Minnesota Nursing Magazine Spring/Summer 2012 - School of ...


Minnesota Nursing Magazine Spring/Summer 2012 - School of ...


spring/summer 2012


A publication of the University of Minnesota School of Nursing


Giving voice and empowerment

to the communities we serve


u Exploring the impact of consistent support for

caregivers of Alzheimer’s and dementia patients

u Improving the health of Minnesota’s

East African community

u Exposing disparities in nursing home care



spring/summer 2012





11 School of Nursing Commits to Double

Doctorally-Prepared Nurses by 2020

Profiles: FadumaSara Ali, Francois Ndazigaruye,

and Erica Schorr

16 Exposing Disparities in Nursing Home Care

Donna Bliss developes strategies to reduce

incontinence and associated skin damage in elders

18 Listening to Patients

Mary Benbenek works to improve the health of

Minnesota’s East African Community

20 Support Where Needed

Joseph Gaugler’s research explores the impact of

consistent for caregivers of Alzheimer’s and

dementia patients

34 St. Joseph’s Youth Garden Initiative

SoN alumna Jessica Welsh discovers the

impact of gardening for at-risk-youth

42 Education Possible

Scholarships motivate, encourage, and offer vital

financial support for student Christine Rangen



on the cover:

School of Nursing FadumaSara Ali, 2012 Doctor of Nursing Practice graduate.

Story on page 11.


Connie W. Delaney, PhD, RN, FAAN, FACMI

Managing Editor/Art Direction

Aneisha Tucker

Contributing Writers

Tony Baisley, Nancy Giguere, Darlene Gorrill,

Carleigh Knowles, Mame Osteen, Aneisha Tucker


Tim Rummelhoff, Aneisha Tucker

Minnesota Nursing is published by the School of

Nursing at the University of Minnesota for alumni,

faculty, students, and friends of the school.

Send correspondence to:

Managing Editor, Minnesota Nursing

University of Minnesota

School of Nursing

5-140 Weaver-Densford Hall

308 Harvard Street S.E.

Minneapolis, MN 55455


School of Nursing transforms nursing skills lab to state-of-the art innovation/simulation center to

prepare future nurses and health professionals.


Contact Us:

Twin Cities

University of Minnesota

School of Nursing

5-140 Weaver-Densford Hall

308 Harvard Street S.E.

Minneapolis, MN 55455


2 From the Dean

3 School News

23 Center News

30 Alumni News

40 Advancement News

44 Faculty Publications

50 Grant Awards

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University of Minnesota

School of Nursing-Rochester

300 University Square

111 South Broadway

Rochester, Minnesota 55904


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policy that all persons shall have equal access to its

programs, facilities, and employment without regard

to race, color, creed, religion, national origin, sex, age,

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status, or sexual orientation.

©2012 Regents of the University of Minnesota. All

rights reserved. The University of Minnesota is an

equal opportunity educator and employer.

This publication is available in alternative formats

upon request. Direct requests to the Publications

Manager at nursnews@umn.edu or 612-626-1817.

Printed on recycled paper with 10 percent total

recovered fiber/all post-consumer fiber.

Read Minnesota Nursing online at wwwnursing.umn.edu/magazine.

To receive an alert when the current issue is posted on the school’s

website, send an email to nursnews@umn.edu.

spring/summer 2012 1

Dear alumni, friends, partners, faculty,

staff, and students,

For more than 100 years, the School of Nursing has worked along with you and your predecessors to

transform and improve nursing care for individuals, families, and whole communities. Together we

have engaged in innovations in nursing education and science that have advanced the quality, safety,

value, and affordability of care. This engagement is driven by the mission of the School of Nursing “to

generate knowledge and prepare nurse leaders who create, lead, and participate in holistic efforts

to improve the health of all people within the context of their environments.” The school’s mission

flows directly from the University’s land-grant mission of learning, discovery, and engagement for the

common good.

Consistent with the values that underlie these missions, the School is committed to maintaining

independent thinking, a collaborative spirit, diversity, respect for a healthy environment, and passion

for creating new solutions to meet the growing needs of people. We focus especially on service to

vulnerable populations in the home, hospitals, clinics, long-term care, and the schools. We combine

idealism with pragmatism as we strive to create workable solutions to advance health in today’s

complex and fast-changing local and global environment.

from the dean

This issue of Minnesota Nursing highlights our 100th graduating class of nurses. They join more than

12,000 alumni including the School’s first class of 1912—the first nurses in the world to graduate

from a university-based school of nursing. Congratulations, 2012 graduates!

This issue also describes the state-of-the-art Healthy Communities Innovation Center, which will be

completed later this year. In this high-tech simulation environment nursing students will work in

interprofessional teams with students from other health disciplines. The center will also welcome

partners from health systems, industry, and the community.

In this issue, you’ll learn about researchers, educators, and students who are advancing nursing

science and practice. Students like Sara Ali, who has just completed a Doctor of Nursing Practice

(DNP) degree in family nursing practice. Or Francois Ndazigaruye, another 2012 DNP graduate in

nurse anesthesia. Or Erica Schorr, a PhD candidate whose dissertation combines qualitative and

quantitative research that will lead to a better understanding of peripheral artery disease.

Featured faculty include outstanding teachers and researchers who focus on elder care and health

promotion. Other articles focus on the School’s partnerships, student engagement, and service

to the community.

As always, we invite you to join us as students, clinical partners, and as research and community

partners. And we celebrate the energy and sponsorship of our alumni, friends, and supporters, the

School of Nursing Alumni Society, and the School of Nursing Foundation.

It is indeed an honor to serve as the 10th dean of this outstanding school of nursing.

With gratitude,

Connie W. Delaney

Professor and Dean

2 minnesota nursing | nursing.umn.edu/magazine

Creating the

Future for

Nursing and

Health Care

School of Nursing welcomes the 100th

graduating class of nurses and first

BSN-to-DNP graduates

by aneisha tucker

The University of Minnesota School of Nursing celebrated another

historic milestone of leadership in nursing education at its spring

commencement ceremony. On May 11, 2012, family and friends

filed into the Mariucci Arena to watch School of Nursing graduates

walk across the stage and receive their degrees. A total of 181

degrees were conferred, the majority were the Bachelor of Science

in Nursing (BSN) degree. The school also honored students who

earned a Master of Science, major in nursing (MS) degree, Post-

Master’s certificate, Doctor of Nursing Practice (DNP) degree, and

a PhD in nursing. During the ceremony several students were

recognized with academic and leadership awards, and a Native

American Blanket Ceremony was presented in honor of MS

graduates Aleta Delorme and Nicole Lenoir.

Carolyn Wilson, president of the University of Minnesota

Medical Center-Fairview addressed the graduates encouraging

them to “…remember the importance of our field [nursing], …

recognize the power and importance of your education and our role

in redesigning care that is consistently high-quality and personcentered.”

BSN graduate being pinned by Clinical Associate Professor Elaine Darst.

The ceremony also marked the first cohort to graduate from the

school’s BSN-to-DNP program. Several of these graduates were

the first in Minnesota (and the country) to receive a DNP degree

from one of the program’s 14 specialty areas including, Midwifery

(read “Education Possible” on page 42), Anesthesia (read “Francois

Ndazigaruye” on page 12), Health Innovation and Leadership (read

“Developing Catalysts for Transformation” on page 27), Integrative

Health and Healing, and Informatics.

“The School of Nursing remains true to the vision of its creators.

We continue to educate future nurses and leaders in health care

who will change the health of people and communities. As the

health care paradigm shifts, new models of care are needed, and

we’re committed to creating them,” says Dean Connie Delaney.

“These models will rely on advanced practice nurses to provide

and coordinate primary and specialized care, nurse executives and

innovators to design/redesign health care systems, and translate

research into evidence-based clinical practice. These models

will ultimately improve the health of individuals, families, and

communities we serve.”

In 2004, the American Association of Colleges of Nursing

(AACN) recommended that the DNP replace the master’s degree

for preparation in a nursing specialty. The school was the first in

the state and one of the first in the country to offer the DNP degree

graduating its inaugural class in 2007. Since then, 138 nurses have

earned a DNP degree from the School of Nursing.

“These new graduates will join the school’s more than 12,000

alumni living around the world; a group of top-notch professionals

who are making a tremendous impact on the field and who are

playing a core role in transforming our U.S. health care system

ensuring access, safety, and quality of health care,” says Dean

Delaney. “We are so very proud to contribute to nursing and health

care the next generation of advanced practice nurses, policy makers,

scientists, executives, innovators, and faculty.”

Learn more about the academic programs at the School of Nursing

at www.nursing.umn.edu/education.

Carolyn Wilson, MBA, RN, offers words of wisdom and encouragement

to graduates.

spring/summer 2012 3

school news



State-of-the art simulation center will prepare future nurses and

health professionals

by aneisha tucker

Research has shown that simulated learning environments have

retention rates that far exceed the predominant learning methods

of clinical- or lecture-based education. For future and current

health care professionals this translates to improved quality of care,

increased safety for patients, families, and communities, and more

efficient health care delivery.

answering the call

Across the country dramatic changes are occurring in healthcare

and nurses are being called upon to fill expanding roles, master

technological tools and information systems, and deliver care in

diverse settings to diverse populations—all while collaborating and

coordinating care across teams of health professionals. In response

to the Institute of Medicine’s call for nurses to be educated in new

ways that better prepare them to meet the needs of today’s society,

the School of Nursing led a collaborative of schools and colleges in

the University’s health sciences and other related fields to establish

an interprofessional learning community for undergraduate,

graduate, professional, and practicing nursing and other health

care professionals. Over a period of three years, an Interprofessional

Advisory Board established a blueprint to create the Healthy

Communities Innovation Center (HCIC).

HCIC will use a team approach and innovation to enhance the

outcomes that are achieved through integrated, coordinated, safe,

patient-centered, and evidence-based care delivery.

virtual reality

The HCIC will include high-tech and simulated environments that

closely align with many of today’s settings for health care delivery.

Virtual learning and simulated health care scenarios will expose

students to a range of illnesses, solutions, and care options, better

preparing them for practice and the world. The new learning space

will model acute, skilled, ambulatory, and home-care settings and

will be equipped with electronic health record technology, portable

computers, mobile technologies and devices used in telehealth.

Reception and student

learning space.

4 minnesota nursing | nursing.umn.edu/magazine

school news

hcic renderings provided by bwbr.

The HCIC will include simulated environments that span the continuum of care. These include acute, skilled,

ambulatory, and home care settings. The acute care space can be modified to be critical care, medical-surgical

care, or an emergency room.

“As our nation’s health care system continues to evolve, we must ensure that future

nursing and other health care professionals are exceptionally well prepared to meet health

care’s growing demands,” says Dean Connie Delaney. “HCIC is a high-tech learning facility

that will invite interprofessional engagement with the faculty expertise and capability

to simulate health care team experiences before practicing in the field. Students will

significantly expand their knowledge and ability to learn new and emerging processes

essential for improved patient care.”

hcic highlights

• Contemporary simulation-oriented learning environment. Students will learn skills

from the basic to specialist level, acute to primary care, in diverse delivery settings with

multiple disciplines.

• Technologically sophisticated classrooms delivering professional education in nursing

and the health sciences.

• Integration of electronic health records (EHR) and supportive technologies across health

care environments.

• Four times larger than the current 25-year old skills lab allowing for a potential 14 percent

increase in student enrollment.

• Environment where innovative interventions will be discovered, taught, and

implemented into practice.

• Opportunity for new collaborative partnerships with health systems, and

technology innovators.

• Observation space and a control room, demonstration and debriefing area, and small and

large classrooms.

• Began construction May 2012; complete construction December 2012; student use,

January 2013.

discover more

Join us in transforming health care education to improve the lives of countless citizens who

will benefit from improved care, effective leadership, and innovative practices. To learn how

you can support the Healthy Communities Innovation Center, please contact

Gigi Fourré Schumacher at 612-625-1365 or gschumac@umn.edu.

Read the HCIC case statement and view additional architectural drawings at



Advisory Committee

Connie Delaney

Professor and Dean, School of Nursing

John Reiling

Chair, School of Nursing Foundation

Judith A. Buchanan

Interim Dean, School of Dentistry

Thomas Henderson

Coordinator of e-Learning,

Academic Health Center

Barbara Brandt

Associate Vice President,

Academic Health Center

Elizabeth Fine

Liaison and Instruction Librarian,

Health Sciences Libraries

Kathleen Harder

Director, Center for Design in Health,

College of Design

Charles Taylor

Senior Associate Dean Professional Education,

College of Pharmacy

Maria B. Killos

Instructor, Veterinary Clinical Sciences,

College of Veterinary Medicine

Robert Sweet

Associate Professor, School of Medicine

Daniel K. Zismer

Associate Professor, School of Public Health

Raymond A. Gensinger, Jr.

Chief Medical Information Officer, Fairview

Health System

Sandra Edwardson

Vice Dean of Academic Mission,

School of Nursing

Bonnie Westra

Associate Professor, School of Nursing

Thomas Clancy

Clinical Professor and Assistant Dean

for Faculty Practice, Partnerships, and

Professional Development

M. Ann Moser

School of Nursing Foundation Board

Stuart Speedie

Co-director, Biomedical Health Informatics

Institute Health Informatics

spring/summer 2012 5

school news

New Appointments

Diana Drake, MSN, RN, WHNP, is a clinical instructor in the School of Nursing and a

member of the Child and Family Health Cooperative Unit. Drake is a certified women's

health nurse practitioner (WHNP) with more than 20 years experience in community

clinics, private practice, and larger health care systems. In addition to clinical practice,

Drake has been a clinic manager and part owner of a women's health practice. In 2006,

she was awarded a Bravewell Scholarship for a two-year fellowship in Integrative

Medicine at the University of Arizona with an internship at the Penny George Institute

for Health and Healing, Minneapolis. Prior to accepting her current position, she was the

consulting Director of Wellness for a private college in Los Angeles. In addition to her

clinical instructor appointment, Drake has the position of program director, Women's

Integrative Health and WHNP with the Women's Health Specialists Clinic, University of

Minnesota Physicians, Fairview. Drake received her Master of Science in Nursing degree

from Drexel University, Philadelphia. She is currently enrolled in the School of Nursing's

Doctor of Nursing Practice (DNP) program and expects to complete her degree in

September 2012.

Renee Kumpula, EdD, RN, PHN, is a clinical assistant professor and director of Continuing

Professional Development. She is a member of the Adult and Gerontological Health

Cooperative Unit. Kumpula earned an EdD at the University of St. Thomas and a Master’s

of Nursing at Bethel University. She has practiced in acute care, public health nursing,

community nursing, hospice nursing, and parish nursing. Kumpula’s research interests are

end-of-life nursing, spiritual care, adult and online learning, alternative pedagogies, and

teaching and learning theory and assessment. Her honors dissertation, “Patterns under

Construction: Nurses’ Lived Experiences Shaping Spiritual Care,” used phenomenology

to ascertain how some nurses formed personal patterns for providing spiritual care to

patients across the lifespan and in a variety of acute care settings.

Dan Lovinaria, DNP, MBA, RN, CRNA, a native of Honolulu, Hawaii, joined the School

of Nursing faculty as a clinical assistant professor and associate director of the nurse

anesthesia specialty. He is a member of the Adult and Gerontological Health Cooperative

Unit. Lovinaria has been a certified registered nurse anesthetist (CRNA) for more than

10 years and has 19 years of nursing clinical experiences including critical care, nursing

staff education, rehabilitation, psychiatry, and home health. He received his BSN from the

University of Hawaii at Manoa, a MS in nurse anesthesia from the Minneapolis School of

Anesthesia and St. Mary’s University of Minnesota, and a DNP from the U of M School of

Nursing. For six years, Lovinaria served as the nurse anesthesia student clinical coordinator

at Fairview Southdale Hospital and is currently the Interim Chief CRNA. Dr. Lovinaria is

a member of the American Association of Nurse Anesthetists and serves as the vicepresident

of the Minnesota Association of Nurse Anesthetists (MANA) and chairman for

MANA’s Peer Assistance Program.

6 minnesota nursing | nursing.umn.edu/magazine

school news


Events are free and open to the public. Events marked with

an vindicates a registration fee. Registration required for

most events. For event details and updates, go to www.


Barbara J. McMorris, PhD, is a tenure-track associate professor in

the School of Nursing and a member of the Population Health and

Systems Cooperative Unit. Previously, she was a senior research

associate in the Center for Adolescent Nursing and the Healthy

Youth Development - Prevention Research Center, Division of

General Pediatrics and Adolescent Health, Medical School.

McMorris obtained her master’s degree and PhD in Sociology

from the University of Nebraska-Lincoln and has held a variety

of scientific research positions, both in academic and corporate

settings. Dr. McMorris’ research interests focus on health promotion

and the prevention of risky health behaviors in youth, quantitative

methods, and program evaluation. Her recent landmark research

on the impact of adult supervised drinking on underage drinking

in the U.S. and Australia, published in the May 2011 issue of Journal

of Studies on Alcohol and Drugs, brought national and international

attention to her work and the School of Nursing.

Annette Schwendinger, MSN, FNP, is a clinical instructor in the

School of Nursing and a member of the Child and Family Health

Cooperative Unit. Schwendinger is an officer in the U.S. Army Nurse

Reserve Corps and has been a family nurse practitioner (FNP) for

more than 15 years. Her clinical area of FNP specialization is urgent

care, express clinics, and emergency department nursing. Prior

to joining the School of Nursing faculty, she taught at several

schools and universities in Wisconsin including the ADN program

at Chippewa Valley Technical College and the BSN program at the

University of Wisconsin-Eau Claire. She is currently a PhD candidate

in nursing education at Capella University.

Caring for a Person with Memory Loss

June 2, 8 am-4:30 pm

Mayo Memorial Auditorium, 420 Delaware St. SE, Minneapolis

Experts will provide information, support, and education for

adult children, spouses, parents, community care providers, and

other individuals caring for persons with memory loss.

