inaugural issue summer 2011 odunursing - old ... about our distinctive programs, scholarly...

ODUNursingOld Dominion University School of Nursing

Town FoundationScholarships HelpStudents CompleteNursing Curricula

I N A U G U R A L I S S U E S U M M E R 2 0 1 1

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In this Issue

4 School of Nursing News

6 DNP Offers Broader Vision of Nursing –

for Today and Tomorrow

10 DNP’s Telehealth Focus at the

Vanguard of Advanced Nursing Education

12 TOWN Foundation Scholarship Helps Students

Dedicate Time, Energy to Mastering Studies

16 Nursing School Students Reach Out in El Salvador

18 Barham Passes Torch of Advisement to Hawkins

20 Faculty Study Technology Innovations

to Enhance Nursing Education

23 Faculty Scholarship

25 Class Notes

On the CoverJessica Green, senior BSN student andTOWN Foundation Scholarship Recipient

StaffContributing Writer

Burton St. John

Contributing Photography

Glen McClure

(funded in part with an

ODU Alumni Association grant)

Design

Shara Weber

Editorial Board

Ashlynn Ford Baker, BSN ‘06

LTJG Leeyanna Gerbich, BSN ‘08

Rachel Andam-Mejia, MSN student

Cheryl Lewis Honeycutt, MSN ‘09

Shannon Tucker Harrington, BSN ‘02

Elizabeth Aucamp, Development Office

Daniel Campbell, Alumni Relations

School of Nursing Chair

Karen A. Karlowicz, EdD, RN

Vol. 1 No. 1, Summer 2011

Old Dominion University School of Nursing

Health Sciences Building

4608 Hampton Blvd.

Norfolk, VA 23529

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ld Dominion University School of Nursing is an undiscovered gem. We have dedi-cated and experienced faculty, enthusiastic and hard-working students, and ac-

complished alumni. However, too few in the nursing profession or the communityknow about our distinctive programs, scholarly achievements, teaching innovations, or

service activities. When I was appointed chair of the School of Nursing in 2009, I wanted tochange perceptions and turn heads by telling stories that would help others get to know whatnursing at ODU is all about. My dream was to create a publication that would showcase theextraordinary work of our faculty, students and alumni.

As we all know, however, dreams play out in many different ways, and can sometimes be de-layed. Still, I was determined to make this dream become a reality.

Luckily, planning publications such as this is not entirely new territory for me. I began by so-liciting story ideas from the nursing faculty, Alumni Association, Office of University Relations,and Development Office. There were so many excellent stories about our school that neededto be told that it was difficult to choose among them; nevertheless we worked to refine thelist of stories and define the scope of the dream. Collaboration with Professor Burton St. Johnfrom the Department of Communication and Theatre Arts provided the writing expertiseneeded to accurately, yet passionately, tell our stories. The appointment of alumni to an ed-itorial board afforded the opportunity to vet story ideas and solicit feedback on manuscripts.Through a generous grant from the ODU Alumni Association, we were able to tap the expertiseof noted Norfolk photographer Glen McClure, who captured images that made the storiescome to life. And when all was said and done, University Publications provided design, layoutand production assistance.

I am excited to present this first issue of ODU Nursing to you. It is an honor to share the ac-complishments of the faculty and students associated with the new Doctor of Nursing Practiceprogram. Likewise, I think you will be inspired by the generosity of the TOWN Foundation. Asyou read about the retirement of Phyllis Barham (former chief academic advisor), you willlikely reminisce about the times you spent in her office, especially if you were an undergrad-uate student sometime in the last 27 years! For those curious about what is new in nursingeducation, the article on a unique strategy for teaching students infection control principleswill have you saying “how clever.” I also think you will be impressed by the international serv-ice efforts of our undergraduate senior students.

The School of Nursing at Old Dominion University was established 44 years ago. Much has beenaccomplished over the years, but we are a school that has big dreams—dreams that faculty,students and staff are gradually turning into reality. As we seek to be ranked among the top100 schools of nursing in the U.S., many exciting changes are ahead. The publication of ODUNursing is how we will share the stories of our successes and the achievement of our dreamswith you. Enjoy!

Karen A. Karlowicz, EdD, RNChair

Message from the Chair

O

ODU NURSING MAGAZINE4

Creating a Culture of Safety…Together

The Doctor of Nursing Prac-tice Program has graduatedits second class of students.During the commencementceremony on May 7, 2011, 27 DNP graduates walkedacross the stage in the TedConstant Convocation Centerto be hooded and receivetheir diplomas. Pictured are(left) Deanne Shuman, in-terim dean of the College ofHealth Sciences, (center)Sherri Saunders-Goldson,DNP graduate, and (right)Carolyn Rutledge, director ofDNP program.

DNP ProgramGraduates 2nd Class

Undergraduate nursing students in theUnintentional Injury Prevention com-munity health nursing group havebeen recognized with a 2011 HamptonRoads Volunteer Achievement Awardsponsored by VOLUNTEER HamptonRoads. Throughout the 2010-11 aca-demic year, this group of senior stu-dents identified ForKids as theirtarget audience to teach injury pre-vention. ForKids supports homelessfamilies with children throughout theHampton Roads area. To become morefamiliar with the organization andthose served, students participated inthe “Homework for Hot Meals” pro-gram, annual Thanksgiving Dinnerdrive, and the Holiday Shop. Partici-pation in the service activities helpedstudents identify specific health edu-cation goals and plan subsequent pro-grams. Janet Azar, adjunct assistantprofessor, served as the instructor forthis clinical group.

CommunityHealth StudentsRecognized

The School of Nursing collaborated with Children’s Hospital of the King’s Daugh-ters (CHKD) and Eastern Virginia Medical School (EVMS) to host a visit by SorrelKing, national patient safety advocate and author of the award winning book,Josie’s Story. Believing that the education of health profession students is thefirst step in ensuring a culture of safety in our nation’s hospitals, Mrs. King ad-dressed students in nursing, medicine and other disciplines during a series of fo-rums held over two days. She shared her story about the tragic death of herprecious 18-month-old daughter, Josie, after a series of errors that occurred whileJosie was a patient at Johns Hopkins Hospital. The session hosted by the School ofNursing at the ODU Constant Convocation Center brought together nearly 600 stu-dents and faculty from six schools of nursing in the Hampton Roads area that haveclinical experiences at CHKD. This unique educational offering emphasized to stu-dents that effective communication among health professionals is the cornerstoneof patient safety. Senior Lecturer Suzanne Van Orden, and School of Nursing ChairKaren Karlowicz, represented ODU on the event planning committee.

Sorrell King

Aubreyana Buckner,senior student (farright), receives awardon behalf of her clinicalgroup.

School of Nursing News

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Karen Karlowicz, chair of the School of Nursing, and her co-author Leticia S. King (BSN ’99; MSN‘04), were honored in October 2010 with the Writing Award for Excellence in Education for 2009from the Journal of Forensic Nursing. The award was presented at a reception during the Interna-tional Association of Forensic Nurses 18th Annual Scientific Assembly in Pittsburgh PA. The award-win-ning article, titled “The Healing Power of Reflective Writing for a Student Victim of Sexual Assault,”was selected for this journal's inaugural award from among a number of other outstanding articlesthat focused on educational issues in forensic nursing. Pictured is Dr. Karlowicz receiving the awardfrom Cindy Peternelj-Taylor, editor for the Journal of Forensic Nursing.

For the second year in a row, afaculty member in the Schoolof Nursing is being recognizedas the Most Inspiring FacultyMember. This honor isbestowed by the graduatingsenior student in each collegewith the highest GPA. In 2010and 2011, a nursing studenthad the highest graduating GPAin the College of HealthSciences.The 2011 graduatingsenior nursing student, SarahSmith (GPA 4.0), selected AmyLee, senior lecturer, as herMost Inspiring Faculty Member.In 2010, graduating seniornursing student KatherineGlosson (GPA 3.95) selectedLinda Bennington, seniorlecturer, as her Most InspiringFaculty Member.

Janice Hawkins, lecturer,and Donna Rose, seniorlecturer, were recipients ofthe Shining Star Awardduring the 2010-11academic year. The ShiningStar Award is sponsored bythe ODU Division of StudentAffairs, and is presentedeach semester, whenmerited, to faculty memberswho demonstrate evidenceof helping students succeedacademically, professionally,or personally inside andoutside of the classroomsetting. To be eligible toreceive the award, facultymust be nominated by astudent.

In January 2011, accreditation for the Nurse Anesthesia Program was reaffirmed by theCouncil on Accreditation for Nurse Anesthesia Educational Programs. The next regularlyscheduled self-study and on-site visit will occur in the fall of 2014.

Nathaniel Apatov was recently appointed as tenured associate professor of nursing andgraduate program director for nurse anesthesia. Dr. Apatov received his PhD in neuro-science (1999) and a MSN in nursing (1998) from the Uniform Services University of theHealth Sciences in Bethesda, Md. He also holds a MHS (1990) in nurse anesthesia fromTexas Wesleyan University. Prior to accepting the position at ODU, Dr. Apatov was associ-ate professor of clinical nursing and associate professor of nurse anesthesia at the Univer-sity of Miami.

Nurse Anesthesia Program

Faculty Awards & Honors

ODU NURSING MAGAZINE

Donna Rose, senior lecturer, re-ceived the 2011 Excellence in Tech-nology-Based Teaching Award fromthe ODU College of Health Sciences.Ms. Rose developed a scenarioimbedded with an avatar to teach

students how to “hand off” patient care to nurses and otherprofessionals in the hospital. The idea for this teaching needstemmed from the recognition that sophomore nursing stu-dents often do not recognize key points that need to be re-layed during report, and do not know how to proceed withpatient care after receiving a handoff from the nursingstaff. This simulation activity was created to provide stu-dents with a realistic patient handoff teaching-learning ex-perience prior to beginning their first clinical rotation.

Carolyn Rutledge, tenured associ-ate professor, was honored with aDoctoral Mentoring Award. Theaward is sponsored by the ODU Of-fice of Graduate Studies and recog-nizes a faculty member who is a

model of professionalism in each College and provides grad-uate students with intellectual leadership in a supportiveenvironment. Dr. Rutledge is the award recipient from theCollege of Health Sciences for 2011. This is the second timea School of Nursing faculty member was selected for theDoctoral Mentoring Award; Laurel Garzon, tenured associ-ate professor, was the 2009 recipient.

