“I approach this responsibility with a sense of respect and awe and appreciation of students, with a commitment to my own continued learning about what I teach students, and with an openness to questioning the status quo," ~ Pamela Reed, PhD, RN, FAAN

Author and co-author of more than 100 publications, Dr. Reed has a wealth of experience with which to guide her mentees. Her research has focused on well-being and mental health across the lifespan, spirituality at end-of-life, and moral distress and ethical concerns of frontline caregivers and terminally ill individuals. Her current scholarship focuses on nursing theory, philosophy, and scientific knowledge development, and work on intermodernism as a philosophy of nursing science.  A Fellow in the American Academy of Nursing, she has also been a Visiting Scholar at several institutions, including New York University and Duke University. 

Earlier in life, she thought she wanted to become a band conductor, but the sexism inherent in the concert world led her shift her focus to nursing. “It was a choice in higher education that was very available to women, when other choices were less so, and I was also very interested in learning about human health and well-being and the sciences behind this,” Dr. Reed says. “Later I discovered something called nursing science that motivated me further to pursue a career in nursing.”

Desiring a work environment where new knowledge is being developed and taught – and fueled by the enjoyment of helping others understand the rationale behind nursing practice – she saw academic nursing as an opportunity to go beyond the daily practices of nursing to explore questions and new ways of thinking about nursing and healthcare.   

Dr. Reed’s philosophy of teaching is eminently suited to providing pivotal guidance to students seeking successful role models. She explains, “I have a lifespan developmental perspective of the learning process, where teaching is a process of educing, or bringing out ideas and abilities inherent in the student, along with providing resources, guidance, and encouragement for students to learn certain content – yes, but mostly to acquire tools for thinking, for inquiry, and for seeing the world in new ways.”

Of paramount importance to her is her ability to help students clarify and develop their particular area of inquiry that contributes knowledge for practice. Her goal is “to do all this in a way that stimulates their curiosity and brings joy if not excitement to their learning process.”  

At the end of the day, it’s a mission that brings Dr. Reed joy as well as meaning. “I approach this responsibility with a sense of respect and awe and appreciation of students,” she says, “with a commitment to my own continued learning about what I teach students, and with an openness to questioning the status quo.”

The 2022 Nurses Week Gala will be held on Saturday, May 7, at Loews Ventana Canyon Resort.  Click here for details and registration.

“I feel in nursing, my teaching philosophy is providing my students with a safe and respectful learning environment to learn and grow so that they can ultimately provide quality care to their patients," ~ Michael Gerhart, MS, MEd, BA

Can you tell us a bit about your background?

My nursing background includes five years of Pediatric Hematology/Oncology/BMT nursing at Banner UMC-Tucson. Prior to nursing I was a middle school Social Studies teacher for 13 years. I am a UArizona MEPN grad and Native Tucsonan.

What drew you to a career in nursing?

After 13 years of teaching, I knew that I wanted to try something new. I knew that I wanted to still work with children and figured that nursing was a great opportunity to continue to work with them. Nursing also allowed me ample opportunity to utilize my previous teaching skills when working with my patients and their families.

What attracted you to the UArizona College of Nursing?

As a native Tucsonan and Graduate of the College of Nursing, I knew that when I wanted to get into nursing education full-time, and that the UA was the only place for me. My experience at the UA not only through the College of Nursing but with my other degrees was extremely rewarding and positive.

Can you tell us about your research/academic interests?

As someone new to the College of Nursing, my academic interests are still evolving. I honestly, am just learning the ropes right now.

What is your teaching philosophy?

I feel in nursing, my teaching philosophy is providing my students with a safe and respectful learning environment to learn and grow so that they can ultimately provide quality care to their patients.

What courses will you be instructing in the MEPN program?

Along with teaching clinicals, my main focus is to co-chair 509A (Fundamentals of Nursing Course) this summer.

What do you enjoy doing in your free time?

In my free time, my wife and I enjoy traveling, hiking and attending UA sporting events.

“It is really a great honor...There are not a lot of Native providers that specialize in psychiatric health," ~ Kimberly Yazzie, 2020 DNP-PMHNP Cohort; INCATS Scholar

“It is really a great honor,” Yazzie, a Phoenix resident who represents the Navajo, Hopi and Isleta Pueblo tribes, says. “I didn’t realize people were watching me enough to recommend me for an award.” As a member of a small group of Native students who are in UArizona Nursing’s DNP program, Yazzie believes her focus on mental health was one of the reasons she was nominated. “There are not a lot of native providers that specialize in psychiatric health,” she points out.

