“It gives me a lot of pride to know that I chose nursing during a time when nurses are needed more than ever. I remember going into the hospital for the first-time once things opened up and thinking to myself ‘I made the right choice.’ I am part of a historical moment in healthcare, and I am really glad I am here," ~ Miranda Albright, Level 2 BSN-IH Student

What is it like to be on the frontline of the COVID-19 pandemic?

Being on the frontline of the COVID-19 pandemic is a strange thing to experience. When I applied to the UArizona Nursing it was before the pandemic hit, and I was unaware of how things would change and how it would affect the school. It gives me a lot of pride to know that I chose nursing during a time when nurses are needed more than ever. I remember going into the hospital for the first-time once things opened up and thinking to myself ‘I made the right choice.’ I am part of a historical moment in healthcare, and I am really glad I am here.

Can you describe your work at the COVID POD?

Working at the COVID POD was exciting because we got to give injections and observe patients afterward for potential side effects. Some of the patients were nervous about getting the vaccine but most people were just excited. Some of the students would give injections while others were observing, then we would switch. While I was observing I had so much fun chatting with people and everyone was just so happy and positive it was a great experience.

What are your biggest takeaways from the work you’re doing there?

My biggest takeaway from participating in the COVID POD was how happy people were to be there and get vaccinated. It felt like everyone was relieved to finally have the vaccine and feel more protected. Everyone was really happy and grateful that we were there.

Can you share your perspective of the challenges you face as a student nurse during this crisis?

The biggest challenge for me while being a nursing student during the pandemic is getting clinical time in the hospital. During my first semester, the hospital wasn’t letting students come in so we had to do a lot of our clinicals online. We were really lucky that we had state-of-the-art simulation programs.

During these challenging times, what gives you hope and helps you stay positive?

The thing that has kept me positive during these challenging times is relying on my classmates for support. I think it’s super important to remember we are all in this together and are going through the same things. The first semester was really hard because we were all so busy and isolated but connecting with my classmates helped a lot. We would set up zoom meetings to study and chat and talk about how the pandemic made us feel and it made such a difference in how I approached school during the pandemic.

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

To me, being a Wildcat Nurse comes with a special level of excellence and the expectation. The standard is higher for us and the college expects a lot out of us because they know we are capable of achieving higher standards in our practice. The College wants to make sure that when we graduate, we are the best nurses we can be so that we can pass on that quality care to our patients. Having that affiliation with the University of Arizona means people will expect a lot out of us and we take pride in providing really high quality care to our patients.

“Inspiring nurses to specialize in gerontological nursing requires those of us who are passionate about this specialty to impart that enthusiasm and knowledge to nurses, whether formally in the classroom or by mentoring new nurses at the bedside," ~ Heather L. Carlisle, PhD, DNP, RN, FNP, AGACNP, CHPN

“Inspiring nurses to specialize in gerontological nursing requires those of us who are passionate about this specialty to impart that enthusiasm and knowledge to nurses, whether formally in the classroom or by mentoring new nurses at the bedside,” Dr. Carlisle said. “I envision the day when we care for our older adult population the way we would want our children to be cared for in their old age.”

Dr. Carlisle has more than a decade of nursing experience, most of them in advanced practice as a nurse practitioner. Her clinical focus is older adults in acute and sub-acute settings, particularly palliative care and end-of-life care. As an educator, she teaches courses on gerontology and lectures on pain management. She developed a two-semester sequence in palliative care to educate future nurses about older adults and end-of-life issues. Additionally, to help future nurses be more comfortable with issues surrounding death and dying, Dr. Carlisle has contributed to a module on having conversations with elderly patients about end-of-life decision-making.

“I am optimistic that by inspiring nurses to embrace working with older adults, rather than shying away from them, we can greatly improve health care for future aging populations,” Dr. Carlisle said.

