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Two UArizona Nursing Students Awarded Grant from Jonas Philanthropies

June 7, 2021

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(L-R) Carrie Ann Langley, DNP Program - Psychology/Mental Health, and Zhanette Coffee, PhD Program – Psychology/Mental Health

The University of Arizona College of Nursing is proud to announce it has been awarded a new grant of $30,000 from Jonas Philanthropies, a leading national philanthropic funder of graduate nursing education. Matched by $30,000 of its own monies, the grant will fund the scholarship of two doctoral nursing students in 2021.

As a grant recipient, UArizona Nursing joins Jonas Philanthropies’ efforts to improve the quality of healthcare by investing in nursing scholars whose research and clinical foci specifically address our nation’s most urgent needs. The grant will empower and support nursing students with financial assistance, leadership development and networking to expand the pipeline of future nursing faculty, researchers and advanced practice nurses. The Jonas Scholars at UArizona Nursing is made possible by a grant from Jonas Nursing and Veterans Healthcare.

With 10,000 baby boomers turning 65 each day, an entire generation of the healthcare workforce is aging at a rapid pace. This, coupled with care for the 22.2 million veterans living across the country, means the United States is facing a dire need for a new era of highly educated nursing professionals. UArizona Nursing and Jonas Philanthropies believe the investment in the education of nurse leaders is critically important to improve the healthcare system.

“The award will enhance the students’ educational trajectories as they complete their doctoral degrees in the DNP and PhD College of Nursing programs and propel them forward as future nursing leaders,” said Allen Prettyman, PhD, FNP-BC, FAANP, FNAP, Director of the Doctor of Nursing Practice (DNP) program.


“The award will enhance the students’ educational trajectories as they complete their doctoral degrees in the DNP and PhD College of Nursing programs and propel them forward as future nursing leaders,” ~ Allen Prettyman, PhD, FNP-BC, FAANP, FNAP, Director of the Doctor of Nursing Practice (DNP) program


The UArizona Nursing Jonas Nurse Scholars are part of the new 2021-2023 cohort of more than 75 Scholars pursuing PhD, DNP or EdD degrees at 49 universities across the country whose doctoral work will focus on such critical health priorities as Environmental Health, Vision Health, Psych-Mental Health, and/or Veterans Health. They join more than 1,000 Jonas Scholar alumni representing 157 universities across all 50 states.

The following scholars and their research/practice topics will be supported by this grant: Carrie Ann Langley: Jonas Scholar DNP Program - Psychology/Mental Health and Zhanette Coffee: Jonas Scholar PhD Program – Psychology/Mental Health.

“I am so grateful to receive the Jonas Scholar award,” said Langley. “This scholarship will allow me to complete the PMHNP-DNP program, where I plan to continue my research focus with individuals who experience mental illness who are transitioning from jail to the rural community, developing an educational intervention to improve the support provided through the transition process.”

Coffee, who plans to investigate integrative health approaches to manage patients with chronic pain and opioid use disorders, said, “The Jonas Scholars grant will expand my potential to develop into a productive and independent nursing scientist. In addition, this opportunity will support my passion in becoming an agent of change in research, focusing on the whole-person well-being and healthier lifestyle behaviors through substance prevention utilizing integrative health approaches.”

Alumna Spotlight: Niki Putzar-Davis, MSN, ACNP-BC, Honored with Wildcat Career Champion Award

May 26, 2021

One of the first four graduates from the University of Arizona College of Nursing’s Acute Care Nurse Practitioner (ACNP) program, Niki Putzar-Davis, MSN, ACNP-BC, embodies all the qualities that make our Wildcat Nurses great. Since earning her Bachelor of Science in Nursing (BSN) in 1992, she has worked continuously in hospital and nursing home settings as a hospitalist nurse practitioner. In 2009 she graduated from the College’s Master of Science in Nursing (MSN) program. Most recently, her thirst for knowledge led her to return to the College to pursue her Psychiatric Mental Health Nurse Practitioner certification, because, as she says, “I still enjoy reading and learning about most everything.”

Outside of her professional duties, Putzar-Davis has served for many years as a mentor to the College’s Adult-Gerontology Acute Care Nurse Practitioner (AGACNP) students as a clinical preceptor.

This year, her dedication to her students earned her the UArizona Alumni Association’s 2021 Wildcat Career Champion award, which will be given at Homecoming 2021. The award is given to an individual who has demonstrated extraordinary commitment to furthering the careers of Wildcats through mentoring, hiring or other career-related assistance.


“The Wildcat Career Champion Award is an affirmation that service to our profession, and mentoring students is important to the UA College of Nursing. I am shocked and grateful that my fellow nursing and nurse practitioner colleagues, and UA nursing scholars thought so highly of me,” ~ Niki Putzar-Davis, MSN, ACNP-BC


“Ms. Putzar-Davis has been serving as a preceptor for our ACNP students -- now, AGACNP students -- for more than a decade,” says Interim AGACNP Specialty Coordinator, Shu-Fen Wung , PhD, MS, RN, ACNP-BC, FAAN. “Students have valued greatly Ms. Putzar-Davis's clinical skills and her willingness to teach.  This is particularly helpful when under the current pandemic and our specialty is facing challenges placing students in the clinical settings.  Her drive for knowledge brought her back to UA CON for additional Psych mental training. It is someone like Ms. Putzar-Davis who helps us achieving our education mission at the ground level.”

