A first-generation college student hailing originally from Phoenix, Andrea Acero is about to enter her third semester in the UArizona Nursing BSN program. “The opportunities that ANIE brought were intriguing to me because, being a first-generation student, no one in either of my extended families has any experience in health care,” she says. “I’m the first one going into a medical field.” Acero’s first Summer Intensives were marred by the onset of COVID-19, forcing her to attend virtually, but she has prized her in-person experiences since then. She has learned clinical skills, physical assessments, medical terminology, and more, all of which have better prepared her for her future career.

What inspired your interest in nursing?

My parents were both immigrants, so I was aware of their experiences not having their own representation or hearing stories from other people in our community about distrusting health care providers due to not seeing a similarity in the sense of community overall in health care. But I think what truly inspired me was my experience volunteering in Phoenix at St. Joseph’s Hospital, where there was a bilingual nurse. I thought that was interesting because I had never been exposed to that before. I’m Spanish speaking as well, so seeing how much that impacted the patient made me realize that’s how I would be able to make an impact within my own community.

How did you get involved in the ANIE program?

I had heard about ANIE the summer before my freshman year. Emails were sent to all the students that talked about an opportunity for first-generation college students or those identifying as of Hispanic descent or being from rural communities, and so I thought, ‘Okay, I fit within this program.’ I saw it as an opportunity to explore in pre-rec to see if this was truly something that would be a good fit for me. I applied, and then after some interviews, I was introduced into the program.

Tell us about your experience in the summer intensives?

We’ve taken classes in medical terminology, and we’ve built strong critical thinking with our professors. Overall, it was a great way to familiarize ourselves with some of the faculty before going into the college.

The second summer we were finally able to be in person, which was great. We were able to learn about physical assessment as well as skills that would help us ease the transition of first semester. We also attended a conference in Colorado that was great.

What is your biggest takeaway from the ANIE Summer Intensives?

My interest in community health overall. It’s always been something that I’ve leaned toward, but seeing the impact we’ve had in helping others has been great. Over the summers, we’ve been going to smaller clinics in Tucson, like Clinica Amistad which helps those that are underserved and uninsured, as well as Casa Alitas, which is the intake for refugees, where we’ve helped with their transition and provided medical care. My hope is that after receiving my BSN and RN and establishing myself as a nurse I can come back to help the community. Aside from that exposure and all the opportunities, the summer intensives have set a great foundation for friendship. Having others in the group who have similar experiences and backgrounds to me has been great.

What attracted you to the UArizona program?

Two of my siblings graduated from UArizona, so that was one aspect of it, knowing that they had a great experience. I wanted to stay closer to home, and I’d investigated the various state programs, but I knew from speaking to a few nurses how great the program was. I love Tucson, I love the closeness of the community itself, as well as the UArizona campus. So far, it’s been the best choice I made.

Where do you see yourself in the future?

I definitely see myself going higher, whether it’s my DNP or a PhD. A DNP is something I have always thought about – to be able to provide direct service to others as a Family Nurse Practitioner -- but I also think that teaching is something that I’ve always really enjoyed. If I’m able to eventually go back and teach others or become a professor, that would also be something I would really enjoy.

Dr. Godfrey was born in Provo, Utah and grew up 30 miles south of Salt Lake City, Utah in American Fork. Her mother is Diné (Navajo) from Crystal and Shiprock, New Mexico, and her father is Okinawan-Hawaiian, from Oahu, Hawaii. She grew up taking part in Native American singing and dancing groups and learning Hula and Hawaiian songs.

“At home we had a lot of cultural connections as part of our daily lives, but outside of home I felt different. I did not fit in,” Dr. Godfrey said. It was the summers she spent on the Navajo Nation in New Mexico with her aunts, uncles and cousins that deepened her connection to Hózhó, leading her down the path towards nursing and higher education.

Dr. Godfrey, who teaches in the college’s Doctor of Nursing Practice program family nurse practitioner specialty, became a certified nursing assistant at 16. After “barely graduating high school,” she worked as a CNA for two years where she recognized the tremendous potential nurses have on improving health and wellness in people, their families and communities.

“From there a profound eagerness to maximize my ability to help others grew,” Dr. Godfrey said.  “This led me along a pathway to become an emergency medical technician, then registered nurse, and then an advanced practice registered nurse. The experience gained within each of these health care disciplines has given me valuable perspective and understanding of the compounded effects education, research, policy and leadership have on health.”