Dr. Carlisle’s clinical scholarship focuses on nurse practitioner education, palliative care and opioid safety in acute care settings. She received both master’s and doctoral degrees with an emphasis on gerontology from the College of Nursing. Previously, she earned a doctorate in geography from the University of California at Berkeley.

The NHCGNE is a collaboration of national and international schools and institutions committed to enhancing the capacity and competency of nurses to provide quality care for older adults. Their mission is accomplished through advancing gerontological nursing science, providing faculty development, facilitating adoption of best practices, fostering leadership, and designing and shaping policy.

Also recognized by the NHCGNE with this award was Cheryl L. Lacasse, PhD, RN, AOCNS, clinical professor and RN-MSN program coordinator for the College of Nursing. Drs. Carlisle and Lacasse join 2019 College of Nursing awardees Lorraine Martin-Plank, PhD, FNP-BC, NP-C, GNP-BC, FAANP, FNAP, and Janice D. Crist, PhD, RN, FWAN, FAAN, in their leadership as nurse educators working with students, faculty, providers and older people in diverse settings.

“Working at the COVID POD as a nursing student, I feel like we are finally starting to see some light at the end of this dark tunnel. I talk to the patients that receive their vaccine and I can feel the impact this pandemic has had on each of them. Being at the COVID POD brings a feeling of relief after so much sickness and suffering," ~ Destiny Jones, Level 2 BSN-IH Student

What is it like to be on the frontline of the COVID-19 pandemic?

I currently work in the portion of the medical field that supplies individuals with equipment such as supplemental oxygen, which has been the main weapon against COVID-19. Since Arizona has one of the nation’s highest rate of coronavirus hospitalizations, our oxygen supplies ran low. It was hard coming to work wondering if that was going to be the day we run out of oxygen and start turning patients away. Working in health care you never want to consider rationing care. Now with working at the COVID POD as a nursing student, I feel like we are finally starting to see some light at the end of this dark tunnel. I talk to the patients that receive their vaccine and I can feel the impact this pandemic has had on each of them. Being at the COVID POD brings a feeling of relief after so much sickness and suffering.

Can you describe your work at the COVID POD?

A typical day at the COVID POD lasts about ten hours. The first half of the day, I mainly oversee individuals that have already received their COVID-19 vaccine and have to wait 15 minutes to make sure no adverse reactions take place. During this time, I like to talk to my patients to see how they are feeling. I like to educate them to continue taking their prescribed medications and to expect some of the common symptoms such as injection site pain. Once the individual has waited their full 15 minutes, they are free to continue their day. During the second half of the day, I mainly give the vaccine to patients. We start the process by confirming the patient and documenting the administration of the vaccine in their medical record. Once documentation has been complete, we can administer the vaccine and the rest is history! Many of these individuals are so grateful for everyone that volunteers at the COVID POD and the work that takes place here is truly a one-of-a-kind experience.

Can you share your perspective of the challenges you face as a student nurse during this crisis?

There have been quite a few challenges throughout my nursing education during a pandemic. As a student we have a unique challenge related to our role and how this will help to develop the next generation of nurses. In March of 2020, our nursing program decided to remove students from clinical experiences, and we have just now been allowed to go back to clinicals in very small numbers. Even going back to clinical it has been a challenge as if we were to be exposed to COVID-19 we risk not only our health but our families as well.  The University has done an amazing job with minimizing this concern, as we are to avoid caring for patients with known COVID-19 positive tests.

During these challenging times, what gives you hope and helps you stay positive?

My program really emphasizes self-care so taking care of myself and being able to identify what my body needs at times has helped me stay positive. Taking care of myself is a priority for me as I really believe in caring for my mind, body, and spirit will ultimately make me a better caregiver. Having hope does not mean that you are being oblivious to what is going on in the world, however it is important that you acknowledge what is happening and be mindful how it makes you feel.