Amy LeeJanice Hawkins Linda Bennington


6

fter 19 years as a registerednurse and seven years as a nurse

practitioner, Rhonda Clark, 47, ofCollinsville, Va., wanted more than “going

to work, seeing my patients, and then goinghome.” So, about three years ago, shesigned up for the first classes in the ODUSchool of Nursing’s Doctor of Nursing Prac-tice (DNP) program. After completing al-most two years of study the program hasbroadened her perspective of her life’swork. “I’ve lost a lot of my tunnel vision,”she said. “I see how leadership, technology,and policy competencies are crucial, andthat it’s up to nurses to take initiative sothat we can have a bigger voice in the de-livery of health care.”

Clark’s drive to widen both her perspectiveand her range of abilities as a nurse practi-tioner is typical of students in the DNP pro-gram. All of the students are advancedpractice nurses and normally come to theprogram interested in specific challengeslike accessibility of care for lower incomeindividuals and measuring outcomes. “I getphone calls from nurses interested in theprogram saying they’d like to focus on suchconcerns,” said Professor Carolyn Rutledge,the DNP Graduate Program Director. “AndI’ll ask them questions about their own

depth of knowledge of their practice, theirlevel of autonomy, and their ability to cre-ate teams.” What she finds is that oftenthese skilled nurses face practice issuesthey need to address, and that the DNP is agood fit because “it can take them to thenext level of skills needed to tackle thoseconcerns,” she said. In fact, identifyinggaps in practice is one of the most benefi-cial aspects of the program, said DNP stu-dent Ann Schlaefer. “I am getting exposedto such a breadth of knowledge,” saidSchlaefer, a 45-year-old pediatric nursepractitioner in Melfa, Va., “and I am seeingwhere I can make instrumental changes topatient care.”

The arrival of a doctorate-level, practice-based degree in nursing at ODU is a reflec-tion of the larger changes regarding thefield and its position in the health carechain. In 2008, the American Association ofColleges of Nursing released an issue briefemphasizing that advanced practice-basednursing education could address the intrica-cies of today’s health care while also in-creasing better patient outcomes. Twoyears later, an Institute of Medicine andRobert Wood Johnson Foundation report,called “The Future of Nursing,” assertedthat nurses were increasingly crucial for ef-fectively responding to “rapidly changinghealth care settings and an evolving healthcare system.” The report emphasized, how-ever, that nurses needed to overcome barri-

DNP OFFERS BROADER VISION OF NURSING – FOR TODAY AND TOMORROW

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7ODU NURSING MAGAZINE

ers so as to provide more seamless and af-fordable care. In particular, it stressed thathigher levels of education were necessaryso that nurses could be “full partners withphysicians and other health care profes-sionals” and that nurses should be empow-ered to exert more leadership in planningand policy regarding health practices.

Accordingly, the DNP program emphasizesthat students first clearly know where theyare now as advanced nursing practitioners,so that they can better see how to moveforward. “We want them to look internallyand get a really good idea of how theirclinical practice runs,” said ProfessorMichelle Renaud. “And then take that in-ventory and stack it up against the needsin their community.” From these evalua-tions, nurses draft business plans that notonly build on these internal and externalassessments, but demonstrate the “emo-tional intelligence” they bring to patientcare. “By emotional intelligence, we meanfostering in these students an awareness oftheir own strengths and weaknesses andhow both directly affect their ability tomake their business plans come alive,” shesaid. The intent is to highlight the value ofleadership, Renaud said, “and how theycan be better leaders through assertiveand effective personal interaction with pa-tients, peers, and professionals in otherdisciplines.”

The DNP is designed to give accomplishednurses the broadened educational baseneeded to take on such a role, said Profes-sor Kimberly Adams Tufts, the director ofcommunity and global initiatives for theODU School of Nursing. “We have seasonedpractitioners that are used to applyingtheir skills in certain ways,” she said. “Butthe DNP is designed to do more than add toa nurse’s skills.” Students develop a betterunderstanding of the health care system.They learn to think critically about howpolicy and politics affects both the qualityof care and access to health practitioners,she said. For example, many women livingin rural settings cannot find experiencedmedical providers who can offer Papsmears. “Numerous times our studentshave stood up and said, ‘I want to be thatperson bringing that care to rural-boundindividuals,’” Adams Tufts said. “Our pro-gram is helping our nurses declare them-selves as leaders.”

LeadershipSchlaefer, who started the DNP program inJanuary 2010, is not currently in a leader-ship position and saw a need for exertingmore influence. She was particularly con-cerned about childhood obesity. She pur-sued the DNP because she wanted tocoordinate a broader scope of pediatriccare to combat the problem. This is espe-cially crucial in her surroundings, she said,because there is a sizable amount ofpoverty and a lack of fiscal resources forprevention programs. “I want to advocateto our management group that we usesome alternative means to engage peopleand break the cycle of coming to healthprofessionals only when situations aredire,” she said. Schlaefer has, through theDNP program, been exposed to proactiveapproaches such as health fairs, placing ar-ticles in newspapers, and appearing onradio programs—and she is convinced thattoday’s nurse has a leadership role inhealth promotion. “The way things arenow, our health care approach must movebeyond the traditional thinking of ‘the doc-tor said take these pills,’” she said. “Now,nurses are vital in a broader way; theybring together their education and skills tohelp each patient effectively manage theirown health.”

One should also be aware that the pro-gram’s advanced education and trainingpositively affects other professionals’ per-ceptions of the nursing function, saidClark. “You now are seen as having a voiceat the table,” she said. “You’re a peer withother individuals who have doctorates.” Inher case, it has enhanced others’ confi-dence in her leadership skills and businesscompetency. Her role at the federally qual-ified health center (FQHC) in Bassett, Va.,has broadened; she became the first nursepractitioner invited to participate in thequality assurance committee for the Com-munity Care Network of Virginia. She worksalongside medical directors, another nursepractitioner, and a physician assistant toensure that clinical practice guidelines areestablished and maintained in each clinic,in accordance with federal standards andmeasures (e.g., guidelines for such itemsas blood pressure management, glucosecontrol and childhood immunizations).

Advancing and applying skill baseTina Haney of Norfolk, 48, noted that,even though she has strong interpersonalskills and has managed others, she neededto better understand how to use additional

DNP Faculty Team: Seated are (left) Wendy Biddle, (center) Carolyn Rutledge, DNP Program Director, (right) Kimberly Adams Tufts. Standing are (left) Michele Renaud and (right) Kathie Zimbro. Not pictured is Laurel Shepherd.


skill sets. A full-time nursing instructor atMedical Careers Institute in Virginia Beach,she became increasingly aware that shewanted to increase her competency in in-formation management. “For example,when I previously worked at CHKD’s (Chil-dren’s Hospital of The King’s Daughters)pectus (chest) program, I used a databasebut I didn’t understand how to create it.”With the insights of the DNP program, shehas learned not only how to create an ef-fective database but how to effectively an-alyze the information. With thisheightened confidence in information man-agement, Haney is working on a projectthat will facilitate hospital communicationto homebound patients through technology.

“My vision is to enable hospitals and clinicsto use platforms like Facebook, Twitter andemail to convey health and wellness infor-mation to families that will keep themconnected to health providers,” she said.

In her case, Clark is expanding on her pa-tient care skill set to conceptualize addi-tional ways to reach out to the larger areaand provide wellness and prevention edu-cation. She is determined to develop ap-proaches for encouraging patients to moreactively manage their health care. To thatend, she is formulating a peer educator ap-proach. First, she said, is the need to iden-tify patients who are already engaged inmaking positive life changes. The goalwould be to train these individuals so thatthey can then take health and wellnessmessages into venues that nurses may notbe able to reach. “Through this approachwe can reach the at-risk public in theirneighborhood blocks, community centers,and churches,” she said.

Advocating for effective careWith growing leadership perspectives andenhanced skills sets, DNP students aretackling wider health care issues with aneye toward advocating policy. Kristin Con-rad, a 42-year-old Certified Nurse Midwifefrom Blacksburg, Va., knew that both herclinical experience and advanced educa-tion had put her in a good place to helpvulnerable and underserved women. Previ-ously, in western Colorado, she developedcollaborative approaches to provide clini-cal services to undocumented Latinowomen who had no health insurance. TheDNP attracted her because it emphasizesroutes toward providing accessible care forunderserved publics. “Serving people whodesperately need care and don’t have ac-cess to care is very important to me bothprofessionally and personally,” she said.“This program allows me to see health careon a more global scale and clearly identifyhow policy affects individuals’ ability to re-ceive care.”

Through the program, Conrad has beenable to interact with others concerninghealth care policy and develop evidenceconcerning the challenges of rural healthcare accessibility. In December 2010, sheattended the Virginia Rural Health Associa-

Top photo: DNP graduate RhondaClark with Zach and Trevor Kendrick.Bottom photo: DNP graduate AnnSchlaefer with Zulmy Gomez (holdingbook) while brother and mom look on.

9ODU NURSING MAGAZINE 9

tion Conference and led a discussion onhow health care policy affects the avail-ability of midwife services. She presented—before an audience of physicians, healthdepartment personnel, policymakers, andhealth insurance representatives—informa-tion about systemic problems involving thecare of women and babies. For example,maternity care in rural areas is oftensparse. “Medicaid services are limited,with women having to drive long distancesto receive competent prenatal care andbirthing care,” she said. She plans to speakat more venues, stressing the value ofnurse midwifery. “The experience of theDNP program has really given me the confi-dence to take that kind of public positionon these issues, to reach out to other pro-fessionals, and work to make change,” shesaid.

