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An Official Publication of the Illinois Nurses Association The Voice of Illinois Nursing for more than 100 Years
Volume 6 • No. 1 Quarterly circulation approximately 187,000 to all RNs, LPNs, and Student Nurses in Illinois. January 2010
current resident or
Snapshots from Convention
Pages 6 & 7
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District 2 Presents the
Foundation with a Check
Page 9
INA Welcomes Our New Board of Directors for 2009-2011
President
Pam Robbins
Director at Large
Mary Bortolotti
Director at Large
Ruby Reese
We are pleased to present the new Illinois Nurses Association Board of Directors to our members and readers!
1st Vice President
Mildred Taylor
Director at Large
Pam Brown
Director at Large
Bonnie Salvetti
2nd Vice President
Roosevelt Gallion
Director at Large
Dan Fraczkowski
Director at Large
Krystal Spivey
Secretary
Queen Gallien-Patterson
Director at Large
Paula Kagan
Director- Staff Nurse
Gloria Simon
Treasurer
Sharon Zandell
Director at Large
Karen Kelly
Director- Staff Nurse
Joe Williams
Director at Large
Cheryl Anema
Director at Large
Pam Para
Director- Staff Nurse
Terri Williams
New Board continued on page 3
MEMBERSHIP MYTH:
“I must be a member, I get ILLINOIS NURSE”
The truth is Illinois Nurse is published and distributed
to all nurses in Illinois. If you are not paying dues, you
are not a member of INA. (please see page 15 for other
Membership Myths & Misconceptions)

Page 2 January 2010 The Illinois Nurse
President’s Message
Transition Strategies: Not Just
For Advance Practice Nurses!
Pam Robbins BSN, RN
President, Illinois Nurses Association
Registered professional nurses
who complete graduate education
achieving an advance practice
nursing (APN) degree deserve a
nod for scholarly progression. As
if educational accomplishment
is not enough, the marketing of
oneself as a new APN graduate
may be the next level of challenge
as one transitions from academic
safety zone to the real work world.
There are many resources to assist
the nurse practitioner with the
“how-to” building of their practice Pam Robbins
ranging from marketing strategies
and service reimbursement basics, billing, the legal specifics
of regulation and collaboration agreements with physicians
(Hamric, 2009) (Buppert, 2008). If that was not enough,
how does one stay centered amongst the rigors of business
and maintain any remnant of your so called life? How does
one seek a work-life balance as the payoff for your efforts of
educational and professional accomplishment? We must look
into our own profession and education preparedness to answer
such questions and heed the same sage advice for ourselves
as we would offer to our patients. The key to reigning-in
anxiety is by valuing self and spirit first. This may sound
selfish and untraditional from the usual sacrifice we as nurses
tend to suffer on the vocational cross. We put everyone ahead
of ourselves, but in all honesty, nurses will burnout using up
everything for others. Who will then provide the healing
strategies to our patients if we do not address what is best for
“self” first?
Our successfully combined Illinois Nurses Association/
Illinois Society of Advance Practice Nursing (INA/ISAPN)
convention this year featured a motivational speaker, Greg
Risberg CSP, MSW. A social worker at heart, he shared his
insight on how we as a group of nurses view ourselves. He
began his session with a question. “When someone asks
you how are you, what is your immediate response?” The
crowd of registered nurses and APN’s shouted out “fine!”
You and I know, “fine” may be the farthest from the truth,
but for various reasons, nurses, avert attention from self,
and rarely share their true feelings. Greg suggested that
“fine” could be an acronym for F=frustrated, I=irritated,
N=neurotic and E=exhausted. The crowd roared with
laughter, and at the same time the heads in the room
began nodding in affirmation. If “fine” is your acronym
for frustrated, irritated, neurotic and exhausted, then
I recommend considering the five strategies by Bolles
(2002) to fortify yourselves. During transitional periods of
life, whether from academia to practitioner, new parent or
finally embracing a life decision to seek work-balance, you
must sustain a positive outlook with time for self value and
recognition!
• Keep physically fit by developing an action plan that
makes time for positive self-care
• Deal with emotions by building an effective support
network
• Monitor mental stamina, and focus on positive views
• Utilize spiritually for support in difficult times
• Keep active by using time and talents within the
community
One aspect of nursing is we seem to give away all,
leaving but crumbs for self. We run our proverbial
tank down to empty…expend all of our fuel for one last
“run,” only to find ourselves physically, emotional and
spiritually drained. The term burnout is common place.
Nurses must achieve a balance of work and life if we truly
want to sustain ourselves in nursing. One nurse spoke to
Greg Risberg and said she felt the response of “fine”
could also reflect an acronym for “feelings inside not
expressed.” Think on how to incorporate Bolles (2002)
recommendations to sustaining a positive outlook during
transitional periods. Find a balance of work and life
that will sustain you. These strategies can be beneficial
not only for APN graduates but for anyone in transition.
Taking care of self is the first place to start! Work towards
answering the question that describes that you are more
than just “fine!” Value self by taking measures to stay
positive and physically fit. Re-energize with emotional and
spiritual connections that keep you healthy and transition
to “anywhere” successfully!
References
Bolles, R.N.(2002). What color is your parachute?
Walnut Creek, CA: Ten Speed Press.
Buppert, C. (2008). Nurse Practitioner’s business
practice and legal guide. (3rd ed.). Sudbury, MA: Jones
and Bartlett.
Hamric, A., Spross, J., & Hanson, L. (2005). Advanced
nursing practice: An integrative approach (4th ed.).
Philadelphia: Elsevier Saunders.
Risberg, Greg CSP,MSW. “You make a Difference”
