr Mrs. Angela T. Koenig Mrs. Patricia B. Koons Adrianne J. Lane, EdD Mr. Robert Lenhart Ms. Jennifer Luers Mr. and Mrs. John R. Mayo Mrs. Julie M. McCullough Ms. Tammy K. Mentzel Miss Kailey Merrill Mr. and Mrs. Matthew Merrill Miss Sophia Merrill Drs. Robert and Elaine Miller Ms. Tamara Pavlik-Maus Mr. and Mrs. John E. Pflum, Jr. Ms. Jennifer L. Ray Mr. Daniel H. Reigle and Beverly S. Reigle, PhD Ms. Jamie Reynolds Ms. Felicia F. Romine Mr. and Mrs. Don A. Rosensweet Mr. and Mr. Matthew J. Rota John C. Schafer, PhD Ms. Jessica M. Schlotman Ms. Rachel M. Sellmeyer Mrs. Patti K. Shepard Ms. Cora Steinberg Mr. Edward S. Thornton Ms. Sheila C. Townsend Ms. Janaki Vijayaraghavan Ms. Sarah M. Waldkoetter Mrs. Margaret K. Walker Mr. and Mrs. Harry E. Weitkamp Hon. and Mrs. John A. West Ms. Tracey Westforth Mr. Jonathan Zemmer

Above & Beyond By Brian Hurst

A college of nursing pin is cherished by all nurses who earned their undergraduate nursing degree. It is a keepsake for graduates, a badge of health care education they can wear on their uniform daily or an emblem of academic perseverance to keep in a special place with other mementos. In January 2012, the college learned of a former student, Virginia Stoddard Johnson, who attended the UC College of Nursing from 1943-44 but had to withdraw due to a mild case of Spina Bifida. Virginia transferred to UC from Miami University and would have completed her BSN at UC, but the Spina Bifida and wearing a back brace kept her from completing her degree and receiving her pin. Virginia’s daughter, Lisa Johnson, reached out via email to ask if there was anything the college could do for her mom. Lisa explained that after her dad died in 1988, her mother began volunteering at the hospital where he died. Since then Virginia has volunteered over 5,000 hours in the hospital’s ICU. She is 90 years old and has no plans to stop before reaching 6,000! Dean Greer Glazer, Senior Director of Development Brian Hurst and Lisa discussed the best, most meaningful way to honor Mrs. Johnson’s commitment to nursing and her service to the community. On November 15, 2012, Glazer and Hurst traveled to Houston, Texas and met Lisa and her mother for an “alumni dinner” where Virginia was surprised with a pin. Glazer “pinned” Virginia and made her the newest member of the UC College of Nursing Alumni Association. It was a very special night and the college can’t thank Lisa enough for sharing Virginia’s story.

Organizations JPMorgan Chase Foundation

Thank you! Make sure you’re a part of our next Honor Roll. Give online at www.uc.edu/give and select the College of Nursing. We appreciate your continued support!

Brian Hurst, Dean Greer Glazer, Virginia Stoddard Johnson and Lisa Johnson

Fall 2013 | UC NURSING


alumni DISCOVERY project The College of Nursing would like to hear from you. The Alumni Discovery Project is an innovative outreach effort to engage alumni in active dialogue with students from the College of Nursing. Whether you live in the tri-state area or beyond, student ambassadors would like to meet with you in-person or by phone. As the University of Cincinnati College of Nursing, we are on a quest to get to know our alumni a little better. Our alumni are outstanding individuals who contribute to their professions, communities and families in amazing and important ways, and we would like to know more about you. We realize that not everyone is able to return to campus, so we have launched an initiative which will enable us to meet with alumni closer to their homes and in their community. And who better to reach out and share common experiences with our alumni than current College of Nursing students? If you are selected to participate in this exciting project, a student ambassador will contact you directly by phone or email to schedule an interview which will last no longer than one hour. The interview will focus on your life since graduation, your memories of the College of Nursing and what would motivate you to reconnect with your alma mater. You’ll also have the opportunity to ask your student ambassador about student life and the latest news from the University. The information collected as part of the interview will help strengthen the programs, services and communications offered to alumni. If you would like to participate and share your College of Nursing experience, please contact Sr. Director of Development Brian Hurst at brian.hurst@uc.edu or call (513)558-0907. Learn more about the Alumni Discovery Project and sign up to participate at www.nursing.uc.edu/alumni/discovery.


UC NURSING | Fall 2013

Alumni Council By Brian Hurst The 2012-2013 school year was one of rebuilding and refocusing for the University of Cincinnati’s College of Nursing Alumni Council. Recently, the board reorganized, added new members and updated its bylaws to spur an increase in retention and activity. This effort was led by faculty member and Alumni Council President, Donna Cook, BSN ’98, MSN ’00. The council hosted or participated in three signature events throughout the school year, in addition to attending several other smaller ones. Last fall, Front row: Agnes DiStaci & Yolanda Weiss; members were actively Second row: Francie Wolgin & Christine Colella; Third row: Rhonda Robinson & Edna involved in the annual Menke; Fourth row: Lu Anne Gerard, Sherry homecoming festivities, Donaworth & Donna Cook which entailed marching in the parade with the college and gathering with all alumni at the pre-game tailgate party. In January, the council hosted its second annual alumni reception before the tip-off at the UC vs. Notre Dame basketball game. The council wrapped-up the 2012-13 school year with a completely revamped Alumni Weekend, which was open to alumni from classes ending in “3” and “8,” as well as special programming for all college of nursing alumni. These three events boasted a substantial increase in alumni attendance and received very positive feedback from participants. The current Nursing Alumni Council includes the following members: Christine Colella, MSN ’88, DNP ‘13