When Dr. Godfrey earned her Bachelor of Science in Nursing from Southern Utah University, her experience with academia was still challenging for her.

“I struggled as an undergrad as I was working full time as a CNA and EMT,” Dr. Godfrey said. “Meeting mentors made all the difference. As a society we put so much emphasis on GPA, but what is just as valuable are people who are hardworking, innovative and compassionate. That doesn’t always correlate with GPA. We must be adaptable to individuals and their learning styles to educate a dynamic future health care workforce ready to meet the multifaceted needs of an evolving society.”

Still in school

Dr. Godfrey earned her Master of Science Nurse Practitioner degree from the University of Nevada, Las Vegas, then her Doctor of Nursing Practice-Executive Leadership degree from Johns Hopkins before joining the UArizona College of Nursing faculty in 2019. Currently, she is enrolled in a nursing and health innovation PhD program through Arizona State University’s Edson College of Nursing and Health Innovation.

“I’m really surprised that I’m still in school,” said Dr. Godfrey. “When I was younger, I thought my career would be more settled at this point in my life. The reality is though, more so than at any time in my life, I am acutely aware of how much I do not know and how much more I need to learn, which is why I am pursuing a PhD.” 

While at Johns Hopkins she received a scholarship through the Bloomberg School of Public Health to receive public health training and certification in American Indian Health. “Prior to this, I had no intention of working in academia. However, these research and education experiences opened my eyes to the impact population health focused work in policy and research can have on health inequities for Indigenous Peoples.”

Dr. Godfrey decided to pursue a research doctorate to build on her practical experience.  “I wanted a stronger skill set in how to generate evidence,” she said “I want to be able to take what I know and conduct research that generates evidence to support health equity for all people, but particularly Native communities. There is a lack of indigenous-led community generated research. This is a promising approach that can lead to positive outcomes.”

Arizona is home

The interconnectedness of Hózhó brought Dr. Godfrey to the university. Her husband Brandon Godfrey, MD, matched with University of Arizona College of Medicine – Tucson for a residency in emergency medicine.

At the College of Nursing, Dr. Godfrey is the principal investigator for two federal grants aiming to diversify the nursing workforce and increase the presence of Native American nurses working in tribal communities.

“Timian shows an enviable balance of being personally persuasive about her ideas, while inviting and incorporating the ideas of all present,” said Joan L. Shaver, PhD, RN, FAAN, professor and former dean of the College of Nursing. “Timian shows herself to be a generous and skillful mentor for colleagues and students.”

She is also collaborating with colleagues to increase equity, diversity and inclusion initiatives at the College of Nursing and formally institutionalize EDI efforts. She is the project director for the nursing workforce diversity initiative at the college.

“Timian is a joy to work with,” said Francine C. Gachupin, PhD, MPH, associate professor at the UArizona College of Medicine – Tucson. “Timian is very committed and dedicated to becoming a responsive and respectful community-based participatory researcher. She cares about the individuals impacted by illness and is invested in making their condition better while employing scientific rigor in her approaches.”

Empowered by students

The mother of two girls, 8 and 5-years-old, admits she has a lot on her plate, but says she is buoyed by her colleagues and inspired by her students and the communities she works with.

“The stories, experience, knowledge, and wisdom shared by our students and community partners are continually enriching my intellectual growth, understanding of the world, and what is needed to create meaningful and sustainable change that promotes the health and well-being of people from historically marginalized groups,” Dr. Godfrey said. 

Dr. Godfrey said that she was taught to work hard, keep her head down and not to draw attention to herself. “I think that made me more passive and accepting, but students today challenge the norms,” she said. “The students we have now want to know the reasons behind certain policies and seek to understand the decision-making process. They challenge me to know the why behind what I am teaching. It challenges me to do more research. I find it empowering.”

Dr. Godfrey draws on the challenges, including failures, she faced as a student in high school and as an undergraduate to connect with and support students, especially those who come from underrepresented in nursing communities. “I fail all the time and I have to be transparent with team members and students,” she said. “Failing is essential to growth. Don’t let the fear of failure stop you from doing something.”