2009 INA/ISAPN convention.
IL L I N O I S NU R S E S AS S O C I A T I O N
President
Pamela Robbins, BSN, RN: pamrobbins@urbancom.net
First vice President
Mildred Taylor, BSN, RN: m.taylor.rn@comcast.net
Second vice President
Roosevelt Gallion, M.Ed, BSN, RN: RG2194@aol.com
Secretary
Queen Gallien-Patterson, RN: qpatterson@aol.com
treasurer
Sharon Zandell, RN: sharon.zandel@med.va.gov
Board of Directors:
Cheryl Anema: tccnurse@aol.com
Mary Bortolotti, RN: mandkbort@aol.com
Pam Brown: pbrown@brcn.edu
Dan Fraczkowski: dfraczkowski@yahoo.com
Paula Kagan: pkagan@depaul.edu
Karen Kelly, EdD, RN, CNE-BC: kkellys@aol.com
Pamela J. Para RN, MPH, CPHRM, ARM, FASHRM:
pjpara2001@yahoo.com
Ruby P. Reese RN PhD
Bonnie Salvetti: bonnie.salvetti@sih.net
Gloria Simon: galyaodi@yahoo.com
Krystal Spivey: kspiveyrn@aol.com
Joe Williams: sangamojoe@aol.com
Terri L. Williams RN: sewpro9370@aol.com
District Presidents
1 Roosevelt Gallion: RG2194@aol.com
2 Mary Bortolotti: mandkbort@aol.com
3 Sharon Peterson: speterson@crusaderclinic.org
5 Royanne Shultz: royanneschultz@hotmail.com
8 Ann O’Sullivan: aosullivan@blessinghospital.com
9 Terri Williams: sewpro9370@aol.com
10 Jane Bruker: jkbru@aol.com
13 Janet Lynch: lynch.janet08@gmail.com
14 Martha McDonald: Martha.mcdonald@sih.net
15 Eunice Mumm: emumm@webtv.net
17 Ann Smith: nevann@comcast.net
18 Vacant
20 Cheryl Anema: tccnurse@aol.com
21 Sandra Webb Booker: stethes@yahoo.com
E & gW Commission
Sandra D. Robinson, Chair: nursemoney06@yahoo.com
Linda Briggs: lindasbriggs@yahoo.com
Nicola Carter: colakola@hotmail.com
Sandy Fischer: fish23w@yahoo.com
LaGretta Green: ltg1106@aol.com
Judith K. Hopkins: Sicu40@aol.com
Thomas Magana: ndirish01@sbcglobal.net
Virginia Rockett: momynator@yahoo.com
Christine H. Szkarlat: Christine.Szkarlat@va.gov
Local unit Chairpersons/Co-Chairs
City of Chicago: Timothy Hudson
RC-23 State of Illinois: Lee Goehl
Co-Chair Bill Schubert
St. Joseph: Marlene Murphy and Chris Daly
Union Health Services: Sophie Heldak
University of Chicago: Karen Keller and Tom Magana
University of Illinois: Marcia Hymon (D20), Leo Sherman
VA Hines: Gail Robinson
Christine Szkarlat (D9)
VA North Chicago: Thelma Fuentes
VA Westside: Murrie Davis (D01)

The Illinois Nurse January 2010 Page 3
IL L I N O I S NU R S E S AS S O C I A T I O N
illinois nurses Association/
illinois nurses Foundation
105 W. Adams, Suite 2101 911 S. Second Street
Chicago, iL 60603 Springfield, iL 62704
312/419-2900 217/523-0783
Fax: 312/419-2920 Fax: 217/523-0838
www.illinoisnurses.com
Executive Director:
Susan Swart, MS, RN: Ext. 229, sswart@illinoisnurses.com
Chief Financial Officer:
Rick Roche: Ext. 230, rroche@illinoisnurses.com
Program Director, EgW:
Elwood R. Thompson: Ext. 228, ethompson@illinoisnurses.com
Deputy Executive Director:
Sharon Canariato, MSN, MBA, RN, Ext. 235
scanariato@illinoisnurses.com
Director of marketing and member Services:
Deb Weiderman, MS, RN, Ext. 232
dweiderman@illinoisnurses.com
Associate Director, Continuing Education:
Kemi Ani, Ext. 240 kani@illinoisnurses.com
E&gW Staff Attorney:
Alice Johnson, Ext. 239, ajohnson@illinoisnurses.com
E&gW Staff Specialists:
Rick Lezu, 217-523-0783 rlezu@illinoisnurses.com
Ray Scavone, Ext. 245, rscavone@illinoisnurses.com
Pam Brunton, Ext. 224 pbrunton@illinoisnurses.com
Abass Wane, Ext. 249 awane@illinoisnurses.com
E&gW Coordinator:
Rhonda Perkins, Ext. 223 rperkins@illinoisnurses.com
Coordinator, Springfield
Staci Moore, 217-523-0783 staci@illinoisnurses.com
Staff Accountant:
Toni Fox, Ext. 243 tfox@illinoisnurses.com
Administrative Assistant:
Brenda Richardson, Ext. 248 brichardson@illinoisnurses.com
Melinda Sweeney, Ext. 222 msweeney@illinoisnurses.com
Editorial Committee
Theresa Adelman, RN
Alma Labunski, EdD, MS, RN, Chair
Margaret Kraft, RN, PhD
Linda Olson, PhD, RN
Lisa Anderson Shaw DPH, MA, MSN
Mary Shoemaker, PhD, BS, MS, RN
The Illinois Nurse is published quarterly (4 issues yearly) by the
Illinois Nurses Association, 105 W. Adams, Suite 2101, Chicago,
IL 60603.
For advertising rates and information, please contact Arthur L.
Davis Publishing Agency, Inc., 517 Washington Street, PO Box
216, Cedar Falls, Iowa 50613, (800) 626-4081, sales@aldpub.com.
INA and the Arthur L. Davis Publishing Agency, Inc. reserve
the right to reject any advertisement. Responsibility for errors in
advertising is limited to corrections in the next issue or refund of
price of advertisement.
Acceptance of advertising does not imply endorsement or approval
by the Illinois Nurses Association of products advertised, the
advertisers, or the claims made. Rejection of an advertisement
does not imply a product offered for advertising is without merit,
or that the manufacturer lacks integrity, or that this association
disapproves of the product or its use. INA and the Arthur L.
Davis Publishing Agency, Inc. shall not be held liable for any
consequences resulting from purchase or use of an advertiser’s
product. Articles appearing in this publication express the
opinions of the authors; they do not necessarily reflect views of
the staff, board, or membership of INA or those of the national or
local associations.
Executive Director’s Update
Susan Y. Swart, MS, RN
INA Executive Director
As this new biennium begins
several things are keeping us busy
at the association. We are assisting
in the preparation for a summit
in April. An invitation has been
extended to multiple organizations
to present a summit on the topic
of Educational Advancement for
Registered Nurses. This event will
be open to those interested and will
be held at Heartland Community
College in Normal. I wish to take
a moment to thank Heartland and
their Dean Catherine Miller who Susan Swart
have generously agreed to host
this event.
The Illinois Nurses Foundation is planning its first
“Wisdom of Giving” Benefit. A late spring, early summer
date is in the works. Please keep your eyes out for this
New Board continued from page 1
Other individuals elected to office for the 2009-2011
term include:
Congress on Health Policy & Practice
Catherine Neuman
P. Joan Larsen
Ann Smith
Commission on Continuing Education
Kim White
Debra Goodard
Committee on Nominations
Judith Nykiel
Alma Labunski
Patricia Lewis
Mary Petrella
announcement, as we are sure this will be the event to attend.
Proceeds for this brunch will go to expand the scholarship
programs of the Foundation.
A new board was elected at the 80th Biennial Convention
held in Lombard in October. I am pleased to introduce them
to you on the front cover of this issue. A lot of challenges will
be faced by this group as INA begins to plan for both the
changing world of healthcare as well as the changing world of
associations. Empowerment of the individual nurse member
will be our focus as we begin to re-define our programs and
services.
The next big project for INA will be the launch of our
new publication “CHART.” This journal will be dedicated to
scholarly articles focused on various clinical and professional
issues facing the nurses of Illinois. This will mark a beginning
for INA as we shine a spotlight on innovative nursing practice
throughout Illinois. We are reaching out to all clinicians and
educators to submit articles that will help to bring attention on
nursing in Illinois and our impact on the profession. Our first
issue will be distributed in the spring of 2010. Please be on the
lookout for the NEW and IMPROVED CHART.