The value of the DNPThe complexity of today’s health care sys-tem requires nurses to have an extensiveknowledge base and skills. The DNP, withits clinical core, keeps nurses current byfocusing on emerging diagnostic technolo-gies, while also exposing students to thelatest knowledge of human factor aspectssuch as collaboration, leadership, and pol-icy making. In this way, said Adams Tufts,the program helps nurses adhere to theprofessional standards needed to mastertoday’s demanding health care arena. Sheadds that the program helps these ad-vanced practitioners by also equippingthem to deal with the changing demo-graphics of America. “We have large groupsof emerging Latino populations and agingbaby boomers who have pressing healthcare needs,” she said. The DNP providesthe mix of clinical and research skills toanticipate, and plan for, this dynamic. “We tell the students that health care, especially for vulnerable populations, hasnot been as effective as it needs to be,”said Rutledge. Therefore, the DNP curric-ula attempt to foster innovation. “We tellthem that they’re the change agents,” she

said. “They do internal/external assess-ments and write business plans; the intentis to move past thinking of oneself as aservice provider to realizing that one is apractice owner.”

Such an evolutionary approach to nursingchallenges age-old notions that effectivehealth care ultimately rests on the shoul-ders of supervising physicians, said Renaud.“In reality, nurses have always been lead-ers and they are going to be much more inthe forefront, and they should be,” shesaid. DNP students come from so many dif-ferent backgrounds with unique experi-ences and skills to draw upon butsometimes lack a fuller awareness of thenurse’s leadership role, she said. “Our cur-riculum stresses the importance of nurs-ing’s unique contributions,” she said. “Thegoal is that DNP students will open up col-laborations with physicians and socialworkers to improve patient outcomes.”DNP students concur that the program hasstretched what they previously saw as theboundaries of their profession. “I grew per-sonally, academically, and professionally inways that I never anticipated,” said Haney.She pointed out that she has felt fortunateto already have a breadth of some experi-ence and owed it to the profession to pur-sue the DNP. “Nursing has been very goodto me,” she said. “And I felt that goinginto the DNP was my way of giving back,taking on new research and practices that Ican share with other nurses.” To Schlaefer,the DNP’s value rests in its ability to chal-lenge nurses to see broader perspectives.

“Now I see how collaborating with othernurses, specialists, and health care man-agers can have such a big impact,” shesaid. “It allows us to better make patientsaware of behaviors that can lead to poorhealth, and then encourage them to movein a healthier direction.”

Conrad agrees that the collaborative mind-set encouraged by the DNP is vital, and ithas already started to open some horizonsfor her. Through contacts she made with aphysician at a local free clinic, she was in-vited to serve on a board that submitted agrant for a FQHC in Montgomery County,Va. “This is just an example of the endlessnumber of possibilities that I am nowaware of,” she said. “This degree, with itsglobal view and policy emphasis, will helpme be in a better position to help momsand babies.”

For Clark, the DNP program has empha-sized the power of the nurse’s voice. “Be-fore I started the DNP program, I hadsimply thought that others could speak outabout pressing health care concerns andthat wasn’t my role,” she said. “Goingthrough this program of study has openedmy eyes that every voice is important.”She stressed that physicians, insurancecompanies, and legislators needed to hearfrom, and work with, nurses to improvehealth practices and patient outcomes.“They need to hear from every voice in ourfield,” she said, “and I can help get thatstarted—with mine.”

Individuals interested in the program canenroll on either a full- or part-time basis.

More information is available at the School of Nursing website athttp://hs.odu.edu/nursing/academics/dnp/index.shtml or call the graduate programoffice at 757-469-6735 or 1-800-572-2762.

“My vision is to enable hospitals and clinics to useplatforms like Facebook,

Twitter and email to convey health and

wellness information tofamilies that will keep

them connected to healthproviders”


ully accredited by the Commis-sion on Collegiate Nursing Educa-

tion, the Doctor of Nursing Practice(DNP) is a 36 credit-hour program de-

signed with advanced practice nurses inmind. Students enhance their leadership,research, and clinical skills with an eye to-ward meeting the needs of underservedpopulations in Virginia.

The program features four emphasis areas:1) emerging healthcare technologies, 2) advanced diagnostic and client careskills, 3) care of vulnerable populations,and 4) using clinical research to achievequality client outcomes. The course ofstudy features classes on health disparities,barriers to care, practice-focused research,and leadership. As a practice-based degree,the DNP further emphasizes integration ofall these knowledge and skill sets throughfour additional classes in advanced clinical

training. Students pursue their coursesthrough web-enhanced classes and by at-tending class on the ODU campus one week-end a semester. Full-time studentscomplete the program in 16 months.

In a move that puts ODU’s School of Nursingat the forefront of advanced nursing curric-ula, the DNP program emphasizes thatnurses use technology to reach out to pa-tients in remote and underserved areas toprovide prompt and quality care. Tele-health—the use of health technology to im-prove treatment and outcomes—is a keyunderpinning of the curricula. Supported bya $750,000 grant provided by the HealthResources and Services Administration inJuly 2010, DNP’s telehealth emphasis cen-ters on four main areas: telemedicine, so-cial media, clinical decision support, andelectronic health records.

DNP’s Telehealth Focus at the Vanguard of Advanced Nursing Education

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Top photo: DNP student, SandySandbridge-Moser, working withan electronic health record.


“I see that telehealth is a transformationaltool that will greatly shape the future ofhealth care,” said DNP student Patty Schwe-ickert, 49, a nurse practitioner in interven-tional radiology at the University of Virginia.For example, patients in rural areas may notbe able to meet face-to-face with a healthcare provider. Through telemedicine work-shops, students use a real-time, two-waycomputer video connection to simulate in-teracting with the patient. A student, forexample, can interview a “patient actor”who presents the symptoms of a stroke.Through the video link the student assessesconditions by having the “patient” attemptto lift a book or watch how well the patientcan walk across a room. In fact, Schweik-ert’s DNP capstone project measured theuse of this approach with authentic pa-tients. Her study revealed that providing pa-tient education programs on strokeprevention through telehealth was equallyas effective as face-to-face visits. “Wefound that telehealth was very effective atimproving patient knowledge and increasingthe likelihood that patients would take ac-tions that could prevent further strokes,”she said.

When reaching out to remote and under-served populations, resources may besparse. The program familiarizes studentswith using social media technologies and

software to help make clinical decisions.Computers and wireless technologies likeiPads and iPhones allow access to a varietyof credible sites – like the Stroke Network orthe Centers for Disease Control and Preven-tion – where nurses can find articles, videosand expert contact information that canhelp them implement effective treatments.Additionally, nurses can use mobile wirelessdevices (smartphones, iPads, etc.) to accessapplications that center on medicines, diag-nostic tests and new therapies. Finally,nurses can tap the resources and features ofsocial media to help patients form mutualsupport networks.

The fourth major technological area, elec-tronic health records, also potentially offersgreat benefits to both patient and practi-tioner, said DNP program director CarolynRutledge. “If, for example, a nurse gets acall at home about a patient needing imme-diate attention, the nurse can use a smart-phone to access the patient records on asecure network,” she said. With suchprompt availability of patient history, thenurse can more readily assess the situation,give medical advice and, if necessary, makean immediate referral or call in a prescrip-tion. While electronic health records havegreat promise, Rutledge added some cau-tionary notes. First, “the records are only asgood as the information that is put in,” she

said. But, even with improvements in med-ical recording, there is a second concern:insuring that medical record files are easilyread across computer and wireless plat-forms. In the meantime, nurses will con-tinue to explore how electronic medicalrecords, used carefully, can expedite care,especially for patients in underserved areas.

As ODU’s DNP program advances the promiseof telehealth, there are signs that the nursing field is primed to embrace thepromises of these advanced technologies.

Eastern Virginia Medical School and the ODUSchool of Nursing are examining how to fa-cilitate patient awareness of diabetes pre-vention along the Eastern Shore of Virginia.DNP students in rural areas are connectingwith the University of Virginia to use theirtelehealth facilities to reach out to popula-tions in remote areas of Virginia. Othernurses in Virginia are even using computertechnologies to consult with on-call, out-of-state doctors. Schweickert maintained that“telehealth is getting more attention be-cause of its capacity to reach the under-served, no matter where they live.” Sheadded that telehealth “has the ability toforever change health care; the time to em-brace telehealth is now.”

Carolyn Rutledge, associate professor,has a PhD in health services research fromODU. With more than 30 years in nursingand 20 years as a family nurse practi-tioner, her chief areas of practice are

women’s health and family practice. She has published morethan 30 articles and served as PI or Co-PI of over 20 success-ful grant applications totaling over $7.5 million.

Kimberly Adams Tufts, associate professor, holds a Doctor of Nursing Practice degree from the Frances PayneBolton School of Nursing at Case WesternReserve University in Cleveland, Ohio. She

has more than 25 years’ experience in women’s health, healthpolicy and human rights issues. She conducts research on HIVprevention interventions for adolescents and on the self-careexperiences of women who are living with HIV. She is a Fellowin the American Academy of Nursing.

Laurel Shepherd (formerly Garzon), associate professor, has a PhD in nursingfrom Catholic University of America inWashington, D.C. She previously served asdirector of the graduate programs, and is

now director of the new Doctor of Nursing Practice Nurse Executive Program. Shepherd has numerous publications inareas of pediatrics, infectious disease, cultural competency andcare of vulnerable populations.

Michelle Renaud, assistant professor,has a PhD in nursing from the Universityof Washington, Seattle. She has held numerous positions across the spectrum ofnursing throughout her 40-year career, in-

cluding 25 years as a U.S. Army nurse. She has obtained overa million dollars in Tri-Services Research federal funding. Herareas of expertise are women’s health and neonatal nursing.

Wendy Biddle, adjunct associate professor, has a PhD in nursing from theUniversity of Kansas. She has been a nursepractitioner for 28 years working in thefield of gastroenterology. She was the first

invited nursing representative to participate on the ClinicalPractice Committee of the American Gastroenterologic Association.

Kathie Zimbro, adjunct associate professor, earned a PhD in Health ServicesResearch from Old Dominion University.She has over 30 years’ experience inhealth care. Zimbro is currently the director

of clinical and business intelligence for Sentara Healthcare inNorfolk.

Full-Time Faculty Adjunct faculty


TOWN Foundation ScholarshipHelps Students Dedicate Time,

Energy to Mastering Studies

Jordan Levitin, Executive Vice President for the TOWN Foundation (center) with current TOWN Foundation Scholarship recipients (from left to right) Jennifer Fevrier, Jessica Green, and Stefanie Setzer.


oday’s collegestudents face nu-

merous challengesthat stretch far beyond managing theiractual classwork. There’s the need tobalance classes with other responsibili-ties such as family and work. Commut-ing from home to campus and then backagain eats up time that can be devotedto studying. And a significant majority ofstudents across the nation carry loans—more than 60 percent, says the Chroni-cle of Higher Education—forcing manystudents to work while attending school.At times, simply focusing on classes andthe associated coursework can appear tobe an uphill battle.