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

I am very proud to be a Wildcat Nurse. With dedication and passion, being a wildcat nurse will pave the way for amazing opportunities, a rewarding career, and a network of people who support what you do. We have had a few families donate generous amounts of money and items to our program which have made transitioning to virtual learning a lot easier. Being a Wildcat Nurse, you learn how to become a leader, address healthcare obstacles, and educate the community while assuring those who are weak get the proper medical attention they need.

“I know that one interaction can make a patient, family or community feel valued. I also know that if policies do not change, if resources are not provided, if awareness is not extended to action, then we will continue to see inequities in our ethnic communities and communities with poor socioeconomic status," ~ Jocelyn Nelms, MS, NEd, RN

Like many in the nursing profession, Nelms came to her passion at a young age. Although her father initially discouraged her from pursuing nursing because of the hurdles his mother and aunt faced in the profession, she took inspiration from her grandmother’s career. That experience included acting as a Labor & Delivery Nurse, a Community Health Nurse and general medical surgical nurse. While she worked in a variety of health care settings as a Licensed Practical Nurse and was looked up to by her community, barriers and limited resources prevented her from obtaining a Registered Nurse license. “I saw her as a positive role model, however, and I wanted to go further than she was able to,” Nelms says. “I made up my mind to pursue my Bachelor of Science in nursing and become one of the first people in my family to start and finish at a University and obtain my degree.”

 As a UArizona Nursing student, Nelms was one of the few ethnic minority students in the cohort. She engaged with fellow students from various backgrounds and nationalities and built long-lasting friendships. At the same time, she lacked peers she could identify with and sometimes had to go outside the college for student support services. She credits faculty like Marylyn McEwen for making her feel heard and included. “These teachers assisted us in understanding that it was our job to reflect on those feelings, assess what is needed, and advocate for ourselves and our patients to obtain the resources that were necessary,” she says.

Nelms’ greatest role model is her father. A hardworking man dedicated to his family and his community, he faced challenges in his pursuit of higher education but overcame them to eventually earn his Associate’s degree and Bachelor’s degree. “He taught me to set goals, determine the path that you want to take to get there, create a plan B because barriers and road blocks will occur,” Nelms says. “Without my father encouraging me to study, being a sounding board when things got tough in college and reminding me of the goals that I had set, I am not sure I would have made it through nursing school.”

Nelms’ path to her current profession began in her study groups in the University of Arizona College of Medicine library. Fellow students said she should consider becoming a nursing instructor because of her talent for guiding them toward success on exams. “This planted the seed in me to purse nursing education,” she says. She went on to obtain her Master of Science in Nursing with an emphasis on nursing education and once the opportunity presented itself she started teaching. “That’s still the best part of my job: when you can explain something to a student, especially when in a clinical rotation, and they get it and the ‘light-bulb' comes on.”

Despite the joy she gets from her work, Nelms is acutely aware of the inequalities that underpin society, especially in health care. “Racism, overt and covert, has permeated all areas of our society,” she says. “It is hard to see at times that your thoughts and concerns are not appreciated or listened to, or taken seriously all because of the color of your skin. This means that sometimes health care providers, loan officers, etc., might not explain things fully, omit important things, be afraid to care for people in certain areas leading to inappropriate or poor care, and decreased resources.” She stresses the importance of acknowledging racism and confronting the wounds and injustices of our past. Otherwise, she says, “We’ll keep ripping scabs every time ‘something’ happens. At some point, scars will be left as a reminder of the ‘healing’ that never happened.”

Nelms sees some improvements in classroom settings, although she stresses that social justice issues should be expanded to more than just Community Health courses. “One class might help address the existence of bias in relation to how we care for others, but more should be done. I appreciate the recognition of the problem but we often fall short of creating actual, sustainable change.” Change on a larger scale, she says, will take big alterations on a community and public policy level. “I know that one interaction can make a patient, family or community feel valued. I also know that if policies do not change, if resources are not provided, if awareness is not extended to action, then we will continue to see inequities in our ethnic communities and communities with poor socioeconomic status.”