Learn more: http://bit.ly/z24TrC.

Summer Institute in Adolescent Health - Equal Access,

Equal Say: Achieving Health Equity for all Young People v

July 30-August 2 (Aug. 2 for graduate students)

Minnesota Department of Health (Snelling Office Park),

1645 Energy Park Drive, St Paul

Guest faculty: Dr. Bruce Dick, Consultant, World Health

Organization. Visit settings that are successfully supporting

adolescents in times of change. Talk with young people, their

program leaders, and health service providers who have walked

the talk of resilience and youth development in creative and

surprising ways. Learn more: www.nursing.umn.edu/CAN.

Faculty Learning About Geriatrics FLAG®

Summer Institute

August 6 - 9

An innovative faculty development program for new and

existing faculty to enhance their expertise in teaching geriatric

nursing. Learn more: www.nursing.umn.edu/Hartford.

DNP Innovation Institute

September 21 v , 8:00 a.m.-4:30 p.m.

Continuing Education & Conference Center

1890 Buford Ave. St. Paul

The DNP Innovation Institute will showcase major systems

change projects that move from academic exercises to

sustainable contributions to change health and health care.

The Institute will also feature projects of DNP-educated nurses

on improving health care and clinical practice. Learn more:


spring/summer 2012 7

school news

Samantha Sommerness being hooded by Drs. Mary

Chesney (back) and Linda Lindeke (right) during the

School of Nursing fall commencement ceremony

held December 16, 2011 at Ted Mann Concert Hall.

Honors & Awards


Melissa Avery, PhD, CNM, FACNM, FAAN, was inducted into the

University of Kentucky College of Nursing Hall of Fame.

This highest honor of the College, established in 2006, identifies

distinguished graduates and their extraordinary contributions to

the nursing profession.

Linda Chlan, PhD, RN, was elected secretary of the Midwest

Nursing Research Society (MNRS). She also co-authored Integrative

Therapies in Lung Health and Sleep. The book provides an overview

of integrative therapies to assist clinicians caring for patients with

acute or chronic lung diseases and sleep disorders - emphasizing

the scientific bases for these therapies; and their implementation

into clinical practice.

Mary Chesney, PhD, RN, CNP, received the national award for Health

Policy Leadership from National Organization of Nurse Practitioner

Faculties (NONPF). She was also promoted to clinical associate

professor by the Regents of the University of Minnesota.

Carolyn Garcia, PhD, MPH, RN, was promoted to associate professor

with tenure by the Regents of the University of Minnesota.

Linda Herrick, PhD, RN, was elected president-elect of the Midwest

Nursing Research Society (MNRS) at the society’s annual conference,

April 12-15, 2012 in Dearborn, Michigan.


Samantha Sommerness, DNP, RN, CNM, received the Sandra R.

Edwardson Award for Excellence in Doctor of Nursing Practice

Leadership Projects from the U of M School of Nursing for her

project entitled “The Development and implementation of

evidence-based guidelines to improve prenatal outcomes for

second stage of labor.” She is advised by Dr. Melissa Avery.

Read more at www.nursing.umn.edu/samanthasommerness.

Anna Terry was awarded the Walter H. Judd International Graduate

and Professional Fellowship from the University of Minnesota GPS

Alliance. She is advised by Drs. Martha Kubik and Mary Rowan.

Mindy Yoder, DNP, RN, won first place in the DNP Poster

Competition at the Midwest Nursing Research Society’s annual

conference for “The effect of a safe zone on nurse distractions,

interruptions and medication administration errors.” Yoder is

advised by Dr. Diane Schadewald.

Mindy Yoder pictured in front

of her winning poster at the

Midwest Nursing Research

Society Conference held

April 12,-15, 2012 in Dearborn,


Christine Mueller, PhD, RN, FAAN, was inducted as a fellow into the

Health Sciences Section of the Gerontological Society of America

(GSA). Fellow status - the highest class of membership within the

Society - is an acknowledgment of outstanding and continuing

work in gerontology.

Linda Olson Keller, DNP, APHN-BC, FAAN, was promoted to clinical

professor by the Regents of the University of Minnesota.

Fang Yu, PhD, GNP-BC, RN, was promoted to associate professor

with tenure by the Regents of the University of Minnesota.


Katharine Bonneson, chief administrative officer, was elected

president of Business Officers of Nursing Schools (BONUS), a

Leadership Network of the American Association of Colleges of

Nursing (AACN).

8 minnesota nursing | nursing.umn.edu/magazine

school news

Zeta Chapter

Sigma Theta Tau International


Zeta is the official University of Minnesota chapter of the Sigma

Theta Tau International Honor Society of Nursing. School of Nursing

faculty, students, and alumni are invited to apply for membership.

The Zeta Chapter is open to nurses who want to join and learn

how they can enhance their own learning and network with other

nurses who share the same vision of advancing the profession.

For more detailed information on how to join Zeta, go to the

Chapter’s web site: www.nursing.umn.edu/stti.

supporting research

Zeta Chapter offers grants to support the research activities of

students, faculty, and practicing nurses in the community. Award

amounts range from $500 to $2,000.

Deadlines for research grant applications occur twice per year

in October and March. There is no application deadline for the

Doctor of Nursing Practice Scholarly Project. These applications

are accepted throughout the year. Recent awards include:

Research projects

• Engaging Latino Adolescents Boys and Their Parents in a

Photovoice Project: A Pilot Project (Dr. Carolyn García)

• Educational Needs Survey of Ostomates with Shortened

Lengths of Stay (Dr. Linda Herrick)

Doctor of Nursing Practice (DNP) Scholarly Project

• Low-Income Women’s Expectations, Needs, and Desires for

Social Support in the Postpartum Period (Nicolle Uban)


Niki Gjere, MA, MS, RN, PMHCNS-BC



Zeta Chapter membership is given to undergraduate and

graduate nursing students, and professional nurse leaders

who demonstrate excellence in scholarship and who exhibit

exceptional achievements in nursing. Join us in celebrating our

spring and fall inductees.

2011/2012 Inductees


Matthew D. Absher

Emily Rose Brandl Salutz

Alejandra Calderon Eppinger

Leidy Gambin Michels

Danica Kate Gardiner

Cassondra Hartneck

Ryan E. Hunt

Elizabeth Marie Kinder

Jamie E. King

Rebecca Sempere Lewis

Janna Morris

Molly O’Meara

Mary C. Nelson

Grace McBride Platt

Kristi Lynn Rohwer

Tracy Katherine Sandberg

Casey B. Wangen


Hiba Dahir Abdi

FadumaSara B. Ali

Nicole Kristine Baur

Bria Leigh Benson

Bridget N. Bird

Kaitlan Elizabeth Bless

Stephanie J. Burgess

Noel E. Burrow

Jacquelyn Wallerius Cook

Michelle K. Cunningham

Tambra Renae Dahlheimer

Lindsey Marie Dantzman

Erica Lee Devine

Margaret Louise Dimond

Megan L. Donnelly

Catherine Anne Enderlin

Ellen Alison Frerich

Natalie L. Frykman

Brittany Geiselman

Stacey Beth Hanna

Brenna Hawkins

Carlo F. Hidalgo

Vanessa Marie Hiltner

Kristin L. Hjartardottir

Katrina Marie Hovland

Samantha Ann Huguelet

Rachel Elizabeth Isaacs

Laura Christine Kant

Laurie Frances Kubes

Annette Marie Larson

Jessica Catherine Losby Malone

Leena Martel

Sarah AudreAnne Masten

Jenny Gervais May

Katie Beth Menk

Rachel Anne Miller

Joanne Marie Moore

Erin Murphy

Adina Lynn Peck

Kevin Sean Peters

Jessica Mary Piehl

Sonia Marie Pond

Lauren Quick

Katelyn Ann Real

Jami Kay Reeve

Debborah Richert

Molly E. Schneider

Erica Schorr

Lindsey Kathryn Spitzer

Dawn Mielke Strief

Helen Strike

Elizabeth Ruth Supple

Allison Marie Talbot

Janet Marie Tomaino

Megan E. Voss

Stephanie L Walsh

Emily M. Willenbring

Kjerstie Rishay Wiltzen

Savannah M. Zins

spring/summer 2012 9

school news

freshman nursing guarantee program

Mentoring group fosters

empowerment and leadership

by jenna grossardt, hannah oswald, and lauren quick

The School of Nursing selects students for

the Freshman Guarantee Program from

those who indicate an interest in nursing

on their University applications and who

meet the admission criteria determined by

the School of Nursing and the University’s

admissions office. Students are guaranteed

admission to the school after completing

freshman year courses and provided they

meet the required graduate point average.

While extremely fortunate to be granted a

spot in an incredibly competitive nursing

program, freshmen guarantee students also

face unique challenges.

To provide these students with crucial

connections throughout their time in the

nursing program, the Freshman Nursing

Guarantee Student Mentoring Group, was

created in the spring of 2009. By pairing

a freshman student with a sophomore

nursing student mentor, the mentoring

Freshman Guarantee students at the 2012 Spring Soiree.

group fosters empowerment and leadership

skills, as well as provides guidance through

the common struggles faced by freshmen

guarantee nursing students. The pairs

are encouraged to build relationships

through one-on-one meetings at campus

coffee shops as well as group activities

like bowling and bingo night. As freshmen

students progress through the program,

members from each class provide structure

and guidance to incoming mentors. This

provides an ongoing leadership opportunity

for advancing students and helps assure

continuation of the mentoring group.

Jenna Grossardt, BSN ‘12, Hannah Oswald,

BSN ‘12, and Lauren Quick, BSN ‘12, under the

guidance of Karin Alaniz, PhD, RN, School

of Nursing senior lecturer and freshman

guarantee student advisor, identified

the need for a relationship building and

sustainable mentorship program. They

believed by pairing a freshmen student

with an older enthusiastic student, she/

he would have exposure to student

insights, as well as an experience of gaining

relationship-building skills. The co-founders

created the program by first identifying

the needs of these freshmen students.

Next, they brainstormed the expectations

for the mentors/mentees, created a

constitution, registered through the

University as a recognized student group,

and pioneered the first round of mentoring

pairs. “Dr. Alaniz was a motivating

stimulus throughout the process,” says

Oswald. “She was able to offer ideas and

recommendations, a connection for initial

meet-greets for pairs in her freshman

seminar, and a constant motivation for


After the first year, co-founders worked

with the incoming BSN class to prepare the

next round students. The class continued

the program with mentoring from the

founders and established new mentoring

pairs. Today the program is on its third

round of mentoring.

Current freshmen guarantee students

Christine Myers and Alyssa Schmid have had

positive experiences with their mentors and

look to them as a resource within the school

when they have questions, are nervous

about the upcoming years of nursing

school, or for advice on which electives to

take. Both feel prepared and excited about

being the new mentors next year!

Encouraged by the success thus far, the

founders hope that the legacy pursues.

10 minnesota nursing | nursing.umn.edu/magazine


sara ali

Inspiring the next

generation of DNP

educated nurses

by carleigh knowles

Developing Systems Thinkers, Researchers, and Faculty. The School of Nursing

commits to double the number of doctorally-prepared nurses by 2020.

A recommendation from the Institute of Medicine’s 2010 landmark report The Future of Nursing: Leading Change, Advancing

Health called for schools of nursing to double the number of nurses with a doctorate degree by the year 2020. This spring the

School of Nursing celebrated its addition of three PhD and 37 DNP prepared nurses to the profession. The school established

one of the first and largest DNP programs in the U.S., as well as an established and highly respected PhD program.

The students and graduates profiled on the next pages and throughout this issue, demonstrate the creativity of our students

to develop interventions to improve functioning of individuals with chronic conditions, promote the health of women,

children, and families, advance the care of adults and older adults, and transform health systems.

“I never thought I’d be a nurse,” says FadumaSara Ali, DNP, RN,

shaking her head. “But in the most cliché way, I really feel that

nursing chose me—not necessarily the other way around.” Ali

began her journey into nursing while living in Hawaii with her

husband, Khalid, whom she credits with the initial push and

unrelenting support throughout her education. Ali earned an RN

degree from the College of Nursing at Hawaiian Pacific University,

Honolulu, completing the program in only three years. “It was

during my last year of school I began to get really nervous about

where I would land,” she recalls. “I had a background in cardiology

from a previous position as a monitor technician, but I really had an

interest in women’s health.”

Ali reached out to revered professor, Dr. NitaJane Carrington who

advised and encouraged her to “go for the most difficult option

and path.” She applied for and accepted a position as progressive

care nurse on the medical cardiology unit at the Mayo Clinic in

Rochester, Minnesota. And in 2007 her family (which now included

a son) made the transition from Honolulu to Rochester.

It was Mayo Clinic’s emphasis in research and education,

coupled with Ali’s first-hand observation of the nurse practitioners

she was working with, that she began to consider what it meant

to have a doctorate degree in nursing. “It was really cool to me

that they knew what do in emergencies, how to handle critically

ill patients, and how to advocate for holistic treatment on their

behalf,” she says. “But frankly, the whole education piece of going

back to school just scared me.” Ali also explains that she felt her

time in Minnesota was limited, “I figured I was just going to move

back to Hawaii after a few years here and then I’d maybe apply to a

doctorate program.” u

spring/summer 2012 11


Ali’s husband however, wouldn’t allow her to settle so easily.

“He’s always pushed me to be bigger and greater,” Ali says.

“We went to a Doctor of Nursing Practice (DNP) information

session at the School of Nursing but the whole time I was just

thinking about all the papers coming up with a thesis…” Despite

her concerns, Ali applied deciding, “If I get in, it’s a sign that I

should stay here; that I’m really meant to do this, and that I’m on

the right track.” She received her DNP in family nursing practice

this spring as a members of the program’s first class

of graduates.

For Ali, the process of completing her DNP degree was

invigorating but frustrating and cites School of Nursing faculty

Georgia Nygaard, DNP, RN, CNP, and Mary Benbenek, MS, RN, FNP,

PNP, as well as her community partner at Mayo, Debra McCauley,

DNP ‘07, RN, CNP, as the guiding influences during her doctorate

work. Ali’s final DNP project, “Implementing ankle-brachial

index: In a primary care clinic to support peripheral artery

disease guidelines” focused on identifying patients at risk for

PAD, as well as making an early diagnoses of patients with PAD.

The project was presented at a national conference in Canada

and Ali was also selected to present her poster at the Mayo

Family Medicine Forum last December. “I’ll never forget seeing

my poster amongst all the medical residents and other students

who had gone to faraway places and done really grand things

and thinking, wow, I’ve really arrived as a professional,” She

reflects contentedly. “The School of Nursing instilled in me the

definition of what rigor is supposed to be for a doctoral degree

and pushed me towards accepting the challenge of obtaining

and holding the DNP degree. The degree has changed my

perspective on my patients and caring for them.”

Although Ali is happy with her position at Mayo, she is

considering a future in teaching. “At the School of Nursing there

are multiple nursing faculty who have pushed me out of my

comfort zone – that’s their job, to inspire the next generation

of nurses. I think that’s something I can communicate.” Ali says

she would tell future nursing students, “Nursing is great and you

can inspire change in many different areas. For me nursing is a

lifelong profession of learning and changing people’s lives and I

can’t say that about any other profession I could have chosen. It’s

not easy but nursing will give more back to you than what you

put into it.”

To learn more about the DNP program at the

School of Nursing, scan this QR code, attend an

upcoming information session (5 p.m. on June

12, Sept. 11, Oct. 16, or Dec. 4) or go to




DNP graduate

views patients

as partners in

their care

by aneisha tucker

12 minnesota nursing | nursing.umn.edu/magazine


For Francois Ndazigaruye, DNP, RN, his

career as a healer began more than 8,000

miles away from the Twin Cities in the

Republic of Rwanda. During his second year

of medical school he was forced to leave his

country due to war. After being forced from

his home, Ndazigaruye traveled to various

African countries where he used his medical

school education and clinical experience

working for several NGOs providing training

to other health care providers and basic

health care services to improve health

conditions in Africa’s refugee camps. “The

lack of materials, technical skills, and

clinical skills often made it impossible for

me and my colleagues to save children and

elderly people who died of dehydration and

exhaustion,” he says. “This cultivated in me

a sense of service and caring for the sick.”

Eleven years ago, Ndazigaruye arrived in

the U.S. with dreams of being in the medical

profession but soon discovered the breadth

and opportunities nursing offered. “I

realized I didn’t have to be in medical school

to do what I want to do. I learned that there

were different kinds of nurses and that I

could go on to graduate school and still be

in nursing,” he says. “Nursing was more

congruent with my feelings of pursuing my

academic endeavor while maintaining my

sense of caring that had grown so strong

while working with refugees in Africa. No

other profession but nursing could offer me


Before Ndazigaruye entered the Doctor

of Nursing Practice (DNP) program at the

School of Nursing, he was a practicing

RN at St. Joseph’s hospital in St. Paul,

Minnesota. In his role, he witnessed the

changing health care environment and the

need to work with multiple stakeholders.

He believed that the complexity of health

issues encountered in clinical practice

required complex and advanced levels of

thinking. He thought a DNP education

would provide the proper framework and

foundation. “No other school of nursing in

Minnesota offered curriculum that places

such an emphasis on science, evidencebased

practice, and translational research,”

says Ndazigaruye. “These are attributes that

will continue to enable me as an advanced

practice registered nurse—to provide high

quality, cost-effective care to patients and

their families.” Ndazigaruye also attributes

the school’s curriculum with developing

leadership skills that are “sine qua non”

or essential, to developing strategies to

improve system processes that affect

patient’s health and well being.

creating systems thinkers

The DNP coursework at the School of

Nursing prepared Ndazigaruye to be

both clinically competent and provided

capabilities to work on a systems level. “I

think the DNP education helps APRNs not

just be clinically-skilled nurses but systems

thinkers; we’re practitioners who are able

to create and introduce processes on a

systems level,” he says. “For example on our

DNP scholarly project, we work and develop

programs that can be implemented on a

systems level that can benefit the health

care system.” The focus of his DNP project

was to develop and implement strategies to

minimize unnecessary preoperative testing

in relatively healthy patients who undergo

elective surgeries. He created an alternative

pathway for an institution to reduce the

amount of testing for certain types of

procedures; ultimately saving costs for the

institution and the patient.