Why did you choose to pursue a career in nursing?

When I entered the College of Nursing, I was actually completing my BS in Psychology. There was a significant nursing shortage at the time and the College of Nursing was offering special transfers into the nursing program, so during my last semester of Psychology, I transferred into nursing. I also had a friend who had recently died from a cardiac complication, which was a big shock to our group of friends. I was very interested in the pathophysiology of what happened, which also piqued my interest into the study of nursing and medicine. 
 

What drew you to the UArizona College of Nursing?

I grew up in Tucson, and was already a student at the University of Arizona. I never really thought about going to any other College of Nursing, but I learned quickly of the College's high standing in the nation for nursing education. It was very impressive that we had nurse scholars and theorists developing their ideas and writing at the College back then as well as currently!

What drew you to the NP program?

I had been a nurse for about 10 years, when a nursing friend and colleague was entering the UA CONs Acute Care NP program.  She urged me to apply to NP school and I knew that my interest was in the care of hospitalized patients, so the Acute Care NP program suited me. In fact, the ‘hospitalist’ role was really coming into its own profession at a time when family practice physicians were still making hospital rounds before going to their offices. It was a difficult transitional time since hospital medicine was quickly becoming very complex. 

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

My experience as a preceptor with the UA College of Nursing program has been terrific. The NP students are very bright, caring and have such incredible clinical experience even as new NP students. I love mentoring the new NP students; to show them the beginnings of what critical thinking and professional documentation looks like.

What makes you proudest about the work you do?

I am very proud that nurse practitioners have gained the respect and trust from our physician colleagues, who I respect and admire, by demonstrating excellent knowledge, skills, and caring that nurse practitioners bring to patients every day. 

What does it mean to you to be nominated for the Wildcat Career Champion Award?

The Wildcat Career Champion Award is an affirmation that service to our profession, and mentoring students is important to the UA College of Nursing. I am shocked and grateful that my fellow nursing and nurse practitioner colleagues, and UA nursing scholars thought so highly of me.

What are your hopes for the future?

My hopes for the future are that the nursing profession continues to attract and grow intelligent and caring nurses and nurse practitioners. The nursing profession has always been a completely fascinating, challenging and wonderful career, and you'll never work with better people than nurses!

UArizona Nursing Class of 2021: Alisa Caballero

May 17, 2021

Meet University of Arizona Nursing student Alisa Caballero, who graduated on May 15 with her Bachelor of Science (BSN) in Nursing. Fueled by a passion for health equity, she enters the nursing workforce invigorated by her studies and ready to make a difference in the world of health care.

In April, along with fellow students Sydney Mobley, Francesco Nunez, and Julia Shoemake, Alisa presented her health education project, “Anxiety and Resources” via Google Classroom to students at Pima Vocational High School. The interactive presentation was so well-received by the high school students that the instructor requested a copy of the project so she could share with it others.


“To me, being a Wildcat nurse is about using the abundance of knowledge I have gained in the past four semesters and going into the field of nursing feeling confident that I have what it takes to be a great nurse...I am so excited to see the differences we all make in health care,” ~ Alisa Caballero, Bachelor of Science (BSN) in Nursing Graduate


Why did you choose to pursue a career in nursing?

I chose to pursue nursing because it is a field that reaches so many people of different backgrounds and cultures, which was very important to me in choosing a career. I would love to make a difference in people’s lives every day, and I am beyond grateful to have chosen a field that allows me to do so.

Why did you choose UArizona Nursing to pursue your studies?

I’m from Gilbert, Ariz., so the University of Arizona is the perfect distance away from home, not too far and not too close. Not to mention, the nursing program here is very rigorous and because of this I feel very prepared to enter the world as a new nurse.

Can you describe how the "Anxiety and Resources" education project came about?

In our community health nursing class, we were divided into groups and tasked with creating a project that addressed the needs of a specific Census Tract, or community, in Tucson. My group and I interviewed the admissions coordinator at a vocational high school in our community and found that many high schoolers in the area struggle with mental health and a lack of community resources. Thus, we created a presentation covering information on anxiety, coping mechanisms to deal with anxiety, as well as virtual and in-person mental health resources. About a month ago, our group had the privilege to present this project to a high school class over Google Classroom to wrap up our education project.

What are your biggest takeaways from doing this project?

Through the creation of this project, I have learned the importance of nursing not only in the hospital, but in the community as well. Nursing is all about preventing illness and promoting health and wellbeing, and the best way to do this is by reaching out to community members and addressing what they need to stay healthy both physically and mentally.

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

To me, being a Wildcat nurse is about using the abundance of knowledge I have gained in the past four semesters and going into the field of nursing feeling confident that I have what it takes to be a great nurse. Words cannot express how thankful I am to be a part of such an intelligent, supportive group of soon-to-be nurses, and I am so excited to see the differences we all make in health care.

What are your plans for the future?

