“The synergistic approach in training psychiatric nurse practitioner doctoral students together with psychology doctoral interns will prepare them to provide integrated care within teams. In doing so, it leverages the expertise of the College of Nursing and the College of Medicine – Tucson in our shared missions,” ~ Sara Edmund, DNP, RN, FNP-C, PMHNP-BC

“This program will have a tremendous impact on the preparation of mental health professionals working in community clinical settings,” Dr. Edmund said. “The synergistic approach in training psychiatric nurse practitioner doctoral students together with psychology doctoral interns will prepare them to provide integrated care within teams. In doing so, it leverages the expertise of the College of Nursing and the College of Medicine – Tucson in our shared missions."

Each cohort will experience 12-month longitudinal tracks that align with the purpose of the program and the trainee’s professional interests.

“The increased prevalence of mental illness and needs for both prevention and treatment are outpacing the current availability of licensed mental health professionals,” Dr. Karp said. “This award responds to this dual crisis by training mental health professionals from different disciplines to provide effective team-based care. Our unique approach to multidisciplinary education and training puts the University of Arizona Health Sciences in the vanguard for improving access to behavioral health care.”

For each track, trainees will be integrated into the partner site’s care team to learn best practices in multidisciplinary care. Focus areas at the partner sites include child and adolescent mental health, rural and underserved areas, substance use, and late-life mental health. With the current and anticipated effects of the COVID-19 pandemic in mind, training in telehealth will be prioritized.

“There is a great need to respond to the paucity of health care providers prepared to care for those with mental illness in Arizona and nationally,” said UArizona College of Nursing Dean Ki Moore, PhD, RN, FAAN. “The Behavioral Health Workforce Education and Training program will serve as a major education and training platform for a cohort of psychiatric mental health nurse practitioners and PhD-level psychologists who are committed to training in underserved and culturally diverse areas with high levels of poverty, substance use, adverse childhood experiences and an alarming increase in suicides compared to 2019.”

“I will be among some of the finest nurses. I will always look back at my time as a nursing student fondly. I have made lifelong connections with other amazing Wildcat Nurses, and I am honored to be a part of such a prestigious alumnus,” ~ Emily Franks, UArizona Nursing Class of 2021 

Why did you choose to pursue a career in nursing?

There seemed to be many forces guiding me toward the path of nursing, starting with the birth of my daughter. Almost 10 years ago, when I was pregnant with my first-born, my water broke unexpectedly before my due date. When I was a patient in the hospital, above all else what I remember was the nurse who provided me care. When my situation became more emergent, which I only know to be emergent now, the nurse was so calm yet took swift action. Looking back on that time, I remember feeling cared for and safe. It was at that time that I wanted to be able to provide that feeling to others as well.

Why did you choose UArizona Nursing’s MEPN program to further your education?

The program was ideal for my family situation, as it offered the possibility for be to not only pursue a career in nursing but also remain in Tucson and receive a Master’s degree. My kiddos were settled into a school they loved and moving was not an option. Also, I knew I wanted to take the swiftest route to achieving my goal of becoming a nurse. In 2019, when I left my job at Starbucks, I needed to fulfill numerous prerequisites to even be eligible to apply to the MEPN program, which would take about a year. MEPN offered a Master’s in addition to being able to become an RN. It was really the perfect opportunity for me, and I am so grateful.

As both a mom and a student, have you faced any particular challenges?

As all moms are, I am used to wearing many hats. In fact, because my experience of going to nursing coincided with the Covid-19 pandemic, we were all forced to wear even more hats – teacher, coach, etc. However, I would honestly say these challenges were not unique to me, and, like many parents, I have a reinvigorated respect for teachers and the work they do for our kids. Yet, I will say that the greatest challenge for me was recalibrating expectations of myself, knowing this ‘new normal’ was only temporary. I can also say honestly that none of this would have been possible with the support of my husband, friends, and family.

What are your biggest takeaways from your time in the program?