I am sure this will prove to be an exciting year as we
progress into 2010. Please take a few minutes to look through
this issue and discover the work of your colleagues. If you are
not a member of the Illinois Nurses Association, I invite you
to join TODAY. For a meager $4.80/week you can become
a member of the only nursing association in Illinois that is
dedicated to working on behalf of all nurses throughout this
great state.

Page 4 January 2010 The Illinois Nurse
New Illinois Law
Allows Innovative
STD Treatment
Method
John Peller, Director of Government Relations,
AIDS Foundation of Chicago
jpeller@aidschicago.org
Remember that patient who came back again and again,
infected with chlamydia or gonorrhea, because her partner
never got treated? Thanks to legislation recently enacted in
Illinois and supported by the Illinois Nurses Association, a
solution is on its way.
Beginning January 1, 2010, a sexually transmitted
disease (STD) treatment method called expedited partner
therapy (EPT) will be allowed under Illinois law. EPT is
recommended by the U.S. Centers for Disease Control and
Prevention (CDC) and is permitted in 20 states and one
city, Baltimore. 1
With EPT, providers are permitted to prescribe
antibiotics to the partners of patients diagnosed with
chlamydia or gonorrhea, without examining the partner.
Providers can give patients medications or prescriptions to
give to their partners. Providers will be required to counsel
patients and give an information sheet along with the
prescription or medication.
EPT addresses the problem that more than half of
partners of patients diagnosed with chlamydia and
gonorrhea are usually never treated, often because they
are asymptomatic. Both STDs are treated with single
doses of widely-tolerated antibiotics, azithromycin and
cefpodoxime.
Chlamydia and gonorrhea are the two most common
reportable STDs in Illinois and across the nation. In 2007,
over 55,000 chlamydia cases and over 20,000 gonorrhea
cases were reported in Illinois. STDs can cause severe
and life-long health problems for women, including
pelvic inflammatory disease (PID), infertility, and ectopic
pregnancy.
Illinois’ newest STD treatment law came after a twoyear
effort led by the AIDS Foundation of Chicago (AFC)
and a broad coalition that included the Illinois Nurses
Association. The bill, SB 212, sponsored by State Sen.
David Koehler (D-Peoria) and State Rep. Sara Feigenholtz
(D-Chicago), was signed into law in August by Governor
Pat Quinn. Read the bill text at http://tinyurl.com/yfmfpe4.
Significantly, the law gives healthcare providers
protections from lawsuits when providing EPT to patients,
although there are few concerns with the safety of the
treatment method. The immunity provision was negotiated
with the Illinois Trial Lawyers Association, which agreed
that the prescription provided to the partner was free care
seen as a “good Samaritan” act. The state association has
long agreed that providers who give free care should be
immune from lawsuits.
The law requires the Illinois Department of Public
Health to publish guidelines on the practice of EPT.
The guidelines should be available before January 1,
2010, when the law becomes effective. In the meantime,
nurses should familiarize themselves with the CDCs
STD treatment guidelines, available at www.cdc.gov/std/.
Advanced practice nurses should review agreements with
supervising physicians to ensure that the agreements allow
for STD treatment or EPT, and update as needed.
For more information on EPT, including guidelines
from other states, visit www.cdc.gov/std/ept/, or visit the
AFC’s website at www.aidschicago.org.
1 U.S. Centers for Disease Control and Prevention,
“Legal Status of Expedited Partner Therapy (EPT)”,
http://www.cdc.gov/std/ept/legal/default.htm, accessed
September 29, 2009.
by Sharon V. Canariato, MSN, MBA, RN
INA Deputy Executive Director
In 2008, ANA introduced
an action report which supports
the advancement of a nurse’s
education. INA followed with a
position paper supporting ANA’s
action report. Different from
entry into practice, this concept
of advancing a nurses education,
recognizes the value of multiple
points of entry into nursing
education, with the ultimate
goal being baccalaureate
education within ten years of
initial licensure. This approach Sharon V. Canariato
continues to recognize all
educational entries into the
profession while acknowledging the changing healthcare
environment and associated competencies necessary to
adapt to those changes.
A group of nursing leaders from across the state have
formed a task force challenged to develop a nursing
summit to discuss this very issue. Leaders representing
various nursing associations, educators of associate and
baccalaureate nurses and nurse managers have gathered
in a collaborative effort to facilitate a statewide discussion
regarding the feasibility of moving forward with this issue.
The date for this open forum has been set for April 20,
2010 at Heartland Community College. Further details
Practice Corner
Nursing Leaders Gather to Discuss Legislation That Would
Require a Nurse to Attain a Baccalaureate Degree in
Nursing within Ten Years of Initial Licensure
regarding this event, are not yet available. Our website
will list the details of the meeting as it becomes available:
www.illinoisnurses.com.
Some key points regarding the educational advancement
of RN’s include:
• The purpose of requiring the baccalaureate degree for
continued licensure as a registered nurse within ten
years of initial licensure is to be responsive to meet
the increasingly complex health care needs of the
residents of Illinois.
• This preserves associate, diploma and baccalaureate
nursing education. No associate degree or diploma
program would be closed.
• Applies only to future educated graduates of associate
and diploma nursing programs.
• Nurses who are already licensed and students who
have applied to or are enrolled in nursing schools
would be exempt. Due to this clause, the nursing
shortage would not be intensified.
• Seeks to advance the education of nurses to levels
closer to that of the majority of health care disciplines
• There are many avenues for RNs who want to earn
a bachelors degree. In Illinois, there is increased
availability of program articulation.
Rollo May stated, “Communication leads to community,
that is, to understanding, intimacy and mutual valuing.”
Mark your calendars to join your nursing community for
this respectful discussion of this important issue.

The Illinois Nurse January 2010 Page 5

Page 6 January 2010 The Illinois Nurse
Snapshots from Convention

The Illinois Nurse January 2010 Page 7
Snapshots from Convention

Page 8 January 2010 The Illinois Nurse
INA 2009 HOD Votes to
Influence Health Care
Reform
Below is the letter sent to President Barack Obama and
the US Congress:
Dear President Barack Obama;
On October 17, 2009, the Illinois Nurses Association’s
2009 House of Delegates voted to send letters to President
Barack Obama, the United States Senate, and the House
of Representatives stating that: The Illinois Nurses
Association seeks to influence the Federal Administration,
the U.S. Senate and U.S. House of Representatives to pass
a bill that provides a robust public health insurance option
with fiscal responsibility, no denial of health insurance due
to a pre-existing condition, no loss of coverage due to an
illness, and affordable premiums.
The Illinois Nurses Association has a long history
in support of health care as a right, including accessible,
affordable quality healthcare for all. The American
Nurses Association, of which Illinois Nurses Association
is a constituent member, as well as the United American
Nurses/AFL-CIO, are in support of national health care
reform legislation.