ODU School of Nursing students facesimilar demands on their time. However,the baccalaureate nursing program isparticularly time-consuming and rigor-ous, noted Karen Karlowicz, associateprofessor and chairperson of ODU’sSchool of Nursing. This is by design, shesaid. How well students master the pro-gram can significantly influence thehealth and well-being of thousands ofindividuals; students need to be readyto deal with life-or-death situations. Ifthere is any one thing that can dilute astudent’s intensity, it is often financialconcerns, she said. “Full-time enroll-ment is required; but, in today’s econ-omy many students find it necessary towork one and sometimes two jobs to payfor tuition and support their families,”said Karlowicz.

Enter the TOWN Foundation. Since 1998,the organization, through its financialsupport, has made it possible for theODU School of Nursing to grant morethan $230,000 in scholarships to se-lected ODU nursing students. With thesescholarships, students can devote theirenergies to mastering the program byhaving more time for individual study,

experiential learning with new technol-ogy, and group work in the community(see sidebar for more on the history ofthe Foundation).

“Over the years, I have received numer-ous letters from the scholarship recipi-ents,” said Jordan Levitin, executivevice president for the TOWN Foundation.“All of the students indicated that,through the TOWN Foundation scholar-ship, we have made a large impact ontheir lives.” Indeed, students are ex-plicit about how the TOWN Foundationscholarship helped set the stage forthem to better understand and learnwhat is required to eventually become anurse.

Stefanie Setzer, 21, a senior in the pro-gram, said the scholarship helped con-firm for her that nursing was her calling.After being accepted in the nursing pro-gram in spring of 2008, she applied forthe scholarship. When she received itthat same fall, she immediately knewshe could intensely immerse herself inher studies. “With the scholarship, I wasnot obligated to get a job,” she said. “Iwas able to cut the job factor out of thepicture and focus on my studies.” Justas important, Setzer said the arrival ofher scholarship reinforced for her thatbeing a nurse practitioner was “some-thing right that would change my life”;she found a career that could allow herto “come home feeling rewarded and behappy to go to work the next day.”

Jennifer Fevrier, 48, had already beenon a dual path of working and raisingchildren for over 25 years when she alsoreceived a TOWN Foundation scholarshipin the fall of 2010. Fevrier, who hadonce run an at-home nail business, saidshe determined a couple of years agothat she wanted to pursue a careerwhere she could make a difference inpeople’s lives. After completing studies

at Tidewater Community College with ahigh GPA, she gathered recommendationletters and submitted a required essay.“I shared my thoughts about how reach-ing out to others is what I think goodnursing is all about,” she said. “It’smore than just a nicety; it’s a criticalpart of patient care that can be over-looked and undervalued.” She success-fully made it clear to the scholarshipcommittee that, as a single motherworking part-time, she was determinedto concentrate on her studies. “Thescholarship has relieved a lot of my fi-nancial burdens,” she said. “I can lookto the future with a sense of hope andencouragement.”

But back in the summer of 2009, JessicaGreen, 21, was not feeling a similarsense of optimism when it came to herapplication for the TOWN Foundationscholarship. She knew that everybodywho is a serious contender for the schol-arship must have a high GPA and solidrecommendation letters. But there wasanother wrinkle she wondered about.“Most of my nursing peers aren’t myage; they are older and some have otherfinancial obligations like raising chil-dren,” she said. “Frankly, I didn’t knowif that would be an important factor in

T

“Since 1998, the organization, through

its financial support, hasmade it possible for theODU School of Nursing

to grant more than$230,000 in scholar-

ships to selected ODUnursing students.”


deciding who would receive the scholar-ship.” But when she received the schol-arship for fall 2009, she knew thecommittee understood that she wantedto develop the skills to become both asuccessful pediatric nurse practitionerand a community volunteer. “My familyis not as fortunate as some are finan-cially and, without the scholarship, Iwould probably have to work quite abit,” she said. Additionally the scholar-ship made it possible for Green to avoidstudent loans, find a place to live oncampus, and avoid commuting. She isparticularly happy to have nursing room-mates in the program who study withher. “I’m very determined to make it innursing,” she said, “and the situation Ihave now lets me live out that determi-nation.”

Ultimately, the TOWN Foundation schol-arship removes financial burdens and of-fers each recipient, said Karlowicz, “theopportunity to focus on what is most im-portant— learning how to be a nurse.”And with such a realization, comes acertain amount of relief and gratitude.“The scholarship is such a blessing,” saidSetzer. “I can work on my studies andnot worry about debt; I feel so privilegedand honored to be a part of this.” Andit’s apparent that the feeling of appreci-ation is mutual. “These students have acombination of demanding schoolworkand expenses that many other studentsdon’t have,” said Levitin. “I’m gratifiedwhen they tell me how they appreciatethat the scholarship allows them to bemore focused on their studies and nothave to work two or three jobs.” Levitin

was impressed with how the studentscoped with both the demands of the pro-gram and the pressures of life—work,family and financial aspects—with thegoal of helping and healing others. Tohim, such caring and commitment calledfor bolstering the foundation’s helpinghand. “Our goal is to increase our abilityto help these students,” he said. “Iwould like to see the number of scholar-ships increase and enhance the amountsawarded.” In the meantime, new stu-dents will continue to have the opportu-nity to benefit from the foundation’sscholarship for many years to come. “It’san honor to be associated with suchhighly motivated teachers, administra-tors and students,” said Levitin. “Wehave a love affair with this school ofnursing.”

The TOWN Foundation was started in1985 by Thomas Oliver, a native of Nor-folk who had worked for Bell Laborato-ries for more than 40 years. Born in 1902,Oliver endured the Great Depression and,in 1931, married Sarah Lanier Tabb, whohad taught in the Portsmouth schools andlost most of her assets during the 1929crash. (The acronym TOWN stands forOliver’s family associations: Tabb, Oliver,Wickhouse and Neville.)

Known as a frugal man, Oliver built his fi-nancial portfolio over time. By the timethe TOWN Foundation was incorporatedin 1985, Oliver had accumulated approxi-mately $750,000 in stock. Now, the totalassets of the Foundation stand at slightlyover $1.6 million, says Executive VicePresident Jordan Levitin.

In late 1989, the Foundation began tosupply monies to enable scholarshipsand, in 1998, it first supplied the ODUSchool of Nursing with funds so that theschool could begin awarding scholarshipsto ODU nursing students. That year Lisa

Games received $5,000 and, over theyears, $231,150 has been awarded to 12nursing students at ODU. Now, at anygiven time, there will be three studentspursuing nursing studies with a $7,500TOWN Foundation scholarship.

Oliver, who worked his way through thehard times of the Depression, wanted toleave a legacy that could help others in fi-nancial need, said Levitin. And, since hiswife was a teacher, he had a fondness foreducation as a route to bettering oneself,said Levitin. “If he were alive today,Thomas Oliver would be pleased to seehow his foundation’s investment in theODU School of Nursing has paid off,” hesaid.

Students who have been admitted into thenursing program may apply for the schol-arship, normally in the summer. In addi-tion to demonstrating financial need,students must have a high GPA, providetwo letters of reference and complete anessay.

Jordan Levitin (right) speaking with thefounder of the TOWN Foundation, thelate Thomas Oliver (left).

The TOWN Foundation and the

ODU School of Nursing: A Brief History


Lisa (Games) Calascibetta, BSN ‘01“I am currently working at Children’s Hospital ofthe King’s Daughters, Norfolk, as an OperationsCoordinator on the Transitional Care Unit. I actu-ally started out as a Clinician-1 my senior year ofnursing school and after three years of nursing, Iwent into the management position. I felt very for-

tunate to have been selected as the first recipient of the TOWN Foun-dation Scholarship. The scholarship lightened my financial burden,which allowed me to focus more on my studies. I feel very blessed tohave received this award as it changed my life and allowed me toachieve my dream. The TOWN Foundation is a fabulous organiza-tion and I am so glad that it has been able to continue supportingnursing students every year.”

JingJing Sparrow, BSN ’09 “I am currently employed as an RN II in the CVICU(DeBakey Heart & Vascular Center) of theMethodist Hospital in Houston. I work with the in-tensivist team to provide care for post-cardiovascu-lar surgery patients in this 40-bed unit.

Receiving the TOWN Foundation Scholarshiphas been life-changing for me.

It financed my education andhelped me fulfill my dream of be-coming a registered nurse. It hasalso motivated me to help othersthrough caring and advocatingfor the patients and their families.The generosity from the TOWNFoundation will always hold aspecial place in my heart.”

TOWN Foundation Scholarship Recipients: Where are They Now?

The Current Scholarship Recipients: Thoughts on Their Nursing Futures

Jessica Green, 21, NorfolkThe first in her family to go to college, Greenwants to be a pediatric nurse practitionerpursuing neonatal care who could also pro-vide assistance to social workers.

She is also determined to find a way to helpcombat childhood obesity and the associatedrise of diabetes. To Green, the important ele-ment is educating children about better nutri-tion choices because, “It is a lot easier toward off diabetes in a child than to try todeal with it once you’re an adult.”

Once she is established in her career, shewould like to endow a pediatric scholarshipto help other nursing students at ODU.

“I’m very determined that nursing is myfocus – there’s not anything that’s going totake me off that path,” said Green. “Whenmy grandfather was in his last days, I sawthe care that the nurses offered him and itwas inspiring.” Besides, she added, “I have a10-year-old sister who also wants to be anurse, so I must be a role model for her.”

Jennifer Fevrier, 48, Virginia BeachA single mother of four children – with threecurrently in college – Fevrier wants to be anurse so that she can empower people. It’s atheme that is well evident in her life up tonow, which featured similar efforts to helpothers help themselves through volunteer po-sitions in her children’s parent teacher associ-ation and at her church.