Ndazigaruye’s educational background

and clinical practice experience as a critical

care nurse, led to his decision to purse the

DNP in nurse anesthesia. “Surgery is one

of the most stressful moments anyone can

go through and being able to take care of

patients in such critical moments gives me

immeasurable satisfaction.” This spring,

Ndazigaruye received his DNP in nurse

anesthesia as a member of the program’s

first graduating class and the first in DNP

nurse anesthetist in Minnesota.

patients as partners

During his time in the DNP program

Ndazigaruye witnessed many changes

in health care processes, technology,

medications, etc. which he says “Makes me

driven to discover new ways to provide high

quality, cost-effective, holistic and patientcentered

anesthesia care; recognizing

patients as full partners in their own care;

approaching them from a position of

caring that provides them with needed

information and seeks their input, not from

that of power that seeks to merely instruct


For Ndazigaruye, a father of two young

daughters, a professional goal is to start

clinical practice and educate future CRNAs

through clinical mentoring. He would also

like to volunteer with medical missions

that provide health services to deprived

populations around the world. One of the

many things that left a lasting impact

from his time in the DNP program was the

support he received from the faculty at the

School of Nursing ”They care about each

and every student’s academic advancement.

They understand that educating future

APRNs entails more than providing them

with technical abilities,” he says. ”They

understand that they have a duty to

produce better nursing leaders who will

strive to improve health conditions both

domestically and outside our national


spring/summer 2012 13

“I was drawn to the

School of Nursing at the

University of Minnesota

because it had a strong

history of leadership in

nursing education and


erica schorr

BSN-PhD doctoral research

focuses on symptoms of

peripheral artery disease

by nancy giguere

14 minnesota nursing | nursing.umn.edu/magazine

As an infusion nurse with a home care agency, Erica Schorr, BSBA, BSN, RN, saw a wide

range of patients, but she found the greatest satisfaction in working with older adults.

“There’s so much stigma against aging, and older people need to be heard,” she says.

Patient education is especially critical in home care, and Schorr discovered she liked

teaching patients. Soon she was designing and leading in-service trainings for other nurses

at the agency, and she found she liked that, too.

sense of community

“I realized I loved teaching and working with other nurses, and I was drawn to the School

of Nursing at the University of Minnesota because it had a strong history of leadership

in nursing education and research,” Schorr says. She considered both a Doctor of Nursing

Practice (DNP) degree and a PhD. Because she was interested in teaching, and a research

intensive university, she chose the PhD, with a focus on gerontology.

Even before she enrolled, Schorr participated in the Gerontological Nursing Journal

Club, a discussion of journal articles on cutting-edge research. Once she became a student,

she found a warm welcome. “People here support you through difficult times and praise

your successes. That sense of community is crucial for me,” she says.


solid research interest

Schorr is currently working with associate professor Diane Treat-Jacobson, PhD, RN, FAAN,

on Exercise Training to Reduce Claudication (EXERT) study. This study focuses on exercise

training to reduce claudication, which is pain or discomfort in the leg muscles caused by

peripheral artery disease.

“Working on the EXERT study has solidified my interest in research,” Schorr says.

“It reinforces what I’m learning in the classroom about areas like research design and

methods. It also gives me concrete examples to share in class discussion.”

an exceptional student

Treat-Jacobson, Schorr’s advisor, calls her “an all-around exceptional student.” She was

twice chosen to be a Hartford Scholar, an honor awarded to outstanding graduate

students who are focusing on nursing care of older adults and preparing to teach geriatric

nursing. She was also chosen to participate in the Jonas Nurse Leaders Scholar Program,

which supports doctoral education for future nursing faculty and prepares nurse leaders in

a variety of areas including geriatrics.

In addition, Schorr received the Ruth L. Kirschstein National Research Service Award

for Individual Predoctoral Fellows in Nursing Research from the National Institutes of

Health/National Institute of Nursing Research. The purpose of this program is to increase

the number of outstanding nurse scientists committed to research careers. Applicants

are selected on the basis of their proposed training program and dissertation research.

Her proposal was funded on the first round, a “rare occurrence” according to


seeking connections

Schorr’s dissertation focuses on the symptom experience of people with peripheral

artery disease, using a combination of qualitative and quantitative research: interviewing

patients about their symptoms and testing them on a treadmill. “I’m looking for

the connection between what people say they are feeling and what’s happening

physiologically. The result will be better assessment and diagnosis,” she explains.

Schorr looks forward to a career that combines teaching and research. “I’m committed

to the advancement of nursing science,” she says.



1) Schorr and study participant, Patricia Jones,

during a treadmill exercise session. A near-infrared

spectroscopy instrument is attached to Jones’ leg to

measure changes in hemoglobin concentration. 2)

Schorr shares results with Jones after her exercise

session. 3) Using a Doppler ultrasound device, Schorr

measures the blood pressure in Jones’ legs.

Scan this QR code to learn more

about the PhD program at the

School of Nursing or go to


spring/summer 2012 15


nursing research

systems improvement


Exposing Disparities in

Nursing Home Care

Strategies to reduce incontinence and associated

skin damage in elders

by mame osteen

More than 1.6 million elderly Americans live in nursing homes.

Unfortunately, more than half experience from incontinence, which

severely limits their independence and quality of life. Elders coping

with fecal and urinary incontinence face stress and shame that

impacts their sense of well-being.

Up to nine percent develop perineal dermatitis, a painful skin

irritation, or pressure ulcers, open sores caused by constant pressure

from a bed or wheelchair. Nursing home residents with fecal and

urinary incontinence are also at risk for frequent urinary tract

infections, microbial skin infections, and fatal complications from

pressure ulcers. These conditions are widespread in nursing homes,

and the medical care needed to manage them costs billions of

dollars annually.

It’s not clear, however, that these debilitating conditions are

inevitable for nursing home residents. Donna Bliss, PhD, RN, FAAN,

FGSA, professor at the School of Nursing, believes that they may

result from disparities in care. She hypothesizes that residents

of minority racial or ethnic backgrounds and those in nursing

homes located in lower socioeconomic neighborhoods may receive

substandard care.

Supported by a $2.9 million grant from the National Institutes

of Health (NIH), Bliss and her interprofessional research team are

16 minnesota nursing | nursing.umn.edu/magazine

nursing research

Research team members, l-r: Donna Bliss, Jean Wyman, Susan Harms, Christine Mueller,

Judith Garrard, Kay Savik, and Olga Gurvich.

Donna Bliss, PhD, RN, FAAN


• Fecal incontinence: epidemiology and symptom

management, dietary fiber management

• Prevention and management of incontinence associated

with perineal dermatitis

• Nutrition support: dietary fiber; tube feeding and diarrhea

now three years into “Disparities in Incontinence and Perineal Skin

Damage in Nursing Home Elders,” an innovative five-year study

of these chronic conditions. Once complete, the study is expected

to shed new light on the situation by precisely quantifying the

complex variables that contribute to the problem.

team of experts

Previous research has been limited to analysis of specific patient

characteristics or a few nursing home factors. Bliss’ approach is

unique and comprehensive because it aims to identify and assess

all factors in three separate areas: the individual, the nursing home,

and the community at large.

For example, on the individual level, incontinence and skin

damage may be linked to individual health status or chronic illness.

At the nursing home level, residents may be affected by staffing

levels or specific treatment plans. Finally, on the community level,

incontinence and skin damage may be linked to the socioeconomic

status of the nursing home’s neighborhood or the resident’s access

to care before entering the nursing home. “This complex problem

requires a comprehensive approach,” Bliss says.

A study this complex requires an expert interprofessional team

and a very big computer. Members of the research team include

School of Nursing faculty Christine Mueller, PhD, RN, FAAN, and

Jean Wyman, PhD, RN, GNP-BC, FAAN, FGSA, and biostatisticians

Kay Savik, MS, and Olga Gurvich, MA. Also on the team are School

of Public Health faculty Lynn Eberly, PhD; Beth Virnig, PhD; and

Judith Garrard, PhD, along with Susan Harms, PhD, senior research

associate in the School of Pharmacy.

To complete the study, researchers will analyze four existing

databases: the U.S. Census; the Online Survey, Certification and

Reporting (OSCAR) files, a nationwide database of Medicare and

Medicaid institutions; the Minimum Data Set (MDS), a federally

mandated clinical database of patient health status; and a set of

all the medical and care orders for patients in a large, nation-wide,

for-profit nursing home chain. The team will rely on the computing

capability of the University of Minnesota’s supercomputer to

analyze the massive data generated in this first-of-its-kind study.

“In this project, we’re bringing it all together by looking beyond

residents to examine staff, quality of care, neighborhoods, and

regional differences,” Bliss says. “In such a dynamic environment, all

factors have influence. Once we identify them, it should be possible

to recommend effective interventions to reduce disparities.”

reduced disparities, improved outcomes

Once all contributing factors are identified and quantified, will

disparities in care exist between white residents and those who

are American Indian, Asian, Black or Hispanic? Early findings reveal

some answers.

For example, it appears that blacks do suffer from pressure

ulcers at a higher rate than whites. However, for pressure ulcers and

dermatitis, no disparities in treatment have been found.

Regarding the presence of fecal or urinary incontinence, early

analysis shows that Asians experience better outcomes or lower

incidence than other groups, and no disparities exist between

black and white residents. However, treatment disparities do exist,

with black and Hispanic residents receiving less treatment for

incontinence than white residents.

“This is a profound opportunity to improve the health of

disadvantaged minority populations,” Bliss says. Once complete, the

study will provide valuable clinical information on how to better

prevent, treat, and manage these chronic problems. It will also

serve as a baseline for reducing disparities and improving clinical

outcomes for all nursing home residents.

spring/summer 2012 17


health promotion


to Patients

Mary Benbenek works

to improve the health of

Minnesota’s East African


by nancy giguere


Clinical assistant professor Mary Benbenek, PhD, RN, CPNP, CFNP, has always been interested in

the “why” of conditions such as diabetes and hypertension. “You can treat and prescribe until

you’re blue in the face, but you can’t really effect change until you understand what’s important

to patients,” she says.

18 minnesota nursing | nursing.umn.edu/magazine

Mary Benbenek, PhD, MS, RN, FNP, PNP


• Immigrant health

• Adolescent health

• Bone health

nursing research


“Nurses need to see patients in the

context of their own lives.”

The need to understand the cultural aspects of health issues has

informed her nursing practice. “I’ve gravitated to community clinics

because I like working with a diverse clientele and learning about

different styles of life,” says Benbenek, who coordinates the family

nurse practitioner DNP specialty at the School of Nursing.

focus on bone health

In 2000, Benbenek was working at a Minneapolis community

clinic where 85 percent of the patients were immigrants from

East Africa. She noticed that many women reported symptoms of

myositis, or muscle inflammation, and osteomalacia, or inadequate

mineralization of the bone, conditions associated with

vitamin D deficiency.

This observation led Benbenek, then a doctoral candidate in the

School of Nursing, to focus her dissertation research on bone health

in Somali women. Because adolescence is the peak period for bone

development, she organized a series of focus groups with teenage

Somali girls in Minneapolis and Owatonna to identify enablers and

barriers to bone health.

Benbenek found that the girls were at risk for diminished bone

health because of current dietary and physical activity practices.

Traditional dress, which limits sunlight exposure, was also a factor.

These findings suggested the need to work within the Somali

community to develop culturally appropriate health campaigns

that would address these issues.

pre- and post-natal education

More recently, Benbenek has turned her attention to pre- and

post-natal education for East African women. Her interest in this

area developed while she was doing developmental screening

for infants and children in the day care center at the East African

Women’s Center (EAWC). “The mothers were asking a lot of general

questions about women’s health,” she says. “When staff did an

impromptu verbal survey, it was discovered that many had not

attended pre-natal classes or received pre-natal care until late in

their pregnancies.”

Because they were new to the country, the women didn’t

understand what happened during clinic visits, and they were

frightened by the thought of giving birth in a hospital. “They were

completely overwhelmed, and they didn’t know how to ask for

what they needed,” Benbenek says.

culturally appropriate education

Funding from the Community Collaborative Grants Program of the

Clinical and Translational Science Institute (CTSI) at the University

supports Benbenek and EAWC director Doroth Mayer, to develop a

culturally and linguistically appropriate education program. CTSI

grants provide support for pilot research that involves communityuniversity

collaboration and addresses important issues identified

by the community.

Benbenek and Mayer used the PRECEDE-PROCEED model as their

conceptual framework. This model is based on the idea that just as

a medical diagnosis must precede a treatment plan, an educational

diagnosis must precede an intervention plan. In other words, says

Benbenek, “we needed to find out what the women wanted to

know and how they liked to learn. We also needed to understand

cultural and religious taboos.”

listening to the women

Benbenek and Mayer organized a series of “talking circles” at the

center with the help of ESL teacher Angie Huff and staff members

Kali Ali and Komossee Toure. Benbenek also received assistance

from School of Nursing colleagues Melissa Avery, PhD, RN, CNM,

FACNM, FAAN, and Karin Larson RN, MS, CNM.

Participating women said they wanted to learn more about basic

reproductive health, the stages of pregnancy, nutrition, exercise,

labor and delivery, the kinds of tests they might undergo during

pregnancy, postpartum, and breastfeeding. “Mary was genuinely

interested in what the women wanted, and they responded very

warmly,” says Mary Nelson, MN, PHN ’11, who assisted Benbenek

with the project.

Although the EAWC recently closed due to lack of funding, the

project continues. Using what she learned during the talking circles,

Benbenek, with project members, will now create an educational

program to meet the needs of East African women.

a wonderful role model

In addition to her research, Benbenek teaches courses and

practicums in the areas of primary care and pharmacology. She also

serves as clinical professor for students in the Doctor of Nursing

Practice (DNP) program who are preparing to be family nurse

practitioners. Students work with her for one or two semesters at

the Community-University Health Care Center (CUHCC), where she

is on the clinical staff.

At CUHCC, which provides primary care services to children and

low-income families in South Minneapolis, the DNP students focus

on assessment and patient management skills. Amelia Aldrich, a

second-year DNP student, who currently works with Benbenek at

CUHCC notes, “Mary has taught me to look at the entire picture,

to see patients in the context of their own lives, and to be mindful

with every treatment decision I make,” Aldrich says. “She’s a

wonderful role model.”

spring/summer 2012 19

chronic conditions management


Where Needed

Research explores the impact of

consistent support for caregivers of

Alzheimer’s and dementia patients

by darlene gorrill


20 minnesota nursing | nursing.umn.edu/magazine

nursing research

Joseph Gaugler, PhD


• Longitudinal implications: care for disabled adults

• Effectiveness of services for caregiving families

• Effects of social integration on outcomes in long-term care

When Joseph Gaugler, PhD, presents his research projects to health

care professionals and other researchers, the conversation often

turns personal.

Those reactions show the wide interest and impact of his work,

which looks at ways to reduce the stress that accompanies the

role of caregiver to family members with Alzheimer’s and related

memory diseases.

The numbers are staggering and growing with nearly 5.5 million

Americans with Alzheimer’s disease, dementia, or severe memory

loss. But the reach of the disease extends beyond those numbers

to the often less-visible family caregivers whose lives also

dramatically change.

Gaugler, an associate professor of nursing and McKnight

Presidential Fellow, is leading several studies with a focus on the

health and welfare of caregivers. Supported by a grant from the

National Institutes of Health (NIH), one study explores the impact

of offering caregivers a source of consistent and ongoing support

that includes counseling sessions and access to a study counselor.

The study builds on previous research in New York, which

developed a model of support for spousal caregivers of Alzheimer’s

patients that proved successful. “We wanted to see if such a model

worked in a different geographic area with a wider variety of

caregivers,” says Gaugler.

Of 107 families that participated in the study, 54 of those

families took part in a number of counseling sessions and were

able to contact the study counselor for assistance at any time

throughout the two-year study period. Family members in the other

group did not participate in the support model. Individual family

members in both groups were surveyed eight times. Surveys were

completed before the study period and afterwards for a period of up

to three years.

Gaugler is currently analyzing and comparing the results to

measure the impact of the support model on caregiver mental

health and residential care placement. To date, one outcome is clear:

Residential care placements, such as nursing home admission and

assisted living entry, within the group who took part in counseling

sessions and ongoing support, were lower than the group who

didn’t receive the support model. u

spring/summer 2012 21

nursing research

families in crisis

Mark Reese, MA, LPC, LAMFT, and study counselor for the project,

led the sessions for caregivers in the support model, was there to

answer emails and phone calls, and gauged the needs and reactions

of participants. He heard, for example, from some participants that

their sleeping patterns improved during the study.

The demands of caregiving frequently lead to isolation and

stress, he says. “We often wound up working with families in crisis.”

Reese’s efforts often involved validating caregiver efforts and

sharing information about Alzheimer’s disease with caregivers.

In one instance, a family member who provided care for nearly 10

years was concerned about behavior changes. Reese explained

possible disease progression, helping the caregiver better

understand what to expect.

As Alzheimer’s and dementia diagnoses increase, caregivers and

the ability of caregivers to remain healthy and resilient under stress

becomes more important, says Reese.

“As a society, we really need to support the different choices

caregivers make,” says Reese. “I think we provided a bit of stability,

and I think in caregiving, stability is worth a lot.”

student contributions

Gaugler also involves nursing students as part of his research team.