As of now, I am counting down the days until graduation, soon after which I will schedule my NCLEX date. After passing the NCLEX, I hope to have a job somewhere on the East Coast, ideally as a pediatric nurse. I also hope to become a nurse practitioner in the future, but for now, I’m looking forward to being at the bedside and helping as many patients and families as I possibly can.

UArizona Nursing's Equity, Diversity, and Inclusion Task Force Strives for Inclusive Excellence for All

May 12, 2021

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Assistant Professor Timian Godfrey, DNP, APRN, FNP-BC, and Senior Program Coordinator José Muñoz

The University of Arizona College of Nursing has a history of striving to create an equitable learning and working environment for its diverse workforce and student body. But not until recently did it set those values in stone by creating an Equity, Diversity, and Inclusion (ED&I) Task Force to engage the UArizona Nursing community in developing recommendations to improve individual and systemic inequities to advance Inclusive Excellence within our organization.

The Task Force was created during the tumultuous summer of 2020, after the murder of George Floyd stirred a national sense of urgency to address systemic barriers to equality. Dean Ki Moore approached Clinical Assistant Professor Timian Godfrey, DNP, APRN, FNP-BC, and Senior Program Coordinator José Muñoz to see if they would lead the College’s efforts.


“As an organization dedicated to the education and training of our nation’s future nurses, healthcare providers, health system leaders, and researchers, we are uniquely positioned to greatly impact the lives and well-being of our patients, their families and communities in a meaningful way,” ~ Timian Godfrey, DNP, APRN, FNP-BC


“It was humbling, and I understood the responsibility when I said yes to this charge,” Muñoz says.  “It is critical to center ED&I at the core of our College and not just an afterthought. We need to be intentional and make it part of who we are. We are all functions of the system that we learn and live in; a system that has taught us how to think about ourselves and others, interact with others and understand what is expected of us.”

“As an organization dedicated to the education and training of our nation’s future nurses, healthcare providers, health system leaders, and researchers, we are uniquely positioned to greatly impact the lives and well-being of our patients, their families and communities in a meaningful way,” Dr. Godfrey says. “Also, as part of the Code of Ethics for Nurses, we have a commitment to society and social justice. If our graduates are expected to provide the highest quality care and address health disparities, then behaviors of inclusivity, cultural humility, and excellence must be modeled and taught during the educational experience.”

Senior Program Coordinator José Muñoz

The need for action was clear and the ED&I Task Force quickly leaped into the process. The creation of the ED&I task Force was presented at the first College forum, when the opportunity to participate was opened up to all faculty and staff. The Task Force’s first meeting was in September. So far, a large part of the Task Force’s activity has focused on listening to the college community and learning about the various needs and growth opportunities. “This year has been the year of discovery to strategically think about how the College of Nursing can create an authentic environment in the long term,” Muñoz says, elaborating that the long-term goal is to develop an Office of ED&I for the College.

The ED&I Task Force identified four key areas – or pillars – where it plans to develop, recommend, and implement strategies, opportunities and increased visibility for advancing Inclusive Excellence across the broader UArizona Nursing community: Faculty/Staff Initiatives, Student Initiatives, Admissions/Curriculum Initiatives, and Community Engagement Initiatives. Achievements include the development of an ED&I website, an inclusive excellence statement, a pronoun statement, UArizona Nursing Values statements, customized diversity statement for job postings, ED&I resources for faculty and staff, and an ED&I strategic plan. Additionally, task force members, Chris Sogge and Jill Hagaman, have created a successful monthly ED&I lunch and learn for faculty and staff. The efforts are connected with the broader efforts going on throughout the University of Arizona Health Sciences community, including the UAHS LGBTQ+ group and the UAHS Office of ED&I.

Dr. Timian Godfrey (2nd from Right) leads students on a COVID-19 relief project in Gallup, New Mexico

“I’ve been fortunate to take part in all of the pillars and am amazed at the dedication, innovation, and progress that has been accomplished by the ED&I Task Force,” Dr. Godfrey says. “Highlighting the incredible nature of the Task Force, each member has voluntarily invested time and energy above and beyond their normal workload, with additional resource strain from the pandemic, to enhance ED&I at the CON.”

Dr. Godfrey is confident that ED&I will be normalized into the College’s daily work, routine, behavior and organization and she knows from personal experience how pivotal this work is. “As a Navajo, Hawaiian-Japanese woman from historically marginalized communities, I have personally witnessed the impact systemically created social determinants have on the health of populations,” she says. “I can also attest to the tremendous, positive change cultural humility and diversely representative care can have on the health of a community. Therefore, I am committed to creating education and learning experiences learning congruent with ED&I to improve health equity and health justice.”  

Similarly, Muñoz’s background has driven his passion for issues of equity, diversity and inclusion. “I never got involved with diversity; diversity got involved with me,” he says.  “As a Latino professional, I am used to navigating two worlds.” Growing up in the rural border town of Rio Rico, Ariz., he was fortunate to have a strong and supportive family that encouraged him to pursue his dreams. “Today, I am able to reap my parent’s sacrifice and perseverance,” he says. “But although times have changed, I still observe challenges my community and I endured – issues ranging from social class, immigration status, heritage language, and learning disabilities. As a whole, we have to pay more attention to populations that have been ignored for such a long time.  I remain optimistic and hopeful. I am inspired by all other people who are also working for change.”