The path toward improvement begins with acknowledging the existence of disparities, Nelms says. We must assess for health literacy, offer free classes where financially challenged community members can consult with health care providers, provide funding for follow-up visits and updated surveys to address cultural needs. She also believes it is extremely important for patients to see themselves in their health care providers as members of their community. “It can make a patient more adherent to recommended treatments, make a person feel more valued and cared for and make a person feel part of society at large,” she says.

For students of color who are considering a career in nursing, she is quick to offer encouragement. “I would remind them that the majority of their peers do not understand where they’ve come from or the amount of work it took to get here. If it was easy for you, then you’re privileged, and you owe no apology for that. If it was difficult, you made it, but more challenge lies ahead. Though you may have worked harder to get here, nobody owes you anything. You are not alone, though. Find a Mentor because racism exists within healthcare and yes, within nursing.”

“I am honored and humbled to be appointed. The professorship demonstrates the College of Nursing's commitment to advancing integrative nursing and integrative nursing education for clinicians and educators," ~ Cheryl Lacasse, PhD, RN, AOCNS

“I am honored and humbled to be appointed,” Dr. Lacasse said. “The professorship demonstrates the College of Nursing's commitment to advancing integrative nursing and integrative nursing education for clinicians and educators.”

As a leader in creating transformational change in the development of programs to train integrative nursing faculty, UArizona Nursing has demonstrated a strong commitment to establish curriculum for all levels of nursing education and determining core competencies required for national certification in the field. In 2016, the College started the nationally recognized Integrative Nursing Faculty Fellowship (INFF), a first-of-its-kind program designed to provide faculty with opportunities to learn the theory, science and practice of integrative health, and create applications to nursing education and discovery.

As the first Faculty lead for the program, Dr. Lacasse has a long track record of commitment to integrative health issues. She has more than 30 years of nursing experience in advanced clinical practice, managing complex care of cancer survivors and using integrative nursing therapeutics for symptom management and long-term health and wellbeing.

The whole-person philosophy behind integrative nursing has guided Dr. Lacasse throughout her nursing career. She is trained in the use of relaxation techniques such as breathing exercises, visual imagery, and progressive muscle relaxation, and she used mindfulness techniques in her oncology practice as a Clinical Nurse Specialist working with oncology patients with complex symptom management challenges. In addition, she has proficiencies in yoga and acupressure and has an interest in healthy learning and work environments.

“Integrative nursing and caring science align with my personal philosophy of caring, nursing, and nursing education,” Dr. Lacasse said. “Compassion-based care is an important part of the healing process across the care continuum. Equally important is compassion-based education, caring for student's body-mind-spirit to facilitate student growth, development, and self-care and longevity in the nursing profession.”

The role of the professorship is to promote health and wellbeing throughout the College through education, scholarship, and service. Initially Dr. Lacasse will work with the College's recently established BSN-IH program, with plans to ultimately work with faculty and students across all education programs.  She hopes to use the strong foundation of integrative nursing educational assets carefully built by Drs. Mary Koithan and Natalie Pool, among others, to continue to meet the learning needs of faculty regarding teaching and learning integrative nursing.  "I am looking forward to the challenges and rewards with the College community and the University of Arizona Health Sciences community in the future," she said. “It will be a joy to work with faculty across all programs to infuse integrative nursing and integrative health into curriculum in a meaningful way.”

Dr Lacasse believes that the foundations of the nursing profession are rooted in an understanding of humans as integrated beings in body, mind, and spirit. Integrative nursing includes this understanding in assessment, intervention and outcome evaluation with individuals, families, and communities. Integrative nursing education views students as integrative beings and the education process should model care and compassion while teaching core nursing knowledge.

Referring to her experience as Faculty Lead for the INFF as well as a 2020 alumnus of the Fellowship, she says that both experiences taught her about the importance of preparing both entry and advanced level nurses as providers of care that embrace the body-mind-spirit and deliver evidence-informed care. “Nursing faculty for all levels of clinicians are role models for their students in living the essence of caring and compassion for individuals with whom they work,” she said. “Integrative nursing faculty focus on the overall well-being of their students. They guide and support them to achieve outcomes of becoming caring and compassionate nurses who use best evidence to promote wellbeing of the individuals across the health care continuum.”