Junior nursing student Katie Wocken started working with him in

her freshman year. The death of her grandfather from Alzheimer’s

disease helped shape her interest in the research and the area of

geriatric nursing.

She has assisted with data entry on the project and also with

logistics for the Caring for a Person with Memory Loss Conference

(see related story). “It has been an amazing experience,” she says.

“Being part of a research team has had a big impact on me. I feel

like I have a more holistic view of the nursing field. I am always

thinking about the why.”

Wocken joined the Geriatric Nursing Journal Club and has received

the Emerging Geriatric Scientist Award from the Minnesota

Hartford Center of Geriatric Nursing Excellence. Her work on

Gaugler’s team has influenced her perspective on her career: She

plans to practice in the field after graduating and later return for a

PhD to blend research and practice.

“Now I have a very strong interest in maintaining evidencebased

practice,” she says. “It has opened new doors for me.”

an eye to practice

Gaugler is exploring on ways to apply his research to other clinical

and scientific efforts. His findings offer the potential to improve the

service delivery to caregivers, which in turn, helps those who live

with chronic diseases and likely lowers expensive residential care


As part of the Minnesota Community Living Program, Gaugler

has developed a screening that professionals are using throughout

the state to identify family members at risk for entering residential

care settings. In another project, he successfully piloted the

Residential Care Transition Module (RCTM). The RCTM helps

identify those caregivers most at risk for depression and other

mental health issues after admitting a family member to a nursing

home. The tool includes a series of sessions based on the needs of

caregivers and their families. Gaugler recently received funding for

a larger scale pilot of RCTM, and Reese will serve as this project’s

study counselor.

Although focused on Alzheimer’s disease and dementia, his

research ultimately may influence the approach to caregiver

support for other diseases.

“Although we design these projects for Alzheimer’s caregivers,

they also have application to caregivers of patients with other

chronic diseases,” he says. “These research projects emphasize the

need for continuity of care and management of disease from a

family perspective.”

Valuable (and Popular) Resource

Joseph Gaugler launched the first Caring for a Person

with Memory Loss Conference in 2008 as one avenue

to involve caregivers in his research, as well as to share

information with community members.

But the conference proved so popular that

one offering was far from enough. Since its start,

participation by community members and health care

professionals has more than doubled – from just less

than 90 for the first conference to more than 240

in 2011.

Set for June 2, 2012, from 8 a.m. to 4:30 p.m. at

the Mayo Memorial Auditorium at the University

of Minnesota Minneapolis campus, this year’s

conference features sessions on the challenges of

caring for dementia patients and caregivers, insights

about memory loss, perspectives of adult day service

providers, and perceptions about dementia.

For more information and to register for the free

conference, go to http://bit.ly/z24TrC.

22 minnesota nursing | nursing.umn.edu/magazine

center news

center for adolescent nursing

The Center for Adolescent Nursing:

One Program, Many Paths

DenYelle Baete Kenyon

Although driven by different intentions and experiences, the

following four students and graduates found pathways to their

career goals with programs in the Center for Adolescent Nursing

(CAN) —a post-doctoral fellowship, a PhD, a DNP, and an MS.

Sarah Stoddard

Cindy Kellett

When DenYelle Baete Kenyon finished her PhD in developmental psychology, she knew

she needed something more. She wanted to supplement her PhD in family relations with a

youth focus. While searching online for opportunities, Kenyon discovered the post-doctoral

research fellowship in the Center for Adolescent Nursing at the U of M School of Nursing.

Sarah Stoddard’s work as Minnesota’s State Adolescent Health Coordinator piqued her

interest in adolescent health at the national level. Holding a MS in adolescent nursing, she

returned to her alma mater to pursue a PhD – aiming for a role in a federal agency like the

Maternal & Child Health Bureau or the Office of Adolescent Health in Washington, DC.

Recognizing the need for advanced practice public health nurses who could provide

mental heath services for adolescents in rural areas, Cindy Kellett joined the School’s first

cohort of BSN-to-DNP students, the first of its kind in Minnesota.

During her eight years as a nurse at St. Joseph’s Home for Children, Kelly (Stursa) Suzan

saw the link between physical/sexual abuse and community concerns, such as poverty. She

also saw that adolescents who came to St. Joe’s often received less attention than younger

children. Wanting to bring awareness to social disparities affecting health and to offer

more support to underserved populations, Suzan chose to pursue an MS in

adolescent nursing. u

Kelly (Stursa) Suzan

spring/summer 2012 23

center news

center director:

Linda H. Bearinger, PhD, RN, FAAN, FSAHM


Improve the health and well being of young people by educating nurses and other health

professionals to respond to the unique and emerging health needs of young people in families,

schools, and communities.

for more information:

Phone: 612-624-5157

Fax: 612-626-3467

Email: beari001@umn.edu


center for

adolescent nursing

What Are They Doing Now?

Once launched in their respective CAN programs, hopes and goals

shifted for these four women.

When Kenyon completed her post-doctoral adolescent health

fellowship with CAN, she put the knowledge gained in her

fellowship to work in her new role as an associate scientist in the

Health Outcomes and Prevention Research Center for Sanford

Research in Sioux Fall, South Dakota. Kenyon said, “Working with

Dr. Sieving [School of Nursing associate professor and member of

CAN] on intervention research aiming to reduce teen pregnancy

in high risk girls has had a big influence on how I conduct aspects

of my job now.” Kenyon currently collaborates with Sieving on a

project involving teen pregnancy prevention among urban and

reservation-based Northern Plains American Indian teens.

Stoddard, who was originally interested in a federal agency

position, learned during her PhD studies how comfortable she felt

working in an academic setting.

“Once I started the PhD program, I realized how much I enjoyed

the process of being engaged in scientific inquiry,” she said. After

graduation, Stoddard accepted a joint post-doctoral fellowship

in the School of Nursing and Prevention Research Center at the

University of Michigan. Two years later, she was hired as a research

assistant professor in the Department of Health Behavior and

Health Education in Michigan’s School of Public Health. “I enjoy

engaging youth and learning to use research to better inform what

we do for adolescents and how we help them grow into successful

and healthy adults.”

Kellett is completing coursework for her DNP, but already

sees how her graduate education is influencing her work with

young people.

“What I really appreciate about experiences at the U of M is that

I’ve been able to think from a broad, systems perspective,” she said.

“The instructors are leaders in international public health, especially

adolescent health. It’s helped me think about public health on a

global scale.”

Moving from Minneapolis to Buffalo, New York, shortly after

graduating with her MS, Suzan was shocked at the absence of

public health in Buffalo compared to Minneapolis. She found the

notion of community-based work confused people. “I was talking

with a housing agency and they asked, ‘Why would we partner with

a nurse?’ ” Suzan said.

With colleagues at Buffalo’s Neighborhood Health Center, a

clinic offering primary care, Suzan started a new clinic site and

created an outreach team to identify health problems and connect

people with needed resources. “I explain social determinants to

new colleagues, and that clinical services are only 10 percent of

what affects health.” Now, she says, they collectively work across

service sectors to support families in Buffalo.

One Center, Many Pathways

Suzan didn’t predict a job in primary care, but feels equipped for

her role. Likewise, Stoddard chose a research path rather than

a federal agency job. Kellett and Kenyon both cite the value of

skills learned from their DNP and post-doctoral mentoring and

coursework in CAN.

For 20 years, the Center for Adolescent Nursing has supported

more than 100 graduate students and post-doctoral fellows.

The Center’s mission remains the same: to improve the lives of

adolescents by building the clinical, research, and leadership

capacity of nurses and other health professionals.

24 minnesota nursing | nursing.umn.edu/magazine

center news

center director:

Ann Garwick, PhD, RN, FAAN


The center prepares pediatric nursing leaders to improve the quality of care and systems of care for

children and youth with an added emphasis on those with special health care needs. Graduates are

prepared for leadership roles in primary and specialty care of children and youth, the organization

and delivery of health services, policy, research, education, and advocacy. u

The center’s holistic approach focuses on

family-centered care within cultural and

community contexts.

for more information:

Email: CSHCN@umn.edu


center for

children with special health

care needs

Preparing Leaders in Pain

and Palliative Care

Susan O’Conner-Von, PhD, RN, is a nationally known expert in

the area of pain and palliative care who is preparing health care

professionals to provide state of the science care. She was 1 of 60

participants to be selected to attend the National Institutes of

Health (NIH) Pain Methodologies Boot Camp at National Institutes

of Health in Bethesda, Maryland in July 2011.

O’Conner-Von is currently serving as the expert faculty member

on a U.S. Department of Health and Human Services, Health

Resources and Services Administration, Rural Health Workforce

Development Program grant entitled Minnesota Health Net’s

Palliative Care Initiative. The goal of this Palliative Care Initiative

is to educate, support, recruit and retain primary care providers

and other health care professionals who have a commitment to

providing palliative care in the Minnesota Health Net network

which provides care in rural and underserved areas.

Quality Care Measures

Needed for Children

Receiving Home Care

Wendy Looman, PhD, RN, CNP, and Bonnie Westra, PhD, RN,

FAAN, FACMI, are collaborating with the Minnesota Home Care

Association on a new project to measure outcomes for children

with chronic conditions in home care. Looman, Westra and

several community leaders in pediatric home care in Minnesota

are developing and testing a national tool to help policymakers,

health care administrators, providers, and the general public

evaluate the health status and access to quality care of children

with chronic conditions. This initiative will help determine to

what extent funded programs are achieving their goal to provide

health care services for this population. This community-university

collaborative project focuses on the needs of the “whole child,”

as opposed to individual clinical concerns, and will facilitate

measuring the effectiveness of care transitions for children with

chronic conditions. The team has applied for research funding to

access technology within the University of Minnesota Clinical

Translational Science Institute (CTSI) for collecting, managing, and

exchanging data on outcomes of health care delivery for children.

This core set of pediatric outcome measures for home care

would be the first of its kind in the nation.

Continuing Education Module 10

Pervasive Developmental

Disorders in Childhood

Jane Marie Sulzle, DNP, RN, CNS, is a clinical nurse specialist in Child

and Adolescent Psychiatry with more than 30 years experience

working with children with mental health disorders. Sulzle’s

presentation on Pervasive Developmental Disorders focuses on

strategies for caring for children within various clinical settings.

To see all 10 self-paced CSHCN continuing education modules, go

to www.nursing.umn.edu/CCSHCN.


spring/summer 2012 25

center news

center director:

Jayne Fulkerson, PhD


To improve the health of infants, children, adolescents, parents, and families in the context of their

communities. Center members develop and disseminate evidence-based interventions and best

practices in primary and secondary prevention.

for more information:

Email: CCFHPR@umn.edu


center for

child and family health

promotion research

Facilitating Emerging

Interest in Nursing


Center Announces the 2012 Emerging Child and

Family Health Promotion Nursing

Scientist Program

The Emerging Nursing Scientist Program was created as a

mentored research opportunity for pre-licensure junior or senior

BSN and MN students interested in pursuing a career in child and

family health promotion research. Recipients of the award are

given the opportunity to participate in a research project under

the direction of a School of Nursing faculty research mentor with

financial support from the University of Minnesota School of

Nursing Foundation. These funds support recipients to attend

the Midwest Nursing Research Society’s Annual conference and

to present a poster at either School of Nursing Research Day or

the Undergraduate Research Symposium at the University of


The ultimate goal of the program is to cultivate a keen interest

in nursing research among students. And, that the selected

students will appreciate the value of nursing research and apply

nursing research findings to their own evidence-based practice in

the future.

Pictured left to right are: Ping Fung-Houger, Megan Holle, and Erin Nelsen.

2012 Emerging Nursing Scientist awardees

Ping Fung-Houger is a first year Master of Nursing student with a

research interest in childhood obesity prevention. She is mentored

by Dr. Jayne Fulkerson.

Megan Holle, is a BSN senior with a research interest in

breastfeeding mothers and midwifery. She is mentored by

Dr. Laura Duckett.

Erin Nelsen is also a BSN senior, her research interest is based

in family-centered clinical practice. She is mentored by

Dr. Ann Garwick.

shelli quackenboss

Through the Child and Family Health Promotion Emerging Nursing

Scientist Program, each of these promising students will have the

opportunity to experience the excitement of completing a nursing

research project first-hand. For more information about the Child

and Family Health Promotion Emerging Nursing Scientist Program,

please contact center director, Jayne Fulkerson, at ccfhpr@umn.edu.

26 minnesota nursing | nursing.umn.edu/magazine

center news

center director:

Joanne Disch, PhD, RN, FAAN


To improve health and health care worldwide through the education, collaboration, and promotion of

nurses as strong leaders and good partners.

for more information:

Phone: 612-625-1187

Email: densford@umn.edu


katharine j. densford international center for

nursing leadership

Developing Catalysts for


Center introduces first two graduates of the

DNP in Health Innovation and Leadership

In 1951, the School of Nursing introduced a master’s degree

program in nursing administration, with the first students

graduating in 1952. Over the years, graduates of this program

assumed leadership roles in a variety of settings and spearheaded

a number of innovations that revolutionized nursing care. They also

stepped forward to provide leadership at national and international

levels in nursing circles and beyond.

Beginning in 2008, Joanne Disch, PhD, RN, FAAN, director of the

Densford Center, joined nursing faculty colleagues in analyzing

leadership requirements for today’s health care environment, and

in transitioning the nursing administration master’s program

into the DNP (Doctor of Nursing Practice) in Health Innovation

and Leadership. In addition to continuing to prepare nurses

for management and leadership roles in hospitals, clinics and

ambulatory settings, this new program helps nurses develop new

competencies and skills needed for providing leadership in totally

new settings and in very different roles. Today’s leaders need to

think differently, broadly, globally; to embrace diversity in all its

forms, including diversity of thought; to be curious and never

satisfied with the status quo; to stimulate in themselves and

others new ways of thinking and creating solutions which open up

possibilities for action; to appreciate multiple ways of knowing; to

engage in critical—and creative—thinking, and learn from other

thought leaders. They must create healing environments in which

others can do their very best work.

In May 2012—60 years after the first master’s degrees in nursing

administration were conferred—the first two graduates of the

DNP in Health Innovation and Leadership received their degrees.

Linnea Benike graduated from the University of Minnesota in

2007 and is a registered nurse in the Progressive Care Specialty

Unit, Interventional Cardiology, at the Mayo Clinic in Rochester,

Health Innovation and Leadership DNP graduates Linnea Benike (left) and

Cheristi Cognetta-Rieke.

Minnesota. She plans to stay on her unit at Mayo, but expand her

influence through participation in the shared governance structure

at Mayo. She also is passionately dedicated to improving nurse/

physician communication. Through her DNP scholarly project,

she established a house staff orientation program to improve

interprofessional communication and collaboration. She notes

that the DNP program provided “a personal and professional

transformation in thought, perspective, action and influence.”

Her friend and fellow student, Cheristi Cognetta-Rieke graduated

from Viterbo College (LaCrosse, Wisconsin) in 2001 and is an

acute and critical care float pool nurse manager, at the University

of Minnesota Medical Center, Fairview, in Minneapolis. For her

DNP scholarly project, Cognetta-Rieke implemented MyStory,

a questionnaire-based interview tool initiated at admission to

capture the patient’s story so that nurses and other caregivers can

use this individualized information to improve care for hospitalized

children. This project was awarded one of 20 national Always

Events Challenge Grants from the Picker Institute. After graduation,

Cheristi plans to stay at UMMC, Fairview, and is seeking more

opportunities to “be a catalyst for transformation.”

If you know of someone who would like to be a catalyst for

transformation, of themselves, their organizations and health care,

encourage them to apply to the DNP in Health Innovation and

Leadership program. Contact Dr. Teddie Potter, specialty

area coordinator for the program, at tmpotter@umn.edu,

for more information.

spring/summer 2012 27

center news

center director:

Jean Wyman, PhD, RN, GNP-BC, FAAN


To develop and test innovative interventions that help individuals and families create optimal

pathways to health.

for more information:

Jean Wyman, professor

Phone: 612-626-9443

Email: chtr@umn.edu


center for

gerontological nursing

Improving Clinical

Teaching in

Nursing Homes

“It’s not easy getting students excited about geriatric nursing.

They often enter the nursing program with preconceived ideas

about nursing—and specializing in the care of older adults is

usually at the bottom of their list,” says Christine Mueller, PhD, RN,

FAAN, professor and co-director of the Minnesota Hartford Center

of Geriatric Nursing Excellence. Professor Mueller is addressing

these sometime negative perceptions of geriatric nursing through

a three-year project, “Developing Exemplary Clinical Education

Partnerships and Learning in Nursing Homes,” funded by the Health

Resources Service Administration (HRSA). Designing engaging

clinical experiences for students in nursing homes, strengthening

partnerships with nursing homes, and evaluating the educational

impact of innovative clinical teaching in nursing home settings

have been the primary objectives of this project, now in its

third year.

Mueller and her colleagues have identified four factors that are

key to students having exemplary clinical experiences in nursing

homes: 1) quality of the nursing home including RN staffing

and a commitment to person-directed care; 2) faculty who are

knowledgeable and

enthusiastic about

the nursing home

environment and

care of older adults;

3) genuine partnership

between the

school of nursing and

the nursing home;

and 4) creative and

innovative teaching strategies and clinical learning experiences for

students. These four factors serve as the framework for regional

experiential workshops that are held for nursing faculty and

nursing home partners. To date, seven workshops have been held in

Minnesota, North Dakota, South Dakota, and Wisconsin attended by

188 faculty members and 62 nursing home staff.

Response from workshop participants

Faculty and nursing home staff consistently provide high ratings

for the workshops, and many faculty members have reported that

their clinical teaching has improved after participation. Faculty

participant Kate Andersen, RN, AS, from Normandale Community

College commented on the value of the partnerships they

developed: “We now invite our nursing home partners to have a

registered nurse from their staff talk to our students on ‘What is

the role of the RN in long-term care?’ It has been well received.”

