Dean Ahn it’s been just over six months since you became Dean of the College of Nursing, you relocated to Tucson from across the country. Please describe your experience at the College and in Tucson so far?

Over the past six months, I have been deeply impressed by the unwavering commitment and tireless efforts demonstrated by our esteemed faculty, dedicated staff, invaluable community and hospital partners, as well as our diligent students. It has become abundantly clear to me why The University of Arizona College of Nursing has earned its distinguished reputation as a national institution renowned for its excellence in nursing programs and cutting-edge research.

My time residing in Tucson, Arizona, has been truly enjoyable. The defining feature of Tucson is its abundant sunshine, making it an attractive destination for those who savor a constant, sun-filled ambiance.

Having spent nearly two decades in both Florida and Texas, I found myself longing for the majestic presence of mountains, a longing that Tucson has admirably fulfilled.

Moreover, the presence of my wife, who is a dedicated bedside nurse tirelessly caring for patients, has further enriched our experience. Considering her demanding schedule, we frequently opt to dine out, and I have come to appreciate Tucson's diverse culinary landscape. The city, UNESCO designated the city of gastronomy, offers an eclectic fusion of Mexican, Southwestern, and international cuisine, making dining a truly gratifying experience.

In sum, my tenure at The University of Arizona College of Nursing and my life in Tucson have been marked by profound appreciation for the institution's unwavering dedication and the city's vibrant and diverse offerings. The convergence of academic excellence, natural beauty, and cultural richness has made this experience truly memorable.

Describe what a typical day is like for you?

My daily routines can exhibit some variation depending on specific circumstances and priorities, but I'm pleased to provide a comprehensive overview of what a typical day in my role as Dean of the College of Nursing at the University of Arizona might entail.

My day usually starts early, allowing me some personal time for preparation and planning. As part of my daily schedule, I rise at around 4 AM and set aside time for physical well-being, engaging in a one-hour workout at the gym. Afterward, I allocate 30 minutes for meditation, ensuring mental clarity and focus. Following that, I dive into my emails and correspondence, an essential step to stay informed about any urgent matters or developments that demand immediate attention.

Throughout the day, I engage in regular meetings with the College of Nursing's leadership team, including our esteemed faculty and staff. In these interactions, we delve into a multitude of subjects, including ongoing initiatives, administrative intricacies, and strategic planning. Collaboratively, we explore strategies aimed at elevating the academic quality and reputation of the College. This encompasses the identification of opportunities for growth, the inception of research endeavors, and the pursuit of innovation within the realm of nursing education and practice. Additionally, we engage in discussions concerning budgetary allocations, prudent resource management, and comprehensive financial planning.

My role entails expanding and nurturing relationships with our valuable community and hospital partners. These connections are instrumental in fostering collaborative projects and spearheading fundraising endeavors that bolster the college's initiatives.

A vital aspect of my responsibilities includes active participation in external events, conferences, and meetings that are germane to the domains of nursing education and healthcare leadership. Furthermore, as a national advisory council member for the American Academy of Nursing's Edge Runners program, I work closely with other distinguished national leaders. Together, we champion pioneering ideas that engender transformative shifts in the healthcare landscape, underscore the pivotal role of nurses, and epitomize leadership, innovation, and unwavering determination within the nursing profession.

My engagement extends beyond the college, encompassing participation in university-level administrative meetings and dialogues with senior university officials. These interactions are essential for alignment with broader university strategies and objectives.

I find immense fulfillment in a dynamic deanship role that necessitates a delicate equilibrium between the college's strategic vision and the day-to-day operational and administrative demands. The success of our endeavors is profoundly enriched by our collaboration with our exceptional faculty, dedicated staff, talented students, invaluable hospital and community partners, and cherished alumni. Together, we endeavor to elevate the College of Nursing to new heights of excellence.

You have a significant background with both computer engineering and nursing science, and you see the potentials for direct impact to patient health through combining computer technology with nursing science. What is your vision with integrating nursing and engineering to?