She is most interested in educating individu-als on how to take charge of their ownhealth. “Right now nutrition and activelifestyle are both areas of huge opportunity,”she said. “I would go to lunchrooms inschools, see what they were eating and itcould be very disturbing.” Accordingly, as anurse, she’d like to volunteer with groups likethe Virginia Interfaith Center for Public Pol-icy, which encourage policies that addresschildhood obesity.

While still open to determining a particulararea of nursing practice, she sees herself fill-ing the gap that can arise between physi-cians and patients. “I can be at that level ofperson-to-person contact and see things thatmight get missed,” she said. “A big part ofeach patient’s health is their knowing thatthey are important,” she said. “And that’smy niche.”

Stefanie Setzer, 21, NorfolkDuring her high school years in Suffolk, Set-zer had her eyes set on pursuing an athleticscholarship – but a hip injury derailed that vi-sion. Subsequently, she noticed that her old-est sister, Tina Joyner, a nurse at SentaraObici Hospital in Suffolk, had a small trunkfilled with thank-you letters from her patients.“I looked at the impact she made, and howrewarding it was, and felt that nursing couldlikely be the direction for my life,” she said.

Although she has done extensive groupwork within the nursing program that centerson community health and prevention, Setzeris particularly interested in acute care. Shelikes the idea of being a nurse practitioner inan emergency room. So, she anticipateseventually heading to either the University ofVirginia or Virginia Commonwealth Univer-sity, where she could pursue studies in thatarena. “If it’s anything that is acute, it’s prob-ably for me,” she said. “I think the emer-gency room is really where it’s at – I’m justnot a person suited for routine.”

Other TOWN FoundationScholarship Recipients

Rowena Heck, BSN ‘01Michelle Wheeler, BSN ‘02Crystal Harrington, BSN ‘04Christine L. Howell, BSN ‘05Twyla Walker, BSN ‘07Jessica Butler, BSN ‘07Miranda Brown, BSN ‘08Jessica Bryan, BSN ‘10


hree School of Nursing seniorsembarked on a summer 2010 serv-

ice trip to El Salvador that offeredthem a unique opportunity to witness

how culture, education and resources af-fect the quality of care in that country’srural settings. Joining a team of 22 volun-teers sponsored by the Great Bridge UnitedMethodist Church of Chesapeake, Va., classof 2011 students Channel Vialet, CaitlinTukey, and Cynthia Nielsen made the trip,accompanied by Janice Hawkins, theschool’s Chief Academic Adviser. “This kindof trip, which is an elective for our stu-dents, provides a great opportunity for par-ticipants to practice in an environment thatis uniquely different from typical practicesettings,” said Hawkins. “Being exposed tothe unique challenges of a different societyis an essential step toward student develop-ment of culturally-sensitive nursing.”

“I was very excited when I found out aboutopenings for the trip,” said Channel Vialet,21, who holds down a part-time nursingcare partner position at Sentara Leigh Hos-pital in Norfolk. “I jumped right on it be-cause I wanted to get to know differentpeople, and be more aware of how cultureaffects the kind of health care available.”And, upon arrival in El Salvador, Vialet,along with her fellow students, found thatthey quickly were immersed in a remote so-ciety – a place where patients of all ageseagerly sought them out. Over the course offive days, the students were astounded athow residents in isolated, rural areas foundout about them through simple word-of-mouth. “We would set up to provide serv-ices and there would already be about 20people waiting for us,” said Tukey, a 22-year-old from Chesapeake, Va. Young chil-dren, accompanied by parents or siblings,

Nursing School Students Reach Out in El Salvador

T


were often hesitant, but willing to be ex-amined, said Nielsen, 22, also from Chesa-peake. “They would look concerned whenwe approached them with something unfa-miliar, like a thermometer,” she said, “But,when we gave them vitamins, clothing, andtoys they eventually smiled.”

As part of their outreach, the studentsprovided basic assessments (e.g., takingblood pressure, examining for nutritionaland dental concerns), offered some doc-tor-authorized pharmaceuticals, and as-sisted a doctor who was a member of theirservice trip. They repeatedly saw patientswho presented a range of health issuesthat many residents of the United Statesdo not encounter. Children presented somesignificant dental problems, chiefly be-cause they did not have access to simpledental hygiene materials like toothbrushesand dental floss. Several individuals hadsymptoms that pointed to intestinal wormsthat came from unsanitary drinking water.“Many of them were malnourished andphysically underdeveloped,” said Nielsen;the students made sure to distributeplenty of vitamins. In one case, they deliv-ered thyroid medication to a lady with atennis-ball sized goiter.

For all their days in a very unfamiliar land,there were some particularly unusual mo-ments. In La Gloria, a very remote villagethat was cut off by a mudslide, the stu-dents accompanied the service trip doctoron a house call to visit a blind woman

whose mobility was impaired due to spinalstenosis (a narrowing of the spinal cord).“She was essentially bedridden,” saidVialet. “We didn’t have much in the way ofsupplies to help her, but we gave her vita-mins; she was just so happy to have some-one come give her some medicalattention,” she said. Another lady, who hadwounds related to a diabetic foot ulcer, ar-rived in her own makeshift wheelchair—alawn chair rigged with wheels. “We treatedher with the only sanitary water we couldfind – saline solution in IV bags,” saidTukey. “But we all marveled at how thesepeople, who had very little, worked to finda way to help this lady get around.”

The students found sobering how those ofanother culture, with very limited re-sources, made the best of their situation.“They are all happy,” said Tukey. “The chil-dren wear dirty clothes, but they runaround playing, appearing to be care-free.” But, these students are quick topoint out, such appearances may be indica-tors of how individuals are attempting tocope with the limitations of their environ-ment. Vialet said witnessing how villagesstruggled with inadequate health carehelped her to develop more empathy. “No-body asks to be sick,” she said. “Patientsneed to have someone, particularly nurses,who understands the barriers or lack of re-sources they are encountering – that waythey can trust the care we are offering.”Tukey, reflecting on barriers to healthcare, said that there is much to learn fromventuring into a new land, especially con-cerning arenas like childbirth and thetransmission of STDs. “El Salvador has avery strong religious tradition,” she said.“So, finding out about awareness and be-haviors concerning birth control and STDprevention could prove very beneficial” tounderstanding how culture affects patienthealth. Finally, Nielsen said that the jour-ney to El Salvador opened her eyes abouthow isolation and lack of education canplay a significant part in determining theeffectiveness of any country’s health careefforts. “Some areas we went to have ap-parently never had any medical interven-

tions,” she said. “Frankly, strugglingthrough some of the hills we traveledshowed just how dramatic a problem likeaccess can be.”

Of course, such a journey does more thanjust bring opportunities to use one’s skills,learn about another society’s particularchallenges, and develop further one’s abil-ity to empathize. For these graduating sen-ior students, the learning experience alsobrings lasting memories and a commitmentto continually seek opportunities to engagein global service. It also brings lastingmemories. Nielsen recalled one day, in LaGloria, after she and her partners finishedwork, how they climbed back up a mud-caked hill and leapt into the back of aflatbed truck. “A group of about 20 chil-dren gathered around and started singingsongs to us in Spanish,” she said. “Thewhole trip was an eye-opener, but that mo-ment will always be with me as a sign thatI made a difference.”

Channel Violet, BSN student,with child in El Salvador.

Top photo: Cynthia Nielsen, BSN student, doing a home visit in El Salvador.Bottom photo: Channel Violet, BSN Stu-dent, giving an injection to a patient.

Caitlin Tukey, BSN Student, preparingfor an immunization clinic.


n the summer of 2010, and after27 years at the School of Nursing,

Phyllis Barham handed over the bache-lors-level student advisement role toJanice Hawkins. Over the years, Barhamhas found the work fulfilling, assistingthe wider range of students—especiallytransfer students—that came with aconsistently growing program. “I cameto see that they are more than stu-dents,” she said. “They are parents,they are caregivers to their elderlyfamily members and many work fulltime.” She found that students who hadacademic challenges often faced com-plicated family, home or work dynam-ics. Learning to listen while beingdetailed about curricular requirementswere both critical, she said; it helped infinding ways to be flexible so that stu-dents could graduate on time.

When Barham originally assumed theadvising duties in 1984, the School ofNursing was significantly smaller, focus-ing on pre-licensure and post-licensureat a very local level, with around 200total students. By the 1990s, however,the school was on a growth curve,bringing in students through the newTeletechnet program. Barham had a sig-nificant role in promoting distancelearning and helped nursing educationbecome one of two early prominentprograms on ODU’s Teletechnet. “Wewould get in a mini-Winnebago—carry-ing applications, books, refreshments—and drive to hospitals and communitycolleges,” she said. Although an earlyskeptic about the usefulness of distancelearning, she said that her frontline ex-perience in facilitating some of the firsttwo-way audio/one-way video demon-strations convinced her it was the wayof the future.

Barham also was instrumental in thecreation of Monarch General Health Sys-tem (MGHS), a virtual lab for under-graduate nursing students. She foundthat the pre-licensure undergraduatesin fundamentals courses had difficultyintegrating knowledge from simulatedlab settings into hospital clinical set-tings. “In the labs they’re trying to re-member and apply skills such as thebasics of infection control, hygiene, andmoving and lifting patients,” she said.“In the clinical setting they must applythat knowledge while they are alsodealing with distracting and unfamiliarsights, sounds, smells and interacting

Barham Passes Torch of Advisement to Hawkins

IJanice Hawkins (left) andPhyllis Barham (right)


with complaining patients, sometimessomeone they are leery of even touch-ing,” she said.

“We had mannequins that stood in aspatients, but they did not effectivelysimulate interactions with the stu-dents,” she said. “Consequently, thelab was not sufficiently conducive togetting students to think of all the fun-damental skills at once, so that theycould more effectively learn from theirmistakes.” Too often students had dif-ficulty integrating their new skills inreaction to static, “pretend” develop-ments in the lab surroundings. She re-alized that students needed moreauthentic practice while communicat-ing with simulated patients. Barhamhelped created MGHS and developed“patients” that students could interactwith through a bank of videos. Thenext stage, she said, is migrating pa-tient profiles to avatars that studentscan interview and examine. “In themeantime, I had a great time writingscripts for these simulated patients,”she said. “I think there must have beena novel in me somewhere.”