The responses from nursing home staff have been equally positive:

“I will follow-up to make certain my staff truly understands the role

of our student nurses. I want to work with the nursing instructor to

assure we have a definite plan that will provide the best learning

situation for the student.”

A real impact on students

Wendy Kopp, a BSN student from MedcenterOne College of Nursing,

summed it up: “Learning activities to help students achieve the

identified nursing home objectives were added to the curriculum

and an evaluation of the new activities was completed by the

students at the end of the rotation. Comments from students on

their nursing home rotation include: ‘Great experience.’ ‘I really

enjoyed the person-directed care plan. It was a great way to get to

know my resident.’ Mueller’s workshops to help nursing faculty

and nursing home staff develop exemplary clinical experiences for

students on rotation in nursing homes is also transforming student

perceptions of working with older adults—for the better.”

28 minnesota nursing | nursing.umn.edu/magazine

center news

center directors:

L) Jean Wyman, PhD, RN, GNP-BC, FAAN

R) Christine Muller, PhD, RN, FAAN


To advance the care of older adults by preparing outstanding nursing faculty

from diverse backgrounds who can provide leadership in strengthening geriatric

nursing at all levels of academic nursing programs.

for more information

or to subscribe to SageNews, the

center’s e-newsletter:

Email: mnhcgne@umn.edu


minnesota hartford center of

geriatric nursing excellence

Next Generation of

Geriatric Nursing Faculty

The Minnesota Hartford Center of Geriatric Nursing Excellence

(MnHCGNE) addresses the critical need for nurses with expertise

in caring for older adults by preparing outstanding nursing faculty

to teach geriatric nursing in associate and higher degree programs.

One way the center accomplishes this is through the Hartford

Geriatric Nursing Education Scholars Program. This program offers

life-changing career development seminars and financial support

to Doctor of Nursing Practice (DNP) and Doctor of Philosophy (PhD)

students who plan to engage in an academic career committed to

teaching geriatric nursing.

Diverse Backgrounds, Common Commitment

The 2011-2012 Hartford Scholars have diverse backgrounds, but

share a common commitment to improving the care of older adults.

Arlene Horner, MS, RN, GCNS-BC, is a gerontological clinical nurse

specialist from Sanford USD Medical Center in Sioux Falls, South

Dakota. “As a Hartford scholar, I find the mentorship of the faculty

and scholars with the MnHCGNE to be the most treasured aspect

of this professional growth journey, she says. “Highlights of this

experience have been the Gerontological Nursing Journal Club

where we review and discuss research articles on geriatric topics.

I also value the one-on-one time with the Hartford Center faculty

during which we discuss scholarly and academic objectives. My

goal is to expand and intertwine geriatric expertise with integrative

health concepts for a rich learning experience for both clinical and

academic settings. As I experience the increasing complexity of

patient care along with concerns for patient safety and quality of

care, I’m excited to eventually teach this integrative approach to the

care of older adults.” Horner is a Post-Master’s DNP student.

Pictured left to right are: Naira Zargarian, Naheed Meghani, and Arlene Horner.

Naheed Meghani, MS, RN, CNS, came to the United States in 1999

and earned her master’s degree from the U of M School of Nursing.

She worked at Abbott Northwestern Hospital as an adult clinical

nurse specialist and as a research associate at the University of

Pennsylvania. “It is an honor and a privilege to be a Minnesota

Hartford Center Geriatric Nursing scholar,” she says. “The PhD

program continues to broaden my horizons in current issues and

trends in nursing. I have the chance to work with faculty who are

not only leaders in their respective areas of expertise, but who

are also exceptional advisors and mentors. After completing my

program, I intend to pursue a research and teaching career in

nursing while not losing sight of clinical practice. The Hartford

Scholar experience has been instrumental in creating a scholarship

experience that has an immense impact on my learning!”

Naira Zargarian, MSN, RN, FNP, considers herself a “perpetual

learner and student.” She immigrated to the United States in 1991

with her husband and two children who are now graduates of

the Univerity of Minnesota. From the perspective of her second

semester in the PhD program, she says, “I see that I have made

the right decision: completing my studies will widen my horizons

and open many new opportunities for me. Upon completion of

my studies, I want to practice as a family nurse practitioner, while

incorporating teaching into my career. I realize that my passion

for nursing drives me to new challenges, including teaching, while

keeping my focus on the most rewarding part of my nursing careerthe

welfare of my patients.”

spring/summer 2012 29

alumni news

Alumni Spring Celebration & Reunion

Distinguished alumni, honored reunion

classes, current nursing students, and

faculty all gathered on April 26, 2012

for the annual Nursing Alumni Spring

Celebration and Reunion. Guests filled

the Town & Country Club for a festive

evening of reconnecting and discovery

where table discussions focused on how

nurses are changing and advancing health

care in Minnesota and around the world.

Minnesota Commissioner of Health Dr.

Edward Ehlinger presented “The Power of

Nursing: Building Healthy Communities,”

and serenaded the crowd with a special

song honoring the nursing profession.

The program also included greetings from

Dean Delaney, a Discovery Expo showcasing

innovative School of Nursing courses,

projects, and community partnerships, a

mass #UMNproud Tweet

led by Nursing College Board President

Seth Mogler ’12, and the presentation

of Nursing Alumni Society Outstanding

Students and Alumni awards by Awards

Chair Deb Cathcart and Dr. Phil Esten,

president and CEO of the University of

Minnesota Alumni Association.

Kudos to the 2012 Alumhi Award winners

for their contributions to nursing and

health care:

Excellence in Nursing Education Award

Teddie Potter, PhD, MS ’99, RN

Rising Star Award

Sahra Noor, MS ’07, RN

Outstanding Graduate Student Award

Kristin Hjartardottir, DNP ’12, RN

Outstanding Undergraduate Nursing

Student Award

Lauren Quick, BSN ’12

Distinguished Alumni Humanitarian Award

Delores Johnson Huanca, BSN ’60, RN




4 5

photos 1, 3, 4, 5 by carleigh knowles


See additional photos from the Alumni Spring Celebration & Reunion and

other School of Nursing events at www.nursing.umn.edu/photos.

1. Minnesota Commissioner of Health Dr. Edward

Ehlinger serenades the audience.

2. Nursing Alumni Society President-Elect and

Clinical Assistant Professor Jeanne Pfeiffer

discusses her poster display “Improving Quality

& Safety Competencies for Pre-Licensure

Nursing Students via Interprofessional Public

Health Immunization Course,” during the

Discovery Expo.

3. School of Nursing students end the celebration

singing the Minnesota Rouser.

4. Jeanne Pfeiffer pictured with Kristin

Hjartardottir, DNP ’12, RN, winner of the

Outstanding Graduate Nursing Student Award.

5. Distinguished Alumni Humanitarian Award

winner Delores Johnson Huanca, BSN ’60, RN.

6. 50-year reunion BSN Class of 1962.

30 minnesota nursing | nursing.umn.edu/magazine

alumni news

an update from the

Young Alumni


Greetings students, alumni, and donors,

As another beautiful Minnesota summer approaches, the Nursing

Alumni Society Board will celebrate the successes of the first

year of the Young Alumni Committee. The 2011 board created this

committee to collaboratively carry forward the future of the School

of Nursing and Nursing Alumni Society with the newest members

of the profession. Young Alumni are defined as individuals who

have graduated from the School of Nursing within the last 10 years.

In our first year, we created and disseminated a survey to

our young alumni in order to understand and optimally serve

their interests and needs for alumni involvement. For those who

provided feedback, we are very grateful to have insight into how

we can provide valuable alumni experiences. We look forward to

“digging into the data” and developing what you want from us!

Anna Grossbach giving a flu shot at the University of Minnesota Employee

Health and Benefits Fair.

Now, we are asking young alumni who are interested in using

their creative nursing skills to get involved and visit board and

committee meetings! New graduates are welcomed and cherished!

Please contact Laurel Mallon, director of Alumni and Donor

Relations at mallo001@umn.edu or Anna Grossbach at gross368@



Anna Grossbach, BSN ‘11, RN

Young Alumni Committee Co-Chair

Student, DNP Health Innovation and Leadership program

I’m a member.

I’m an ambassador.

When you’re a member of the University of Minnesota Alumni Association, you’re

an ambassador for all the important work the University does. I’m an ambassador

because the School of Nursing graduates professionals who provide the

highest quality of care and service to the people of Minnesota and the world.

Become a member and help the Alumni Association support the University

as it strives to become one of the world’s premier public research

universities. Visit www.alumni.umn.edu/life or call 612-624-2323.

Join us September 28-29, 2012 to hear

School of Nursing alumna Connie

Thach, BSN ’07, at the 2012 Summit of

Sages: Professional Joy, finding wellbeing,

pride, and engagement in your

profession. Learn from the stories of

Thach, additional Sages, and national

thought leaders about professional joy

and how to experience joy in ourselves

and others.

For more information, go to


Connie Thach, BSN ‘07

spring/summer 2012 31

alumni news

New Mission

and Vision for

the Nursing

Alumni Society

Members of the School of Nursing Alumni Society Board of

Directors met to review and revise the society’s vision and

mission statements. “It’s important for any organization to

periodically reevaluate its direction to ensure it is continuing

to meet the needs of those it serves,” says Michael Graham,

president of the Nursing Alumni Society. “Our new vision and

mission reflect the advancements occurring in our school, our

university, in health care and in the nursing profession. We are

deeply committed to engaging our alumni and are pleased to

be working in coordination with the University of Minnesota

Alumni Association’s Vision 2016.”

Vision: To engage and serve the University of Minnesota

School of Nursing’s global community to advance the

School’s excellence.

Mission: The Nursing Alumni Society partners with alumni,

students, and friends to create a lifelong spirit of belonging and

pride in the University of Minnesota, the School of Nursing, and

the nursing profession. The Society advocates for the School, our

alumni, and the power of nursing research, education,

and practice.

Recognized as the 2010 Society of the Year by the University of

Minnesota Alumni Association, the Society has approximately

1,500 members that support a mutually beneficial relationship

between the University of Minnesota and more than 12,000

nursing alumni living around the world. The Society is

responsible for a wide variety of initiatives including: the awardwinning

Speed Mentoring program, the Nursing Legacy Fund,

and an awards program honoring alumni, students, and faculty.


Nursing Alumni Society

Board of Directors

executive committee

Michael Graham, PhD, RN, PHN,

MN ’08 (President)

Behavioral Health Nurse,

University of Minnesota

Community- Health Care Center

Jeanne Pfeiffer, DNP ’10, MPH ’88,

RN CIC (President Elect)

Clinical Assistant Professor,

School of Nursing

Alison Lood Romstad DNP ’10,

MSN ’04, BSN ’99 (Secretary)

Nurse Practitioner Manager,

Fairview Geriatric Services Group

Gayle Hallin, RN, BSN ’70,

MPH ’77 (UMAA National Board



Cheryl H. Lanigan, MA ’85, BSN ’73

(Immediate Past President)

Manager, Minnesota Visiting

Nursing Agency

Connie Delaney, PhD, RN, FAAN,


Professor and Dean, School

of Nursing

Laurel Mallon

Director of Alumni and Donor

Relations, School of Nursing

Marcia Britain, DNP ’07, RN, CNP

Family Nurse Practitioner

and Education and Quality

Coordinator, Department of

Surgery Mayo Clinic Rochester

Deb Cathcart, RN, MS ’83

Chief Nursing Office and Nursing

Vice President, Fairview Health


Laura Bell Gary, RN, BSN ’08

Pediatric Intensive Care Nurse,

Hennepin County Medical Center

Jenna Grossardt, BSN ’12

Nursing Student Representative

Anna C. Grossbach, BSN ’11

Staff Nurse, Hennepin County

Medical Center

Patricia Ann Herzog, RN, BSN ’03

Manager, Solid Organ Transplant,

University of Minnesota Medical

Center, Fairview

Sarah Ihrig, MA

Academic Advisor, Interim

Co-Director of Student Services

Student and Career Advancement

Services, School of Nursing

Chad Kono

University of Minnesota Alumni


Susan Lampe, MS ’78, RN


Marie Manthey, PhD ’99 (Hon.),


President Emeritus, Creative

Health Care Management, Inc.

Michaella Murphy, BSN ’11

Nurse, Gillette Children’s

Specialty Healthcare

Hannah Oswald, BSN ’12

Nursing Student Representative

Caroline Rosdahl, RN, BS ’60,

MA ’60

Staff nurse, Hennepin County

Medical Center

Wendy Sharpe, RN, MA, BSN ’83

United Health Care Medicare &

Retirement in Advanced Illnesses

Nancy DeZellar Walsh, RN,

MSN ’88

Principal/Owner, DeZellar

Walsh Consulting

32 minnesota nursing | nursing.umn.edu/magazine

The St. Joseph’s Youth

Gardening Initiative

School of Nursing alumna Jessica Welsh discovers

the impact of gardening for at-risk-youth

by carleigh knowles

carleigh knowles

See photos from Jessica Welsh’s St.

Joe’s Community Garden at



Jessica Welsh, MN ’11, always knew she

wanted to pursue a career in the field of

medicine. “I received a degree in Biology

from Northwestern College (Roseville),

but never considered nursing,” Welsh says.

“My mother was a nurse but I was more

interested in becoming a doctor. Then I

traveled to Fiji on a medical ship to provide

care to the poor living on the remote

islands and after meeting some of the

nurses I realized that nursing can take you

anywhere.” Welsh discovered that nursing,

not medicine, was a better fit for her

personality. And what further attracted her

to the profession was the opportunity to

work in public health. “That’s really where

my heart is,” she says.

the project

While working as a nurse at St. Joseph’s

Home for Children and serving the

homeless and at-risk youth who reside at

the facility, Welsh saw high rates of obesity

among the youth and was discouraged by

their poor nutrition and lack of knowledge

about diet as it related to health. This led

her to create a community garden for her

Master of Nursing (MN) capstone project.

The garden project not only aided her desire

to help people in underserved communities,

it educated youth on how to keep their

bodies healthy by growing and preparing

fresh food. It also provided youth access to

quality, fresh food.

Welsh explains that many of the youth

at St. Joe’s experience mental illness and

many come from low-income families

which can have an impact on their diet. As

a result, the children eat large quantities

of processed, unhealthy foods. “It’s all

connected. If your body is unhealthy your

mind is going to be unhealthy,” says Welsh.

“We have a lot of medicine and pills to

treat mental health issues but if we’re not

treating the whole individual, also looking

at their physical health, we’re doing them

a disservice.”

getting started

Because Welsh did not have a great deal

of gardening experience, she recruited

volunteers from the U’s College of Food,

Agricultural and Natural Resource Sciences

(CFANS). She also reached out to several

other University schools and colleges

including the School of Public Health’s

nutrition program (who helped with a

cooking component added to the program.)

“The response was overwhelming, with

hundreds of interested applicants,” she

says. “I was able to select nine student

volunteers with various levels of experience

in nutrition, agriculture, spirituality, and

healing. The range of expertise was the

perfect complement for the programming,

because it allowed the incorporation of

other interests such as meditation, essential

oils/aromatherapy, entomology, and artistic


The garden program was four days a

week but wasn’t compulsory, “Their lives are

already so structured with programming

and many of the kids already have to

be at St. Joe’s, we didn’t want this to be

something they had to do.” Welsh found the

project to be extremely successful. It took

an interesting, but pleasing turn. “The kids

expressed they had not only learned about

healthy eating but they found the garden to

be a really therapeutic environment, which

is really more important in the long run,”

she says.

future plans

Welsh is planning the 2012 community

garden project with plans to broaden the

program while maintaining the come-asyou-please

nature of the program. She

believes this is one of the major appeals to

the kids at St. Joe’s.

Welsh is currently working at St. Joe’s

and Seton Clinic, a prenatal clinic with

Catholic Charities and has plans to publish

a paper about the St. Joseph’s Youth

Garden Initiative, as she continues with

nursing. “Whenever anyone tells me they’re

considering nursing I tell them they won’t

regret it. I really think that in nursing there’s

something for every personality type...it’s

a limitless career.” Welsh reflects on her

time at the U positively explaining that

she found the MN program was essential

to giving her the courage to take on such

a project. “I really feel like they taught us

to be leaders and to take initiative.” She

continues, “I think really having teachers

and professors who believe in you and say

‘go for it’ and ‘we support you’ is a huge

part of being successful, I think that’s the

number one reason I had the confidence to

try the project.”

The Master of Nursing (MN) degree at the

School of Nursing is a full-time, 16-month

program that educates students with a nonnursing

baccalaureate degree who would

like to enter the nursing profession.

Learn more at www.nursing.umn.edu/mn.

spring/summer 2012 33

alumni news

SoN alumna shares

experiences and

insight for new


by aneisha tucker

Marcia Britain, DNP ’07, RN, CNP, was

destined for a career in nursing. Coming

from a long line of nurses, a total of 10 in

her family including two sisters, cousins,

nieces, nephews, it was her mother who

first inspired her to enter the profession.

Britain is a family nurse practitioner and

the coordinator of education and quality for

nurse practitioners and physician assistants

in the Department of Surgery at the Mayo

Clinic in Rochester, Minnesota where she

develops and manages the orientation

program for new staff, facilitates continuing

education, and participates in quality

improvement/accreditation readiness

activities across 12 divisions.

She serves on the School of Nursing

Alumni Society Board, is active in bringing

the school’s award-winning Speed

Mentoring program to the Rochester

campus, and is a member of the school’s

first Doctor of Nursing Practice (DNP)

graduating class.

Minnesota Nursing talked with Britain

about her work, the School of Nursing, the

profession, and advice to future alumni.

What brought you to a career in nursing?

I come from a multi-generation of nurses

in my family. My mother was the family’s

first nurse and as I was growing up, she

inspired me to become a nurse. I could not

imagine doing anything else for a career.