Thank you for listening to the Illinois Nurses
Association,” The Voice of Illinois Nursing for over 100
years”.
The Illinois Nurses Association
2009 House Of Delegates
INA-PAC
Illinois Nurses Association Political Action Committee
Nurses want to provide quality care for their patients.
The Illinois Nurses’ Association Political Action Committee (INA-PAC)
makes sure Springfi eld gives them the resources to do that.
The work of INA-PAC is supported through the generous contributions of its members. In the coming
years, some of the most signifi cant nursing issues could be decided legislatively—making it crucial to
maintain a powerful position among lawmakers in Springfi eld. Help PAC, help YOU!
So. . . . . . .if you think nurses need more visibility
. . . . . . . . .if you think nurses united can speak more effectively in the political arena
. . . . . . . . .if you think involvement in the political process is every citizen’s responsibility
Become a INA-PAC contributor TODAY!
$_____________
Date: ___________________
Please indicate above your desired level of contribution
Make checks payable to INA-PAC.
Name: ________________________________________ E-Mail: _________________________
Address: _________________________________________________________________________
City, State, Zip Code: _______________________________________________________________
Preferred Phone Number: ____________________________________________________________
Please mail completed form & check to: Illinois Nurses Association
Atten: INA-PAC
105 W. Adams St., Suite 2101
Chicago, IL 60603

The Illinois Nurse January 2010 Page 9
Illinois Nurses Foundation
Illinois Nurses Foundation Seeks Your
Assistance For Nurses In Need
The Illinois Nurses Foundation understands that times
continue to be challenging, however, they are even harder
for those who are less fortunate. In this tough economic
environment, we have seen many people suffering without
food, clothing and/or shelter. Among those in need may
be nurse colleagues. Many stories such as, tending to
adult children and their children and grandchildren (i.e.,
multigenerational family members living under the same
roof) who have undergone severe crises, dealing with
deaths of immediate family members, multiple injuries
with complications which prohibited their return to
employment, sudden deaths of family members, etc., are
some of the typically reported stories. The Illinois Nurses
Foundation created a CARING GARDEN in order to grow
a special fund for providing this much needed assistance.
Nurses who are facing financial hardships due to
illness, natural disaster, personal or family crisis often
have no place to turn. The Foundation wants to give them
hope as one more way to further our mission in support
of nurses in Illinois. Through your efforts in growing
this fund, you will be tending to the needs and future
hopes of these nurses. A donation form is located here
for your convenience. It is also on our Web site at www.
illinoisnurses.com. Won’t you help us give nurses in crisis
a ray of hope? This special fund is the only one of its kind
in Illinois.
Donate to the CARING GARDEN for Nurses in Need
Today!!! Don’t delay!
District 2 presents the
Foundation with a check
Judy Nykiel, INF President; Mary Bortolotti,
District 2 President.
INF Silent Auction
Sells Out!
The Illinois Nurses Foundation held a successful
silent auction during the 2009 Convention. We are happy
to report that every item contributed to the INF Silent
Auction was sold and a total of $2131 was donated to the
Nurses in Need fund.
INF would like to take this opportunity to thank those
individuals who contributed items to this year’s Silent
Auction, including: Cheryl Anema, Ardyss International,
Kathy Blachowski, Farmer’s Guest House - Galena, Sharon
Canariato, Hilton Oak Lawn, Loretta Headrick, HIS
Rest Bed & Breakfast, Alma Labunski, LPGA Teaching
Professional, Charlice Martin, Renaissance Hotel,
Catherine Neuman, Jennifer Nykiel- Donlin, Judy Nykiel,
Tom Nykiel, Ann O’Sullivan, Maureen Shekleton, Susan
Swart, Deb Weiderman, District 19, District 20 and SIUE
Nursing Students.

Page 10 January 2010 The Illinois Nurse
Be True to Your School Nurse
Susan Arndt, RN, MEd
One of the reasons nursing is such a great profession
is that it offers unlimited areas of practice. This not only
allows the nurse to develop an expertise and specialize in
areas of personal interest or significance, but also, within
a lifetime career, a nurse can find new interests and
perhaps change direction. However, the downside of this
specialization is that often times, nurses may not have an
appreciation for what their fellow nurses do. Nowhere is
this most apparent than in the practice of school nursing.
With a goal of building a better understanding of what
school nursing is and what school nurses do, allow me to
share some of the joys and challenges within the practice
of school nursing. To begin with, let’s dispel some myths
about school nursing.
Myth #1 School nursing is boring.
Not even close...!
Expect the unexpected is the rule of thumb for school
nurses. On a good day, a school nurse may provide first
aid care, illness care, a variety of screenings, medication
administration, treatment administration, emotional
support, immunization, and communicable disease
monitoring for anywhere between 15 and 80 children.
On a less-than-good day, a school nurse may check 75
heads for the teeniest little buggers that can send a whole
community into a panic and bring full-grown teachers to
their knees.
And on a very bad day, a school nurse may be called on
to provide care for a life-threatening injury, anaphylaxis,
an act of violence, or even a disaster within the school.
What many nurses do not realize is that school nurses
do all of this without the cushion of other health care
providers at their sides. A school nurse must be able to
make instantaneous decisions and take immediate actions.
A solid knowledge of nursing, extensive educational
preparation and strong clinical skills provide a school nurse
with the ability and confidence to respond independently
and appropriately to any situation.
Myth #2 Any nurse can do school nursing.
That is far from the truth!
School nursing is a very unique area of practice
requiring a basic nursing knowledge, as well as on-going
education in pediatrics, public health, emergency care,
orthopedics, endocrinology, respiratory and neurological
disorders, and new medications and treatments. In Illinois
and many other states, postgraduate work in education
and specialized certification provides a school nursing
specialization.
Furthermore, working within the education field
requires nurses to learn an entirely new system that has
different laws, language, and professionals. Legislation,
such as the special education laws developed within the
last thirty (30) years ensuring the rights of children with
disabilities to receive free and appropriate education and
Section 504 of the Rehabilitation Act ensuring equal
access to education for children with disabilities, has
dramatically changed the landscape and population in our
schools. These changes create new challenges and have
had a huge impact on the practice of school nursing. To
insure compliance and safe care of students, a school nurse
needs an understanding of school law and its impact on her
practice.
Myth #3 School nursing is limited to putting bandaids
on boo-boos.
You must be kidding!
One of the most rewarding features of school nursing
is the positive impact the nurse can have on the academic
success, social development, and self-image of a student.
More importantly is how that academic success, social
development, and self-concept contribute to success as an
adult.
This occurs when school staff recognizes a child
struggling within the school. In a true collaborative effort,
October 17, 2009
INA House of Delegates
Memorial Resolution
a team of diverse specialists work to better understand and
solve the problem. This comprehensive evaluation includes
assessments and analyses from each specialist that are
used to formulate a plan specific to the child and his or
her needs. In this effort, each specialist contributes his or
her expertise, with team members relying on the nurse for
her insight into any medical condition and its impact on
student academic and classroom functioning. As a valued
member of this education team, the school nurse is in the
sole position to make instructional judgments based on
knowledge of health and school law and her evaluation of
the student’s health.