Thus far, the future looks bright for the Task Force and the success of ED&I efforts throughout the College. Faculty and staff are receptive to and eager for change and leadership has been encouraging. “We are having conversations with each other and with leadership,” Muñoz says. “My hopes for the task force are to continue to drive change and transition into the ED&I committee, eventually to continue to co-create and co-inspire an emerging future for our College that values the well-being of all.”

Dr. Godfrey echoes that sentiment: “Members of our community at the College of Nursing are truly incredible, and leadership has been so supportive in quality improvement initiatives around ED&I. If we keep the trajectory going, then I expect to see integration of ED&I into central processes, curriculum, and organizational structure. These adjustments and changes are needed to achieve Inclusive Excellence and there are so many people in the CON who are committed to making it happen.”

Learn more about the UArizona Nursing ED&I Task Force.

UArizona Nursing Equity, Diversity & Inclusion Initiatives & Resources.

Two UA College of Nursing Faculty to be Honored as 2021 Tucson Fab 50 Nurses

May 10, 2021

As part of National Nurses Week (May 6-12), held in honor of the largest health-care workforce in the United States, two nurse leaders from the University of Arizona College of Nursing will be honored by their peers during the annual 2021 Tucson Fabulous 50 Nurses gala held by the Tucson Nurses’ Week Foundation on Saturday, May 8.


The Fabulous 50 nurses were chosen from throughout the Tucson area by their peers for their role modeling and mentoring of others, concern for humanity and their contributions to the Tucson community and the profession of nursing.


The 24th annual event is the city's capstone celebration to National Nursing Week and is sponsored by the Tucson Nurses Week Foundation. The Fabulous 50 nurses were chosen from throughout the Tucson area by their peers for their role modeling and mentoring of others, concern for humanity and their contributions to the Tucson community and the profession of nursing.

UA College of Nursing ‘Fabulous 50’ Nurses:

Sharon Hom, PhD, MS, RN, Clinical Assistant Professor

“Southern Arizona has so many outstanding nurses who sincerely deserve recognition for their selfless service to our communities. To be recognized among them is such an honor and humbling, especially when many gave so much to take care of our residents throughout this pandemic. This award is particularly meaningful as we celebrate Nurses Week and the many roles that nurses serve throughout our community. I feel inspired learning of the service and accomplishments of my fellow honorees and it reminds me that we can all uniquely contribute and make a difference in the wellbeing of others.”

Nancy E McGuckin, MPH, MBA, MSN, RN, Lecturer

“One of my favorite quotes is from Clara Barton who helped establish the American Red Cross. She stated, ‘You must never so much think as whether you like it or not, whether it is bearable or not; you must never think of anything except the need, and how to meet it.’ The actions of registered nurses and nursing students in 2020 and now 2021 have shown exemplary strength and commitment in the face of the COVID-19 pandemic and the dangers to those nurses who selflessly cared for the people afflicted – even to sacrificing their own lives. Brave, unwavering nurses – in the face of great odds – met the need! I am honored to be a part of such a brave group of people – those who belong to the profession of nursing.”

University of Arizona College of Nursing wins big at WIN (Western Institute of Nursing) 2020 Conference

April 26, 2021

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(L-R) Janice D. Crist,  PhD, RN, FWAN, FAAN and Lois J Loescher, PhD, RN, FAAN

Over the weekend of April 14-16, the University of Arizona College of Nursing made a strong showing at the Western Institute of Nursing’s annual conference. Twenty-six PhD/dual degree students presented their research at the conference (see below for a complete list), and two faculty members were honored by the Institute with awards. Professor Janice D. Crist,  PhD, RN, FWAN, FAAN won the Regional Geriatric Nursing Education Award and Professor and Public Health Director, PhD Program Lois J Loescher, PhD, RN, FAAN, won the Anna M. Shannon Mentorship Award.

Due to the COVID19 pandemic, the conference was held virtually this year, but it was still an excellent chance for nursing scholars, scientists and students to network with their peers and learn about each other’s research. The theme of this year’s conference was “Better Together: Integration of Nursing Research, Practice, and Education.”


“Drs. Crist and Loescher were selected for this year’s awards because of their status as role models for leadership and professionalism, their active involvement in supporting the professional development of students, their focus on the advancement of the nursing profession and their inspiring vision of nursing.


Drs. Crist and Loescher were selected for this year’s awards because of their status as role models for leadership and professionalism, their active involvement in supporting the professional development of students, their focus on the advancement of the nursing profession and their inspiring vision of nursing.

“I was extremely honored to be selected for the WIN Regional Geriatric Nursing Education Award,” Dr. Crist said. “I thank my mentors and colleagues from whom I’ve learned so much, from our critical mass of gerontological nursing educators who are in our Wildcat Interdisciplinary Geroscience Group, to the many PhD, DNP, and entry-level students who have studied and co-collaborated/co-published aging topics, e.g.: diversity, from Mexican American grandparenting with diabetes (Munoz, PhD) to long-term care workers’ implicit bias toward LBGT older adults (May, PhD); transitional care, e.g., family caregivers as part of the acute care team (Bristol, PhD), to delirium care (Spears, DNP), and 27 other student researchers and collaborators. I challenge my CON colleagues to improve education, research, and practice skills through local and international networking resources such as the UA Center on Aging, and the National Hartford Center on Gerontological Nursing Research, to, as in the words of WIN’s Gero-Special Interest Group: “build a cadre of gerontological nurses to advance the mission of WIN in the context of improving care of the older adult.”