It has taught me just how much I truly can accomplish when I set my mind to it. Also, I have learned the value of prioritization and acceptance of myself doing the best work I can. Additionally, when I look at my kiddos and tell them they can be whatever they want to be, I am proud of the example I have been able to set that it’s never too late to be want you want to be, even it’s hard, even if you’re afraid.

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

This is a title I will wear proudly. I know I will be among some of the finest nurses. I will always look back at my time as a nursing student fondly. I have made lifelong connections with other amazing Wildcat Nurses, and I am honored to be a part of such a prestigious alumnus.

What are your plans for the future?

I have accepted a position at Northwest Medical Center in the Acute Care Telemetry unit, where I will begin working following graduation. I found a passion for cardiac nursing throughout my experiences in this program, and I hope to one day work in a cardiovascular ICU. In the future, I hope to take on a role that provides me the opportunity to draw on my management experience as well. I also hope to one day pursue an educator pathway, whether it be as a preceptor on my unit or even as a clinical instructor for a program like MEPN. 

“I believe it is important to support community organizations which inspire people to grow and achieve their goals. I was so influenced by my experience at UArizona Nursing, I want to give others the same opportunity to experience a University of Arizona education,” ~ Rosalinda Chipollini, RN to MSN Clinical Systems Leadership Student

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

My experience with UArizona Nursing’s CSL has been exceptional. Every faculty member I have encountered has created a conducive learning environment. Questions are always encouraged, and students are never criticized when sharing their opinions or experiences. Faculty members are supportive of all needs students may have, even those outside of the education realm. I felt the program’s curriculum helped me discover my strengths and weaknesses. This self-discovery helped to reignite my passion for the nursing profession.

What faculty made the biggest impressions on you?

All of them? If I had to name three off the top of my head: Cheryl Lacasse, Kim Blumenfeld, and Dr. Timian Godfrey.  These faculty members were inspiring, thought provoking, honest, patient, and passionate.

Can you share a favorite memory from your time at the College of Nursing?

My favorite College of Nursing memory involves taking graduation photos on campus. In May, the scholarship program I am involved with asked all nursing student graduates to take graduation photos on campus. I was the only graduate student. I was dressed very conservatively and had a serious, untalkative attitude. The baccalaureate students were dressed casually and could not hide their extreme excitement. Their joy to become nurses was palpable. I couldn’t help but laugh and remember how I excited I was when I earned my BSN. They shared their positive energy with me, and I made amazing memories that day. 

What makes you proudest about the work you do?

I am proud to be a nurse because I am part of a profession which practices compassion every day and always serves every community member.

You recently honored the UArizona Nursing with a generous financial gift. What inspired you to give back to the College?

I believe it is important to support community organizations which inspire people to grow and achieve their goals. I was so influenced by my experience at UArizona Nursing, I want to give others the same opportunity to experience a University of Arizona education.

What are your hopes for the future?

After graduation, I am going to continue my UArizona Nursing education in the DNP Executive Health Systems Leadership program. Ultimately, I hope to work with the federal government drafting healthcare policies aimed at serving the underserved population.

“Mind-body interventions are commonly used among adults to lessen depressive symptoms. Tai chi practice allows the individual to quiet the mind by dwelling in the present and setting aside unnecessary negative emotions, such as depression,” ~ Ruth E Taylor-Piliae , PhD, RN, FAHA, FAAN

“Mind-body interventions are commonly used among adults to lessen depressive symptoms,” said Dr. Taylor-Piliae. “Tai chi practice allows the individual to quiet the mind by dwelling in the present and setting aside unnecessary negative emotions, such as depression.”

Dr. Taylor-Piliae’s study examined the feasibility of using tai chi in people with previous stroke. A total of 11 stroke survivors reporting depression symptoms were enrolled in the study. They were on average 70 years old, and 55% were men.