The product of this collaboration, an Individualized
Education Plan, provides the support the student needs for
success in school. Witnessing a student’s success and its
positive effect on self-esteem is one of the great rewards of
school nursing.
Myth # 4 School nurses have the best schedules:
no weekends, no holidays and summers off.
OK, that one is true!
Yes, school nursing is a great career! One of the reasons
school nursing is such a great career is that by seeking
ways to keep kids healthy and at school where learning
can occur, school nurses focus on wellness more often than
focusing on illness. What’s more, it is rare to drive home
at the end of the day without chuckling over something a
student did. Sure, the challenges are there, but when you
work with kids, it is truly impossible to lose hope.
School nurses, as liaisons between the students, staff,
families, and medical professionals, have opportunities
every day to make a difference in a life.
In the end, nurses gaining an understanding and
appreciation of the other areas of nursing benefit the
profession as a whole. We cannot truly support each
other, celebrate our collective successes, and encourage
our shared challenges until we understand the work and
needs of fellow nurses. As colleagues, let’s commit to
advancing our cause, the art and science of nursing, by
providing support to each other as individual nurses and as
a profession.
Whereas,
Recognition of service and dedication is always appropriate, and although the nursing profession displays these
qualities in abundance, there are outstanding colleagues to be remembered, and
Whereas,
The nurses who have died since the 2005 House of Delegates were enthusiastic participants in the activities of the
profession, American Nurses Association, Illinois Nurses Association, and District Associations, and
Whereas,
Their concern for others, enthusiasm for the profession and willingness to serve will be sorely missed by their
colleagues and community alike; therefore be it
RESOLVED,
That this House of Delegates memorializes:
• Joyce Waterman Taylor, District 1 a neuro clinical specialist at County Hospital in the 1960’s and active
member of the Cook County bargaining unit;
• John Garde, the longtime Executive Director of the American Association of Nurse Anesthetist and
graduate from the Alexian Brothers Hospital School of Nursing;
• Gladys Niggli, District 10 and INA member for 50+ years;
• Mary Elizabeth Carnegie, a champion for minority nurses and the nursing profession;
• Helyn Tharpe, District 10 and INA member for 50+ years;
• Kathleen Hoover Papes, a tireless advocate for advancing the economic and general welfare programs
of nurses;
• Joan Duslak, District 19 member who gave many hours in service to our Approver unit as a CE Review
Panel member;
• Imogene King, nursing theorist, who taught at Loyola University from 1961-1966 and again from 1971
to 1980 and received an honorary PhD from Southern Illinois University in 1980;
• and Cindy Steury Lattz, District 17 member and the former INA President and
therefore be it further
RESOLVED,
That the principles by which they lived and worked be a constant reminder of the impact one person can make on
the health of a community and strength of the profession. Their memories will be an inspiration to us all in our
commitment to meet the challenges of the future; and therefore be it further
RESOLVED,
That this House of Delegates pause now for a minute of silence to honor and remember these members and all
former members who marked nursing’s future which we now enjoy.

The Illinois Nurse January 2010 Page 11
‘Livable Communities’
Margaret Ross Kraft, PhD, RN
Member, Editorial Committee
Illinois Nurses Association
Is your community a good place to grow up and to grow old? A Community for All
Ages? Will your community meet the needs of those 65, 75, 85, 95 or even 105? If not,
how can a ‘livable community’ for all ages be created?
The dramatic rise in the numbers of older Americans will impact every aspect of
communities. The entire social, physical and fiscal fabric of communities will be affected
by the growing aging population with an impact on many areas including:
• Housing
• Health
• Transportation
• Land Use Planning
• Public Safety
• Parks and Recreation
• Workforce Development/Education
• Volunteerism/Civic Engagement
• Arts and Cultural Activities
• Economic Development/Fiscal Impact
The development of a ‘livable community’ project begins with
• Convening key stakeholders
• Assessing existing policies, programs and services that will effect an aging
population (not just aging services)
• Determining challenges and opportunities to becoming an elder friendly
community
• Engaging citizens, county agencies, businesses and the private sector to develop
and implement an aging in place/community for all ages plan.
• Getting people to understand that the importance of community as a whole to
maintaining the quality of life for all citizens—including older adults
• Getting all the key stakeholders at the table in the beginning
• Establishing a shared community goal/vision
• Tackling issues incrementally—starting small and building on success
• Keeping the momentum going by publicly celebrating accomplishments
(Markham, 2007).
In 2005/2006, the National Council of Area Agencies on Aging in partnership with the
International City/County Management Association, National Association of Counties,
National League of Cities and Partners for Livable Communities with the support of
the MetLife Foundation conducted a national survey of America’s cities and counties to
assess “aging readiness” and found only 46 percent of U.S. communities had even begun
any planning efforts to prepare for their aging population. The communities with plans or
programs in process tended to have addressed only one issue related to elders. The areas
with the experience of heaviest in-migration of older adults were those more likely to
have begun to plan.
Since 1900, the percentage of Americans age 65+ has more than tripled and as the
Baby Boomers age, by 2030, 70 million Americans—twice their number in 2000—
will be 65+. At that point, older Americans will comprise 20% of the U.S. population,
representing one in every 5 Americans (Markwood, 2007). In Illinois, the 8 ‘collar’
counties surrounding Cook County (Lake, Dupage, McHenry, Kane, Kendell, Will,
Kankakee, and Grundy) are experiencing an increase in the 60+ population much
faster than the rest of the state. Between 2010-2020, the 60+ population of this region
is expected to increase another 48.74% as compared to 31.58% for the state. The
Northeastern Illinois (NEIL) Area Agency on Aging which provides services in the collar
counties began a ‘livable community’ initiative in 2008 within four unique communities:
Westmont, Elgin, Kankakee, Highwood, and Lockport. Criteria for participation
included assurance of a mixture of high-density and low-density communities with
at least one chosen community representative of the economic, racial, ethnic and non-
English speaking households found within the region. By sampling communities already
experiencing high concentrations of older adults in order that the Area Agency on Aging
can assess how these communities have adapted to-date.
The role of NEIL in this ‘livable community’ project is to serve as consultant
while highlighting the role of local provider agencies in community decisions as these
communities include the needs of older adults into their community readiness planning
process The major activities within these four pilot communities will be summarized in
a report to the Illinois Department of Aging and other area agencies in the state. Lessons
learned will help other areas within the state to address the planning for a community
that can meet the needs of all age groups.
References
Markwood, S. (2007) Partnerships and Initiatives to Develop Livable Communities for
Older Adults. Presentation at the NEIL Annual Meeting. April.
Northeastern Illinois Area Agency on Aging. October 11, 2009. Livable Communities
Progress Report for FY 2009
Dr. Kraft is Assistant Professor, Marcella Niehoff School of Nursing, Loyola
University-Chicago.