Read more about Dr. Crist’s research here.

“This award is a great honor and is especially meaningful at this time in my career,” Dr. Loescher said. “Mentorship takes time and careful thought, but it’s one of the most rewarding parts of my job! I appreciate the nomination from my fellow faculty and students.”

Read more about Dr. Loescher’s research here.

PhD1 Students WIN 

Brayton Amidon
Emerald Bell
Steven Calver
Aubree Carlson
Zhanette Coffee
Carlie Felion
Deanne Hastings
Melissa Hollis
Danielle Morgan

PhD2 Students WIN 

Christine Hodgson
Z Li
Sally Martens
Christine Platt

PhD3 (+) WIN 

Stacy Al-Saleh
Jamie Besel
Claire Bethel
Rhea DeCoteau
Hanne Dolan
Coco Grant
Carrie Langley
Chloe Littzen
Emily Moore
Kim Strauch
Alyssa Weiss
Christy Wyles

Dual PhD/DNP WIN 

Victoria Towers

Research and Information Exchange (R&IE) Posters:

Provider Focused LGBTQIA+ Education: A Quality Improvement Effort: Amir Wael Raad

Improving Tobacco Cessation at a Federally Qualified Health Center: Samantha Wirth, Martha Rukavena, Iesha Floyd

Transitions from Jail for Adults with Mental Illness: Carrie Langley

Reducing No-Shows: Analyzing Reminder Systems and Patient Preferences: Diana Valencia

Research among American Indians Utilizing a Unique Vulnerability Theory Approach: Rhea DeCoteau, Tracy Crane, Lois Loescher

Nutrition-Focused Practice Improvement: Influencing the Nutrition Behavior of Mexican Women: Karissa E. Cain

UArizona College of Nursing Class of 2021: Chloe Littzen

April 21, 2021

When she was a child, Chloe Littzen was diagnosed with a chronic health condition. The harrowing experience was a big factor in her decision to pursue a career in nursing and her eventual selection of pediatrics as a specialty. “I ended up caring for the children who were most like me as a child in the hospital and in the community,” she says.

Littzen, who also holds associates, bachelor’s and master’s degrees in nursing, will earn her PhD in nursing with a minor in integrative health, in May, 2021. She chose the University of Arizona College of Nursing to pursue her PhD because of positive stories from alumni who had obtained their PhDs from the College. “I looked at several different programs, but ultimately it was the faculty that drew me to UArizona alongside the rigorous online format that wouldn't restrict me to one geographical area,” she says.


“The faculty, my colleagues, and the learning opportunities have all been amazing. My PhD has been such a rewarding experience and I am grateful for the opportunity every day," ~ Chloe Littzen, MSN, RN, AE-C, PhD Candidate


Littzen describes her time at UArizona Nursing as life-changing. “I wouldn't have changed a thing about my experience,” she says. “The faculty, my colleagues, and the learning opportunities have all been amazing. My PhD has been such a rewarding experience and I am grateful for the opportunity every day.”

When she has her diploma in-hand, she will enter the workforce strengthened by the knowledge that nothing can be accomplished alone and that only through teamwork can success be truly earned. “I think collaboration and seeking information from your peers are integral to success and also your well-being within doctoral education,” she says. “That takeaway shapes how I interact in life and work every day.”

One of Littzen’s most important achievements during her time in the program is her timely dissertation study, "Young Adult Nurse Work-Related Well-Being, Contemporary Practice Worldview, Resilience, and Co-Worker Support During the COVID-19 Pandemic." Last year she was awarded a $1,000 PhD Student Research Grant to pursue her study, which was inspired by her experience working as a bedside nurse in a busy pediatric intensive care unit.

Chloe Littzen (R) with her faculty advisor, Dr. Pamela Reed

“Young adult nurses, defined as currently practicing nurses between the ages of 18-30, have the most suboptimal work-related well-being, highest turnover intentions, and the lowest overall job satisfaction across practicing nurses,” Littzen says.

“I chose this topic because as a new graduate, and later a novice young adult nurse, I practiced within the critical care environment and ultimately experienced diminished well-being and burnout,” Littzen says. “This experience inspired me to assist young adult nurses to understand and advocate for their well-being, as well as work towards the development of strategies to prevent negative consequences of suboptimal well-being in the workplace.”

In the course of her research, Littzen learned that it is primarily systemic issues in healthcare that negatively impact young adult nurses' work-related well-being. “There appears to be a misalignment between the way the young adult nurse perceives nursing within the American healthcare system and the way that system expects nurses and nursing to be or act,” she says, pointing out that young adult nurses experience significant levels of moral distress and have suboptimal work-related well-being placing them at risk for burnout, severe fatigue, poor quality of life, patient care errors, and intent to leave. “Future research is needed to examine the moral dimensions of young adult nurse work-related well-being,” she says.