Monica Koch, BSN ’78

Donna Cook, BSN ’98, MSN ’00

Edna Menke, BSN ’63

Agnes Distasi, BSN ’82, MSN ’91 Sherry Donaworth, BSN ’97, DNP ’13 Lu Anne Gerard, BSN ’75, MSN ’82 Meritta Harris, BSN ’98 Angela Allen- Jackson, BSN ‘87 Sue Kircher, BSN ’62

Marci Moreno, BSN ’63, MSN, ’77 Linda Quinlin, DNP ’13 Buffey Rixey, BSN ’77 Rhonda Robinson, BSN ’72, MSN ’77 Sarah Waits, BSN ’06 Franci Wolgin, BSN ’69, MSN ’83 Yolanda Wess, BSN ’90

Make the Connection Membership in the University of Cincinnati Alumni Association does several important things: • It automatically makes you a member of the UC College of Nursing Alumni Association, too, since all of UC’s college and constituent-group alumni groups live under the common banner of the UC Alumni Association. • It enables the UC Alumni Association and its umbrella alumni groups to provide a greater alumni experience for you and your fellow UC grads. • It provides a range of membership benefits exclusive to those UC alumni and friends who give to the UC Alumni Association in this way. • It heightens your opportunities to network with fellow alumni, give back to UC and your college, and get more fulfillment from your own alumni experience. Contact Information: Name: Maiden Name: Address: City: Phone:

State: Zip: Business Phone:

Email address: Major:

Graduation Year:

Please check if name or address is new: Information attached I am providing my email address My name is incorrect on mailing label (Correction submitted above.) Spouse Information: Spouse’s Name: (Include maiden name if UC alum)

Spouse’s College: (Include if UC alum)

Updates: What’s new with you? Did you recently retire? Receive a promotion or an award? Get married? Whatever the news, let your former classmates know. The information you provide may be used in future publications and Class Notes.

Get Involved: Would you like to become more involved at UC? Please select if you are interested in: Volunteering Being a preceptor Mentoring students Other: Employer Information: Employer: Position: Employer Address: City:

State: Zip:

Please check if your employer is one of the following: Community Health Center Migrant Health Center Health Care for the Homeless Grantee Public Housing Primary Care Grantee Federally Designated Rural Health Clinic National Health Service Corps Site Indian Health Service Site Federally Qualified Health Center Primary Medical Care Health Professional Shortage Area (HPSA’s) State or Local Health Department Ambulatory practice site designated by State Governor as serving medically underserved community Practice or facility in which 50 percent or more of patients are uninsured or Medicaid recipients Other medically underserved area (please indicate):

Leaving A Legacy: Please send me a complimentary kit and info about the Herman Schneider Legacy Society. I would like to speak to someone regarding making a planned gift to the College of Nursing. I have already included the College of Nursing in my will or estate plan. Mail to: College of Nursing Alumni Association University of Cincinnati PO Box 670533, Cincinnati, OH 45267-0544 Note: Photos included for Class Notes cannot be returned. Contact: For more information and current membership fees, visit www. alumni.uc.edu, or call (513) 556-4344 or (877)4-UCALUM toll free. If you have additional questions, contact brian.hurst@uc.edu or call (513)558-0907.

www.uc.edu/give Fall 2013 | UC NURSING


Non-Profit Org U.S. Postage PAID Cincinnati, OH Permit No. 133 College of Nursing University of Cincinnati PO Box 210038 Cincinnati, OH 45221-0038

Upcoming Events National Telehealth Conference, March 20-21, 2014

Lunch and Learn

The National Telehealth Conference will provide professionals with practical hands-on operational experiences. The conference will have a track for novice as well as experienced telehealth health care providers. Check for updates at www. nationaltelehealthconference.com.

Join the UC College of Nursing for a free tour and lunch program on the fourth Tuesday of every month from 11:30 a.m. - 1:00 p.m. Each Lunch and Learn will have a student-led tour of the building followed by lunch in our new Innovation Collaboratory, remarks from Dean Greer Glazer and others, a video presentation and an interactive technology demonstration using iPads.

Alumni Weekend, April 11-12, 2014 The entire College of Nursing alumni community is invited to return to celebrate milestone anniversaries with classmates and friends. Make sure you are part of this very special weekend. Check for updates at www. nursing.uc.edu/alumniweekend.

To register for Lunch and Learn, please call Brian Hurst, senior director of development, at (513) 558-0907 or email him at brian.hurst@uc.edu. For more information visit www.nursing.uc.edu/alumni/ lunch-and-learn.

Florence Nightingale Awards, April 23, 2014 The Florence Nightingale Awards recognizes nurses throughout the region for delivering exceptional patient care. Board of Advisors Nightingale award winners receive $1,000, as well as a commemorative award. Check for updates at www.nursing.uc.edu/ nightingale.

We hope you enjoy the Fall 2013 issue of “UC Nursing.� Please help spread the word and share it with a friend!

Profile for UC College of Nursing

UC Nursing Magazine - Fall 2013  

Learn about the latest activities at University of Cincinnati College of Nursing. Learn more at www.nursing.uc.edu.

UC Nursing Magazine - Fall 2013  

Learn about the latest activities at University of Cincinnati College of Nursing. Learn more at www.nursing.uc.edu.

Profile for ucnursing