All stroke survivors attended the tai chi intervention classes, three times each week, for a total of eight weeks. The intervention had been planned for 12 weeks but was shortened due to the COVID-19 pandemic. Each class consisted of a 10-minute warm-up period, 40-minutes of tai chi exercise, and a 10-minute cool-down period. Participants were gradually taught 24 basic movements from the Wu style of tai chi (an average of two new movements per week).

Measurements were taken at the start of the study and repeated after the eight-week intervention. Symptoms of depression, anxiety and stress were assessed using standardized questionnaires. Sleep was assessed during night-time using a triaxial accelerometer, which detects movement. Specifically, the researchers examined sleep efficiency (percentage of time spent sleeping), the amount of time awake after initially being asleep, and the total time awake after going to bed.

After eight weeks of tai chi, the researchers observed significant reductions in symptoms of depression, anxiety and stress compared to baseline, along with better sleep efficiency, less wakefulness after sleep onset, and less time awake.

“At baseline the participants reported mild to moderate symptoms of depression, anxiety and stress,” Dr. Taylor-Piliae said. “I was surprised and pleased with the improvements we observed in these self-reported symptoms and in sleep with just an eight-week intervention.”

The researchers also took blood samples at baseline and eight weeks to measure markers of oxidative stress and inflammation which have previously been associated with post-stroke depression. They found lower activity of the oxidative stress marker after the intervention but no significant changes in any of the inflammatory markers.

“Our ultimate goal is to see whether tai chi lowers depressive symptoms in stroke survivors and also improves biochemical markers associated with depression,” Dr. Taylor-Piliae explained. “The results of this feasibility study should be interpreted with caution because of the small sample size and lack of a control group. More research is needed before recommendations can be made about tai chi for people who have had a stroke. We hope to do a randomized trial with a 12-week tai chi intervention in a larger group of patients.”

“The process of earning a PhD is all about learning how to become a scientist, but the University of Arizona offers elective courses that prepare doctoral students for a career in leadership and management,” ~ Lieutenant Colonel Pedro Oblea, PhD, RN

His interest in the project dates to his time at Fort Bragg, when an officer in charge of a deployed unit told him that military nurses were experiencing facial skin breakdown caused by the constant mask requirements. “As a nurse scientist, I was intrigued,” he said. Looking for evidence or gaps in knowledge, he reviewed the literature for possible treatments and clinical practice guidelines to prevent skin breakdown related to wearing N95 respirators. “To my surprise, very few research articles have been published on this topic,” he said. “Epidemiological studies have revealed that healthcare workers who wear N95 masks suffer from acne, facial dermatitis, and pigmentation of the nasal bridge, cheeks, and chin. I decided to write a research grant for possible funding.”

The study – which is scheduled to last until February, 2022 – will employ a non-blinded, randomized, three-period crossover design with two active treatments (faceplate and cream) and a control group. Each study participant will serve as their own control for comparison with the received interventions, eliminating the influence of selection bias. Participants will use the hydrocolloid skin protectant under their N95 masks, a dimethicone cream application, or no hydrocolloid barrier based on the randomization.

“I expect the hydrocolloid skin protectant, which is strong yet thin enough to allow a good seal when donning a N95 respirator, will reduce skin breakdown in the facial area and improve PPE protocol adherence,” Dr. Oblea said, noting that it is still too early to do more than speculate about possible results. 

In his new position as Chief, Center for Nursing Science and Clinical Inquiry at Tripler Army Medical Center, Dr. Oblea has a host of important responsibilities.  The Center has one of the largest military hospitals in the Pacific and falls within Regional Health Command – Pacific, which oversees medical, dental, and public health facilities on the West Coast of the United States as well as in Alaska, Hawaii, Japan, and South Korea. Its operational space spans 36 countries and encompasses more than 4,500 miles across five time zones. Dr. Oblea’s primary responsibility is to provide oversight and facilitation for nursing research and evidence-based practice projects. “I supervise a staff of nurse scientists, doctorally prepared clinical nurse specialists, and research coordinators,” he said, adding that he oversees and engages in research and evidence-based practice execution, mentorship, and education. “I also provide consultations and decision support. Ultimately, I encourage and establish collaborations with military and civilian university students and staff while also participating in organizational development initiatives.”