Walk in beauty

With Hózhó guiding her, Dr. Godfrey is fueled by the strength of universal connections to provide opportunities to underrepresented people in health care education and to promote inclusive policies. 

“We are all connected to each other — the Earth, the animals, the sky and sun. That harmony between all these things is what keeps us healthy,” Dr. Godfrey said. “I truly believe if we put out beauty, harmony and goodness, it permeates throughout our world.”

Dr. Godfrey said there is a saying in Navajo that is used when saying goodbye that sums up the Hózhó philosophy she strives to follow: “May you walk in beauty.”

“Everyone’s all about Star Wars, and I truly believe in being a JEDI nurse,” Dr. Newton said. “We need to be warriors advocating to break down those walls when we think of systemic racism, when we think of inequities, on behalf of our patients. That is the new nurse who is going to serve this nation in the sense of breaking barriers to social determinants of health.”

For Dr. Newton, being a JEDI nurse means being involved in the community and addressing inequities and disparities. “We need to develop nurses with the capacity to transform communities,” she said recently.

All of life involves risks

The desire to help others began early for Dr. Newton, a native of Freeport, The Bahamas. While she knew early on she wanted to be a nurse, circumstances redirected her from it for several years to follow in her father’s footsteps.

“He was a business entrepreneur,” she said. “At one point before the age of 5, I lived in Haiti because he was doing a hotel venture. So, he was just one of those people who took risks, big risks,” and did well for his family.

Her parents sent her to a Baha’i-based boarding school in India when she was 8. Dr. Newton returned at age 13 for high school, bringing back a slight “desi” or Indian accent and experience with Bharatanatyam, an Indian classical dance style. She taught the style to classmates for a school play set to a calypso song. After graduating at 15, she also attended a Baha’i college in Michigan.

When Dr. Newton was 18, her father died. She came home from Michigan and was working as a bank finance officer a year later, when family prompted her to compete in the 1991 Miss Commonwealth Bahamas contest to earn a scholarship to continue college.

She won the contest, the scholarship and trips to London, Portugal, South Africa, and New York City as a Bahamian ambassador. She was in high demand as an official ribbon-cutter locally as well. And she got to compete in the Miss World contest in Atlanta, the first time the pageant was held in North America.

“Actually, the only reason why I did that was the scholarship they were offering,” Dr. Newton said. “But it was a life-changing experience, not only because of all the places I got to go, but the platform it gave me to express myself. I really enjoyed it in that sense because I was in the community doing things that were needed at the time.”

Rather than return to college, she pursued business ventures that included manufacturing in India, wholesaling ready-made garments and exporting lobster from the Bahamas to the U.S.

Finding her voice in nursing

Six years later, she activated her pageant scholarship and became a licensed practical nurse in Miami through the Mercy Hospital School of Nursing. There, she also attended Miami Dade Community College where she earned her associate’s degree in nursing in 2001.

At Florida Atlantic University in Boca Raton, she completed the Bachelor of Science in nursing program in 2014, then the Master of Science in Nursing program at California’s historically Black graduate college Charles R. Drew School of Medicine in 2016, and Doctor of Nursing practice program at Kentucky’s Frontier Nursing University in 2018.

Over that time, she held almost every job you could do in nursing, initially as a travel nurse working her way across the country. That included a revelatory practicum in an underserved clinic on Oklahoma’s Cherokee Nation, reinforced later by an experience in San Antonio with an older Cherokee woman who, in a spiritual moment, told Dr. Newton she was sent by her grandfather to care for her. On the other extreme, she also worked as a nurse in the Bahamas, a luxury experience at a Sandals five-star resort.

“When I think of my nursing career, it’s been vast,” Dr. Newton said. “I used to do home health with pediatrics. I’ve worked extensively in critical care and care for older adults. It all goes back to I really like working in community, as a nurse and as an individual, urban or rural. And when I became a family nurse practitioner, that was one of the reasons why.”

These are the JEDI we were looking for

Since arriving at UArizona three years ago, she has quietly worked under the radar to achieve change. “That’s just me. I just always consider myself a whisperer,” making suggestions embraced by others, Dr. Newton said. She has been integral to the move toward expanding equity, diversity and inclusion at the College of Nursing as well as the broader Health Sciences and UArizona campus. These are the nurses you are looking for.