I hold a Bachelor's and Master's degree in Electrical and Computer Engineering, with approximately six years of working experience in the field of computer engineering. With a unique blend of expertise in nursing, medicine, and computer engineering, I am dedicated to leveraging mobile and connected computer technology to optimize the delivery of home-based nonpharmacological interventions and enhance patient-centered outcomes within chronically ill and aging populations, particularly among underserved communities. Over the years, my research efforts have garnered continuous funding since 2011, including the prestigious NIH/NINR R01 award as a Principal Investigator (R01NR019051). Additionally, I have authored over 80 peer-reviewed publications and presented at more than 90 scientific conferences, focusing on healthcare technology, health equity, symptom science, and population health and wellness. I firmly believe that the fusion of computer technology with nursing science has the potential to significantly impact patient health across multiple domains. Below, I outline key areas where this integration can yield substantial benefits:

Wearable Health Devices: Collaboration between engineering and nursing can result in the development of wearable health devices, such as smartwatches and fitness trackers, capable of collecting and transmitting health data. Nurses can utilize this data for remote monitoring of vital signs, enabling them to provide timely interventions when necessary.

Robotics and Automation: Robotics and automation technologies can assist nurses in a myriad of tasks, including medication administration, patient transport, and repetitive procedures. This technological augmentation reduces the workload on nurses, minimizes the risk of errors, and enhances overall patient care.

Simulation and Training: Nursing education can benefit greatly from computer-based simulations and virtual reality training tools. These innovative tools offer nursing students the opportunity to practice various clinical scenarios within a controlled and safe environment, thereby enhancing their skills and bolstering their confidence.

Predictive Analytics: Leveraging computer technology for the analysis of extensive datasets allows for the prediction of patient outcomes, the identification of at-risk individuals, and the optimization of resource allocation. Nurses can utilize these insights to prioritize care and allocate resources in a more efficient and effective manner.

Electronic Health Records (EHRs): The integration of computer technology facilitates streamlined access and updates to patient records by nursing professionals. This ensures that healthcare providers possess precise and current patient information, thereby fostering well-informed decisions, error reduction, and enhanced patient safety.

Telehealth and Remote Monitoring: The convergence of nursing science with engineering empowers the development of telehealth solutions and remote monitoring devices. This technological synergy equips nurses to deliver care to individuals in remote or underserved regions, effectively monitor chronic conditions, and provide timely interventions. Consequently, this translates to improved health outcomes and reduced hospitalizations.

Decision Support Systems: Computer technology can serve as an invaluable resource in assisting nurses in their clinical decision-making process. Real-time data analysis and evidence-based recommendations can substantially enhance the precision of diagnoses, treatment plans, and medication administration.

Patient Education and Engagement: The integration of nursing and engineering paves the way for the creation of educational software, applications, and devices designed to empower patients with a comprehensive understanding of their conditions, treatment options, and medication regimens. This patient-centric approach fosters increased adherence to treatment plans and leads to improved overall health outcomes.

In line with this vision of integrating nursing and engineering, I propose the establishment of the Center for Health and Technology (CHaT) in collaboration with the College of Engineering. This collaborative endeavor seeks to harness the strengths of both disciplines to elevate patient care, streamline healthcare processes, and foster innovation in healthcare delivery. This partnership aims to bridge the gap between conventional healthcare practices and the rapidly evolving technological landscape. By synergizing the expertise of nurses and engineers, we aim to craft solutions that are patient-centric, evidence-based, and technologically advanced, ultimately leading to improved health outcomes and a more streamlined and efficient healthcare system.

You have talked about the national nursing shortage; how do you envision the UA College of Nursing playing an active role in addressing it?

The pressing issue of nursing shortages warrants our immediate attention. According to data from the American Nurses Association, the United States is projected to require an additional 1 million nurses by 2030, and Arizona ranks among the top 5 states facing a severe nursing shortage, with a need for approximately 200,000 new nurses within the same timeframe. Furthermore, there is a demand for about 300,000 advanced practice nurses nationwide by 2030. As the flagship institution in Arizona, the University of Arizona College of Nursing is committed to actively addressing this national shortage crisis in several strategic ways:

Increasing Enrollment: One of the foremost strategies in addressing the shortage is to increase the number of nursing students admitted. Presently, our college annually admits around 600 pre-licensure nursing students via Bachelor of Science in Nursing (BSN), BSN-IH (Integrative Health), and MEPN (Master's Entry to the Profession of Nursing) programs, in addition to approximately 150 advanced nursing practice students. Our proposal includes expanding our existing programs and establishing collaborations with healthcare institutions to create ample clinical placement opportunities for a more substantial student cohort.