UArizona Nursing has become a leader in integrative nursing education.  In addition to the BSN-IH program and the Anne Furrow Professor, the College’s commitment to integrative nursing continues to grow and flourish in other ways. Looking to the future, Dr. Sue Roe, Chair of the College Community Advisory Board, and her husband Bill have committed a legacy gift to endow a chair in integrative nursing. Dr. Roe has dedicated her career to promoting and advancing integrative/holistic nursing education and practice. “Becoming a nurse was my dream career as a child,” Dr. Roe said. “I knew then as I know now, after many years as a nurse, being mindful of body, mind, and spirit of self and others is essential to caring, compassion, and nursing excellence.”

With Dr. Lacasse in her new role and the support of incredible alumus like Dr. Roe, the future of integrative nursing in the College is in great hands. 

DNP program Director Allen Prettyman, PhD, FNP-BC, FAANP, FNAP, and Senior Manager, Operations Isabel Chavez, MEd, played pivotal roles in recruiting people to help vaccinate and support POD operations. Additionally, Chair, General Nursing and Health Education Division Connie Miller, DNP, RNC-OB, CNE, CCCE, was involved in recruiting faculty to aid in the effort, as well as giving vaccines at Tucson Medical Center.  Senior Director, Development Andrea Fisher has also lent her time, helping with traffic flow and direction.

Aiding the effort in Maricopa County is a crew of Level 2 Bachelor of Science in Nursing Integrative Health (BSN-IH) specialty students under the supervision of Clinical Instructors Tara Loghry, MSN, RNC-OB, C-EFM, and Jules Leverenz, MSN, ACNP. The students have been administering Pfizer COVID-19 vaccine at the Banner vaccine clinic at Maricopa County Fairgrounds.  “It's been fantastic to see their confidence grow as they have become more comfortable with injections,” said Leverenz, who estimates that students are administering between 10 and 30 injections on the day of their rotations. “Daily, the students recognize and love to discuss the importance of their role in this historic task of helping vaccinate a large patient population in helping to fight this pandemic. Banner, on average, has 1700-1800 vaccine appointments daily.”

“The University has done a great job with this. I have found that the organizers are receptive to feedback on the ways to improve the clinic and each week, things just get better and better. The people coming for their vaccines remark how organized things are and how smoothly things go," ~ UArizona Nursing Lecturer Kathleen Malkin

Student Destiny Jones works in the portion of the medical field that supplies individuals with equipment such as supplemental oxygen. “Working at the COVID POD as a nursing student I feel like we are finally starting to see some light at the end of this dark tunnel,” she said. “I talk to the patients that receive their vaccine and I can feel the impact this pandemic has had on each of them. Being at the COVID POD brings a feeling of relief after so much sickness and suffering.”

Essential to the effort is Lecturer Sherry Daniels, MS, MPH, RN, who was called in by the Incident Commander for the Campus Health task force to help with the management of the POD ops for COVID vaccine on Campus.  Thanks to her previous role as Pima County Health Department (PCHD) director, she still has contact with many of the department’s staff and leadership. “Since I still have connections with the Mel and Enid Zuckerman College of Public Health, they reached out due to my leadership past and my experience with running large scale immunization events with Pima County: Measles in 2008 and H1N1 in 2009,” she said. 

Daniels is quick to point out that her efforts are part of a committed coalition of College nursing leaders, including graduates from the RN-MSN program like Sara Little and Karen Schwartz. She cites the importance of such diverse activities as managing the scheduling and registration of participants, training of personnel, screening, education and – most importantly – managing and administration of the vaccine itself.  “The nurse manager needs to reconcile vaccine usage, monitor adverse events, communicate with the state and other partners about operations, and plan for the next operational periods,” Daniels explained.  