Introducing the newchief academic advisorHawkins, a military spouse, came toher new role after 10 years of clinicalinstructional work at the ODU Schoolof Nursing, teaching both in pre-andpost-licensure programs. Prior to com-ing to ODU, she graduated in 1995from the Medical University of SouthCarolina with a Master of Science inNursing degree.

Now, advising about 550 students,Hawkins said her biggest focus is pro-viding responsive customer service.She also receives and responds to hun-dreds of general inquiries from thepublic—parents who want to help theirchildren find out more about the pro-gram or adults who are interested inswitching careers. Hawkins also assistswith recruiting, visiting interested stu-dents at community colleges. Shepointed out that interest in nursing issignificant, in great part, because ofthe difficulties finding reliable employ-ment in tough economic times. “Butthere is another factor at work,” shesaid. “Nursing tends to attract someolder adults who see it as a calling;they’ll leave their current career be-cause they want to give back to othersas a nurse.” Hawkins is witnessing asurge in nurses who wish to pursue apost-licensure degree. Earning a bach-elor in nursing allows nurses, and theiremployers, to provide patient careservices with a nursing team that is ed-ucated beyond the minimum standard.Additionally, in a tighter economy,nurses who have only an associate de-gree are experiencing, at least tem-porarily, a harder time finding jobs.Currently, said Hawkins, interest in theprogram is so strong that only one infour applicants for bachelor’s degreesis admitted.

Hawkins sees her first year in advisingas a learning curve; her concentrationis on providing solid service to studentsand allowing herself time to figure outhow to best prioritize her activities.She is now involved with the Univer-sity’s General Education Committee sothat she can further her understandingof the range of requirements that un-dergraduate students must meet. Inthe meantime, she has enrolled allpre-licensure and post-licensure stu-

dents in a Blackboard announcementsite so they will receive vital advisingupdates.

“I want students to know I enjoy myjob and that I look forward to workingwith them,” she said. “I enjoy being aproblem-solver.” She does acknowl-edge that following after Barham pres-ents “hard shoes to fill.”

Barham is confident that Hawkins willdo fine. Hawkins’ penchant for details,she said, will serve her well. Addition-ally, although Hawkins faces the chal-lenges of advising in an expandingprogram, Barham asserted thatHawkins is in an ideal environment.“The department is very visionary, fullof capable and creative people,” shesaid. “Couple that with Janice’s abilityto hang on to the details and I knowour students’ advising is in capablehands.”

Current and prospective undergraduate nursing students can best reach Janice Hawkins, chief academic advisor, via email at [email protected].

Earning a Bachelor in Nursing allows nurses, and their employers, to

provide patient care services with a nursingteam that is educated beyond the minimum

standard.

20

t is not enough fortoday’s nursing student to

understand and internalizemodern care concepts and practices –

students need to practice the reality ofnursing as much as possible. “Seeing isreally believing,” said Professor Kim-berly Curry-Lourenco, the ODU Schoolof Nursing’s nurse educator graduateprogram director. “Observing ourselves,and each other, in a simulated clinicalsetting, and then pointing out prob-lems, is a simple concept that can re-ally improve our practice,” she said.

While the concept appears straightfor-ward, putting it into place takes in-structors who: 1) see an opportunity toimprove the student’s learning experi-ence and 2) articulate a creative ap-proach that advances learningobjectives. School of Nursing facultyhave distinguished themselves in bothaspects, initiating improvements inboth infection control and studentmake-up of clinicals.

Infection Control – Seeing is BelievingOne of the most significant concernswithin clinical care is preventing thespread of infection. For example, inearly 2010, the Agency for HealthcareResearch and Quality noted that almost1.7 million infections occur in hospitalseach year, leading to approximately100,000 deaths annually.

Diligent hand hygiene can help preventthe spread of infections. For years, saidODU nursing instructor Donna Rose,nursing students were taught hygienethrough study modules and classroomlectures. However, when it came to hy-

giene awareness within the school’s labsetting, students were not showing thatthey had internalized the message.“Undergraduate nursing students, quitefrankly, have difficulty developing atangible understanding of how they canspread infection,” said Curry-Lourenco.

Faculty were determined to reversethat trend. “We really needed to makeinfection control measurable, visibleand real,” said Curry-Lourenco. Roseand Curry-Lourenco are part of the fac-ulty team headed by colleague LynnWiles that successfully applied for anODU Center for Learning Technologies2011 Faculty Innovator Grant thatwould help instructors increase studentawareness of infection in lab settings.Using liquid microbeads that are invisi-ble to the naked eye, instructors placea few drops on, for example, labora-tory dressing; the microbeads, though

harmless, represent infectious agents.Students enter the lab setting and puton the dressing, unaware that thesematerials are tainted with the mi-crobeads. Near the end of lab, thelights go down and, using a UV light, in-structors show students how importantinfection control is. “Instead of us con-stantly reminding them about washingtheir hands, students see for them-selves where the ‘infectious agents’have spread,” said Wiles. “They seethat the agent has gotten into theireyes and nose and, frankly, some ofthem are appalled at the sight.” Curry-Lourenco added that one mortified stu-dent — looking at the trail of infectionfrom cups, to patients, to her handsand face — let out a final sigh: “I didn’trealize it went all the way to my hair.”The process is so immediate and realis-tic that the school plans to fully inte-grate the microbeads into sophomore

Faculty Study Technology Innovations to EnhanceNursing Education

I


BSN students (left to right) Rudy Garcia, Chelly Morton, & Jessica Grahamlearn about the spread of infectious agents from Dr. Lynn Wiles.


lab settings by the spring of 2012. Roseenvisions the microbead approachbeing expanded across the entire cur-ricula at the School of Nursing. Hospi-tals and other clinical settings may alsofind this “seeing is believing” approachuseful for training entire operations.Wiles pointed out that, when healthpractitioners know that a patient is in-fected, they pay attention to hygiene.However, when situations look moreroutine, these practitioners tend to be-come lax about infection control. “Youcan see a lack of awareness in someoperations,” said Wiles. “From thechief medical practitioners rightthrough to the support staff; medicalpersonnel walk around and interactwith patients and others and often failto periodically wash their hands.” Fi-nally, Curry-Lourenco sees that the mi-crobead initiative might be particularlyuseful for graduate students who arenurse educators. “I would like them toobserve how this works in the lab set-ting,” she said. “Ideally, it would begreat for them to then go forward todevelop learning strategies that helpnurses advocate infection control witheach other, and with other health pro-fessionals.”

After evaluating the success of this ef-fort, the faculty team of Wiles, Curry-Lourenco, and Rose hopes to pursueadditional funded research to buildupon the use of the microbeads. Wilessaid that one way to build toward morefunded research is to gather more dataabout student vigilance regarding hy-giene. A straightforward way to accom-plish this would be to track how wellthe infection control content modules“stay” with students over time. “Somestudents participate in the modulesone week before they go into the labwith the simulated patients,” she said.“Do those students show better adher-ence to hygiene than, say, other stu-dents whose modules are three-to-fourweeks before their lab time?” Anotherapproach to measure student vigilanceabout hygiene would be to measure thespread of the microbeads when stu-dents are dealing with a simulated pa-tient who has been identified asinfected. These students would becompared against another group of stu-dents who are dealing with an infectedsimulated patient who is not identifiedas infected.

HITS – Health Information Technology ScholarsWhen students miss a day in the clini-cal setting, it is very difficult for stu-dents to do an on-site make-up day.“There are a very limited number ofclinical sites,” said Wiles. “So, tradi-tionally we have them do a written as-signment related to a case study.”However, such an approach does notallow students to be immersed in theactual clinical environment. To addressthis, both Wiles and Rose wanted touse Monarch General Health System(MGHS) to help approximate some ofthe dynamics from clinical settings thatthe student could not address througha case study makeup assignment.

Through the Health Information Tech-nology Scholars (HITS) initiative, an 18-month program sponsored by theNational League for Nursing, Wiles andRose are leading the effort to developmakeup modules that will be availableacross all School of Nursing clinicalcourses. Students will be required to goto MGHS to pick up a profile on a pa-tient. Students then develop a plan of

Senior BSN nursing student, Rudy Garcia, demonstrates microbead “contamination” on his hand.


care for their assigned patient, in associa-tion with their particular course emphasis.Finally, students report to MGHS and, usingtheir care plan, demonstrate how they willoffer care to the mannequin-patient andaccount for their actions to their clinicalsupervisor. Additionally, students will inter-act with simulated family members, dis-playing that the nurse can address bothpatient and family concerns, said Wiles.

Looking ahead, Rose sees that the HITS ini-tiative will complement increased effortsby the school to have “higher-fidelity”mannequins that will be programmed toreact to decisions made by the students.“All of this fits together well,” said Rose.“When you increase the realism in theseinterconnected ways, you help advance thequality of the learning.” Faculty will needto spend more time learning the initialsetup of the modules and will also have tospend more time evaluating the makeupwork, said Rose, but both will be a worth-while investment. “Having students write acase study paper as a makeup does notcorelate well with the clinical day they

missed,” she said, “The realism of the HITSinitiative addresses that.”

Wiles plans to measure the effectiveness ofthe HITS initiative so that the school canidentify new, related research opportuni-ties. Data will be maintained from ClinicalPerformance Appraisals, a tool that is cur-rently being used to assess student per-formance in clinicals. She also plans totrack the level of preparedness of studentswho have not yet been exposed to the pa-tient care modules and compare that infor-mation to students who started doing theirmakeups using the HITS approach. Wilesanticipates that there will be even moreopportunities to research the effectivenessas simulation scenarios will likely be incor-porated more widely, including using theHITS approach in practicums at the end ofa clinical rotation.

The HITS initiative is scheduled to roll outin fall 2011. By the end of spring 2012,every clinical course will have make-upscenarios in MGHS.

Through the Health Information TechnologyScholars (HITS) initiative,Wiles and Rose are lead-ing the effort to developmake-up modules thatwill be available across

all School of Nursingclinical courses.

Faculty members Donna Rose, Lynn Wiles and Kimberly Curry-Lourenco.


Refereed PublicationsBennington, L (In press). Breastfeeding multiples. Newborn and Infant

Nursing Reviews.