Nursing has offered me many opportunities

in my 33-year career, and I have seen great

changes in nursing and health care during

these years. I have worked in various roles

including at the bedside to teaching at

the undergraduate and graduate level.

Nursing has provided me great satisfaction,

flexibility, and continued learning and


What do you enjoy about the work you do?

I enjoy mentoring new staff starting out

in new roles. They bring such excitement

and enthusiasm to the department. In my

position, I’m able to use my 33-years of

experience and knowledge in the nursing

profession to help them become competent

in their new role so they can deliver safe,

quality care to patients.

What role has the School of Nursing played

in shaping your career?

As a way to give back to nursing, I started

teaching clinical rotations in 2006 for the

school’s BSN program on the Rochester

campus. It was such a positive experience. I

was impressed with the caliber of students

and collaboration of the School of Nursing

staff. My career has always been goaloriented

and one of my goals was to earn

a doctorate degree by age 50. In 2007, I

learned that the school was offering a

DNP—it was perfect timing since I had been

teaching as adjunct faculty, I was aware

of the values of the school. And with more

than 30 years of nursing experience in the

clinical setting, a clinical doctorate made

the most sense to me.

What is the value of your DNP degree from

the School of Nursing?

The value of the DNP degree is high. All of

the coursework was essential and valuable

for the complex health care we deliver

today, not just an exercise to complete a

program. The DNP coursework provided

me greater skills in leadership. It increased

my understanding of systems, policy,

informatics, evidence based practice, and

health care economics. Having a DNP

benefits nursing, the systems of care and

our patients.

Are there professors at the School of

Nursing you consider mentors and in what

way were they influential?

All of the School of Nursing professors

were influential, however Dr. Linda Lindeke

stood out as one of several mentors for

me. She was a strong advocate and voice

for the DNP program and gave our class

encouragement to continue on with the

fast, hectic pace needed to complete

the program. There were times when I

wondered why I had embarked on such an

ambitious schedule; but with Dr Lindeke’s

encouragement and face-to-face class

meetings, I was able to stay focused and

complete the program in one year.

Why is mentoring important?

Mentoring allows an experienced nurse

to set an example of excellence as well

as personal and professional behavior

for the novice entering into a role. I have

had wonderful mentors throughout my

career and at every stage of my career

development. They have assisted me by

opening doors and/or advisement on how

to get to the next phase.

Why did you choose to serve on the Nursing

Alumni Society Board?

Being on the Board allows me to stay

connected with the school. I had such a

great experience in my DNP program. I

enjoyed the professors, classmates, and

my time on campus. Everyone enrolled in

the first DNP class was highly motivated,

experienced in their careers, and wanted to

be there. I noticed the same in the students

I taught in the BSN program. I wanted to

share that experience with others who may

be interested in attending the U of M.

Any words of advice to new alumni?

I would encourage new alumni to stay

involved with professional organizations

and classmates—staying connected is

essential. Develop professional goals and

make a five-year plan for your career. Find a

mentor. Remember that nursing and health

care requires lifelong learning.

34 minnesota nursing | nursing.umn.edu/magazine

alumni news

casey wangen

School of Nursing alumnus dreams

of serving rural Minnesota

by carleigh knowles

At his commencement ceremony last December, Casey Wangen, MN ‘11, RN, PHN, was

“100 percent sure” he would return to the University of Minnesota School of Nursing to

earn a Doctor of Nursing Practice (DNP) degree in nurse anesthesia. When Minnesota

Nursing recently checked in with the new alumnus, his focus was still set on a DNP in

anesthesia from the School of Nursing. “I enjoy the face-to-face time with patients,” says

Wangen. “That’s my favorite part of being a nurse, the time I spend with a patient and their

family. As a nurse, you are the primary person the patient is interacting with. You’re doing

everything from explaining procedures, updating the family, even explaining the machinery

in the room and what it is used for.”



1) Casey Wangen (far right) and health sciences

students during a demonstration with U of M

President Eric Kaler in the Academic Health

Center IERC and Simulation Center.

2) Casey Wangen with his father, mother,

and sister after the School of Nursing Fall

Commencement ceremony held December 16,

2011 at Ted Mann Concert Hall.

a small town feel

Wangen comes from a family deeply rooted in the nursing profession. His mother and

sister-in-law are both RNs at Villa St. Vincent Nursing Home and Rehabilitation Center, in

Crookston, Minnesota, and his younger sister is currently enrolled in the nursing program

at Northland Community and Technical College. Wangen has always known he wanted to

attend nursing school in the Twin Cities to “get out of my shell, out of my bubble,” he says.

“I thought this was a great opportunity to come to the city and hopefully get into one of

the best programs in the nation.” After earning an undergrad degree in exercise science

from Minnesota State University, Moorhead, Wangen fast-tracked his nursing education

by enrolling in the School of Nursing’s Master of Nursing (MN) degree program, a full-time,

16-month program that educates students with a non-nursing baccalaureate degree who

have a desire to enter the nursing profession.

Wangen, a Crookston native, currently works in the ICU at Sanford Health in Fargo, North

Dakota. “I wanted to work at a hospital that valued education but also had a ‘rural feel’,”

says Wangen. “I have a rural background, that’s how I grew up. I can relate to rural people,

that’s who I am and who I want to care for.”

prepared for practice

Wangen credits feeling fully comfortable starting a new position at Sanford to the School

of Nursing’s strong focus on evidence-based practice as well as some more unique skills.

“The School of Nursing really taught me to always be sensitive to peoples’ backgrounds and

other mental and cultural diversities. I grew up in an area without much diversity so it was

an important skill for me to gain.”

Wangen insists that after his DNP training he’ll return to the countryside of the

Midwest. “I need to be at home with horses in the yard. Besides, rural hospitals need nurses

and physicians with expanded education. They [hospitals] don’t always have the time and

resources to provide further education, but with a DNP degree I’ll be able to bring that skill

to the table. My primary job could be an anesthetist or something but I’ll also be working

with the families.” When asked what the future holds, “Whew, that’s a big step, I don’t

know. But I do know that I’ll be here, helping in the country, where I’m most needed.”

spring/summer 2012 35

Class Notes

advancing health from innovation to impact

Albuquerque, New Mexico Chapter

University of Minnesota Alumni

- Phyllis Frederiksen, U of M alumni coordinator, Albuquerque, NM

Thirty-four University of Minnesota Alumni and

former Minnesotans gathered to hear Dean Connie

Delaney and Distinguished School of Nursing

Alumna Marie Manthey ‘BSN ‘62, MNA ‘64, present

“Advancing Health from Innovation to Impact.”

Dean Delaney and Marie reviewed the processes

being incorporated in interprofessional health

care education at the University of Minnesota. The

concept includes all aspects of these programs from

basic research in science, applied research in all

areas of health and health care, integrated delivery

and ultimately, to patient care and contributions by

patients to their care. Our speakers stressed that the

whole program would be seamlessly facilitated by

integrating education with faculty collaboration to

encourage close partnerships in treatment, leading

to a heath care system designed to reduce errors,

share information efficiently, and respectfully involve

patients’ cooperation among the many disciplines

of care providers. Fundamentally, this would require

a new mindset to learn together, working to further

enhance health care services in Minnesota and


The program was hosted at the Presbyterian

Rust Medical Center in Rio Rancho, New Mexico,

the patient-centered, operationally efficient,

environmentally friendly and technologically

innovative full-service, 21st-Century Hospital.

Back row, pictured left to right: Phyllis

Frederiksen, UM Alumni Coordinator,

Albuquerque; Dean Connie Delaney;

Distinguished Alumna Marie Manthey;

Laurel Mallon, director of Alumni and

Donor Relations; Dick Frederiksen.

Front row, pictured left to right:

Distinguished Alumnae Margo

Horton-Davis ’47 and Barbara Balik, ’79.

For more information about upcoming Dean’s Luncheons and other School of Nursing Alumni

events, contact Laurel Mallon, director of Alumni and Donor Relations at 612-624-2490 or

mallo001@umn.edu or go to www.nursing.umn.edu.

36 minnesota nursing | nursing.umn.edu/magazine

alumni news


Carolyn Schroeder’s lifelong leadership

and dedication to nursing was celebrated

in January on the occasion of her 80th

birthday by Dean Connie Delaney and

special guests.

Back row: Dan Simundson; Gigi Fourré Schumacher,

director of Development; Mary Lou Christensen

‘60; Clint and Carolyn Schroeder; Laurel Mallon,

director of Alumni and Donor Relations; Dean Connie

Delaney. Front row: Patricia Kane ‘60 and Katherine

Lillehei ‘50.


Patricia Robertson, MS ’68, was named the

2012 Metro Area Volunteer of the Year by

Aging Services of Minnesota for her years of

service to the residents at Walker Methodist

in Minneapolis. This special award is the

highest honor recognizing the dedication

and service of volunteers who support

Minnesota seniors.


Joan Dodgson, PhD ‘77, MPH, RN, was

inducted as a 2011 Fellow into the

American Academy of Nursing. Dodgson

is an associate professor and director

of the Center for the Advancement of

Health Disparities Research in the School

of Nursing and Dental Hygiene at the

University of Hawaii-Manoa.

Marsha Lewis, PhD, RN, MS ’77, was been

named Dean of the University at Buffalo

School of Nursing in New York. Prior to her

new appointment, she was an associate

professor and associate dean for education

in the Nell Hodgson Woodruff School of

Nursing at Emory University in Atlanta.

Lewis began her career in higher education

as an instructor at the U of M’s School of

Nursing in 1977. She became an assistant

professor in 1992, and rose to the level of

an associate professor in 1999, and served

as the director of graduate studies from


Lewis is a specialist in psychiatricmental

health and nursing education, with

expertise in curriculum and instructional

systems, and she has directed a research

program for caregivers of persons with

dementia. She has received 19 research

grants and seven educational trainingprogram

grants from the National Institute

of Nursing Research, the National Institute

of Aging, the Department of Health

and Human Services, the Alzheimer’s

Disease Research Center, the Alzheimer’s

Association and the NIH-Fogarty

International Research Collaboration. Her

grants have funded research that addresses

a number of important issues in nursing

and caregiving, such as caregiver stress,

online caregiver training and development,

and testing of a Hispanic training program

related to Alzheimer’s disease.

Lewis is the author or co-author of

more than 20 refereed original journal

articles and the author or co-author of

one book and two book chapters. She has

collaborated on the development of four

different educational software programs

and three educational videos.

During the School of Nursing’s

Centennial Celebration in 2009, Lewis

was named one its 100 Distinguished

Alumni. She was recognized for her work

in the development of “Savvy Caregiver”, a

national and international training program

that helps caregivers understand how

dementia affects their family members.

spring/summer 2012 37

alumni news


Marla Mills, DNP ’07, MSN ’84, RN, CNP, was named the 2011 Neonatal Nurse of the Year by

the Minnesota Chapter of the March of Dimes for her commitment to children and families.

She is a nurse practitioner at the University of Minnesota Amplatz Children’s Hospital.

Michael Bleich

Deborah Walker

Share your recent

achievements, new

employment, and

family news.

Sara Tomczyk

Minnesota Nursing publishes

all class notes that we receive.

Submit your note online:




We welcome photos of alumni

gathered together anywhere

in the world but cannot

guarantee to publish every

photo. We publish as many as

space permits.


Michael Bleich, PhD, RN, MPH ’87, FAAN, received the 2011 Luther Christman Award from

the American Assembly for Men in Nursing. The award is given to individuals who have

made an outstanding contribution to nursing that also reflects highly on men in nursing or

significantly contributes to the purposes of AAMN.


Deborah Walker, DNSc, CNM ’89, FACNM, FAAN, was inducted as a 2011 Fellow into the

American Academy of Nursing. Walker, a 2009 School of Nursing Distinguished Alumni, is

an Associate Professor at Wayne State University College of Nursing.


Sarah Gutknecht, DNP ’08, MS ’99, RN ’94, CNP, was named 2011 Distinguished Nurse of the

Year by the Minnesota Chapter of the March of Dimes. She is a nurse practitioner at Gillette

Children’s Specialty Healthcare.


Mary (Kaisershot) Puncochar was named a “Rising Star” by the Healthcare Businesswomen’s

Association. She was honored for creating several programs to aid sales representatives and

managers in achieving their career goals, including a new mentorship program that has

been adopted nationwide.


Dawn Bazarko, DNP ’10, MPH ’03, RN, was named 2011 Leadership Nurse of the Year by

the Minnesota Chapter of the March of Dimes for the creation of the Center for Nursing

Advancement, which works to identify innovative ways to enhance the nursing profession.

She is widely recognized as an expert on improving and modernizing nursing education.

Bazarko is senior vice president for the Center for Nursing Advancement at UnitedHealth



Beverly Christie, DNP ’08, MS ’05, was chosen to participate as one of the first Innovation

Advisors by the Centers for Medicare & Medicaid Services (CMS). Christie, one of 73

individuals selected from 23 states and the District of Columbia, will work with the CMS

Innovation Center to test new models of care delivery in their respective organizations and

communities. Innovation Advisors will also create partnerships to find new ideas that work

and then share them regionally and across the United States. Christie is the system director

of Clinical Knowledge & Quality at Fairview Health Services.


Sara Tomczyk, BSN ‘09, received the 2011 Hawkinson scholarship from the Vincent L.

Hawkinson Foundation for Peace & Justice in recognition of her efforts to promote a more

peaceful and just world. The Foundation also named Tomczyk the 2011 Jacobson Scholar,

which recognizes the Foundation’s top recipient each year.

38 minnesota nursing | nursing.umn.edu/magazine

alumni news

In Memory


Fern Thompson Swedenburg (BSN) of

Glenwood, Minnesota passed away at the

age 100 years on January 4, 2012.


Genevieve Dahl (BSN) of Boise, Idaho passed

away peacefully at home on January 28, 2012.

She was 96 years old.


Ruth Marie (Grove) Roth (BSN) of St. Paul,

Minnesota passed away on March 25, 2012.

She was 91 years old.


Elizabeth E. Frigstad (BSN) formerly of

White Bear Lake, Minnesota passed away on

December 17, 2011 surrounded by her loving

caretakers at Lighthouse of Superior. She

was 82. She valued education, the friends

she made in college and loved her work as a

school nurse for the Forest Lake schools for

22 years.


Joan Ludwig Workum (BSN) of Loveland,

Ohio, passed away on July 25, 2011.


Shirley Mae Veith, (BSN) of Red Wing,

Minnesota died on Saturday, December 3,

2011 at the age of 82.


Sharon A. Birk (BSN) of Canby, Minnesota,

passed away from Parkinson’s Disease on

September 14, 2011.


Karen Marie Tuneberg (BSN) of Brooklyn

Center, Minnesota passed away peacefully on

November 29, 2011. She was 65.


Christie Ann (Hageman) Sandstad (MS) of

Minneapolis, Minnesota passed away from

ovarian cancer on August 26, 2011. She was

as an RN and APRN in psychiatry and was

widely respected in the mental health field.

She spent most of her 42-year long career

caring for homeless adults and children.

we also remember…

Alyce E. Bowes of De Smet, South Dakota

died on December 3, 2011. She was 91.

After completing her nurses’ training, she

volunteered for the Nurses Army Corps and

served in the 3rd Army in the European

Theater of World War II. She will be best

remembered for giving gifts to children in

need of repair to their cleft palates and for

giving hope to families in disadvantaged

counties by purchasing a goat each year.

Donna Roering of St. Cloud, Minnesota,

passed away on December 12, 2011 at the age

of 73. A nurse anesthetist for more than 30

years at St. Cloud Surgical Center, she was

widely recognized as a consummate health

care professional. Although she did not

graduate from the U of M School of Nursing,

she contributed to support the school’s

programs and students.

Dorothy Geis’ BSN ‘56, son David passed

away on February 16, 2012 in Lamberton,

Minnesota, of a brain tumor at age 45. David

was an amazing person with a clear sense

of purpose who was privileged to live life in

accordance with that purpose. He supported

the responsible use of land, native plants and

wildlife. He was honored by the 4H unit in

Forest Lake, by Pheasants Forever, and named

the Redwood Falls Gazette’s “Man of the

Year” in 2011.

Advocate for the U!

Thousands of students, staff,

faculty, alumni, and friends of the

U of M firmly believe in higher

education's role in pushing our

state forward. These citizens

actively engage elected officials

about the University's initiatives

and other key issues. They write to

their elected officials. They write

letters to the editor of their paper.

They attend events. They share

their stories. Everything counts!

You can help.

University of Minnesota alumni

are our most important advocates,

hundreds of thousands strong

and in every corner of the state.

U alumni have started more than

10,000 Minnesota companies

that employ 500,000 people and

generate $100 billion in annual

revenue. You have an important

story to tell. Maybe it’s a about a

professor who helped spawn an

interest that became a passion…

or a career. Maybe it was an

opportunity to learn through

hands-on research. Or the chance

to meet and learn from other

students that opened up to a

world of possibilities.

View the numerous things you

can do to support the U! at


spring/summer 2012 39

To learn about making a gift of cash, stock or other securities or if

interested in learning about naming the School of Nursing in your

will, please contact Gigi Fourré Schumacher at 612-625-1365 or


advancement news

a message from the director of development

We Don’t Remember Days,

We Remember Moments

Many of us live such exceptionally full lives that we’re easily tempted to miss some exceptional moments.

Special moments do occur, however we may miss some of them due to the accelerated pace of life or other

distractions. Recently we’ve experienced some truly wonderful moments with several alumni and friends of

the School of Nursing. Those experiences call to mind the quote of Italian poet and novelist Cesare Pavese,

“We don’t remember days, we remember moments.”