Dr. Oblea cites the mentorship and guidance he received as a PhD student at UArizona Nursing as providing inspiration for his leadership role. “I still ask my faculty advisor and dissertation chair, Dr. Terry A. Badger, for advice when I need to make decisions and fine-tune research questions,” he said. “The process of earning a PhD is all about learning how to become a scientist, but the University of Arizona offers elective courses that prepare doctoral students for a career in leadership and management.”

Dr. Oblea’s magnanimous view of his responsibilities are inspiring and embody the qualities that distinguish so many of our Wildcat Nurses. “When I was promoted to Lieutenant Colonel, my focus changed from ‘self-serving’ to ‘service to others,’ meaning that I no longer put my own career first, but instead focused on how to help others achieve their goals, accomplish their mission, and perform better in their jobs,” he said. “I believe that, when my soldiers excel in their jobs and succeed in their missions, it will reflect my leadership and management style in the long run.”

“Being the winner of the American College of Cardiology Advanced Practice Registered Nursing poster presentation solidifies that I can perform quality metrics as a nurse practitioner, and I should not put boundaries on my professional abilities. Nor should anyone else!” ~ Danielle Piar, DNP, MSN, AG-ACNP, ANP-C, AACC

What drew you to the UArizona College of Nursing?

The University of Arizona is a center for academic excellence and the College of Nursing continually ranked amongst the best in the nation.

What drew you to the AGACNP DNP program?

I initially came to the UArizona College of Nursing in fall 2016 as a post-graduate Adult Geriatric Acute Care Nurse Practitioner (AG-ACNP) certification student. I had been an Adult Nurse Practitioner for 15-years in cardiovascular medicine and needed to uphold the scholarship of practice which required the AG-ACNP licensure. I met Dr. Rene Love at the Resident Intensive Student Education (RISE), and she immediately told me ‘You need to be in one of the doctoral programs.  You are doctoral material and you can begin this semester.’ I went home that night and thought about her recommendation for me to pursue a doctoral degree with the needed nurse practitioner certification.  The next day when I returned to RISE, I chose to enroll in the Doctoral of Nursing Practice degree with AG-ACNP track. The rest is history!

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

My experience in the UArizona Nursing DNP AG-ACNP program was nothing short of life changing.  The faculty, administrative assistants and university learning centers provided me with the skills, knowledge, and expertise to become a nurse practitioner with a much stronger foundation in research and clinical practice. On a personal level, the program helped me to develop a wholistic world view and a stronger self-identity.

Can you share a favorite memory from your time at the College of Nursing?

I had the opportunity to speak at RISE 2019, as the Graduate Assistant for Dr. Rother’s advanced nursing statistic course. As a working nurse practitioner who was enrolled in the program, I spoke to the entering DNP students about the importance of this course in clinical practice. It was fabulous to be part of such a phenomenal team. 

Can you describe your research interests and what led to your award-winning poster presentation?

I had been a nurse practitioner in cardiovascular medicine for 17 years and during this time attended many cardiovascular conferences, and in 2018 was awarded my Associate of the American College of Cardiology (AACC). I have a passion for exercise, and have personally completed several half-marathons, Ragnar-relay races, and century bike rides. When I started to design my quality improvement project, I simply combined these two interests. The UArizona College of Nursing has not seen the last of me. I plan to return for more education to complete further research on this topic!

What does it mean to you to receive the American College of Cardiology poster award?

Being the winner of the American College of Cardiology Advanced Practice Registered Nursing poster presentation solidifies that I can perform quality metrics as a nurse practitioner, and I should not put boundaries on my professional abilities. Nor should anyone else!

What are your hopes for the future?

To continue to practice as a DNP and to conduct research that will improve outcomes in patients with cardiovascular disease.

“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.”

“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!

“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.

“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.”

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.

“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.