“I assist with a lot of the college’s ED&I efforts with Timian Godfrey, DNP, APRN, FNP-BC, and José Muñoz. I’m also co-chair of the Health Sciences’ Pride Health Equity Alliance, formerly the LGBTQ+ Interest Group. And I’m on the university’s Black Faculty Speaker Series committee. So, I’m in a lot of places,” she said.

Dr. Newton was nominated for the Pride Alliance leadership post she shares with the R. Ken Coit College of Pharmacy’s Elizabeth Hall-Lipsy, JD, MPH, due to her work introducing JEDI Safe Zone Training into the college’s Doctor of Nursing Practice general orientation and coursework. In 2022, she won two related grants for that training to make the college a safer, more welcoming and inclusive environment for members of the lesbian, gay, bisexual, transgender and queer community. She’ll teach a new JEDI Health Equity course called Connection, Community, & Healing in Urgent Times this fall, a result of participating in the Culturally Responsive Curriculum Development Institute and being an Experiential Learning Design Accelerator Fellow.  The course has a service-learning component for students.

“A lot of times in nursing, they talk about ‘cultural competency,’ and I’m not a lover of that phrase,” she said. “I think it’s really cultural humility where we need to focus. That’s really a personal lifelong commitment to understanding, self-evaluating and learning about somebody else’s culture, their beliefs, their identities. It’s very important to have humility when you’re coming to a culture as a novice, and a willingness to learn. It’s about always being open and being a lifelong learner.”

That’s the JEDI warrior way.

“As dean, I hope to work with our faculty, staff, students, and community partners to expand our education and research to the next level of excellence," ~ Hyochol Brian Ahn, PhD, MSN, MS-CTS, MS-ECE, APRN, ANP-BC, FAAN, Dean

Dean Ahn initially trained as a computer engineer, earning his bachelor’s degree in computer engineering at the University of Seoul, South Korea. After coming to the United States in 2002 to complete his master’s degree and then PhD in engineering, he became fascinated by the various engineering needs and approaches that could be applied to nursing science. He decided to pursue a career in nursing when he realized the great potential for combining computer technology with nursing science to directly impact patient health.

Dean Ahn is thrilled about his new role at UArizona Nursing. “We have spectacular faculty, staff, students as well as hospital and community partners,” he says, noting the college’s research impact and recognition on the national stage of nursing education. “I’m very excited about this role, and as dean I would like to expand our education portfolio, increase research impact and recognition, increase community partnerships, expand our hospital partnerships, as well as our build relationships with alumni and our community organizations.”

Asked about his hopes for UArizona Nursing’s future, Dean Ahn says he wants to elevate the college to the maximum level of excellence in education, research, and practice. With the American Nurses Association forecasting that one million new nurses will be needed in the U.S. by 2030, Dean Ahn wants to increase the clinical nursing workforce through the college’s Bachelor of Science in Nursing (BSN) program.

He also sees a need for more advanced degrees in nursing – especially within the nurse practitioner field as well as other levels of nursing leadership – and he hopes to create a focus on nursing engineering. “With my engineering background, I would like to create a nursing engineering program focused on using technological solutions,” he says.  “Artificial Intelligence changes almost all of the processes for our education and research. My vision is to incorporate these technologies to better nursing education research, practice and service.”

Thanks to a $9.2M share of in grants awarded by the Arizona Department of Health Services (ADHS) to five Arizona nursing programs, UArizona Nursing is poised to expand its education portfolios in the ways Dean Ahn sees as game-changing. Pointing to several recent National Institute of Health (NIH) and Health Resources and Services Administration (HRSA) grants that college faculty have been awarded, Dean Ahn says that our faculty are already operating at a high level. “As dean, I hope to work with our faculty, staff, students, and community partners to expand our education and research to the next level of excellence,” he says.

“When I went to the University of Arizona, a lot of my professors were FAANP Fellows. I looked up to them with great admiration. Being a part of the Fellows now helps me appreciate my studies for the DNP, which ultimately helped me embrace processes and quality improvement initiatives better," ~ Greg Brooks, DNP, APRN, FNP-C

Dr. Brooks’ completed his studies under then-faculty members Drs. Deborah Vincent, Judith Effkin, and Cathy Michaels. His successful doctoral project, which was aimed at developing, implementing, and evaluating a diabetes education process for rural, nurse practitioner-managed clinics, was titled "Improving the Management of Patients with Type-2 Diabetes in a Rural Clinic."