Although the registration process was initially beset by unpredictability as well as vaccine scarcity, the process has smoothed out since the efforts began. Also of great importance is logistics aid provided by UArizona Facilities Management and vaccination help from colleagues like Lecturer Kathleen Malkin, who has years of experience planning, implementing, and evaluating large vaccination clinics while working with the Pima County Health Dept. “I know the amount of planning, effort and resources needed to operationalize a mass clinic,” Malkin said. “The University has done a great job with this.  I have found that the organizers are receptive to feedback on the ways to improve the clinic and each week, things just get better and better.  The people coming for their vaccines remark how organized things are and how smoothly things go. “

Daniels has high hopes for the future of the University’s broad vaccination efforts.  She points out that the College of Nursing’s participation will be essential moving forward, as the POD will be operating until at least May. “The community is nervous and anxious to get their shots,” she said, noting the importance of communication to both external and internal stakeholders in building a strong ICS structure. “We need more data collection for planning and long term approaches to our target communities. The need for nursing resources will be critical and is deep and long term.”

“I will continue to engage in efforts that create a sense of belonging for all students, staff and faculty that ensures everyone feels included and valued. I will strive to build and nurture a culture where inclusiveness is a reflex, not an initiative," ~ José Muñoz, Senior Program Coordinator

The goal of the program is to enhance professional knowledge and experience to stimulate strategic thinking and advance outcomes at participants' home institutions. Self-awareness will be increased while building skills to engage with discussions and issues surrounding equity, diversity and inclusion (ED&I). Participants will develop a diversity plan designed to drive excellence specifically tailored to their organization.  At the conclusion of this program, a certificate will be awarded.

Muñoz, who is a member and Co-Chair of the UArizona Nursing’s burgeoning Equity, Diversity and Inclusion Task Force, has a longstanding and deep commitment to issues of inclusive excellence in higher education, and society in general. “Amid the ongoing racial and health pandemics, the words of Nelson Mandela, ‘Education is the most powerful weapon which you can use to change the world,’ remind me that we, collectively, can be a catalyst for social change,” he said.  “As a Mexican-American person who has had many alienating experiences studying and working in higher education, I am well aware of how meaningful it is to be heard and supported by leadership and other members of the college community. It can make the difference between barely getting through a program, and graduating with pride and purpose.”

Inclusivity and excellence are more than just words for Muñoz. They are principles that guide his daily interactions with faculty, staff and students and inform his worldview as well as his hopes for a brighter future. “The common thread through my professional experience has been my commitment to creating and facilitating spaces to collaboratively learn, develop strategies, and promote equity within spheres of influence,” he said.

As a member of the Wildcat Nurse community, Muñoz sees a particular need to enrich the diversity of the nursing profession to better meet the needs of an increasingly diverse society. He points out that the COVID-19 pandemic has highlighted the differences in health outcomes and care for Black, Indigenous and People of Color (BIPOC). “Universities, colleges, and nursing programs specifically are beginning to focus on increasing diversity as they seek to effectively prepare nursing students to serve diverse clients and communities,” he said. “Diverse voices from governance, faculty, staff, and students allow nurse educators to collaboratively develop policies and practices that benefit all learners and members of the health care system. The current lack of diversity and inclusion in the nurse workforce, student population, staff, and faculty impedes the ability of nursing to achieve excellent care for all.”

Muñoz’s participation in the AACN Diversity Leadership Institute will aid him in growing his skill sets to support an inclusive environment where everyone feels empowered to share their experiences and ideas. His capstone project will address strategies to develop a structure and processes to support ED&I and health equity at UArizona Nursing. “This program has great potential to help me direct strategy and make impact for ED&I programming into the future,” he said.