When her time at UArizona Nursing has concluded, Littzen will have fond memories of her College experience – ones that center around the joys of human interaction, something many have yearned for during the travails of COVID-19. In particular, she recalls attending the 2019 Nursing Theory Annual Conference at Case Western Reserve University in Cleveland, Ohio, when she joined her advisor, Dr. Pamela Reed, and her colleague Dr. Carrie Langley, for Italian food after the last day of the conference. “We got to talk about life, nursing theory – one of my favorite things! – our plans for the future, and just enjoy being present with each other. It was so nice to be together with both of them in person and just be humans for a bit.”

Speaking of the future, Littzen’s immediate plans after her rigorous studies are to take the summer off, spend time with her loved ones and practice a lot of yoga. After that, she intends to work towards publishing some papers from her dissertation. In the fall, she will be teaching at the University of Portland School of Nursing, where she hopes to develop a proposal for her next study – an examination of the moral dimensions of young adult nurse work-related well-being. Her desire to make in a difference in the world of nursing doesn’t stop there, though. She says, “Additionally, I am working on developing an undergraduate nursing yoga program to help future young adult nurses learn how to care for themselves in a safe community setting prior to entering the workforce.”

Read more about Chloe Littzen’s research surrounding nurse burnout during COVID19 here.

UArizona Nursing Leads Students on COVID-19 Relief Project in Gallup, New Mexico

April 16, 2021

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(R-L) Dr. Lisa Kiser, Dr. Timian Godfrey, Sami Dalessio, Anne Fong, Stephanie Hallenbeck, Lindsay DeWolfe, Jimis Shukri, Brooke Harper

In February, 2021, University of Arizona College of Nursing professors Timian Godfrey, DNP, APRN, FNP-BC and Lisa Kiser, DNP, CNM, WHNP  took a team of six students to Gallup, New Mexico for a clinical immersion experience at a critical access hospital operated by the Indian Health Service. Titled the Gallup Indian Medical Center COVID-19 Relief Project, the unique service-learning immersion experience was in direct response to a request for assistance from the Gallup Indian Medical Center (GIMC).

University of New Mexico Director of Community Environmental Health Program, Johnnye Lewis started the ball rolling when she wrote that GIMC was in desperate need of nurses. “Infection rate on Navajo has been steadily increasing despite reductions in the state of NM rate recently, and as always, they are woefully understaffed,” she wrote.

Drs. Godfrey and Kiser answered the call, quickly developing and piloting the service-learning immersion program.

“Throughout the COVID-19 pandemic, I’ve felt helpless as I witnessed devastation occur throughout our nation and disproportionately affect my people on the Navajo Nation,” Dr. Godfrey said.  “When I received notice that GIMC needed help with COVID-19 relief efforts and was asking for nurses specifically, every part of who I am as a nurse and a Navajo woman wanted to help the frontline workers who had been working non-stop for almost a year. Since I didn’t have experience in organizing an immersion experience like this, I reached out immediately to some incredible faculty members to see how, and if, this could be operationalized. From there, the effort and collaboration from all levels within UA CON, Central Arizona AHEC, UAHS, and GIMC was simply amazing.”

Approval from the College of Nursing and UArizona Health Sciences was received on the February 5 and by the 8th, faculty and students were on their way to New Mexico to begin their one-week project.

Learning objectives for the project were geared around encouraging leadership and engagement as the students supported COVID-19 vaccination efforts at GIMC. Students practiced gathering a comprehensive or focused history, performed physical examinations, and developed a problem list for acute and chronic stable health conditions related to COVID-19.

Additionally, they developed a comprehensive plan for health maintenance through immersive and tailored understanding of the health issues and concerns during the COVID 19 pandemic for indigenous communities in New Mexico and the southwest. Ultimately, students had the opportunity to present patient cases to preceptors, faculty or peers; and provided peer review to fellow students on history-taking, reporting of physical exam findings, and the resulting clinical decision-making process during case reviews.

Navajo Nation Vice President Myron Lizer (2nd row, 3rd from left) and Second Lady Dottie Lizer (2nd row, 2nd from left).

The service learning project is unique because, as Dr. Godfrey points out, it provides a chance to learn and grow both to the service providers and those they are serving. “If anything, I’ve learned more from the community partners on service learning immersions rather than me serving them,” Dr. Godfrey says. “True service learning is a synergistic process that is symbiotic and enriches all parties involved. It unites people in a common purpose and elevates the learning experience from awareness to knowledge. Being able to work with GIMC in their relief efforts was a transformational experience for me. The resilience, strength, and compassion of the people at GIMC and the community members have made an indelible mark on how I will move forward as a nurse, educator, and person.”

The Clinical Immersion Experience was a success by many measures. GIMC received much-needed people power in managing response endeavors and students developed essential cultural competencies that led them to incorporate theories and methods that affect practice in underserved populations. Both GIMC and Drs. Godfrey and Kiser are excited to continue the collaboration and funding is in place for more immersions at GIMC.