Page 12 January 2010 The Illinois Nurse
Correctional Nursing: The Evolution of a Specialty
by Mary V. Muse, MS, RN, CCHP-A
Reprinted with permission from the Winter 2009 issue
of CorrectCare, the quarterly magazine of the National
Commission on Correctional Health Care.
The field of correctional nursing is poised for its next
big advance: specialty certification through NCCHC’s
Certified Correctional Health Professional program. This
is an idea whose time has come. But how did we get here?
Let’s reflect on the evolution of this profession.
A Look at Our Past
The specialty of correctional nursing has been visible
for more than 30 years. Although its early days are not well
chronicled, it appears to have emerged largely in response
to the forces that propelled correctional health care in
general, such as the 1976 U.S. Supreme Court ruling in
Estelle v. Gamble.
Before the 1970s, much inmate health care was provided
by other inmates, correctional officers and the occasional
physician. The first documentation of correctional nursing
may be a 1975 article by Rena Murtha, a director of
nursing for a large correctional system. In her account,
nurses were “a tool of the warden, a slave of the physician
and an unknown to the patient.”
Since then, the literature on correctional nursing in
this country has been limited. Some articles describe
blurring boundaries between corrections and nursing,
others found a lack of professional practice or lack of
concern for inmate-patients. For many years, correctional
nurses themselves felt they were viewed as substandard, as
castaways who could not practice anywhere else. Similar
perceptions existed of correctional physicians.
It is true that initially there were no real standards
or expectations for nurses or physicians working in
corrections. Because recruitment was often a challenge,
it was easier to simply hire someone without relying on a
systematic method of reviewing credentials or experience.
However, as standards for correctional health care
emerged, such as those of the National Commission on
Correctional Health Care, likewise standards for health
professionals took hold. These standards guided provision
of care in jails and prisons, helping to improve quality and
to reduce negative stereotypes.
Despite these advances and the hiring of better qualified
nurses, the perception persisted that good nurses would not
work in corrections. In large part, this belief stems from
the lack of knowledge about the environment and practice
of correctional nursing, often coupled with fear and,
occasionally, instances of nurses taking on aspects of their
security counterparts. Consequently, some nurses left this
field and others were reluctant to choose it.
It didn’t help that many facilities lacked the leadership
and structure for nurses that exist in traditional health
care settings In years past, nurses usually reported to a
corrections administrator or to a physician. In the absence
of solid knowledge and expertise in nursing theory and
standards, this reporting structure failed to optimize
nursing practice in correctional health care.
A Critical Role
Correctional nursing has experienced considerable
growth in the past 30 years. The complex health needs
of patients entering our systems require nurses with
specialized knowledge and skill. Today, correctional
nurses play a critical role in ensuring inmates’ access to
care and in health care delivery. It is the nurse with whom
the inmate interacts most frequently and whom the officer
consults when an inmate has a health problem.
As in most health care settings, correctional nurses are
the primary clinical providers of care. Registered nurses
are necessary to lead care delivery, as well as to direct the
licensed nurses who work under their guidance.
Correctional nurses must be clinically competent and
well grounded in nursing practice. They must possess
excellent skills in assessment and critical thinking. Their
judgment is critical to the inmates’ access to care.
It’s also important to have a good understanding of
the level of care that can be provided in their institutions.
Correctional facilities can ill afford to have nurses who
cannot or will not practice within the scope of their license
or correctional nursing standards, or who have an aversion
to the patient population they are expected to serve.
Thus, correctional nurses have a high degree of
accountability and responsibility. The flip side, naturally,
is that they also are highly subject to possible litigation.
Today, many facilities have added correctional
nurse administrators to their staff. Under this structure,
expectations for nursing practice are clearly defined
and quality is strongly promoted. The growth in
nursing leadership positions has contributed greatly to
improvements in delivery of services and quality of care.
A Distinct Specialty
As the practice of correctional nursing has coalesced,
it was natural that professional organizations would step
up to foster professionalism in this
specialty. The American Nurses
Association, for example, promulgates
standards for correctional nursing.
The ANA defines nursing as
“the protection, promotion and
optimization of health and abilities,
prevention of illness and injury,
alleviation of suffering through the
diagnosis and treatment of human
response, and the advocacy in the care
of individuals, families, communities,
and populations.” Nurses’ broadbased
knowledge and holistic focus positions them as the
logical network of providers on which to build health care
systems with a focus on education, practice and facilitating
patients’ efforts to meet their fullest potential.
The ANA’s Corrections Nursing: Scope and Standards
of Practice was revised in 2006 with input from nurse
Correctional nursing
is poised for its next
big advance: specialty
certification. To learn about
this CCHP program, see
www.ncchc.org/cchp.
leaders across the country. The standards state that
“Matters of nursing judgment are solely the domain of
the registered nurse.” A major emphasis of this work
is primary health care. These services include intake
screening and evaluation, health screening, direct patient
care, assessment and evaluation of an individual’s health
behavior, teaching, counseling and helping inmates to
assume responsibility for their own health. The nurse also
may identify and provide community linkages for inmates
upon discharge.
Thanks to the increasing professionalism in correctional
nursing, our colleagues in the correctional health care
arena now understand and appreciate the value of this
specialty. Beyond the walls, as well, negative perceptions
are fading and enthusiastic interest in correctional nursing
is growing, both in the community and from academic
institutions.
It is not clear how many nurses work in correctional
health care settings. However, several years ago a national
study of the nursing workforce reported 18,033 RNs
working in this field.
Opportunities Ahead
Clearly, correctional nursing is on a roll, and even
greater opportunities lie ahead. Last spring, CCHP
program leaders began to explore the development of
specialty certification for correctional nursing. Given that
53% of the more than 2,000 active CCHPs are nurses, this
only made sense.
Certification is the formal recognition of specialized
knowledge, skills and experience that demonstrate
competence and achievement of standards of a specialty
that fosters and promotes optimal health outcomes. A key
part of the CCHP program is a test designed to measure a
candidate’s mastery of the specialty.
Aided by a nurse consultant with expertise in test
design and psychometrics, a CCHP task force of nurse
leaders started by listing nursing task statements that
describe correctional nursing and distilling this list to its
key essentials. These statements were
used to develop a job analysis survey
tool, which was sent to a broad group
of correctional nurses. The results
guided and validated the development
of a test for specialty certification.
Certification for correctional
nursing helps to legitimize this
specialty and validates that these
professionals must possess a unique
body of knowledge and skills.
Just as important, it will certainly
inspire others to pursue careers in
correctional nursing and will stimulate scholarly research
in this field.
Correctional nursing has reached a milestone. Our
next challenges include expanding the knowledge of
correctional nursing by seeking to more clearly define the
profession, to identify the various levels of care delivered
by nurses, to document the impact of nursing care on
patient outcomes and to pursue research and evidencebased
practice.
This is a wonderful time for correctional nurses, our
patients and the field of correctional health care as a
whole.