Growing up in Isleta, located about 15 miles south of Albuquerque, N.M., Yazzie had a unique exposure to a mix of rural and urban traditions. “I’m able to communicate with both sides and understand both the western and Native views,” Yazzie says. “I’m hoping that I can help combine them to help youth and young adults with their mental health.” After graduation this spring, she plans to further her goals by pursuing a career with Indian Health Services (IHS) at the Phoenix Indian Medical Center, ideally in the realm of telehealth. The backing of the M. Stoklos Education Foundation will help secure her licensure and ensure that the first steps of her professional career will be smooth.

That’s all part of the plan for Michael Stoklos, whose Foundation’s mission is to ensure students exit the educational pipeline into their careers as seamlessly as possible. Stoklos, who briefly attended the University of Arizona in 1972 as a University of Wisconsin, Milwaukee transfer student, began as a Wildlife Biology Etymology student but quickly found his calling as a professional photographer. Although he has called Tucson home since then, his storied career led him from passionately documenting the American west and its native citizens to serving as a transcontinental photojournalist that led him throughout Central America as a freelancer for such periodicals as Time.

The son of a doctor and a nurse, he had long held a deep appreciation for medical practitioners – both western and Native – but when a Diné healer from the western part of the Navajo Reservation contacted him in the early 90s, the beginnings of his philanthropic philosophy were set in motion. “He wanted somebody to document his life and he wanted to get the word out about medicine,” Stoklos says. “I was picked to be the documenter.”

The work led to a wide range of native ceremonies, which Stoklos still attends to this day. “I had my western mind shredded,” he says. “I have an appreciation now of both science and medicine, both the traditional and the western. I’ve been privileged because I have a bit of the science and medical knowledge from my family and my own interests and I’m able to see it from that point of view.”

When Stoklos joined forces with his aunt, Mary Stoklos, in the late ‘90s to set up the M. Stoklos Foundation, the pair decided their efforts would benefit Native American medical students as a way of honoring both his father and the old medicine men who had been so instrumental in lighting his passion for alternative healing practices. In his 22-year involvement with the Foundation, he’s proud to have seen a pool of outstanding doctors graduate and begin impressive careers. “They’re doing amazing things in this country,” he says, pointing to students landing at such academic institutions as Stanford and Harvard. “Now we’re hoping to start the same thing on the nursing side.”

Relating how his mother was a ward nurse in 1940s Brooklyn when she met his father as a young doctor in the New York hospital system, he says, “I certainly know how important nurses are to anything being done in the hospitals.” When his mother passed in May 2021, he was moved by the wave of testimonials that flooded in from students she had cared for as a high school nurse. “I had hundreds of emails about how she had gotten them all through their various issues,” he says. As his awareness of the current nursing field grew, so did his desire to help Native students entering the profession. “When we learned more about nurse practitioners being so important out in the field, we decided that was the area that we will help out along with other nurses,” he says.

Stoklos is impressed by the amount of traditional medicine that is being practiced in Arizona. “It’s still active, it’s still alive,” he says, going on to reinforce his passion for holistic and alternative medicine. “It’s incorrect to call it alternative because when you’re with traditionalists they call their modern medicine, which is only some 200 years old. Native healers have been practicing for thousands of years and that seems to work. I’m proud that we still have that strength and heritage here, and our Foundation just wants to encourage it.”

“I enjoyed taking care of people. The feeling of helping others at their vulnerable times was very rewarding, so I decided to pursue a career in nursing," ~ Zhizhong “Z” Li, UArizona Nursing PhD student

What drew you to apply to UArizona's PhD program?

I decided to apply because I was convinced this program is the best fit for my PhD studies. The PhD program at the University of Arizona covers various focused areas of research excellence. The entire PhD program coursework is online, which is vital for nonlocal students like me. The Data and Systems Science track caught my eye because I enjoy technology and data-driven decision-making. The nursing faculty are from diverse backgrounds with amazing career achievements.