“These students developed a strong cultural understanding at the end of the experience,” says DNP Program Director Allen Prettyman, PhD, FNP-BC, FAANP, FNAP. “They all demonstrated that they will be future Advanced Practice Registered Nurse (APRN) leaders. In addition the trip was supported by the UArizona Area Health Education Centers (AHEC) and Central Arizona AHEC (CAAHEC) using a collaborative model that supported educational excellence.”

We recently caught up with several of the students who participated in the project to hear more about their experiences.

Anne Fong:

What drew you to participate in this service-learning project?

I wanted to be a part of a small yet critical group of DNP students who could provide support to an overwhelmed care system. I wanted to learn more about the Navajo culture, the Indian Health Service, and the tribal community.

Tell us about the experience.
The experience was eye-opening. I enjoyed every minute of it. I enjoyed interacting with my professors and peers. I enjoyed learning how to say ‘hello’ and ‘thank you’ in Navajo, and I enjoyed providing services to the people of the community. It is hard to pick a favorite part, but if I had to, I would pick listening to the patient’s stories and learning about their struggles and their triumphs. The most challenging part was the weather because it was cold the entire time.

What was your biggest takeaway from the experience?

Although Gallup Medical Center is an older, smaller, hospital with limited staff and resources, their cohesiveness and interprofessional collaboration exceed those of any large hospital with expensive equipment and thousands of staff. The way their system is set up is fluid and runs so smoothly that it can handle any trauma that comes their way.  

Lindsay DeWolfe:

What drew you to participate in this service-learning project?

There is no better way to learn about another culture than being immersed in it. It is gratifying for me to learn and work with communities that are so different than my own. Experiences like this make it easier to connect with the myriad of patients I will meet in my future practice. I will understand them better and provide culturally competent care, which is important to me. 

What was your biggest takeaway from the experience?

Meeting many people of the Navajo Nation was the best part of the experience. Each was different in their own way, and each had their own unique life experience that they often shared with me. Many had sad stories, such as losing many family members to the pandemic. I supported them as best I could by empathizing with them and encouraging them that they were making a difference for their people by them getting vaccinated. I also was able to help uplift them with a simple expression of “Yá’át’ééh", which means "hello" in Navajo. This led to some elders teaching me how to say "hello grandmother, grandfather, and granddaughter". The Navajo language is starting to get lost in the modernization of the younger generations, and I hope that the simple greeting helped encourage the continuation of the language somehow.

Stephanie Hallenbeck:

What drew you to participate in this service-learning project?

The project at GIMC initially grabbed my attention because I was very interested in working with the Navajo population. I had spent many night shifts with a colleague from Navajo Nation who told me a lot about her family -- her grandfather was a Navajo code talker. I've been fortunate enough to have many different international experiences, healthcare related and otherwise, but had very little exposure to any Native American cultures, so I felt that this experience would add an important dimension to my cultural knowledge and understanding.

What was your favorite part of this experience?

I sincerely enjoyed working with and getting to know the Navajo people - I would jump at the opportunity to return. My favorite part was talking with patients and learning about their lives. I also enjoyed the nightly discussions led by the faculty members on the trip - these conversations highlighted for me the unique approach that nurse practitioners bring to the healthcare profession and it made me feel proud to be a part of it.

What was your biggest takeaway from the experience?

This experience was an incredibly positive one even at a time of so much pain and suffering. I will never forget the tears of joy and gratitude that were shed by some as they received their vaccination. It is very impressive what Gallup Indian Medical Center is able to accomplish even with limited funding. Every department I interacted with was incredibly well-run - organized, efficient - and all of the staff were very friendly and welcoming. 

Jeannette and Robert Barnes’ Scholarship Ensures Success for UArizona Nursing Undergraduates

April 5, 2021

Eric Smith.jpg

Eric Smith ‘16

Since they made their first donation to the College in 1972, Jeannette and Robert Barnes have been among UArizona Nursing’s most generous supporters. The couple’s Undergraduate Nursing Scholarship — which is open to applicants who are Arizona residents, graduates of an Arizona-based high school and are full-time college undergraduate students that require financial assistance — has enabled the College to train up-and-coming nursing leaders to meet the growing, changing demands of healthcare for nearly 50 years. The Undergraduate Nursing Scholarship offers talented students full tuition support throughout their academic journeys.

As UArizona alumni, the Barnes’ realize that a world class education is valuable beyond measure. Realizing that being a student usually means either working in addition to studying, taking out loans, or both, the support they offer scholars is a gift of stability. The removal of the financial burden of tuition gives scholars the gift of focus. Through the Barnes’ support, scholars are able to allocate the wealth of time, energy, and attention that would otherwise go toward making ends meet to the pursuit of knowledge and excellence.


“The Barnes Scholarship supported me throughout my College of Nursing journey. This scholarship helped relieve me of my financial stress and therefore I was able to focus fully on my College of Nursing education and graduate Cum Laude. I cannot express how grateful and honored I am to receive this generous donation," ~ Grace Li  ‘20


Across the board, grateful scholars cite the financial support of the Undergraduate Nursing Scholarship as an integral part of their academic and professional successes. Student Kevin Olivares says, “This scholarship will benefit my academic and career goals by easing the overall financial burden of college with less reliance on school loans that would inflate my college debt. This will contribute to increased maneuverability in the workforce after I graduate by permitting me to focus on nursing fields that interest me instead of being slogged down by concerns of huge student debt. It will also let me absorb more of my study materials and enhance my overall learning experiences by allowing me to focus less on the financial logistics of college and more on my academics. This translates to more hours of studying and fine-tuning my nursing skillset.”