In this issue of Minnesota Nursing, you will read three stories of individuals who’ve made generous

contributions and estate provisions to create vitally needed scholarships to support current and future

students to achieve their dreams of a career in the nursing profession. For these and the other generous

donors to the School of Nursing, the decision is often made over time. Throughout that process, as well

as after the gift is completed, there are many memorable moments along the way. When an individual

or couple meets with Dean Connie Delaney to sign a Memorandum of Agreement to establish a named

endowed scholarship, a special moment is created. When our benefactors meet the students who benefit

from their scholarship support, there’s an exchange that takes place that is not soon forgotten.

I recently had the privilege of presenting a friend of the School of Nursing with a certificate welcoming

her into the University of Minnesota’s President Club given her recent contribution. She acknowledged she

never expected to be able to make a donation of that size and expressed her gratitude that she’d arrived to

a point in her life where she had the capacity to do so. She wanted to help students and now was able to do

so through her philanthropic support. It was an important moment.

We have just begun the renovation of the school’s current skills laboratory on the fourth floor of Weaver-

Densford Hall (Read “High-tech, high-touch, higher learning” on pages 4-5). I look forward to sharing more

with you about this project. With your help, we will continue to create success and soon celebrate a historic

moment with the School of Nursing community. Many memorable moments are around the corner.

Thank you for your ongoing engagement and partnership that help to make so much possible.

Gigi Fourré Schumacher

Director of Development

Lifetime Giving Levels

As Recognized by the University of Minnesota Presidents Club

Heritage Society ............................................ Future Gifts

Lifetime gifts or pledges of $25,000+. .................Chancellors Society

Lifetime gifts or pledges of $100,000+ ................... Trustees Society

Lifetime gifts or pledges of $250,000+ ....................Regents Society

Lifetime gifts or pledges of $1 million+ ....................Builders Society

Lifetime gifts or pledges of $10 million+ .....John Sargent Pillsbury Society

40 minnesota nursing | nursing.umn.edu/magazine

advancement news

1 2

1) Bruce and Barbara Hiller’s planned gift will support School of Nursing students enrolled in the

DNP in Integrative Health and Healing. 2) Dean Connie Delaney at home with the Hillers and

their dog Molly, who is also contributing to health care as a registered mental health therapy dog.

Planned Giving Matters

Bruce and

Barbara Hiller

Supporting future leaders in integrative

health and healing

by tony baisley

To say that Bruce and Barbara Hiller ‘61, have a vested interest in

the health care field would put it lightly. The couple has long been

passionate about providing and advancing patient care. They met

at the University of Minnesota, Bruce graduating from the Medical

School in 1960 and Barbara from the School of Nursing a year later.

Today, their daughter Susan Hiller Thompson carries on that passion

and is currently enrolled in the Doctor of Nursing Practice (DNP)

program focusing in Integrative Health and Healing.

“We are both grateful for the opportunity we had for an

excellent education at the U of M. It is most satisfying to know that

we have the opportunity to be of assistance to students wanting to

achieve similar goals,” say the Hillers commenting on the planned

gift they had recently made to support scholarships for future

students enrolled in the DNP in Integrative Health and Healing.

The concept of the DNP was developed by the American

Association of Colleges of Nursing with further recommendations

that all new applicants for advanced practice certification should

have a DNP degree. In partnership with the Center for Spirituality

& Healing, the School of Nursing’s DNP in Integrative Health and

Healing prepares graduates with skills necessary for working

with individuals, families, communities, and health systems in

developing holistic approaches to health promotion, disease

prevention and chronic disease management, with a special

emphasis on managing lifestyle changes and incorporating the use

of integrative therapies.

With experienced insight, the Hillers understand the

extraordinarily complex nature of health care, and what is

increasingly being expected of nurses. “There’s an alarming

shortage of physicians across the country with resulting reliance

upon the nursing field to handle patient care,” Bruce says.

“Thankfully, nurses provide therapeutic, relationship-based care

that supports and empowers patients and will now be required

to take a leading role. Historically nurses have been most directly

involved with hands-on patient care, thus they are particularly

suited to understand and address the human side of patient care;

and we believe this is particularly relevant to meeting the needs of

our aging population too.”

Barbara agrees. “We have had the pleasure of seeing in our

daughter the interest and enthusiasm generated by this innovative

and exciting curriculum,” she says. “The Integrative Health and

Healing DNP degree is a training ground for nurses to appreciate

and celebrate the uniqueness of each patient as a human being and

employ their creativity in meeting the patients’ needs.”

The Hillers fervently believe that a “deep need for change” is

necessary in the way that health care is taught and practiced in

this country. “When we see in our own daughter the passion she’s

developed in discovering new skills in healing to share with patients

and others, we can’t help but have confidence that this program is

vitally important to the future of health care,” says Barbara.

For more information about making a contribution or establishing

a new scholarship that will benefit nursing students, please contact

the Director of Development, Gigi Fourré Schumacher at 612-625-

1365 or gschumac@umn.edu.

spring/summer 2012 41

advancement news

Education Possible

For Christine Rangen, scholarships motivate,encourage,

and offer vital financial support

by darlene gorrill

After a midwife helped deliver her second child, Christine Rangen, DNP, BSN, RN, developed a passion

for midwifery that ultimately led her to a very special milestone: She received her Doctor of Nursing

Practice (DNP) in midwifery this spring as a member of the program’s first graduating class.

42 minnesota nursing | nursing.umn.edu/magazine

t Christine Rangen and Shirley Berglund pictured at the Dean’s

Scholarship Reception on October 17, 2011.

Along the way, she received scholarship support, including most recently the

Shirley A. Berglund Nursing Scholarship. Rangen, a single mother of four children,

and the first in her family to attend college, faced a long road, first completing her

undergraduate work before pursuing her DNP. Her educational journey has taken

eight years, and scholarship support not only helped her financially, it also has

inspired her.

Rangen worked as much as possible during her academic career, including

experiences as a research assistant at the School of Nursing, as a case investigator

and research assistant at the Minnesota Department of Health, and as a

program counselor for a youth summer work program, but scholarships made a

significant difference.

“I have been successful in both caring for my family and achieving academic

success through the tremendous financial support scholarships provide,” says

Rangen. Scholarships helped Rangen pursue school full time and incur less debt,

and allowed her to spend more time with her family.

“Scholarships helped financially,” she says, “but they also motivated and

encouraged me in setting an example for my children. My children have inspired

me to be my ‘better best’. They are the rocks in my life.”

Based on her personal experiences, Rangen knew that she wanted to be a

midwife before she returned to school. “I felt empowered in pregnancy and birth,

and I wanted to be in a profession that provided that opportunity for

other women.”

Rangen’s passion helped her to excel in school. A McNair Scholar as an

undergraduate, and an honors student, she found the recently established DNP in

midwifery a great fit for her interests.

“It has developed my thinking as a leader,” she says. “I didn’t expect that. I knew

that it would develop my midwifery knowledge and skills, but it also helped me

develop my leadership skills.”

Her DNP project focused on improving mental health for mothers. She

developed a protocol to help clinicians screen and identify depression during

pregnancy and after birth, allowing them to make better use of existing resources

and providing guidance for primary care options. As one of the last steps toward

earning her degree, Rangen completed an evaluation of the project, which was

piloted at a local clinic. She also gained valuable clinical experience and had guided

50 deliveries by graduation.

“The DNP is a way of putting together the whole puzzle, from taking a holistic

view of those we care for, to applying the relevant skills and knowledge, to looking

at the whole health care system and the impact of nursing in putting evidencebased

research into practice.”

Rangen has emerged from the program as a powerful advocate. She is helping

organize a local conference and fund-raising walk on international midwifery care,

which decreases maternal mortality. She is looking forward to her postgraduate

degree experiences and contributing to the nursing profession.

“I hope one day to be in the position of paying it forward through providing care

to women and their families and by offering the scholarship support that I received

to other nurses.”

Shirley Berglund

pictured in her

nursing cap

(circa 1961).


from Heaven

Growing up, Shirley Berglund ‘61, was inspired

to become a nurse by reading the Cherry

Ames novels, which featured a plucky mysterysolving


After making it through the Great

Depression, Berglund’s parents were not in

a position to support her education. “If I had

scholarship assistance, it would have been a

dream come true – like pennies from heaven,”

says Berglund.

Determined, Berglund not only became a

nurse, but also opened new possibilities for

nurses. The first nurse practitioner in the state

to incorporate her business and establish an

office in 1979, she paved the way for others

and attracted the attention of Katharine

Densford, former School of Nursing director

and nursing pioneer, who attended the open

house for her business. In 1983, Berglund

received the Creative Nursing Award from the

Minnesota Nurses Association in honor of her

contributions to nursing.

By establishing the Shirley A. Berglund

Nursing Scholarship at the school, she wanted

to offer students like Christine Rangen the

financial support that she never enjoyed.

“A scholarship would have allowed me to

focus more on my nursing education rather

than working nights and attending classes

during the day,” she says. “Being able to assist

students like Christine gives me great joy.”

Just before this publication went to press, we

learned Shirley Berglund passed away from

cancer on May 7, 2012. Shirley was proud of the

legacy she created in the nursing profession and

was pleased to have established the Shirley A.

Berglund Scholarship Fund. It was her request

that memorial gifts be designated to this

scholarship fund. For more information, please

contact Director of Development

Gigi Fourré Schumacher at 612-625-1365.

spring/summer 2012 43

advancement news

School of Nursing Graduate

Establishes a Legacy through

Planned Giving

by mame osteen

School of Nursing donors Wendy Sharpe, RN, BSN, MA ’83,

and her husband, Jim Earley, understand first-hand what it

takes to pursue degrees as non-traditional students. Like

a growing number of students pursuing higher education

today, going straight to college out of high school didn’t

work for them.

“I went to college after high school, but it didn’t pan

out,” says Wendy, a registered nurse and School of Nursing

graduate. Instead she married, had a child and earned a

two-year associate degree at a community college before

returning to the University of Minnesota to complete

her studies. “I came in with experience in nursing and

experience in life, and I was given credit for those things,”

says Wendy, now an RN in advanced illness care at United

Health Care. Jim, a graduate of the Carlson School of

Business, experienced a similar path.

Wendy and Jim experienced an “aha” moment when

they met with an attorney to plan their estate. Based on

personal experience, both decided that establishing a

scholarship fund for non-traditional students would help

them give back and also help advance the profession

they deeply care about. “I feel so much gratitude for the

education I received,” says Wendy. “Nursing has been

a wonderful career for me. It has given me so many


Wendy credits the School of Nursing with teaching

her the leadership skills she needed to tackle important

community health issues. Before joining United Health

Care, she was active in the Women’s Center Program at

North Memorial Hospital for 10 years. “My ability to do

community outreach for women was so enhanced by my

university education,” she says.

Wendy Sharpe and Jim Earley pictured with Dean Connie Delaney.

The couple’s estate provision will someday support a

wide variety of non-traditional nursing students. Their

scholarship will support minority and/or non-traditional

students enrolled in the undergraduate nursing program

who are juggling work, school, and family life.

Already active in alumni activities, Wendy now serves

on the School of Nursing Alumni Board and has served on

the Foundation Board in years past. Now, through planned

giving, Wendy and Jim guarantee that their support will

continue well into the future.

For more information about making a contribution or

establishing a new scholarship that will benefit nursing

students, please contact the director of development,

Gigi Fourré Schumacher at 612-625-1365 or


44 minnesota nursing | nursing.umn.edu/magazine





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Research, 33(1), 7-25.

Kubik, M.Y., Lytle, L.A., &

Farbakhsh, K. (2011). School and

district wellness councils and

availability of low-nutrient,

energy-dense vending fare in

Minnesota middle and high

schools. Journal of the American

Dietetic Association, 111(1), 150-155.

Kubik M.Y., Farbakhsh K., Lytle L.

(2011). Two years later: Wellness

councils and healthier vending

in a cohort of middle and high

schools. Journal of Adolescent

Health. 49(5), 550-2.

Lackner, T.E., Wyman, J.F.,

McCarthy, T.C., Monigold, M., &

Davey, C. (2011). Efficacy of oral

extended-release oxybutynin in

cognitively impaired older nursing

home residents with urge urinary

incontinence: A randomized

placebo-controlled trial. Journal

of the American Medical Directors

Association, 12(9), 639-647.

Lagus, K.A., Bernat, D.H., Bearinger,

L.H., Resnick, M.D., & Eisenberg,

M.E. (2011). Parental perspectives

on sources of sex information

for young people. Journal of

Adolescent Health, 49(1), 87-89.

Liaschenko, J., Peden-McAlpine,

C., & Andrews, G.J. (2011).

Institutional geographies in dying:

Nurses' actions and observations

on dying spaces inside and

outside intensive care units.

Health & Place, 17(3), 814-821.

Liaschenko, J., DeBruin, D., &

Marshall, M. F. (2011). The twopatient

framework for research

during pregnancy: A critique and a

better way forward. The American

Journal of Bioethics, 11(5), 66-68.

Lewis, B.A., Martinson, B. C.,

Sherwood, N.E., & Avery, M.D.

(2011). A pilot study evaluating

a telephone-based exercise

intervention for pregnant and

postpartum women. Journal of

Midwifery & Women's Health,

56(2), 127-131.

Lindeke, L. & Disch, J. (2011).

Advanced practice registered

nurses. In Feldman, H. (Ed.)

Nursing leadership: A concise

encyclopedia. (2nd ed., pp. 16-19).

New York NY: Springer Publishing.

Lindquist, R., VanWormer, A.,

Lindgren, B., MacMahon, K.,

Robiner, W., & Finkelstein, S.

(2011). Time-motion analysis of

research nurse activities in a lung

transplant home monitoring

study. Progress in Transplantation,

21(3), 190-199.

Lytle, L.A., Hearst, M.O., Fulkerson,

J.A., Murray, D.M., Martinson, B.,

Klein, E., Samuelson, A. (2011).

Examining the relationships

between family meal practices,

family stressors, and the weight

of youth in the family. Annals of

Behavioral Medicine, 41(3), 353-362.

Mandrell, B.N., Yang, J., Hooke,

M.C., Wang, C., Gattuso, J.S.,

Hockenberry, M., Hinds, P.S.

(2011). Psychometric and clinical

assessment of the 13-item

reduced version of the fatigue

scale–adolescent instrument.

Journal of Pediatric Oncology

Nursing, 28(5), 287-294.

McKenzie, D.P., Toumbourou,

J.W., Forbes, A.B., Mackinnon, A.J.,

McMorris, B.J., Catalano, R.F., &

Patton, G. C. (2011). Predicting

future depression using the short

mood and feelings questionnaire:

A two-nation study. Journal of

Affective Disorders, 134(1-3), 151-159.

McMahon S.,Talley K.M.C., &

Wyman J.F. (2011). Older people’s

perspectives on fall risk and fall

prevention programs: A literature

review. International Journal of

Older People Nursing, 6(4), 289-


McMorris, B.J., Catalano, R.F.,

Kim, M.J., Toumbourou, J.W., &

Hemphill, S.A. (2011). Influence

of family factors and supervised

alcohol use on adolescent alcohol

use and harms: Similarities

between youth in different

alcohol policy contexts. Journal

of Studies on Alcohol and Drugs,

72(3), 418-428.

Monsen, K.A., Foster, D.J.,

Gomez, T., Poulsen, J.K., Mast, J.,

Westra, B.L., & Fishman, E. (2011).

Evidence-based standardized care

plans for use internationally to

improve home care practice and

population health. Applied Clinical

Informatics, 2(3), 373-383.

Monsen, K.A., Farri, O.,

McNaughton, D. B., & Savik, K.

(2011). Problem stabilization: A

metric for problem improvement

in home visiting clients. Applied

Clinical Informatics. 2(4), 437-446.

Monsen, K.A., Radosevich, D.M.,

Kerr, M.J., & Fulkerson, J.A.

(2011). Public health nurses tailor

interventions for families at risk.

Public Health Nursing, 28(2), 119-


Monsen, K.A., & Bowles, K.H.

(2011). The Omaha system and

meaningful use: Applications for

practice, education, and research.

CIN: Computers, Informatics,

Nursing, 29(1), 52-58.

Monsen, K.A., Sanders, A., Yu, F.,

Radosevich, D., & Geppert, J. (2011).

Family home visiting outcomes

for mothers with and without

intellectual disabilities. Journal

of Intellectual Disability Research,

55(5), 484-499.

Monsen, K.A., Melton, B.G., Timm,

J.E., Westra, B.L., Kerr, M.J., Raman,

N., Farri, L., Hart, C.M., & Martin,

K.S. (2011). An empiric analysis of

Omaha system targets. Applied

Clinical Informatics. (2)3, 317–330.

Monsen, K.A., Farri, O.,

McNaughton, D. B., & Savik, K.

(2011). Problem stabilization: A

metric for problem improvement

in home visiting clients. Applied

Clinical Informatics. 2(4), 437-446.

Monsen, K.A., Westra, B.L.,

Oancea, S. C., Yu, F., & Kerr,

M.J. (2011). Linking home care

interventions and hospitalization

outcomes for frail and non-frail

elderly patients. Research in

Nursing & Health, 34(2), 160-168.

Morrison-Sandberg L, Kubik

M.Y., Johnson K. (2011).

Obesity prevention practices

of elementary school nurses

in Minnesota: Findings from

interviews with licensed school

nurses. Journal of School Nursing,


Mueller, C., Goering, M., Talley,

K.M.C., & Zaccagnini, M. (2011).

Taking on the challenge of clinical

teaching in nursing homes.

Journal of Gerontological Nursing,

37(4), 32-38.

O'Leary, M.L., & Dierich, M.

(2011). Urinary tract dysfunction

in neurological disorders: The

nurses' role in assessment

and management. Journal of

Neuroscience Nursing, 115(24),


48 minnesota nursing | nursing.umn.edu/magazine


Pasch, K.E., Lytle, L.A., Samuelson,

A.C., Farbakhsh, K., Kubik, M.Y., &

Patnode, C.D. (2011). Are school

vending machines loaded with

calories and fat: An assessment

of 106 middle and high schools.