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

My experience throughout the program has been positive. I enjoy the content of the different courses. I appreciate that faculty are very supportive and incorporate various styles and techniques in teaching delivery. They are also very open to students' feedback and willing to adjust teaching strategies accordingly. The program is well-organized overall, with clear and timely communications. The student support services are instrumental in student success.

What is the focus of your research interests?

I am interested in human dynamics in healthcare. One specific focus is the contributing factors associated with acute care nurse leader turnover intention.

What has been the most meaningful part of your studies?

The most meaningful part of my studies is witnessing my self-growth as a new researcher. It is truly amazing to realize how much I have learned.

What has been your greatest takeaway from the program?

My greatest takeaway from the program is that it takes a great deal to become an established researcher. In the journey of PhD studies, each small step forward is a win. Consistency and tenacity will eventually lead to success.

Can you tell us a bit more about the three different poster presentations you will be doing at WIN?

I have three abstracts accepted for podium presentations at the WIN conference this year.  The first one is a scoping review that maps the current knowledge about the factors leading to turnover intention among nurse leaders in the acute care setting.  The second abstract is a research project that aims to examine the prevalence of turnover intention among nurse leaders in acute care hospitals, explore the characteristics of nurse leaders who intend to leave their position, and examine the relationships between the characteristics and nurse leader turnover intention. The third abstract is a process improvement project exploring innovative teaching strategies fostering inclusive excellence in undergraduate nursing clinical education.

What has your experience been with the nurse faculty loan program?

My experience has been very positive. The financial support through this program is substantial for me to complete the PhD study. Our college has a very structured approach to help the students with the NFLP process. There was a detailed presentation on NFLP each semester. The content delivery was very well organized and easy to understand. Students also had opportunities to have their questions answered. The program requires the students to complete specific courses focusing on faculty training. Even though I had already been employed as nursing faculty before entering the program, the knowledge and skills gained through those courses are very beneficial to my professional development.

Tell us about your post-graduation plans.

I currently work as nursing faculty. After graduation, I plan to remain in nursing academia and continue to grow as a nursing researcher with a long-term goal of conducting interventional research.

“The friendships I have gained and the tools I acquired to advance nursing science have been some of the most meaningful parts of my studies. They go hand in hand, because without the faculty mentors and colleagues, who I do consider friends, I would not have the resources, skills, or knowledge that I have now," ~ Christine Platt, UArizona Nursing PhD student

What drew you to apply to UArizona’s PhD program?

I have been lucky to have amazing nurse mentors who, among many other things, helped guide me to the University of Arizona’s PhD program. I found that the program was well respected.  I’m not located in Arizona, so the flexibility to take virtual classes would allow me to continue seeing patients as a nurse practitioner and fit the classes into my family life. The PhD program was designed to be online, not adopted as an afterthought, and allowed for excellent students from across the country to learn together. In fact, I’m closer with my PhD student cohort than with my in-person FNP student cohort. It has also allowed me to work with a diverse group of individuals that I may not have met had I chosen a program in my home state.  

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

The program is rigorous and tough, but it means the progress is highly rewarding. I’ve learned a lot. At times, it felt overwhelming, but my advisor and professors helped me through each step. I took on a heavy load and added the DNP degree as well. It meant balancing the two degrees, integrating my research agenda with clinical application.

What is the focus of your research interests?

The focus of my research is families raising children with disabilities, particularly in the foster care system. I have always been interested in how to help children who come from challenging backgrounds or have had difficult experiences affecting their health. I’m currently conducting a randomized control trial of a behavioral intervention to increase hardiness and connectedness in foster families. Hearing the responses and analyzing the data has been very exciting. It’s gratifying to see interventions, designed with and by nurses, making a real difference.

 What has been the most meaningful part of your studies?

The friendships I have gained and the tools I acquired to advance nursing science have been some of the most meaningful parts of my studies. They go hand in hand, because without the faculty mentors and colleagues, who I do consider friends, I would not have the resources, skills, or knowledge that I have now. The professors at the University of Arizona are truly skilled experts in their area. Learning from them has been exceedingly rewarding.

 What has been your greatest takeaway from the program?

Where to begin? There have been so many intangible benefits and moments of growth during the program. I’ll be taking away skills that have opened a meaningful research agenda to discover new knowledge; skills to clinically implement change and improve the lives of vulnerable communities.  These skills are priceless — simply too hard to quantify. I remember struggling through the advanced statistics course and now, two years later, I’m easily employing these skills to analyze data from my recent randomized control trial. I’m taking away knowledge that I just could not have gained any other way.