Online and Hybrid Programs: The introduction of online or hybrid nursing programs can greatly enhance accessibility to education, extending its reach to a more diverse range of students, including those residing in remote or underserved regions. This approach has the potential to attract individuals who may not have otherwise considered nursing as a viable career choice.

Continuing Education and Lifelong Learning: The provision of continuing education programs is essential to enabling existing nurses to remain current with evolving healthcare practices and technologies, thereby enhancing their effectiveness and adaptability in their roles.

Curriculum Innovation: Our college will continually innovate and update the nursing curriculum to equip students with the skills required to meet the evolving demands of the healthcare landscape. This may encompass the integration of emerging technologies, telehealth, and other progressive trends into the curriculum.

Advanced Practice Nursing Programs: We envision expanding our offerings in advanced practice nursing programs, such as nurse practitioner, nurse anesthetist, and nurse midwife, to help address shortages in specialized healthcare areas, particularly primary care.

Research and Policy Advocacy: Our college is dedicated to engaging in research pertaining to nursing workforce issues and advocating for policies that bolster nursing education and practice. This advocacy encompasses securing increased funding for nursing education, advocating for improved working conditions, and championing scope of practice reforms.

Diversity and Inclusion: Actively promoting diversity and fostering inclusion within nursing education is vital to addressing workforce shortages while ensuring culturally competent care. Our College of Nursing is committed to implementing recruitment initiatives and scholarship programs tailored to underrepresented minority groups.

Faculty Development: To accommodate the influx of students, we intend to invest in faculty development programs. Ensuring an ample pool of qualified educators involves hiring additional faculty, providing ongoing training, and incentivizing advanced degrees and certifications.

Community Partnerships: Collaborative partnerships with healthcare institutions in our region will furnish additional clinical placement opportunities for our students. These affiliations can also pave the way for post-graduation employment prospects, contributing to the retention of nursing talent within our local workforce.

Mentorship and Support: We are committed to establishing mentorship programs that foster connections between nursing students and seasoned professionals. Such mentorship initiatives serve to guide students through their educational journey and assist them in making informed career decisions.

Global Initiatives: Exploring opportunities for international partnerships and programs holds promise in addressing nurse shortages on a global scale while affording students exposure to diverse healthcare systems and practices.

In summary, the University of Arizona College of Nursing is poised to make a substantial contribution to alleviating the national nursing shortage crisis. Our multifaceted approach involves increasing enrollment, championing diversity, expanding program offerings, forging partnerships with healthcare entities, and advocating for policy enhancements in support of nursing education and practice. These concerted efforts will culminate in the cultivation of a well-prepared and diverse nursing workforce, ideally positioned to meet the burgeoning healthcare demands of our nation.

Additional news:

https://www.nursing.arizona.edu/news/dr-brian-ahn-named-dean-university-arizona-college-nursing

https://www.nursing.arizona.edu/news/new-uarizona-nursing-dean-brian-ahn-has-big-plans-college%E2%80%99s-bright-future

 

 

 

 

 

The Strengthening Eldercare Workforce through Rural and Underserved Nursing (SEW-RUN) grant was funded in 2021 by the Health Resource and Services Administration (HRSA) with the purpose of educating entry level nursing students from diverse backgrounds in care of diverse populations of older adults with complex needs living in rural and under-resourced areas. Project Director, Cheryl Lacasse, PhD, RN says that “the OASIS program provided an opportunity for students to immerse in the specialty of gerontological nursing, receive additional support to facilitate overall student success, and develop confidence as a professional nurse.”

The University of Arizona College of Nursing’s OASIS (Older Adult Specialty Interest Scholars) program has enhanced the knowledge and competencies of full-time, Bachelor of Science in nursing students from diverse backgrounds focused on older adult care from diverse populations. These scholars represent diverse populations including Hispanic/Latino, Native American, first-generation college attendees or from rural areas and receive financial support and academic enrichment and support through mentoring and coaching, professional and leadership skills development, and peer networking. In addition, the program also engaged faculty champions from each semester in the BSN-Tucson program to strategically incorporate and highlight key principles of older adult care throughout all 4 semesters of the program. The framework for this curriculum infusion was the Institute for Healthcare Improvement’s 4M Model which includes 1) What matters most? 2) Mobility, 3) Mentation, and 4) Medications. 