He is enthusiastic about the prospect of playing a creative and collaborative leadership role in establishing a new strategic direction for diversity and inclusion at the College of Nursing.  “I will continue to engage in efforts that create a sense of belonging for all students, staff and faculty that ensures everyone feels included and valued. I will strive to build and nurture a culture where inclusiveness is a reflex, not an initiative. Where there is a deep sense of pride, passion and belonging that transcends any role, business unit, language, or country and is unified in our shared commitment to inclusive excellence, innovation and care.”

“Becoming a board-certified Diplomate in Clinical Lipidology is an important way for me to demonstrate clinical knowledge and expertise in the field of clinical lipidology. Lipidology is an evolving field that requires clinicians to stay abreast of the latest clinical research and treatment guidelines and to apply this knowledge in practice," ~ Joseph DeBoe, DNP, ACNPC-AG, CCRN

“Becoming a board-certified Diplomate in Clinical Lipidology is an important way for me to demonstrate clinical knowledge and expertise in the field of clinical lipidology,” Dr. DeBoe said. “Lipidology is an evolving field that requires clinicians to stay abreast of the latest clinical research and treatment guidelines and to apply this knowledge in practice.”

 Dr. DeBoe is one of the first nurse practitioners from across the nation who has achieved this important credential. ACCL Diplomates can use the title of “Clinical Lipid Specialist” and append the letters “CLS” to their names in formal contexts. The designation indicates those healthcare professionals who have distinguished themselves among their colleagues by having satisfied the credentialing and testing requirements established by the ACCL.

To obtain Diplomate status with the ACCL, candidates must complete a range of continuing medical education requirements and successfully pass a rigorous examination. Professionals in the area of lipid management specialize in the diagnosis and treatment of cholesterol disorders known as dyslipidemia, which may cause atherosclerosis and cardiovascular disease.

Atherosclerotic events, including myocardial infarction and stroke, account for approximately one-third of all deaths in the United States. Lipid management employing dietary, lifestyle, and pharmacologic modalities has been demonstrated to be one of the most effective strategies for the prospective treatment of cardiovascular disease. Yet, the number of specialists with expertise in lipid management is inadequate to address this large population of patients.

A Diplomate has successfully credentialed and passed the certification exam and has been endorsed by the ACCL as displaying a high level of experience, knowledge, and competence in clinical lipidology.

The rigorous training requirements to becoming a Diplomate include:

•Doctoral degree in clinical health science (MD, DNP, PharmD)

•Minimum 3,000 hours of demonstrated clinical and/or fellowship experience in the management of patients with lipid or other related disorders

•Certification in a primary board (e.g., ANCC, AANP), or other appropriate certificate programs

•Relevant academic practice and faculty appointment at a recognized institution

•Clinical research and/or scholarly publications in the management of lipid disorders

“Our professors helped us navigate the unexpected challenges that come with attending a new program while providing us with unparalleled support throughout the Covid-19 pandemic. Despite the difficult circumstances of 2020, I graduated from the College of Nursing feeling prepared and excited for my future in nursing," ~ Jennifer McFee, BSN-IH Inaugural Cohort

Why did you choose to pursue a career in nursing?

My first experience with healthcare came from the Certified Nursing Assistant program I completed my senior year of high school, and I fell in love with the art and science that is nursing. My career interests varied over the years but generally included fields such as teaching, social work and biology. I decided to apply to nursing school when I realized that nursing was the perfect combination of all my career interests and allowed me to provide the type of patient-centered care I believe in. The flexibility and variety of career opportunities within the nursing field was also a major draw for me, and I love that nurses have the capacity to better the lives of others in so many different ways.

What drew you to apply to UArizona’s BSN-IH program in Gilbert?

I grew up in Phoenix and have always loved the surrounding areas, so I was happy to hear that a new program would be opening up in downtown Gilbert. Moving back to Phoenix for nursing school allowed me to be close to family and friends and maintain a strong support system during my nursing school journey. I was also extremely interested in the Integrative Health emphasis of the BSN-IH program, and I felt that learning complementary and integrative nursing therapies would improve my ability to provide optimal patient-centered care. Nursing is an intrinsically holistic profession that focuses on caring for the whole person rather than just the disease, and I really enjoyed attending a nursing program that emphasized this concept. 