Dr. Brooks was originally planning on pursuing a PhD in nursing but chose to pursue his DNP at UArizona Nursing because of the new program as well as the research focus of faculty members on patients in rural counties suffering from Type 2 Diabetes. “Arizona led the way with the DNP in the nation,” Dr. Brooks says. “Which is one of the things I really enjoyed about it. In that initial cohort, we met a lot of people who did a lot of incredible things: people who were practicing as NPs, who worked in the military, who worked in rural areas and in private care. A lot of us were learning what a doctoral degree really stood for and what it meant.”

Dr. Brooks treasures his time at UArizona Nursing, especially the collaborative process of working with his instructors. “The one-on-one discussions that you have are reflective of what a doctoral program should be,” he says. “I was able to talk to people who were frontline in quality improvement, quality initiatives, and translational research. The beauty of being in the first cohort as they were still transitioning from a PhD level of study to a DNP was that I got all the rigor of a PhD and was able to apply it at what I considered a higher level and a deeper meaning at a DNP level.”

Since defending his dissertation, Dr. Brooks advanced to the position of Assistant Professor at Oklahoma City University (OCU), followed by Director of the DNP program. “I truly took what I learned at Arizona to help me shape and develop the DNP program at OCU, and then went on to help build another NP program at Harding University,” he says. As for the future, he hopes to continue medical mission trips to places like Africa, Tanzania, and Guatemala, looking a lot at systems analysis and processes to help improve outcomes for marginalized populations in underserved areas.

Asked about his advice for students considering following in his academic footsteps, Dr. Brooks advises them to engage in as much dialogue as possible with their professors. “I truly believe that while some knowledge comes from a book, much of it comes from the dialogue between professors and students,” he says.

Dr. Brooks’ pride in his alma mater shines through, even after 12 years. “I truly appreciate the road that I’ve been on, would not trade it in for the life of me,” he says. “I got to take classes from people who are well-published, who are active in research, who are seen as leaders in healthcare across the nation. I value and will forever speak highly of my time at UArizona.”

“I was inspired by the limitless potential to make a difference in the lives of others. With the support of professors, peers, and the wildcat community, I’m confident that I will be able to realize the potential to become the best nurse I can be," ~ Enoch Faith Gideon, Tucson BSN Student 

Can you tell us a bit about your extracurricular activities in the BSN program?

I had a lot of opportunities to showcase my abilities. During my sophomore year I was selected as a preceptor for one of the microbiology introductory courses. This allowed me to assume a leadership role and share my knowledge with students. I also volunteered at a COVID-19 vaccine drive-thru on the university campus. That was an exciting time because it provided me with multiple opportunities to work closely with the Tucson community and promote health through primary prevention. I also worked with the disabled population, assisting them with accessing healthcare. From these experiences, I gained a greater appreciation for public health nurses and the impact they have on our community.

Why did you choose UArizona Nursing To pursue your studies?

I went on a College of Nursing tour where I learned about all the resources that were available to equip students to excel as future nurses. The BSN program is one of the best in the country.  It has a curriculum that is well-constructed, and it includes 1,000 clinical hours during the program. Personally, I enjoy hands-on learning. The program offers a lot of simulation activities where we were able to work with clinical equipment and practice our skills to get a view of being in a hospital. On top of that, the college has a lot of clinical rotations in different types of settings, from rehab centers to Intensive Care Units, so it gave me a good understanding of how nursing is in real life. The learning opportunities and experiences I got from these rotations are unmatched.

What are your biggest takeaways from time in BSN program?

The program focuses a lot on evidence-based practice, which is very important in providing high-quality care. As nurses and as healthcare providers, we should equip ourselves to research the latest evidence-based practices to improve patient care. The other biggest takeaway is understanding the importance of patient-centered care. I saw during my clinical rotations that sometimes, even though health care workers try to provide patient-centered care, that can be overlooked. As nurses, it’s very important to understand that from diagnosis to treatment we need to keep the patient’s goals and needs in mind to provide the best care they need.

Do you have any advice for students who are considering following in your footsteps?