Students completed two summer intensive experiences beginning after completion of their first semester in nursing school.  The curriculum of summer intensive one included academic and skills-based learning including: discussion of the 4Ms, common chronic conditions and medications in older adults, frailty, interprofessional team approach to older adult, topics in aging such as (ageism, advocacy, aging family, caregiving, end-of-life decisions), and comprehensive geriatric assessment. One favorite weekly seminar led by Mary O’Connell, MA, RN, principal lecturer, was entitled “Aging Gracefully”. During this seminar, students learned about aging from a diverse group of older adults. Students were encouraged to engage in dialogue and learned about aging through the wisdom and experiences of older adults. It also included community-based experiential learning at Pascua Yaqui Health Department, Mariposa Community Health Center, Holy Cross Hospital in Nogales, and Banner University Medical Center South focused on diverse, older adult populations.

After the summer intensive, students completed their BSN curriculum while attending monthly educational mentoring meetings. Students also attended the National Hartford Center of Gerontological Nursing Excellence Leadership Conference and learned about national and international challenges in older adult care and health care policies.

During the second summer intensive, the OASIS program partnered with the ANIE program to share program resources and enhance the OASIS students’ mentoring and leadership opportunities.  OASIS students engaged in two days a week engaging in nursing care of older adults with complex care needs in clinical simulation and community-based nursing experiences including older adults with complex needs at Clinica Amistad and Casa Alitas. Students also participated in a “learning on the road” experience by attending the Rural Health Conference in Flagstaff which included content on health of older adults in rural Arizona.

Linda Perez, M Admin, RN, principal lecturer and primary faculty for the OASIS Summer Intensive, explains that the program prepares students for working with older adults in many different environments. It also helps the students build upon the skills they have learned and learn new skills that help them prepare for their upcoming classes. Working closely with their cohort builds a sense of bonding and belonging. “They get to learn from each other and establish connections through peer mentoring,” she says.

Perez is proud to be part of working with the OASIS students. She loves seeing their personal and professional development during the Summer Intensive. “They grow so much in such a short time, and they become true advocates in caring for older adults. They have become leaders as well as model students. I only wish all students were able to get the information they received and practiced as our older adult community will be well cared for by students like the OASIS students. 

The following OASIS students demonstrated competency in comprehensive older adult care and will be graduating with their BSN in December 2023: Melina Barrigan, Samantha Kennepohl, Alanna Leung, Hope McCain, Carolina Medina, Bella Rodriguez, Mark Sauceda, and Wyatt Ute.

The OASIS grant team is very proud of the students’ accomplishments and their commitment to immersing in learning about supporting healthy aging.  The grant team includes: Cheryl Lacasse, PhD, RN (Project Director), Linda Phillips, PhD, RN, faculty eldercare champions (Linda Perez, MAdmin., RN, Mary O’Connell, MA, RN, Laurel Bilbo, MSN, RN, Stephanie, Donovan, MSN, RN), specialty mentors (Lori Martin Plank, PhD, RN, Heather Carlisle, PhD, DNP, RN, and Kim Shea, PhD, RN), and interprofessional consultants (Mindy Fain, MD, Jeannie Lee, PhD, and Zhao Chen, PhD).

 

 

The College of Nursing does not recommend or advocate for young children to be asked gender-related questions in wellness checks. The college does not have a policy or position on this issue and does not integrate this type of training or education into its curriculum. The college teaches that practitioners should always work with the parents and guardians and with their permission, within their scope of the practice, and in alignment with the employing organization’s guidance when treating pediatric patients.                     

The slides in question were from a 40-minute session on complex issues nurse practitioners face in clinical practice for the purpose of encouraging discussion, analysis and evaluation. The sessions are designed to give students the opportunity to engage with professionals on a wide variety of topics they may encounter in the field. The slides were presented to 31 Doctor of Nursing Practice students, all of whom are already practicing nurses, during three days of seminars held during the final semester of the doctoral program. The material is not provided to undergraduate nursing students.

The seminars are intended to teach students to think critically, a skill that will enable them to be effective health care providers. The College of Nursing faculty members share evidence-based information, but do not recommend any specific practice guidelines related to gender-related issues. Students are taught that providers need to choose their own approach to such issues.