Bluestein DA, Rutledge, CM, Healey A. (2010). Psychosocial correlates of in-somnia severity in primary care. Journal of the American Board of FamilyMedicine, 23(2), 204-211.

Bluestein, DA, Healey, A, Rutledge, CM. (In press). Acceptability of behavioraltreatments for insomnia in primary care. Journal of the American Board ofFamily Medicine.

Hawkins, JE, Campbell, A. (2010). Wiki travels: Using technology to teachglobal health concepts. Reflections of Nursing Leadership, 36(3), 2.http://www.reflectionsonnursingleadership.org/Pages/Vol36_3_Hawkins_Camp-bell.aspx

Hawkins, JE. (2010). Reflections of my most memorable patient. Nursing forWomen’s Health, 14(2), 167-168.

Hawkins, J, Vialet, CL. (In press). Service learning abroad: A life changing expe-rience for nursing students. Journal of Christian Nursing.

Hawkins, JE, Anita, S. (In press). Magnet hospitals are attracted to the BSN, butwhat’s in it for me? Nursing 2011.

Healey, A, Rutledge, CM, Bluestein, DA, (In press). Validation of the InsomniaTreatment Acceptability Scale (ITAS) in primary care is ready for viewing.Journal of Clinical Psychology in Medical Settings.

Jesse, B, Rutledge, CM. (In press). Effectiveness of nurse practitioner coordinatedteam (NPCT) group visits for Type 2 diabetes in medically underserved Ap-palachia. Journal of the American Academy of Nurse Practitioners.

Kratzke, C, Garzon, L, Lombard, J, Karlowicz, K. (2010) Training communityhealth workers: Factors that influence mammography use. Journal of Commu-nity Health, 35 (6), 683-8.

Melnick, E, Englestad, H, Jones, B, Muller, F & Notarianni, MA. (2010). Under-graduate research in nursing: Our path to success. Imprint, 57(4), 40-42.

Sharp, PB, Salyer, J., & Best, A. (In press). Self-efficacy and barriers to health-promoting behavior in cardiac rehabilitation participants and non-partici-pants. Journal of Cardiovascular Nursing.

St. John, B. III., Pitts, M, & Tufts, KA. (2010). Disconnects between news framingand parental discourse concerning the state-mandated HPV vaccine: Implica-tions for dialogic health communication and health literacy. Communication& Medicine, 7(1), 75-84.

Tufts, KA, Wessell, JA, & Kearney, T. (2010). Self-care choices of African Ameri-can-women living with HIV: A qualitative perspective. Journal of the Associa-tion of Nurses in AIDS Care, 21(1) 36-52.

Tufts, KA, Clements, PT, & Wessell, J. (2010). When intimate partner violenceagainst women and HIV collide: Challenges for healthcare assessment andintervention. Journal of Forensic Nursing, 6, 66-73.

Books and Book ChaptersBarham, P, Benjamin, R, Eaton, P, Palmer, K, Rutledge, C, and Wiles, L.

(2010). Innovations in cultural competence development: Virtual learningplatform. In M. Jeffreys (Ed.), Teaching Cultural Competence in Nursing andHealth Care. New York, NY: Springer Publishing Co.

Bennington, L. (In press). Module 7: Mosaicism. In J.A. Lewis & C. Keener (Eds.),Genetics in Nursing. Upper Saddle River, NJ: Prentice Hall.

Bennington, L. (In press). Module 16: Immunogenetics. In J.A. Lewis & C.Keener (Eds.), Genetics in Nursing. Upper Saddle River, NJ: Prentice Hall.

Putnam, K. (In press). Health promotion in women across the lifespan. In E.Youngkin & M.S. Davis (Eds.), Women’s Health: A Primary Care ClinicalGuide (4th ed.). Upper Saddle River, NJ: Prentice Hall.

Rutledge, CM. & Rimer. D. (In press). Goth culture. In R.Levesque (Ed.), Encyclo-pedia of Adolescence. New York, NY: Springer Publishing Company.

Tufts, KA. (In press). The World Health Organization, United Nations, and RedCross approaches to intimate partner violence. In P.Clements, Pierce-Weeks,KE. Holt, AP. Giardino & S.Seedat, Intimate Partner Violence, Domestic Vio-lence and Spousal Abuse. St Louis, MO: STM Learning, Inc.

Wiles, LL. (2010). Basic knowledge in critical care: A comparison of experiencedand newly graduated nurses augmented with an examination of newly gradu-ated nurses’ experience making clinical judgments (Doctoral Dissertation).Available from ProQuest Dissertations and theses database. (Document ID2212363801).

Presentations/Abstracts/PostersFacultyBenjamin, RS, Karlowicz, K, Palmer, K, Lee, A, Barham, P. Using technology

skill development to promote documentation and patient safety [oral presen-tation]. Enhancing Nursing Undergraduate Teaching and Learning in theClinical Setting: What Do We Know and How Do We Move Forward?Sponsored by Robert Wood Johnson Foundation, Arlington, VA, October2010.

Campbell, A., Hawkins, JE, Using technology to teach global health concepts(oral presentation]. Virginia Nursing Students’ Association 59th Annual Con-vention. Liberty University, Lynchburg, VA, February 5, 2011.

Campbell, A., Hawkins, JE. Wiki-countries, blogs and discussion boards: Usingweb-based technology to teach global health concepts to the millennial nurs-ing student [poster presentation]. SREB Council on Collegiate Education forNursing: Toward a New Vision of Nursing Education, Atlanta, GA, October10, 2010.

Curry-Lourenco, K. The lived experience of parenting a child adopted from aninstitution in Eastern Europe: Findings from a preliminary study [poster presen-tation]. Sigma Theta Tau 21st International Nursing Research Congress, Or-lando, FL, July 2010.

Curry-Lourenco,K. Are we there yet? Reflections on adoption and beingadopted [oral presentation]. Old Dominion University Last Lecture Series, Oc-tober 2010.

Faculty ScholarshipAchievements from April 27, 2010, through April 27, 2011


Fowler, C. Caregiver quality of life and access to a primary care provider [poster pres-entation]. 14th Annual NICHE Conference, Las Vegas, NV, April 6-9, 2011.

Giles, EF, Garzon, LS, Plichta, SB, Rutledge, CM. (2010). A pilot study of diversityclimate and organizational effectiveness in accredited U.S. physical therapist ed-ucation programs [oral presentation]. Annual Conference of the AmericanPhysical Therapy Association, Boston, MA, June 17, 2010.

Harrington, S. Disparities in breast cancer treatment among African Americanwomen [panel presentation]. Oncology Nurses Society Annual Congress,Boston, MA, April 2011.

Hawkins, J. E. Tools of engagement [panel discussion]. Old Dominion University,Center for Learning Technologies Summer Institute, May 26, 2010.

Lee, A, Karlowicz, K, Benjamin, RS, Palmer, K, Barham, P. Avatar encountersand student perceptions [poster presentation]. AACN Hot Issues Conference:Beyond the Rhetoric: The Impact of Technology on Transformation of NursingEducation. Baltimore, MD, April 14-16, 2011.

Notarianni, MA, Curry-Lourenco, KA, Palmer, KL. The progressive professionaldevelopment model: A guide to meeting the Carnegie pedagogical and studentassessment challenges [poster presentation]. SREB Council on Collegiate Edu-cation for Nursing: Toward a New Vision of Nursing Education, Atlanta, GA,October 10, 2010.

Poston, R. Lessons learned and challenges to studying informed consent and assentprocesses [poster presentation]. Southern Nursing Research Society AnnualConference, Jacksonville, FL, February 2011.

Putnam, K, Rutledge, CM, Garzon, L, Renaud, M, Scott, M. Optimizing therole of the DNP student in practice through the capstone project [conferencesymposium]. 36th Annual Meeting of the National Organization of Nurse Prac-titioner Faculties, Washington DC, April 15-17, 2010.

Putnam, K. Psychometric evaluation of the Putnam midlife quality of life question-naire [poster presentation]. Nurse Practitioners in Women’s Health Annual Con-ference, Palm Springs, CA, October 14, 2010.

Putnam, K. The relationship of inner strength and health promoting behaviors inmidlife women [poster presentation]. Nurse Practitioners in Women’s Health An-nual Conference, Palm Springs, CA, October 14, 2010.

Putnam, K., Scott, M. A., Forst, J. Salaries and employment attitudes of nurse prac-titioners in Virginia [poster presentation]. Virginia Council of Nurse PractitionersAnnual Conference, Roanoke, VA, March 31, 2011 (1st place poster winner).

Renaud, MT, Rutledge, CM, Shepard, L. The DNP as a leader in healthcare tech-nology [oral presentation]. 37th Annual Meeting of the National Organizationof Nurse Practitioner Faculties. Albuquerque, NM, April 14-18, 2011.

Rose, D. I’ve heard report, now what do I do? Use of avatars to prepare studentsfor their first clinical experience [poster presentation]. Enhancing Nursing Un-dergraduate Teaching and Learning in the Clinical Setting: What Do We Knowand How Do We Move Forward? Sponsored by Robert Wood Johnson Foun-dation, Arlington, VA, October 2010.

Rutledge, CM, Garzon, LS, Renaud, M, Putnam, K, Scott, M. Addressing thehealth care crisis with an innovative DNP program. [symposium presentation].36th Annual Meeting of the National Organization of Nurse Practitioner Facul-ties. Washington, DC, April 15-17, 2010.

Rutledge, CM, Garzon, LS, Renaud, M, Putnam, K. Addressing the needs of vul-nerable populations with DNP capstone projects. AACN Annual Doctoral Con-ference. Captiva Island, FL, January 27-29, 2010.

Rutledge, CM, Garzon, L, Renaud, M. Addressing healthcare disparities in ruralpractice through DNP led interdisciplinary teams [oral presentation]. Third Na-tional Doctors of Nursing Practice Conference. San Diego, CA, September 29 -Oct. 1, 2010.

Rutledge, C, Shepherd, L, Renaud, M. Preparing DNP/NP providers to meet thehealthcare needs of rural/underserved communities through technology [confer-ence symposium]. 37th Annual Meeting of the National Organization of NursePractitioner Faculties. Albuquerque, NM, April 14-18, 2011.