Nursing school is challenging, but it is not impossible. As long as we find the right balance between school and personal life, nursing school will be fun. Sometimes, clinical rotations, classes, and exams are challenging. However, with self-care it can be made possible. Especially as future nurses, self-care is very important because we need to take care of ourselves to be able to take care of our patients. I would also recommend finding a group of friends to work together and share the workload -- that benefits the students in nursing school, but it also benefits their future, because nursing is all about teamwork.

What are your post-graduation plans?

I completed my fourth semester 5-week preceptorship in Banner in a post critical care unit. This experience was great and I want to continue working on that unit and gain some experience. After that, I’d like to move on to a cardiovascular ICU with more intensity and more acuity where I can broaden my scope of practice. Then I want to practice as a RN for a few years, with an end goal of earning my Doctor of Nursing Practice and become an acute care nurse practitioner.

What does it mean to you to be a Wildcat Nurse?

As a wildcat nursing student, I’m very grateful to be a part of a program that prioritizes my growth as a future nurse. The program is designed to equip me with knowledge, skills, and clinical experience that will help me excel in this field. What truly sets this program apart is the intensive community that it fosters. I’m surrounded by fellow students who share my passion for healthcare and who are equally committed to make a positive impact on the world.

Over the course of my time here, I have had the pleasure of making some truly meaningful connections. These are the kinds of friendships that go beyond small talk. We laughed together, we supported each other during difficult times, and shared our unique experiences and perspectives with each other. It makes it easier to pursue your goals when you are in a community of like-minded individuals who you can lean on for guidance and motivation.

I would also say that this program constantly reminded me of the responsibility that comes with being a nurse. I was inspired by the limitless potential to make a difference in the lives of others. With the support of professors, peers, and the wildcat community, I’m confident that I will be able to realize the potential to become the best nurse I can be.

“It is an honor just to be nominated for the Distinguished Mentor Award, and it’s rewarding to receive it. I’m most touched by the nomination letters and the emails I’ve received from faculty and students expressing gratitude for the help they’ve received. I’m happy that what I’m doing is helpful to others," ~ Judith Gorson, PhD, University of Arizona College of Nursing Associate Dean, Research 

“It is an honor just to be nominated for the Distinguished Mentor Award, and it’s rewarding to receive it,” Dr. Gordon said. “I’m most touched by the nomination letters and the emails I’ve received from faculty and students expressing gratitude for the help they’ve received. I’m happy that what I’m doing is helpful to others.”

Dr. Gordon’s nomination was reviewed by the leadership of the MENTOR Institute, which chose her from among the most outstanding faculty mentors from across campus. The committee recommended her selection because of her demonstrated pride and passion for mentoring others to reach their full academic and professional potential. The committee was especially impressed by the support Dr. Gordon received from her department faculty and her successful track record mentoring graduate students who have been quick to apply for grants and write manuscripts for publication. Dr. Gordon will receive a one-time allocation of $5,000 in University funds to further work within her discipline.

Asked about the importance of her role as a mentor, Dr. Gordon said, “I find it extremely meaningful to help faculty and graduate students to accomplish their goals. I view my role as providing information, guidance, and support to develop the skills they need to become independent researchers. I like the old saying, ‘Give someone a fish and they eat for a day. Teach them to fish and they eat for a lifetime.’”

Dr. Gordon hopes to use the award funds to travel to Sydney, Australia to enhance UArizona Nursing’s research partnership with University of Technology Sydney School of Nursing and Midwifery. Laying the groundwork for more faculty collaborations across the two institutes would be a boon for both schools.

In addition to her role as a skilled mentor, Dr. Gordon is a Professor and Interim Associate Dean for Research and Executive Director for Research Initiatives in the College of Nursing. Her areas of expertise include public health tobacco cessation interventions delivered in dental and medical settings, self-help tobacco cessation programs, educational tobacco cessation programs for healthcare practitioners, computer-based tobacco prevention programs, multi-behavioral interventions to address weight, physical activity, and tobacco, and the use of mobile health technologies (e.g., mobile apps) for lifestyle change and medication adherence.

Dr. Gordon has been the PI or Co-Investigator on more than 30 projects funded by the National Institutes of Health, the Department of Defense, and the Robert Wood Johnson Foundation. She has authored and co-authored numerous publications in peer-reviewed journals, and presented widely at national and international scientific conferences. She has served on several proposal review committees, editorial boards, and professional societies.