Mary V. Muse, MSN, RN, CCHP-A, is a correctional
health care consultant based in the Chicago area. She is
a surveyor for NCCHC, a frequent presenter at NCCHC
conferences and immediate past chair of the Academy of
Correctional Health Professionals. She also serves on the
task force that is developing the CCHP-N program. To
contact her, e-mail mvmuse@ameritech.net.
The ANA book Corrections Nursing: Scope and
Standards of Practice is available for purchase from
NCCHC. See our catalog at www.ncchc.org or call 773-
880-1460.

The Illinois Nurse January 2010 Page 13
POSITION STATEMENT ON
CULTURAL COMPETENCE WITH AGING
ExECutivE SummARy
The Illinois Nurses Association (INA) supports
the position which promotes culturally competent
professionals who integrate health care delivery services
for all individuals regardless of age and culture. It reflects
practice with compassion and respect for the inherent
dignity, worth and uniqueness of all human beings. The
INA supports implementation of continuing education
for all professional and auxiliary health care delivery
personnel regarding integration of culturally diverse health
care services for older adults.
BACkgROunD
Given an aging population, currently registered by the
United States Bureau of Census as 49 million individuals
who are 65 years of age and over, significant trends are
impacting the future of aging in the United States. First,
older adults are increasing their life span; the aging
population is rapidly growing with 78 million baby
boomers soon reaching the age of 65 and over, (births
between 1941-1965) (Tucker, etal., 2006). Such populations
will reach major proportions by the year 2030. Hence,
the nation’s capacity to provide quality and affordable
care for its rapidly growing adult population will become
increasingly challenging.
Also, the “face” of aging is changing nationwide.
It is quickly becoming a sea of cultural diversity. The
many cultures, ethnicities, abilities, skills, values and
experiences, span from over 60 to 100 years of age. And,
given the increasing longevity in all cultures, more older
adults will require health services for complex, chronic,
and possibly disabling conditions. These numbers,
diversity and location will impact the way health care is
delivered. Additionally, the location of care delivery, which
varies from acute care to community settings, promotes a
dramatic increase in the demand for professionals to care
for them. Only 4.5% of older adults reside in institutions
(Administration on Aging, 2004); 65-74 year olds live with
spouse, and/or next of kin within the community. Those
over 75 years of age generally live alone.
The changing face requires professionals to be culturally
competent in integrating health care needs, values,
traditions and lifestyles. Since chronic diseases affect 88
percent of older adults (ASA, 2006), a disproportion of
them are attributed to specific, culturally diverse groups
(Suen & Tusale, 2004). Survival rates similarly vary among
culture and gender; American females’ life span mean
is currently 79.4; males 73. In the Chinese and Filipino
culture, men outlive the women (Suen & Tusale, 2004).
Higher poverty disparity rates exist for older women
more than older men: greater impoverishment exists
among the culturally diverse; as compared with 25% of
white women, over 40% of African American and Latin
women live in poverty during their retirement years (Aging
Today, 2006).
Given the changing status, stereotypes regarding aging
continue to pervade the culture. Negative attitudes such
as, workplace skills; limited physical activity; myths
regarding independence, driving skills, and long term care;
gender disparities; discrimination in health care delivery;
Social Security, Medicare and Medicaid status; etc., persist
in perceived disparities among all cultures (Sampson &
Staplin, 2003).
In current health care delivery, since more than one
half of hospitalized clients represent adults over 65 (Yoon,
etal., 2006), only nine percent of professional nurses have
indicated an interest in caring for older adults. The current
shortage of registered nurses specializing in gerontological
nursing magnifies the challenge. It will become more
critical as student preferences for other nursing specialties
contribute to the current shortage, with only 1.9% of
students who identify working with older adults as their
career choice (AACN, 2005).
In the year 2000, a national survey was conducted
among 590 baccalaureate educational programs; of those,
only 38 reported requiring a separate gerontological theory
and clinical course at the undergraduate level (Labunski,
2005). Rationale for lack of inclusion was three-fold:
faculty stated that aging adults were merely adults and had
the same problems, thus should be not be separated. Also,
students were exposed to older adults in clinical settings
and long term settings early in their educational programs,
which promoted even greater negative attitudes toward the
aged. Third, students reported that student attitudes were
affected by their faculty’s attitudes toward aging, hence,
showed little interest in serving the aged.
Professionals’ statements included, “although I was
hesitant about spending an entire semester in this course,
I really enjoyed the content and consider it so important
for this population which deserves our best,” and, “this
gerontological course needed to be added …; there are a
lot of myths which were dispelled by taking this course; it
has helped me with all of my nursing considerably” (Aud,
etal., March-April 2006)
In June 2001, the American Association of Colleges of
Nursing (AACN) was awarded an extensive grant by the
Hartford Foundation of New York to enhance curriculum
development in 20 baccalaureate and 10 graduate schools
of nursing. Over the four year grant program, survey
results revealed that the single most necessary precursor
to the successful implementation and maintenance of
geriatric curricula, is faculty development—expanding
their knowledge base and fostering positive attitudes
toward aging (Aud, etal., March-April, 2006).
Further, students need a separate, solid grounding in
the art and science of gerontological nursing theory and
an opportunity to apply the theory and interact with older
adults in diverse clinical sites (Hancock, etal., 2006).
Also, traditional early clinical sites, as in long term care
facilities, although offer a slower paced environment,
perpetuate the myth that the care of long term home
residents requires less expertise in nursing skills,
assessment, critical thinking and leadership as compared
with the care of hospitalized patients. It ignores the
complexity of nursing home residents who reflect multiple
chronic conditions, complex medication regimens, endof-life
issues, decision-making and rehabilitative services
post-hospitalization and in specialized care for dementia.
It further ignores population statistics which as indicated
above, reveal that only a small percentage of older adults
reside in nursing homes (Administration on Aging, 2004).
POSitiOn
The Illinois Nurses Association (INA) strongly opposes
the persisting, current culture of ageism. The INA supports
implementation of the following interventions to promote
culturally competent professionals who integrate all
culturally diverse health care services by :
1. Laying the groundwork for older adults theory and
clinical curricula in undergraduate programs by:
a. providing faculty education and development; b.
instituting separate, required undergraduate courses
in gerontological nursing as part of the nursing
major; and, c. thereafter, offering graduate tracks
in aging adults. These suggest much hope and
potential for dispelling myths regarding aging and
the current culture.
2. Promoting culturally competent health care
delivery , which reflects practice with compassion
and respect for the inherent dignity, worth and
uniqueness of every individual (ANA, 2001)
3. Instituting continuing education for all professional
and auxiliary health care delivery personnel
regarding integration of culturally diverse health
care services for older adults.
4. Creating a culturally appropriate health promotion
program that improves awareness, enhances
motivation, builds skills and provides opportunities
for physical activities and advocacy, protection,
health safety and rights for all older adults ( ASA,
Summer 2006), (ANA 2001).