The Journal of School Health, 81(4),


Plasek, J.M., Pieczkiewicz, D.S.,

Mahnke, A.N., McCarty, C.A.,

Starren, J.B., & Westra, B.L. (2011).

The role of nonverbal and verbal

communication in a multimedia

informed consent process. Applied

Clinical Informatics, 2(2), 240-249.

Rakel, D., Fortney, L., Sierpina,

V.S., & Kreitzer, M.J. (2011).

Mindfulness in medicine.

EXPLORE: The Journal of Science

and Healing, 7(2), 124-126.

Rovner, E.S., Wyman, J.F.,

Lackner, T., & Guay, D. (2011).

Urinary incontinence. In J.T.

DiPiro, R.L. Talbert, G.C. Yee, G.R.

Matzke, B.G. Wells & L.M. Posey

(Eds.), Pharmacotherapy: A

pathophysiologic approach (8th

ed., pp. 1467-1486). McGraw-Hill,

New York.

Rose, D.N., Peter, E., Gallop, R.,

Angus, J.E., & Liaschenko, J. (2011).

Respect in forensic psychiatric

nurse—patient relationships: A

practical compromise. Journal of

Forensic Nursing, 7(1), 3-16.

Schaffer, M.A., Cross, S., Keller,

L.O., Nelson, P., Schoon, P.M., &

Henton, P. (2011). The Henry Street

consortium population-based

competencies for educating

public health nursing students.

Public Health Nursing, 28(1), 78-90.

Secor-Turner, M., Bearinger, L.H.,

& Sieving, R.E. (2011). Global

sexual and reproductive health:

Responding to the needs of

adolescents. In C. G. N. Mascie-

Taylor, & L. Rosetta (Eds.),

Reproduction and adaptation:

topics in human reproductive

ecology (pp. 246-259). Cambridge

University Press.

Secor-Turner, M., Scal, P., Garwick,

A., Horvath, K., & Wells, C.K. (2011).

Living with juvenile arthritis:

Adolescents' challenges and

experiences. Journal of Pediatric

Health Care: Official Publication of

National Association of Pediatric

Nurse Associates & Practitioners,

25(5), 302-307.

Secor-Turner, M., Sieving, R.E.,

& Garwick, A. (2011). Social

messages, social context, and

sexual health: Voices of urban

African American youth. American

Journal of Health Behavior, 35(2),


Sieving, R.E., McMorris, B.J.,

Beckman, K.J., Pettingell, S.L.,

Secor-Turner, M., Kugler, K., &

Bearinger, L.H. (2011). Prime time:

12-month sexual health outcomes

of a clinic-based intervention to

prevent pregnancy risk behaviors.

Journal of Adolescent Health,

49(2), 172-179.

Sieving, R.E., Resnick, M., Garwick,

A., Bearinger, L.H., Beckman, K.J.,

Oliphant, J.A., & Rush, K.R. (2011). A

clinic-based, youth development

approach to teen pregnancy

prevention. American Journal of

Health Behavior, 35(3), 346-358.

Stoddard, S. A., & García, C.

(2011). Hopefulness among

non-U.S.-born Latino youth

and young adults. Journal of

Child and Adolescent Psychiatric

Nursing: Official Publication

of the Association of Child and

Adolescent Psychiatric Nurses, Inc.,

24(4), 216-222.

Stoddard, S.A., Henly, S.J., Sieving,

R.E., & Bolland, J. (2011). Social

connections, trajectories of

hopelessness and serious violence

in impoverished urban youth.

Journal of Youth and Adolescence.

(40)3, 278-295.

Talley, K.M.C., Wyman, J.F., &

Shamliyan, T.A. (2011). State

of the science: Conservative

interventions for urinary

incontinence in frail communitydwelling

older adults. Nursing

Outlook, 59(4), 215-220.

Tracy, M.F., & Chlan, L.

(2011). Nonpharmacological

interventions to manage common

symptoms in patients receiving

mechanical ventilation. Critical

Care Nurse, 31(3), 19-28.

Treat-Jacobson, D., Henly, S.J.,

Bronas, U.G., Leon, A.S., & Henly,

G.A. (2011). The pain trajectory

during treadmill testing in

peripheral artery disease. Nursing

Research, 60(3l), 38-49.

Ware, L. J., Bruckenthal, P., Davis,

G.C., & O’Conner-Von, S.K. (2011).

Factors that influence patient

advocacy by pain management

nurses: Results of the American

society for pain management

nursing survey. Pain Management

Nursing, 12(1), 25-32.

West, B.J., & Clancy, T.R. (2010).

Flash crashes, bursts and black

swans: Parallels between

financial markets and healthcare

systems. The Journal of Nursing

Administration 40(11), 456-459.

Westra, B.L. (2011). HITECH

university-based training. CIN:

Computers, Informatics, Nursing,

29(4), 263-264.

Westra, B.L., Dey, S., Fang, G.,

Steinbach, M., Kumar, V., Savik,

K., Dierich, M. (2011). Data mining

techniques for knowledge

discovery from electronic health

records. Journal of Healthcare

Engineering, 2(1), 55-74.

Westra, B.L., Savik, K., Oancea,

C., Choromanski, L., Holmes, J.H.,

& Bliss, D.Z. (2011). Predicting

improvement in urinary and

bowel incontinence for home

health patients using electronic

health record data. Journal of

Wound, Ostomy, & Continence

Nursing, 38(1), 77-87.

White, K. (2011). Tai Chi Chuan

for a traveling medical team.

Alternative and Complementary

Therapies, 17(2), 126.

Wyman, J.F. (2011). Overview of

the center for health trajectory

research. Nursing Research, 60(3),


Wyman, J.F., & Henly, S.J. (2011).

Advancing nursing science

through health trajectory

research: An introduction. Nursing

Research, 60(3),1-4.

Yu, F., Leon, A. S., Bliss, D.Z.,

Dysken, M., Savik, K., & Wyman,

J.F. (2011). Aerobic training for

older men with Alzheimer's

disease: Individual examples

of progression. Research in

Gerontological Nursing, 4(4),


Yu, F. (2011). Guiding research

and practice: A conceptual model

for aerobic exercise training in

Alzheimer's disease. American

Journal of Alzheimer's Disease and

Other Dementias, 26(3), 184-194.

spring/summer 2012 49

grant awards


grants awards

Faculty Principal Investigators

January 1–December 31, 2011

Avery, Melissa

Prevention of Gestational Diabetes in American

Indian Women

Centers for Disease Control and Prevention/U.S.

Department of Health and Human Services

Bearinger, Linda

Center for Adolescent Nursing (T80)

Maternal and Child Health Bureau/Health Resources and

Services Administration/U.S. Department of Health and

Human Services

Bliss, Donna

Disparities in Incontinence and Perineal Skin

Damage in Nursing Home Elders (R01)

National Institute of Nursing Research/National

Institutes of Health

Bliss, Donna

Raising Literacy and Capacity for Incontinence

and Skin Care in Dementia (R03)

National Institute of Nursing Research/National

Institutes of Health

Bliss, Donna

Self-Healing Therapy Ostomy Pouch (STOP)

System (SBIR)

Eden Medical; National Center for Research Resources/

National Institutes of Health (Prime)

Bronas, Ulf

Diabetic Kidney Disease: Influence of Exercise on

Physical and Vascular Function (K23)

National Institute of Diabetes and Digestive and Kidney

Diseases/National Institutes of Health

Chesney, Mary

Advanced Education Nursing Traineeship (AENT)

Health Resources and Services Administration/U.S.

Department of Health and Human Services

Chesney, Mary

Nurse Faculty Loan Program

Health Resources and Services Administration/U.S.

Department of Health and Human Services

Chlan, Linda

Anxiety Self-Management for Patients Receiving

Mechanical Ventilatory Support (R01)

National Institute of Nursing Research/National

Institutes of Health

Delaney, Connie

Advancing the Nursing PhD in Oklahoma

University of Oklahoma; Health Resources and Services

Administration/U.S. Department of Health and Human

Services (Prime)

Delaney, Connie

Institutional Clinical and Translational Science

Award (U54)

National Center for Research Resources/National

Institutes of Health

Disch, Joanne

Creating a Data Repository for Tracking Nursing

Student Errors and Near-Misses

National Council of State Boards of Nursing

Disch, Joanne

Quality Safety Education in Nursing (QSEN):

Phase 3

American Association of Colleges of Nursing/Robert

Wood Johnson Foundation (Prime)

Edwardson, Sandra

Addressing Health Disparities through DNP


Health Resources and Services Administration/U.S.

Department of Health and Human Services

Fulkerson, Jayne

Healthy Home Offerings Via the Mealtime

Environment (HOME) (R01)

National Institute of Diabetes and Digestive and Kidney

Diseases/National Institutes of Health

Garcia, Carolyn

Building Interdisciplinary Research Careers in

Women’s Health (BIRCWH) Program Scholar (K12)

UMN Deborah E. Powell Center for Women’s Health;

National Institute of Child Health and Human

Development/National Institutes of Health (Prime)

Garwick, Ann

Center for Children with Special Health Care

Needs (T80)

Maternal and Child Health Bureau/Health Resources and

Services Administration/U.S. Department of Health and

Human Services

Gaugler, Joseph

Adult Day Service Utilization and Outcomes: A

Mixed Methods Approach (K02)

National Institute on Aging/National Institutes of Health

Gaugler, Joseph

Comprehensive Support for Alzheimer’s Disease

Caregivers (R01)

National Institute on Aging/National Institutes of Health

Gross, Cynthia

Mindfulness for Symptom Reduction: A

Transplant Candidate Study (R01)

National Institute of Diabetes and Digestive and Kidney

Diseases/National Institutes of Health

50 minnesota nursing | nursing.umn.edu/magazine

grant awards

Hadidi, Niloufar

Problem-Solving Therapy for Treatment

of Poststroke Depressive Symptoms and

Enhancement of Quality of Life Outcomes

The John A. Hartford Foundation Building Academic

Geriatric Nursing Capacity (BAGNC) Post-Doctoral

Fellowship/American Academy of Nursing

Juve, Catherine

Avery, Melissa

Assuring Quality and Diversity in Advanced

Practice Nursing

Health Resources and Services Administration/U.S.

Department of Health and Human Services

Kaas, Merrie

Training to Improve Late-Stage Dementia (SBIR):

Phase 2

HealthCare Interactive; National Institute on Aging/

National Institutes of Health

Kreitzer, Mary Jo

CAM Research Education Partnership Project (R25)

Northwestern Health Sciences University; National

Institutes of Health (Prime)

Kreitzer, Mary Jo

Stress Reduction for Caregivers: A Randomized

Controlled Pilot Study (R21)

HealthPartners Research Foundation; National Institutes

of Health (Prime)

Krichbaum, Kathleen

Cultural Immersion Service Learning in Public

Health Nursing

Fund for the Improvement of Postsecondary Education/

U.S. Department of Education

McMorris, Barbara

Evaluation of a Restorative Justice Program for


Legal Rights Center, Minnesota Department of Public

Safety (Prime)

Mueller, Christine

Building Faculty Capacity in Geriatric Nursing for

Central Minnesota

West Central Initiative; Robert Wood Johnson

Foundation (Prime)

Mueller, Christine

Developing Comprehensive Dementia-Specific

Nursing Home Quality Indicators

Indiana University; Alzheimer’s Association (Prime)

Mueller, Christine

Developing Exemplary Clinical Education

Partnerships and Learning in Nursing Homes

Health Resources and Services Administration/U.S.

Department of Health and Human Services

Mueller, Christine

Evaluation of a State-Level Model for Promoting

Nursing Home Quality

Agency for Healthcare Research and Quality; Indiana

University (Prime)

Mueller, Christine

Nursing Home Incentive Payment Program for

the Texas Department of Aging and Disability

Myers and Stauffer; Texas Department of Aging and


O’Conner-Von, Susan

Rural Health Workforce Development Program

Northeast MN Area Health Education Center (Prime)

Olson Keller, Linda

A Culture of Excellence: Evidence-Based Public

Health Nursing Practice

Health Resources and Services Administration/U.S.

Department of Health and Human Services

Robertson, Cheryl

Community Coping Intervention for Somali

Refugee Women (R21)

National Institute of Nursing Research/National

Institutes of Health

Sieving, Renee

Encuentro! Community Partnerships for Healthy

Youth Development

UMN Prevention Research Center; Centers for Disease

Control and Prevention/U.S. Department of Health and

Human Services

Sieving, Renee

Prime Time: Health Promotion for Multiple Risk

Behaviors (R01)

National Institute of Nursing Research/National

Institutes of Health

Talley, Kristine

Preventing Disability in Frail Older Women

Building Interdisciplinary Research Careers in Women’s

Health (BIRCWH) Grant/Office of Research on Women’s

Health/National Institutes of Health

Talley, Kristine

Restorative Care’s Effect on Disability in Long-Stay

Nursing Home Residents (R03)

National Institute on Aging, U.S. Department of Health

and Human Services

Treat-Jacobson, Diane

Claudication: Exercise Versus Endoluminal


Rhode Island Hospital; National Heart, Lung, and Blood

Institute/National Institutes of Health (Prime)

Treat-Jacobson, Diane

Exercise Training to Reduce Claudication: Arm

Ergometry Versus Treadmill Walking (R01)

National Heart, Lung, and Blood Institute/National

Institutes of Health

Westra, Bonnie

Development of a Consumer Research Network

for Studying Obesity (T15)

Institute of Nursing Research/National Institutes of


Westra, Bonnie

The Impact of a Certified Wound, Ostomy,

Continence Nurse on Wounds and Incontinence

Outcomes for Home Health Care Patients

Wound, Ostomy and Continence Nurses Society

Westra, Bonnie

University Partnership for Health Informatics

Office of the National Coordinator for Health

Information Technology/U.S. Department of Health and

Human Services

Wyman, Jean

Center for Health Trajectories Research (P20)

National Institute of Nursing Research/National

Institutes of Health

Wyman, Jean

MAGEC Mentorship/FLAG Expansion

Health Resources and Services Administration/U.S.

Department of Health and Human Services

White, Kathryn

Nurse Anesthesia Traineeship Program

Health Resources and Services Administration/U.S.

Department of Health and Human Services

spring/summer 2012 51




Photo Finish

explore engage excel

School of Nursing makes history, celebrates milestones, and

continues its legacy of excellence.

See additional photos from these and

other School of Nursing events at








Nursing Research Day (photos 1-3)

1. Keynote speaker Dr. Antonia M. Villarruel presents “Engaging Communities in

Research: From Efficacy to Scale Up,” to a crowd of more than 400 attendees.

2. Megan Holle, BSN ’12, explains her poster entitled “Mother’s perspectives

on the effect a nursing mother’s room has on breastfeeding duration and

infant intake.”

3. Assistant Professor Kristine Talley (left) and Ann Garwick, senior associate

dean for research (center) present Kjerstie Wiltzen, BSN ‘12, with the Nursing

Research Day Undergraduate Student Poster Award for her poster entitled

“Incidence and predictors of dual incontinence in older people with either

urinary of fecal incontinence admitted to a nursing home.”

Spring Nursing Commencement (photos 4-6)

4. BSN graduates wait anxiously to have their degree conferred by Dean Connie

Delaney and Robert McMaster, vice provost and dean of Undergraduate


5. A traditional Native American blanket ceremony marked the graduation of

master’s student Nicole Lenoir (center). She was presented with a blanket by

Drs. Catherine Juve (left) and Melissa Avery (right).

6. Pediatric Nurse Practitioner DNP graduate Sonja Dahl being hooded by

Drs. Mary Chesney (left) and her advisor Christine Poe (right).

HCIC Wall Breaking Ceremony (photos 7-9)

On May 9, 2012 the School of Nursing began construction on the Healthy

Communities Innovation Center. The long-awaited facility will renovate the 25

year-old existing nursing skills laboratory, expanding it to four times the size.

Learn more at www.nursing.umn.edu/hcic.

7. Dean Connie Delaney takes the first swing to knock down the walls of the old

nursing skills lab.

8. Pictured l-r: Barbara Brandt, Aaron Friedman, the Honorable John Frobenius,

and Dean Connie Delaney.

9. School of Nursing Distinguished Alumna Florence Ruhland ’59 takes a swing at

the bullseye.

52 minnesota nursing | nursing.umn.edu/magazine

your gift for nursing scholarships produces healthy returns.

Make a gift today! “My family fled Cambodia 20 years ago to seek refuge in America. Neither of my parents

spoke English nor had a formal education; yet, they managed to raise their children with the hope that

they could construct a better life for themselves. I feel that it is my duty to fulfill the wish of my family

and graduate with a degree in nursing. I cannot emphasize enough what the award from the Danielson

Scholarship Fund means, the support has been essential in pursuing my goal of becoming a University of

Minnesota prepared nurse. I hope to one day make such a significant contribution to others.”

—Monica Luu (BSN, 2013)

5-140 Weaver Densford Hall

308 Harvard Street S.E.

Minneapolis, MN 55455


Nonprofit Org.

U.S. Postage


Twin Cities, MN

Permit No. 90155

address service requested

September 28-29, 2012

Professional Joy

Finding well-being, pride, and engagement in your profession

Professional joy, or having a sense of well-being, pride, and engagement in one’s career, is a very

real goal that is experienced daily by many.. Yet health care has become increasingly fragmented,

frustrating, and often draining to those who receive care and give it. Professionals often feel they

must stay in an unfulfilling career environment because of today’s struggling job climate. But, it is

possible to focus on opportunities and create an atmosphere where professional joy can flourish.

Join us at the Densford International Center for Nursing Leadership’s 2012 Summit of Sages, where

we will learn from the stories of five Sages and national thought leaders about professional joy and

how to experience joy in ourselves and others.

Learn more: www.nursing.umn.edu/summitofsages

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