Tell us about your post-graduation plans.

I love my current clinical practice and am also looking forward to teaching the next generation of nurses. I plan to pursue a position in academia that allows me to teach and produce meaningful research alongside my clinical practice.

“Nursing is a holistic science that considers the entire person and incorporates relevant theories and concepts to improve clinical care and prevention and management of chronic disease. Nurses are the trusted point of contact for patients. It’s an honor to work together alongside nurses as part of an interdisciplinary team to improve the health of Arizonans," ~ Meghan Skiba, PhD, MS, MPH, RDN

What attracted you to the UArizona College of Nursing?

UArizona College of Nursing is a research powerhouse, a leader in health sciences, and is a groundbreaker for innovations in aging. I have the opportunity to work with brilliant colleagues with diverse expertise in chronic disease, social determinants of health, integrative health, and aging, as well as data science and precision wellness. The College also is connected to research campus-wide, including the Collaboratory for Metabolic Disease Prevention and Treatment and University of Arizona Cancer Center. I really enjoy working with and mentoring students; the undergraduate and graduate students in the College of Nursing are engaged and motivated to pursue excellence in healthcare.

Can you describe your passion for connecting cancer survivors to the skills and health behaviors that will enable them to live their healthiest lives?

Most of us have had cancer impact us in some way at some point in our lives, either as the survivor or as the friend or family member of a survivor. It’s essential to remember people are represented by statistics of cancer incidence and mortality and all people are deserving of health. The World Health Organization defines health as: “a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.” A nutritious diet and engaging in physical activity have numerous health benefits. Building skills to improve these behaviors can promote optimal health. Additionally, because of the bidirectionality cancer diagnosis and treatment can have on the individual and their social connections, it is important to consider how our interventions can extend reach into those networks to magnify population health.

Can you tell us more about your research interests?

My research takes an integrative approach to develop health promotion interventions utilizing nutrition, exercise, and technology to mitigate biological aging among cancer survivor dyads. My three primary research areas are 1) intersection of diet and physical activity in cancer prevention and control, 2) digital and metabolic biomarkers of accelerated aging in adult cancer survivors, and 3) community based-participatory research methods and theory-informed clinical trial design.

How does your advanced training in nutrition science, epidemiology and health behavior inform your approach to nursing?

My multidisciplinary training informs my approach to nursing research through different perspectives. I aim to understand synergistic effects of nutrition and exercise and their roles in managing accelerated biological aging by considering the socioecological context in which health behaviors and health outcomes exist including social determinants, beliefs, skills, and equity. This leads to research designed to result in ecologically valid data and outcomes that are meaningful to patients and providers.

What is your teaching philosophy?

The pillars of my teaching philosophy are to engage students with learning inside and outside of the classroom, create a respectful, high-performance environment, and develop an effective healthcare workforce of integrity. My approach to teaching includes collaboration and experiential learning integrating curriculum and techniques that evolve with current research, social circumstances, and collective knowledge. I aim to empower learners through personalized pathways and increase accessibility to research by prioritizing lived experience, relevance, and acceptability.

Where are you from originally?

Depends on how far back you want to go. I was born in North Carolina and spent my early childhood in South Carolina before moving to Arizona around the time I started kindergarten. I grew up and attended primary and secondary school in Vail, Ariz. I have trained and worked at the University of Arizona, University of Houston, MD Anderson Cancer Center, and Oregon Health & Science University. I now permanently call Tucson and the University of Arizona home

What do you like to do in your free time?

One of my favorite ways to spend time is travel and adventuring to camp and hike with my family. I also enjoy yoga, indoor rock climbing, gardening, reading, DIY home projects, and tabletop gaming. Cooking is my love language and I love to bake and create new recipes.

“The DNP program's student-centered educational approach supports the achievement of exceptional outcomes while striving for unsurpassed excellence. We are proud of our US News and World Report ranking and will continue implementing innovative educational models that propel students forward," ~ Allen Prettyman, PhD, FNP-BC, FAANP, DNP Program Director

With DNP prepared advanced practice registered nurses (APRNs) in demand across the health care industry, our hybrid program allows APRN students to obtain their doctorate in 2.5 years (full-time). The DNP program offers 5 clinical specialties, Adult-Gerontology Acute Care Nurse Practitioner, Family Nurse Practitioner, Nurse Anesthetist, Pediatric Nurse Practitioner, and Psychiatric Mental Health Nurse Practitioner. The UArizona DNP program utilizes a mixture of online didactic coursework, on-campus intensives and clinical placements that are specific for the students APRN specialty.