REFEREnCES
Administration on Aging. (2004). A profile of older
Americans. U.S. Department of Health and Human
Services, Washington: DC.
American Association of Colleges of Nursing. (2005).
Media - nursing shortage resource; www.aacn.nche.edu
American Association of Colleges of Nursing and John
A. Hartford Foundation Institute for Geriatric Nursing.
(2000). Older Adults: Recommended Baccalaureate
Competencies and Curricular Guidelines for Geriatric
Nursing Care. Washington, DC: AACN.
American Nurses Association. (2001). ANA Code for
Nurses with Interpretive Statements. Kansas City: MO,
ANA.
Aud, M., Bostick, J., Marek, D., & McDaniel, R. (2006).
Introducing baccalaureate student nurses to gerontological
nursing. Journal of Professional Nursing, 2(2), 73-78.
Buerhaus, P., Staiger, D., & Aurbach, D. (2000).
Implications of an aging registered nurse workforce.
JAMA, 28 (2), 2948-2954.
Gordon, C.(Summer 2006). Promoting exercise for
elders of color, Health Care and Aging. American Society
on Aging, 13(2).
Hancock, D., Helfers, M., Cowan, K., Letuak, S.,
Barba, B., Herrick, C., Wallace, D., Rossen, E., &
Bannon, M.(2006). Integration of gerontology content in
nongeriatric undergraduate nursing courses. Geriatric
Nursing, 27(2), 103-111.
Hounsell, C. & Riojas, A.(2006). Older women face
tarnished golden years. Aging Today, 27(4), American
Society on Aging.
Institute of Medicine. (2001). Crossing the Quality
Chasm: A New Health System for the 21st Century.
Washington: DC, National Academy Press.
Kane, R. and Kane, R. (2005). Ageism in healthcare and
long-term care, ageism in the new millenium. Generations,
29(3), 49-54.
Labunski, A. J. (2005). Ethics or conflict in health care.
American Society of Aging, National Council on Aging,
Philadelphia, PA.
Labunski, A. J. (2003). Dementia care: whose ethics?
American Society of Aging, National Council on Aging,
Chicago: IL
Latimer, D. & Thornlow, D. (2006). Incorporating
geriatrics into baccalaureate nursing curricula: laying
the groundwork with faculty development. Journal of
Professional Nursing, 22(2), 79-83.
National Commission on Nursing Workforce for Long-
Term Care. (May 2005). Act Now for Your Tomorrow,
Washington: DC National Commission on Nursing
Workforce.
Nigg, C. (2006). Helping older adults strengthen their
level of commitment to exercise, one stage at a time.
Health Care and Aging, 14(2), American Society on
Aging.
Rosowsky, E. (2005). Ageism and professional training
in aging: who will be there to help? Ageism in the New
Millenium. Generations, 29(3), 55-58.
Sampson, S. & Staplin, L. (2003). Myths and facts
about older drivers, Generations, 27(2), 32-33.
Suen, L. & Tusaie, K. (2004). Is somatization a
significant depressive symptom in older Taiwanese
Americans? Geriatric Nursing, 25(3),157-163.
Thornlow, D., Auerbahn, C. & Stanley, J. (2006). A
necessity, not a luxury: preparing advanced practice nurses
to care for older adults. Journal of Professional Nursing,
22(2), 116-122
Tucker, D., Bechtel, G., Quartana, C., Badger, N.,
Werner, D., Ford, I., & Connelly, L. (2006). The OASIS
program: redesigning hospital care for older adults.
Geriatric Nursing, 27(2), 112-117.
Yoon, S. & Schaffer, S. (2006). Herbal, prescribed and
over-the-counter drug use in older women: prevalence of
drug interactions. Geriatric Nursing, 27(2), 118-129.
Wallace. S. (2006). Closing the gap: health disparities
among older Americans. Aging Today, 27(4), American
Society on Aging.
Wilson, K. (2006). Introduction: where older people
live, how needed care is provided, Generations, 29(4), 5-8.
Effective Date: August 1997, December 2006
Status: Revised Position Statement
Originated by: The Assembly on Health Policy
Primary Author: Alma J. Labunski, EDD, mS, Rn
Adopted by: Illinois Nurses Association

Page 14 January 2010 The Illinois Nurse
Are You Interested in
Becoming a Nurse Educator?
If you currently have your Master’s degree in Nursing,
you are qualified to teach in an RN nursing program.
Teaching as an adjunct faculty member is a great way to
enhance your career and help prepare the next generation
of nurses. Most schools throughout the state are looking
to hire part-time and full-time nurse educators. Open
positions for some schools can be found at www.nursing.
illinois.gov.
The Clinical Faculty Academy is a great resource for
new and seasoned educators. The program is a two-day
skill building program for registered nurses who have a
contract to serve as clinical faculty at an Illinois nursing
program. The mission of the Academy is to develop
qualified Master’s prepared nurses for the role of clinical
nurse educators in order to increase faculty workforce,
which will expand and sustain enrollments in schools of
nursing.
For more information on upcoming Clinical Faculty
Academies across the state, or if you would like to plan an
Academy in your region, please contact Mary Pat Olson,
RN, MPH, Director of Workforce Development for the
Metropolitan Chicago Healthcare Council at 312-906-
6020, mpolson@mchc.com.
Mary Petrella presents “My Hero, My Dad The Nurse”
to St Joseph’s School in Joliet
Mary Petrella (left) and Debbie Oriva

The Illinois Nurse January 2010 Page 15
Membership Myths &
Misconceptions
“inA must have thousands of members—they don’t need dues or help from
me.”
Sadly—not true. Similar to public TV or radio which benefits all listeners
(whether or not they are paying members) INA provides information, political
advocacy and other services which benefit all Illinois nurses, but receives
financial support from only a small percentage. Currently there are over 166,000
RNs in Illinois and only 5,200 of these are members of INA.
“i don’t need to be a member – someone else will take care of all that.”
If not YOU, then WHO—you are the “someone else.” Non-nurses (physicians,
insurance companies, hospital administrators, trial lawyers, etc.) are waiting in
line to define nursing. Without the financial support of the nurses in Illinois, INA
has limited ability to protect your rights as a professional registered nurse.
“inA is only a union”
Yes and No. We are a multi-purpose organization that provides services to
all nurses in Illinois regardless of their specialty, place of employment or
educational preparation. INA does provide union representation for registered
nurses working in certain facilities. We are PROUD of our union work. Who
else should be representing nurses in their work place if NOT NURSES? But we
refuse to be defined as ONLY A UNION!
“inA is made up of all nurse managers and educators—they don’t represent
staff nurses.”
Our membership is over 70% staff nurses that work at the bedside. Our
elected leadership includes a wide range of nurses from new grads and direct
care staff to managers, educators and retirees. Our diversity is what makes us
STRONGER.
“inA is only interested in hospital nurses and policies”
The association, since its’ founding in 1901, has supported and advocated
for all registered nurses in Illinois—in all work settings—and across all nursing
specialties. We even extend affiliate membership status to those such as the
school nurses association.