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

minnesota
spring/summer 2012
nursing
A publication of the University of Minnesota School of Nursing
Nursing
Giving voice and empowerment
to the communities we serve
inside:
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

minnesota
nursing
spring/summer 2012
contents
11
20
features
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
34
41
on the cover:
School of Nursing FadumaSara Ali, 2012 Doctor of Nursing Practice graduate.
Story on page 11.

Dean
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
Photography
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
4
School of Nursing transforms nursing skills lab to state-of-the art innovation/simulation center to
prepare future nurses and health professionals.
nursnews@umn.edu
Contact Us:
Twin Cities
University of Minnesota
School of Nursing
5-140 Weaver-Densford Hall
308 Harvard Street S.E.
Minneapolis, MN 55455
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3 School News
23 Center News
30 Alumni News
40 Advancement News
44 Faculty Publications
50 Grant Awards
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Read Minnesota Nursing online at wwwnursing.umn.edu/magazine.
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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
High-tech,high-touch,
higher-learning
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
www.nursing.umn.edu/hcic.
Interprofessional
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
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.
nursing.umn.edu/aboutus/calendar
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:
www.nursing.umn.edu/innovation.
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
faculty
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.
students
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,
Michigan.
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.
staff
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
membership
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)
President
Niki Gjere, MA, MS, RN, PMHCNS-BC
ngjere1@fairview.org
inductees
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
fall
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
spring
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
sustainability.”
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

education
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

education
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
www.nursing.umn.edu/dnp.
francois
ndazigaruye
DNP graduate
views patients
as partners in
their care
by aneisha tucker
12 minnesota nursing | nursing.umn.edu/magazine

education
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
both.”
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
them.”
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
borders.”
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
research.”
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.
1
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
Treat-Jacobson.
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.
2
3
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
www.nursing.umn.edu/phd.
spring/summer 2012 15

esearch
nursing research
systems improvement
istockphoto/squaredpixels
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
bliss@umn.edu
• 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

esearch
health promotion
Listening
to Patients
Mary Benbenek works
to improve the health of
Minnesota’s East African
Community
by nancy giguere
istockphoto/ranplett
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
benbe001@umn.edu
• Immigrant health
• Adolescent health
• Bone health
nursing research
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
Support
Where Needed
Research explores the impact of
consistent support for caregivers of
Alzheimer’s and dementia patients
by darlene gorrill
istockphoto/alexraths
20 minnesota nursing | nursing.umn.edu/magazine

nursing research
Joseph Gaugler, PhD
gaug0015@umn.edu
• 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
placements.
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
mission:
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
www.nursing.umn.edu/CAN
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
mission:
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
www.nursing.umn.edu/CCSHCN
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.
istockphoto/empphotography
spring/summer 2012 25

center news
center director:
Jayne Fulkerson, PhD
mission:
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
www.nursing.umn.edu/CCFHPR
center for
child and family health
promotion research
Facilitating Emerging
Interest in Nursing
Research
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
Minnesota.
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
mission:
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
www.nursing.umn.edu/Densford
katharine j. densford international center for
nursing leadership
Developing Catalysts for
Transformation
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
mission:
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
www.nursing.umn.edu/CHTR
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
mission:
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
www.nursing.umn.edu/Hartford
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
1
3
2
4 5
photos 1, 3, 4, 5 by carleigh knowles
6
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
Committee
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@
umn.edu.
Warmly,
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
www.nursing.umn.edu/summitofsages
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.
2011-2012
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
Representative)
Retired
Cheryl H. Lanigan, MA ’85, BSN ’73
(Immediate Past President)
Manager, Minnesota Visiting
Nursing Agency
Connie Delaney, PhD, RN, FAAN,
FACMI
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
Systems
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
Association
Susan Lampe, MS ’78, RN
Retired
Marie Manthey, PhD ’99 (Hon.),
MNA ’64, FRCN, FAAN
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
www.nursing.umn.edu/magazine
istockphoto/ansonsaw
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
expression.”
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
graduates
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
challenges.
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
2
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
elsewhere.
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
1955
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.
1968
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.
1977
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
2001-2006.
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
1984
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:
nursing.umn.edu/
AlumniSociety/
SubmitaClassNote
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.
1987
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.
1989
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.
1994
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.
1998
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.
2003
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
Group.
2005
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.
2009
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
1932
Fern Thompson Swedenburg (BSN) of
Glenwood, Minnesota passed away at the
age 100 years on January 4, 2012.
1936
Genevieve Dahl (BSN) of Boise, Idaho passed
away peacefully at home on January 28, 2012.
She was 96 years old.
1943
Ruth Marie (Grove) Roth (BSN) of St. Paul,
Minnesota passed away on March 25, 2012.
She was 91 years old.
1951
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.
1953
Joan Ludwig Workum (BSN) of Loveland,
Ohio, passed away on July 25, 2011.
1957
Shirley Mae Veith, (BSN) of Red Wing,
Minnesota died on Saturday, December 3,
2011 at the age of 82.
1960
Sharon A. Birk (BSN) of Canby, Minnesota,
passed away from Parkinson’s Disease on
September 14, 2011.
1979
Karen Marie Tuneberg (BSN) of Brooklyn
Center, Minnesota passed away peacefully on
November 29, 2011. She was 65.
1998
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
supporttheu.umn.edu
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
gschumac@umn.edu.
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).
Pennies
from Heaven
Growing up, Shirley Berglund ‘61, was inspired
to become a nurse by reading the Cherry
Ames novels, which featured a plucky mysterysolving
nurse.
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
opportunities.”
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
gschumac@umn.edu.
44 minnesota nursing | nursing.umn.edu/magazine