“What it means to me to be a Wildcat Nurse is to be a culturally sensitive and truly empathetic nurse with very honed-in critical thinking skills. Those are the biggest attributes that I’m getting from this program and those are qualities I want to carry on in my practice. I’m proud to call myself a Wildcat Nurse because of these values that they stressed on us," ~ Eugenie Panafieu, Tucson BSN Student 

What led you to pursue a career in nursing?

My whole life, I’ve loved helping people and I’ve tried my best to impact them in a positive way. Biology was my favorite subject early in college, and I had real interest in science and how the human body works, so it just made sense. I thought what better way than to combine the two than with nursing. It just clicked, it just made sense. And I’ve learned to love nursing even more as time goes on.

Did your international experience play a part in your interest in health care?

I really believe so. I got to see so many different types of health care systems, as well as so many different types of health preferences, remedies, and therapies. I got to build a better cultural understanding of what people prefer and what people might not prefer. I think that’s really going to play out in the way I care for my patients. That cultural sensitivity as well as humility is 100% because of how I experienced so many different cultures, and so many different walks of life. Even though there are so many differences between cultures, people just want to be cared for and treated with respect and like actual human beings.

Why did you choose UArizona Nursing To pursue your studies?

I’m so happy with the choice. I really wanted to pursue nursing, and I really wanted to pursue it in the U.S. I did a bunch of research and I learned that nurses in the U.S. have a lot more autonomy than in some other countries. It might not look that way, but the pay is better, there’s more room for growth, and they’re treated with more respect as well. In France, for example, nurse practitioners just started being a thing a year ago. I was looking at different colleges and I stumbled upon UArizona’s BSN program, which is one of the top in the nation.

What’s your biggest takeaway from time in BSN program?

This program really pushes critical thinking skills, especially in our simulations in the Steele Innovative Learning Center (SILC). They really want you to take risks. It’s a hard program, but you get so close with your cohort and the different faculty members. You literally can do anything you put your mind to if you’re motivated enough and if you have the right support systems. The BSN program is definitely a concoction of both, but it was doable because of the resources and support system we had.

Do you have any advice for students following in your footsteps?

Don’t be afraid to ask for help. I was a lot shyer coming into the program and a lot of the students in the program are A+ students so they’re used two doing things on their own, but you come in and realize that it’s nearly impossible to get through it by yourself. You need to ask for help from your different cohort students as well as faculty. Make study groups or go to office hours with the professors. I would also say that you should really prioritize self-care. The program can get very overwhelming at times. If you start slacking on sleep, exercise, and healthy eating it won’t pan out well in the end. The program flies by in a heartbeat, and you don’t want to miss any of it.

What are your post-graduation hopes and plans?

I ideally want to get a NICU position. I know those are hard for new grads, but that’s ideal, so if I don’t do it right away, then down the line I’d like to work in the NICU. I went into nursing wanting to become a nurse practitioner, so I think that’s where my head is still. So maybe neo-natal Nurse practitioner down the line. I love the critical setting, I love ICUs, and then I love my little babies, so the neonatal care unit is where my heart is at.

What does it mean to you to be a Wildcat Nurse?

What it means to me to be a Wildcat Nurse is to be a culturally sensitive and truly empathetic nurse with very honed-in critical thinking skills. Those are the biggest attributes that I’m getting from this program and those are qualities I want to carry on in my practice. I’m proud to call myself a Wildcat Nurse because of these values that they stressed on us.

The event was success and are planning on doing more outreach and engagement within our community and would ideally like to do something were UArizona Nursing will engage in every semester.

What kinds of activities did the students engage in?

Each Health Sciences college had its own activities. Here within the College of Nursing, we had five activities. They got to put on gowns and gloves and take pictures in front of the nursing backdrop. They had hands-on experience with the baby mannequins, learning how to put a diaper on and how to swaddle the baby. They also got to learn how to use a stethoscope, which the students got to keep. We had an eye exam station, which was a lot of fun. They also received a tour of the Steele Innovative Learning Center (SILC), where they learned from nursing students from our Community Health class how to become a nurse that goes above and beyond.

What kinds of reactions did you see from the students?

They loved each activity! It was really cool to see the students putting on gowns and gloves. They were so into it, maybe because they got to see the possibilities of what it might feel like to be a nurse. Our nursing students did an amazing job of facilitating these activities and without them, these activities wouldn’t have been a possibility.