"The DNP program's student-centered educational approach supports the achievement of exceptional outcomes while striving for unsurpassed excellence,” said DNP Program Director Allen Prettyman, PhD, FNP-BC, FAANP. “We are proud of our US News and World Report ranking and will continue implementing innovative educational models that propel students forward." 

With DNPs in demand across the health care industry, our hybrid program allows students to obtain their doctorate in as little as 2.5 years (full-time). The UArizona DNP program utilizes a mixture of online didactic coursework, on-campus intensives and on-ground practicum and clinical placements.

For a full list of UArizona U.S. News & World Report rankings, visit https://www.usnews.com/best-graduate-schools.

“We will be developing and testing interventions that can be incorporated into clinical practice. By looking at health care utilization and many social determinants of health, we’re hoping to come up with ideas of how we can decrease health disparities and enable people to access the health care they need." ~ Terry A. Badger, PhD, RN

According to the American Cancer Society, which designated the funds for Minority-Serving Institutions, the centers will implement solution-based research addressing cancer health disparities that will contribute to achieving health equity and reducing cancer mortality. The University of Arizona is designated as a Hispanic-Serving Institution by the U.S. Department of Education.

UArizona Health Sciences researchers will focus on three areas: assessing care and treatment needs of kidney and liver cancer patients; assessing the impact of diet and physical activity interventions on lifestyle behaviors; and symptom management and health care utilization in rural and urban underserved populations. 

“Terry has laid the foundation and is a national leader in supportive care, research and training,” said Joann Sweasy, PhD, the Nancy C. and Craig M. Berge Endowed Chair and UArizona Cancer Center director. “She is most deserving of this prestigious award.”

Dr. Badger will use her experience to increase participation in clinical intervention trials for underrepresented cancer survivors and their caregivers. 

“We are going to work with our communities to develop and test effective, accessible interventions that will benefit cancer survivors and caregivers,” Dr. Badger said. “I have a very successful history of including underrepresented cancer survivors and their caregivers in my trials. We have over 450 cancer survivors and their caregivers in one of my studies right now and about 40% of those are Hispanic.”

Additionally, the grant will allow Dr. Badger and her team to train the next generation of researchers and develop synergistic relationships with other UArizona Health Sciences and UArizona researchers to foster more projects focused on cancer health equity. 

Dr. Badger will work with a team of dedicated cancer researchers including Ken Batai, PhD, a research assistant professor of urology in the UArizona College of Medicine – Tucson and a member of the UArizona Cancer Center Cancer Prevention and Control Program, Cindy Thompson, RDN, PhD, a professor in the Mel and Enid Zuckerman College of Public Health and co-leader of the Cancer Prevention and Control Program, and Chris Segrin, PhD, professor and head of the Department of Communication in the UArizona College of Social and Behavioral Sciences. 

“We have a small but mighty faculty. Faculty in the College of Nursing are very productive in securing NIH funding, as well as other types of extramural funding. The Blue Ridge rankings don’t even tell the whole story," ~Jennifer Montjoy, UA College of Nursing PhD Student

Montjoy’s research joins a growing field. MDMA, for example, is currently in phase three clinical trials with a likely outcome of the Food and Drug Administration approving clinical use for post-traumatic stress disorder (PTSD). “No one is suggesting providers’ prescribe ecstasy to take at home for recreational use,” she says. “This work is very much about the ecology of the healing space and specialized for licensed clinicians, including nurses. Johns Hopkins has been investigating psilocybin since the early 2000s. This field has recently begun to gain traction and legitimacy with research being published in peer reviewed journals.”

Montjoy is quick to point out that most of the clinics that offer ketamine as a treatment for depression as an intervention are intravenous (IV) infusion and are predominantly being managed by anesthesiologists, pain management, and emergency medicine clinicians. “These settings are not incorporating psychotherapy or mental healthcare clinicians,” she explains. “It’s a very medicalized approach, which is really different from KAP, the focus of my dissertation project.”