We caught up recently with a few recent graduates, who were happy to update us on their current activities and what the Barnes’ scholarship support has meant to them.

Remy Goc, '17

Remy Goc, ‘17

What are you up to these days?

I work as a bone marrow transplant RN at Colorado Blood Cancer Institute in Denver, Colorado and love my job and work!

What do you love most about nursing?

Getting to know my patients and developing relationships with them. I am proud to be a caregiver and a source of advice and support during a difficult time.

What are your future plans?

I would like to get ICU training hopefully in the near future, working the ICU unit for a couple years then would love to give travel nursing a try!

How did the Barnes Scholarship make an impact on you?

The Barnes Scholarship helped me out greatly. I remember when I received the news that I had won, I was beyond words and very happy and grateful. It was a huge help for both me and my family and my future honestly.

Eric Smith ‘16

Eric Smith ‘16

What have you been up to since you graduated? Any updates you’d like to share

personally and professionally?

Since graduation, I have primarily worked as a RN in the ICU. I have also completed a Master’s Degree in Public Health and worked at the University of Arizona for a year before returning to bedside nursing in the ICU. I will also start the DNP-FNP program this August.

What did you love most about your time at the College of Nursing?

I liked the simulation lab and hands on learning.

What do you love most about nursing?

I love the sense of purpose it lends. The work is meaningful and fulfilling and allows the opportunity to continue learning and growing.

How did the Barnes Scholarship make an impact on you?

It allowed me to focus more on my schooling and preparing to be the best nurse possible.

Grace Li  ‘20

What have you been up to since you graduated? Any updates you’d like to share personally and professionally?

Studied to take the NCLEX-RN examination. I recently passed with 60 questions and obtained my license number!

What are your future plans?

I have accepted a job offer to Banner Thunderbird on a general progressive care unit (PCU) and will be starting July 20th! I plan on applying to the BSN-DNP program in the near future (fall 2021).

What do you love most about nursing?

Continuous learning and the ability to provide holistic care to patients and family members.

How did the Barnes Scholarship make an impact on you?

The Barnes Scholarship supported me throughout my College of Nursing journey. This scholarship helped relieve me of my financial stress and therefore I was able to focus fully on my College of Nursing education and graduate Cum Laude. I cannot express how grateful and honored I am to receive this generous donation.

UArizona Nursing Launches New Pathways for the RN-MS in Nursing Program

March 31, 2021

Beginning in Fall 2021, the University of Arizona College of Nursing is offering new pathways for the RN-MS program including emphases on nursing education and global nursing leadership. “The new UA RN-MS pathways provide nurses with several options to advance their careers in the focus areas of nursing leadership, nursing education, and global nursing,” said RN-MSN Program Coordinator Cheryl Lacasse, PhD, RN, AOCNS.  “The new pathways were inspired by the evolution of complex healthcare systems, emergence of innovative nursing roles for influencing health and wellbeing, and the escalating need for nurse educators.”

Three pathways are offered:  Clinical Systems Leadership, Nursing Education and Global Nursing Leadership. Program content blends advanced concepts in patient-centered care, evidence-based practice, systems leadership, healthcare technologies, quality and safety, and nursing practices focusing on health promotion and whole-person wellbeing. In addition, the new pathways will allow students to choose a specific content focus on nursing leadership, nursing education, or global nursing.


“The new pathways were inspired by the evolution of complex healthcare systems, emergence of innovative nursing roles for influencing health and wellbeing, and the escalating need for nurse educators," ~ Cheryl Lacasse, PhD, RN, AOCNS, RN-MSN Program Coordinator


The RN-MS graduate will be prepared to provide leadership in a variety of practice environments and to influence the delivery of complex healthcare to patients across the trajectory of illness to achieve optimal health outcomes. 

UArizona Nursing’s Master of Science in Nursing program is designed to strengthen care of individuals, families, and communities and leadership abilities while expanding expertise in complex systems across a wide spectrum of health care environments.

Cheryl Lacasse , PhD, RN, AOCNS

“The nursing education pathway will prepare graduates to educate the next generation of nurses and provide quality professional development in healthcare practice settings,” Dr. Lacasse elaborated.  This pathway is designed to provide knowledge and skills development and experiences in leadership in nursing education. 

“The global nursing leadership pathway will prepare graduates to influence health and wellbeing of diverse populations across the global community,” Dr. Lacasse said. This pathway is designed to provide students with perspectives in global health and knowledge and skills to lead global health initiatives that affect the quality of health and wellbeing of individuals and communities.

The 30-credit-hour Bachelor of Science in Nursing (BSN) program can be completed in 13 months and the 41-credit-hour Associates Degree in Nursing (ADN) can be completed in 24 months. Applications are open year-round; the Clinical Systems Leadership pathway admits students in fall, spring, and summer semesters and the Nursing Education and Global Nursing Leadership pathways admit students in the fall and spring semesters.

Apply online