What was your biggest takeaway from this event?

The importance of community engagement and of outreach in nursing education, which plays a critical role in how we address the nursing workforce shortage. Although these are fifth graders, we can continue to inspire future generations about this profession. It’s so important for us to work with local communities and help them see themselves inside spaces like UArizona Nursing. It’s a small step toward a common goal, which is to create different pathways and access to education at our college.

You do many events with college-age and high-school students. What was it like working with a much younger audience?

I was reminded of how much energy these fifth graders have. They have so many questions! They’re in an age of exploration, so they really want to try everything. It’s a reminder of how important it is to start early as far as building those pathways and exposing them to opportunities like this.

What’s most important about doing this kind of work in the community?

As we look toward the future of health care, it’s increasingly clear to me that we need a more diverse and inclusive nursing workforce to meet the needs of our diverse communities. By partnering with local schools and community organizations, we can introduce young people to the many pathways and opportunities available within the nursing and healthcare professions.

As a college, and as part of UArizona Health Sciences, we need to collaborate to break down barriers and mental models that may be preventing some of these students from pursuing these careers. Inviting them to our campuses to see themselves in these roles is just one piece of the puzzle when it comes to building the future nursing workforce that we desperately need. It’s important that we engage with young people and inspire them to pursue nursing as a career because we can help create a brighter future for both the nursing profession and the communities that we serve. Together we can make a real difference in the lives of these young people and the future of healthcare.

“Under the guidance of Dr. Ahn, the College of Nursing will continue be a leader in the advancement of nursing to transform health care and address the health challenges we are facing today and in the future," ~ Michael D. Dake, MD, University of Arizona Health Sciences senior vice president

“Dr. Ahn is a proven leader and dynamic researcher who has established a presence at the forefront of several intriguing disciplines,” said Michael D. Dake, MD, University of Arizona Health Sciences senior vice president. “The College of Nursing is an innovative and interdisciplinary home for nursing education, research and practice. Under the guidance of Dr. Ahn, the College of Nursing will continue to be a leader in the advancement of nursing to transform health care and address the health challenges we are facing today and in the future.”

Before joining the FSU College of Nursing, Dr. Ahn was assistant dean for research at the University of Texas Health Science Center School of Nursing and the Isla Carroll Turner Endowed Chair in Gerontological Nursing at UTHealth School of Nursing.

"I am humbled and honored to assume the role of dean of the University of Arizona College of Nursing. I am excited to build upon the college's legacy of excellence in innovative and interdisciplinary education, research, clinical practice, and service, as well as the world-class infrastructure at the University of Arizona Health Sciences,” Dr. Ahn said. “I believe that by fostering an inclusive and collaborative environment, we can continue to innovate and drive positive change in health care locally, nationally and globally. I am committed to working alongside our talented faculty, staff, students and community partners to further elevate its reputation and impact."

A fellow at the American Academy of Nursing, Dr. Ahn is also a national advisory board member of the American Academy of Nursing’s Edge Runners National Advisory Council. In addition, he’s a National Commission Research Workgroup member of the American Nurses Association’s National Commission to Address Racism in Nursing. Along with those roles, Dr. Ahn serves as a consultant for Centers for Medicare and Medicaid Services.

A first-generation Asian-American, Dr. Ahn was an external advisory board member of the NIH P30-funded Rutgers Asian Research Center for Minority Aging Research and a Gerontological Society of America’s Minority Issues in Gerontology Committee Scholarship Awardee.

Dr. Ahn earned his PhD in Nursing from the University of Florida in 2012. He also holds a Master of Science degree in adult and elderly nursing, as well as a Bachelor of Science in nursing and a Master of Science in electrical and computer engineering from Florida. He has a Bachelor of electrical engineering from the University of Seoul, College of Engineering. Dr. Ahn was also a visiting fellow at the Harvard-MIT MGH/HST Martinos Center for Biomedical Imaging.

Dr. Ahn replaces Ki Moore, PhD, RN, FAAN, who returned to her faculty position as the Anne Furrow Endowed Professor in the college in 2022 before retiring. Kathleen Insel, PhD, RN, professor and chair of the College of Nursing’s Behavioral Health Science Division, served as interim dean.