In addition to her PhD work, Montjoy runs Tucson-based Resilience Behavioral Health Solutions, which she founded two and a half years ago to provide non-IV ketamine-assisted psychotherapy and offers AANP-accredited 4-day KAP trainings for licensed clinicians and providers. Much of the data in her dissertation project were measures collected pre-and post-KAP treatment from clients Montjoy previously worked with in her practice.

Did Resilience Behavioral Health Solutions help influence your research direction?

I worked for UArizona’s Counseling & Psych Services (CAPS) for 2 years as I opened Resilience in Tucson. I was following the research around ketamine and I was pretty naïve. I didn’t know much about ketamine in terms of subjective effects or recreational use. I wanted to offer ketamine through Resilience but I knew I needed more education about administration, and about the medicine itself. When I started looking at certification programs, that’s when I learned ketamine induces a non-ordinary state of consciousness. I thought, what a missed opportunity for more in-depth healing that could be provided through psychotherapeutic support/facilitation.

What distinguishes your research on this subject from some of the other studies going on in this field?

For my dissertation I’m providing analyses on retrospective treatment-resistant depression and post-traumatic stress disorder clinical outcomes – and exploring whether potential correlates such as childhood adversity and self-transcendence influence outcomes, so it differs in methodology and focus. The primary difference, the ‘why,’ is that approximately 55% of folks with treatment-resistant depression have co-occurring PTSD. There is gap in current ketamine research measuring and analyzing trauma symptom severity in currently available literature. What’s more, we are experiencing an epidemic of suicide endemic in veterans, suicide is also the second cause of death in Americans 10 years and older. It’s really disturbing and exemplifies the need for additional and efficacious interventions.

I think what also sets my focus research focus apart is that is that it’s looking at childhood adversity as a variable that may influence outcomes. We’re collecting measures for three things: One, there’s not much research around ketamine (KAP) and PTSD; two, inclusion of childhood adversity as an exploratory variable; and three, inclusion of self-transcendence as a measure. I’m using a measure developed by one of my mentors, Dr. Pamela Reed. Dr. Reed’s self-transcendence scale may be a good fit for looking at the existential experience in relation to psychedelic medicine, an important aspect of the human experience and our suffering that’s not typically assessed or measured in ketamine research.

Tell us about your hypothesis for your dissertation.

The purpose of my dissertation project is to explore whether there is a reduction in depressive and PTSD symptom severity post-ketamine assisted psychotherapy (KAP). I am hypothesizing that self-transcendence will be moderate to high post-KAP, based on Dr. Reed’s theory of self-transcendence. The second aim is to elucidate any associations between self-transcendence and PTSD symptom severity and self-transcendence and depression severity post-KAP, and investigating if there’s a decrease in trauma-related symptoms, whether this correlates to a higher self-transcendence score between participants who reported history of childhood adversity compared to participants without or lower childhood adversity measurements. We’re trying to tease out who really might benefit from this therapy.

What changes do you envision this work making in terms of actual practice?

There’s still a lot of stigma around using ketamine psychotherapeutically, so I want to disseminate my findings in a language that is considered valid and reliable in the mental healthcare and medical communities. Most of the data published around ketamine are biomedically focused, and regard the psychedelic experience as an unwanted or undesirable side effect; I'm suggesting these subjective experiences during the psychoactive phase post-ketamine administration may be helpful when provided or facilitated by well-trained, specialized clinicians. At a minimum, I'm suggesting that the psychedelic or non-ordinary state induced by ketamine and other medicines merit further investigation; we need to listen to our patients, and nurses are particularly adept at this in clinical practice and in research.

What are your plans once you’ve earned your PhD this semester?

Long-term, I'm planning to continue to collect and disseminate KAP findings and to continue to provide specialized accredited training for licensed clinicians. Last year, I founded the 501(c)(3), the Transpersonal Research Institute of Psychotherapeutic Psychedelics (TRIPP), whose mission is to provide clinical research mentorship in the psychedelic sciences to female and BIPOC scientists and clinicians, and to expand KAP access to underserved peoples in southern Arizona. Whatever unfolds, I will be forever grateful for my time at UArizona’s College of Nursing and to my mentors, Drs. Thaddeus Pace, Kathleen Insel, and Pamela Reed.