How would you describe your experience over the course of the program?

It was a very special experience being a member of the inaugural BSN-IH cohort. Our professors helped us navigate the unexpected challenges that come with attending a new program while providing us with unparalleled support throughout the Covid-19 pandemic. Despite the difficult circumstances of 2020, I graduated from the College of Nursing feeling prepared and excited for my future in nursing. This program brought me life-long friends, mentors, and memories, and I could not be more grateful to be a Wildcat Nurse.

What has been your greatest takeaway from the program?

My greatest takeaway from attending the BSN-IH program is the importance of acknowledging patients’ wellbeing in the context of their environment and relationships. An individual’s wellbeing is not merely based on the absence of disease but also the presence of positive factors in their life. Graduating from the BSN-IH program has encouraged me to address and promote my patients’ health on physical, emotional, mental, and spiritual levels, and I aim for my nursing care to have a positive impact along multiple ecological levels. The best part of nursing is having the ability to touch and improve lives in such a wide variety of ways.

Tell us about your post-graduation plans.

This spring, I am excited to be joining Mayo Clinic’s Nurse Residency Program at their main campus in Rochester, Minnesota! I accepted a new graduate nurse position on the Cardiovascular Surgery & Transplant unit and cannot wait to explore my passion for cardiac nursing as I transition into the professional nurse role. Following the year-long residency program, I hope to precept nursing students and incoming new graduates while also contributing to research or quality improvement projects within the Mayo Clinic health system.

“Due to the challenging times our country, community and profession are experiencing, Beta Mu decided to answer that call with the backpack for the homeless project in the hopes of infusing joy to the people receiving the backpacks as well as to the people donating," ~ Carolina Baldwin, DNP, RN, CCRN

No stranger to community involvement, the UArizona College of Nursing has long conducted outreach to some of Tucson’s most vulnerable citizens. Since the COVID-19 pandemic began, students have taught school children the importance of handwashing, and provided COVID-19 symptom information, instruction on proper use of masks, and HIV/AIDS resources to those experiencing homelessness. But Dr. Baldwin’s latest project is the first of its kind for Beta Mu. Committed to upholding a vision of global Nursing excellence, SIGMA Theta Tau International’s current call to action is to “Infuse Joy” into every activity its members participate in.

“Due to the challenging times our country, community and profession are experiencing, Beta Mu decided to answer that call with the backpack for the homeless project in the hopes of infusing joy to the people receiving the backpacks as well as to the people donating,” Dr. Baldwin says.

At the beginning of December, Dr. Baldwin announced the project to College faculty and staff. Beta Mu members would be assembling 12 backpacks – evenly split for female and male recipients – with the goal of distributing them to the homeless prior to Christmas. “We decided this year would be the trial year and next year we plan on increasing the number of backpacks and items,” she says. “Hopefully next year we won’t be dealing with a pandemic, so we will be able to have more volunteers receiving, opening, and disposing of boxes as well as helping pack the backpacks and deliver them.”

Dr. Baldwin solicited donations for the items the backpacks would be stocked with, but the outpouring of generosity came as a welcome surprise. “The project was incredibly successful,” she says. “I was so astonished when everything from the gift registry was bought so quickly. We decided to do the project with an Amazon gift registry due to the pandemic, we did not want to make anyone feel as if they had to put themselves at risk to go to a store.”

All 12 backpacks were packed with essentials, with so many donated items left over that Dr. Baldwin had to take them to Sister José Women’s Center  and the Salvation Army Hospitality House. The backpacks were delivered on Dec. 24 to the homeless in Armory Park and Santa Rita Park. “Some were in tears upon receiving the backpack,” Dr. Baldwin says. “I’m proud to witness the way we as a community and profession are rising to the challenge before us in the midst of the biggest challenge our profession has ever seen.”