Scott, MA, Forst, J. Prior deployments and years of marriage as correlates of postdeployment family adaptation in USN families [poster presentation] VirginiaCouncil of Nurse Practitioners Annual Conference. Roanoke, VA, March 31,2011.

Scott, M., Karlowicz, K., Curry-Lourenco, K. Leveraging the care of vulnerablepopulations through DNP generated educational programs [conferencesymposium]. 36th Annual Meeting of the National Organization of NursePractitioner Faculties. Washington, DC, April 15-17, 2010.

Tufts, KA. African-American women “living healthy” with HIV: Self-care activities[oral presentation]. 25th Annual Southern Nurses Research Society Confer-ence. Jacksonville, FL, February 2011.

Wiles, L, Eaton, PM, Palmer, KL, Benjamin, RS, Rutledge, CM. Merging simula-tion and standardized patients: A model for teaching cultural competence inmental health nursing [oral presentation]. Sigma Theta Tau 21st InternationalNursing Research Congress. Orlando, FL, July 2010

Grants Submitted/FundedBanks, C (PI), VMASC; Sokolowski, J (Co-PI), VMASC; Hakim P, M.D. (Co-PI),

VMASC/EVMS; Shander, A M.D. (Co-PI), Englewood Hospital & MedicalCenter/Mt. Sinai Medical Center; Gillikin, K (Co-PI), Nursing. ToolDevelopment for Perioperative Blood Management Simulation Training. OldDominion University 2011 Multidisciplinary Seed Funding ($37,000).

Fowler, C. Caregiver quality of life and access to a primary care provider. Old Do-minion University 2011 Summer Research Fellowship, ($6,000).

Garzon, L. (PI), Rutledge, C, & Renaud, M. Addressing health disparities withDNPs prepared in telehealth. Department of Health and Human Services,Health Resources Services Administration (HRSA) Advanced Nursing EducationProgram, July 2010 – June 2013 ($793,844).

Garzon, L. (PI). Department of Health and Human Services, Health Resources Serv-ices Administration (HRSA) Advanced Nurse Education Traineeship, July 2010,($48,524).

Garzon, L. (PI). Department of Health and Human Services, Health Resources Serv-ices Administration (HRSA) Nurse Anesthesia Traineeship, July 2010, ($6,349).

Poston, R. (PI). Adolescent experiences of informed consent and assent in oncologyresearch. National Institute of Nursing Research/National Institutes of Health,NRSA Pre-Doctoral Fellowship, January 2011.

Wiles, L (PI), Rose, D, Curry-Lourenco, K. Seeing is believing: Teaching infectioncontrol to nursing students. Faculty Innovator Grant, Old Dominion University,Spring 2011, ($2500).

Wiles, L & Rose, D. Health Information Scholars (HITS) program. National Leaguefor Nursing, 2011.


Pamela (Patterson) Dickerson ’74 writes, “In addition to my position as presidentof PRN Continuing Education, an Ohio-based continuing nursing educationprovider, I currently chair the ANCC Commission on Accreditation. In October2010, I was selected as the recipient of the American Nurses Credentialing Cen-ter’s President’s Award for leadership in advancing the mission and goals ofANCC.”

Shirley Baird ’81 writes, “Following graduation I worked for 10 years at Chesa-peake General Hospital in the Cardiac Telemetry unit, progressing from RNA tounit director. One of my greatest joys now is using my nursing experiences to men-tor my granddaughter who is completing her second year in nursing at EasternMennonite University in Harrisonburg, Va. I would love to hear from anyone fromthe 1981 era - 540-885-8116.”

Denise (Pasture) Roane ’81 writes, “Even though I am retired now, some of mypast accomplishments: I was a 1981 inductee as a charter member of ODU’sSigma Theta Tau-Epsilon Chi chapter of the National Nursing Honor Society, andearned degrees from Medical College of Virginia in nursing/community health andfamily nurse practitioner. I was in practice until 2000. In 1987, I began ministry toserve in Appalachia in housing for youth and adults from 2000 to the present: Ihave been volunteering as a prison chaplain with Prison Fellowship and Estab-lished Footsteps Ministry. I am glad to still be ‘nursing the community’ in a way.”

Kim (Jersild) Roberts ’81 writes, “I recently moved to Richmond, Va., and work atBon Secours St. Mary’s Hospital. I have been a CRNA for 20 years.”

Rhonda Ellsworth-White ’82 & ’91 received a Doctor of Physical Therapy de-gree in May 2010 from VCU, she writes. “Technically I am a Ram now; however,my educational roots are forever in ODU!”

Christine (Heine) Mueller ’84 PhD, RN, FAAN was named to the School of Nurs-ing Long-Term Care Professorship at the University of Minnesota.

Ruth (Gipple) Trecker ’85 writes, “I am working as a women’s health nurse prac-titioner at Planned Parenthood in Ames, Iowa, near the campus of Iowa State. GoCyclones. I travel to all of the clinics in Iowa and Nebraska, 25 in all.”

Jay Vergara ’93 writes, “I wanted to share the wonderful story about my family -the Vergara family here in Hampton Roads. There are four Filipino children of Clemand Fe Vergara. They are Joey, Mitzi, Leah, and Jay. We grew up in HamptonRoads in Norfolk…We are all graduates from Old Dominion University.

Charles S. Brown ’99 is a nurse educator for Memorial Hospital Jacksonville. Hemanages 500+ student nurses from 12 different universities and colleges and is re-sponsible for the training of all staff patient care technicians. He received a$65,000 grant to boost nursing education and advanced RN certifications.

Amy Reed ’00 and Chris Reed are proud to announce the birth of a baby girl,Sydney. She was born in July 2010 in Anchorage, Alaska.

Crystal (Johnson) Wesselmann ’00 writes, “After graduating in 2000 with myBSN, I have taken an exciting path. I started working in an eight-bed emergencyroom that turned into a 52-bed emergency room. In 2005, I got the opportunity towork on the development and build of an electronic medical record for SentaraHealthcare using my nursing knowledge. In 2009, I left Sentara and became an independent healthcare IT consultant. I am currently working with Cedar SinaiMedical Center in Los Angeles, Calif., helping them build and implement their ownelectronic medical record.

Belinda Turner ’01 writes, “After I graduated from nursingschool, I moved to Philadelphia and started in the MICU at Uni-versity of Pennsylvania. I stayed there for nine years. During thattime, I pursued my graduate degree at University of Pennsylva-nia. I finally graduated from Penn in August 2009, with a de-gree as an adult health nurse practitioner. I then landed a job asan NP in the Lung Transplant Program at Penn.

Elysia Edmondson ’06 writes, “After graduationwith MSN as nurse educator, I took a position as Psy-chiatric Nurse with the city of Chesapeake, workingat the Chesapeake Community Services Board in theOP Psychiatric Services Department. I am able toserve some of the most needy, seriously mentally ill

clients in Chesapeake, and also provide staff development training and other edu-cational conferences. I hope to remedy that. I have been accepted to UVa’s post-master’s certificate program for PMHNP/CNS and will begin classes this fall.

Elizabeth Old ’06 was recently promoted to location director from director ofnursing at PSA Healthcare located in Norfolk, Va. She writes, “I am currently run-ning a pediatric home health agency in the local area. We provide private dutynursing in the homes of children with tracheostomies and ventilators.

Ingrid Garrett ’06 and Patrick Mahoney (Union College) arehappy to announce their marriage on Jan. 15, 2011, in Wash-ington, D.C. They currently reside in Carlsbad, Calif. Ingridwrites, “Upon graduation, I was commissioned in the NavyNurse Corps in May of 2006 and served my first tour atBethesda, Md. I was a staff nurse and charge nurse on theWounded Warrior Ward caring for our wounded warriors re-turning from Iraq and Afghanistan. I then moved to the Post

Anesthesia Care Unit for my last year. I’ve since moved to Naval Hospital CampPendleton in Southern California where I am currently the division officer of an Am-bulatory Procedures Unit and Post Anesthesia Care Unit.”

Edward Kent ’09 writes, “I graduated from the ODU School of Nursing BSN pro-gram in 2009 and I remain a member of the ODU chapter of Sigma Theta Tau. Iam a nursing supervisor on the evening shift at Eastern State Hospital in Williams-burg, Va.”

Rosie Taylor-Lewis ’10 writes, “I was the keynote speaker for the Virginia NursingStudent Association (VNSA) convention this year (2011). My keynote “Passport toNursing: The Journey to REACH Your Destination” incorporated my DNP frame-work. REACH = researcher, educator, advocate, clinician in a holistic model ofcare.” Rosie is the director of Health Services at Sweet Briar College and adjunctfaculty for the ODU Family NP program.

Jennifer Vannoy ’10 writes, “I received my BS in nursing in August of 2010 andwelcomed my second child August 14, 2010. It was a very exciting time for myfamily! I have not stopped in continuing my education as I am currently enrolled inODU’s master’s program in nursing with a concentration in women’s health. I hopeto complete my degree in December 2012 and begin working soon after.”

Katherine Winstead ’10 and Travis Winstead are happy to announce their mar-riage on Sept. 18, 2010 in Newport News. They currently reside in Alexandria,Va. Katherine recently accepted a position as an RN at Georgetown UniversityHospital located in Washington, D.C. “I work on the postpartum unit and reallyenjoy the time I get to spend educating my patients about their new family member.I love the challenge of working with both infants and adults!”

Class Notes

26

Bachelor of Science in Nursing Traditional and Accelerated program schedules RN-to-BSN (live broadcast, live videostream, and online options)

Master of Science in Nursing Nurse Anesthesia (full-time, campus-based) Nurse Educator (online)* Nurse Administrator/Nurse Executive (online, multiple entry options)* Family Nurse Practitioner (online with live broadcasts)* Women’s Health Nurse Practitioner (online with live broadcasts)* Nurse Midwifery (in partnership with Shenandoah University)

*Post-Masters certificate programs available

Doctor of Nursing Practice DNP Advanced Practice (online post-masters program) DNP Nursing Executive–Beginning in January 2012

For more information about the Nursing education programs at Old Dominion University, please visit our website: http://hs.odu.edu/nursing/

To speak with someone about a nursing education program, call: BSN information: (757) 683-4297 MSN & DNP information: (757) 683-4298


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