publications
faculty
publications
2011
Ackard, D.M., Fulkerson, J.A.,
& Neumark-Sztainer, D. (2011).
Stability of eating disorder
diagnostic classifications
in adolescents: Five-year
longitudinal findings from a
population-based study. Eating
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Arcan, C., Kubik, M.Y., Fulkerson,
J.A., Hannan, P.J., & Story, M.
(2011). Substance use and dietary
practices among students
attending alternative high
schools: Results from a pilot study.
BMC Public Health, 11, 263.
Avery, M.D., Escoto, K.H., Gilchrist,
L.D., & Peden-McAlpine, C. (2011).
Health education priorities:
Perspectives from women's
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Bauer, K.W., Laska, M.N., Fulkerson,
J.A., & Neumark-Sztainer, D. (2011).
Longitudinal and secular trends
in parental encouragement for
healthy eating, physical activity,
and dieting throughout the
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Adolescent Health, 49(3), 306-311.
Bauer, K.W., Neumark-Sztainer , D.,
Fulkerson, J.A., Hannan, P. J., Story,
M. (2011). Familial correlates of
adolescent girls' physical activity,
television use, dietary intake,
weight, and body composition.
International Journal of Behavioral
Nutrition and Physical Activity,
8,25.
Bauer, K.W., Neumark-Sztainer D.,
Hannan P.J., Fulkerson, J.A., Story,
M. (2011). Relationships between
the family environment and
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Benham-Hutchins, M., & Clancy,
T.R. (2010). Social networks as
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Bearinger, L.H., Sieving, R.E.,
Duke, N. N., McMorris, B.J.,
Stoddard, S., & Pettingell, S.L.
(2011). Adolescent condom use
consistency over time: Global
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Nursing Research, 60(3), 68-78.
Berg, M., Hawkins-Walsh,
E., Gaylord, N., Lindeke, L., &
Docherty, S.L. (2011). Emerging
issues regarding pediatric nurse
practitioner education in acute
and primary care. Journal of
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Bhimani, R.H., Anderson, L.C.,
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Blaes, A.H., Kreitzer, M.J.,
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Black, J.M., Gray, M., Bliss, D.Z., &
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dermatitis: A consensus. Journal
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Bliss, D.Z. & Powers, J. (2011).
Faecal incontinence and
its associated problems in
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Bliss, D.Z., Savik, K., Thorson, M.A.,
Ehman, S., Lebak, K., & Beilman,
G. (2011). Incontinence associated
dermatitis in critically ill adults:
Time to development, severity
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38(4), 433-445.
Bliss, D.Z., Lewis, J., Hasselman, K.,
Savik, K., Lowry, A., & Whitebird,
R. (2011). Use and evaluation of
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managing fecal incontinence by
community-living people. Journal
of Wound, Ostomy, and Continence
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Bliss, D.Z., Savik, K., Jung, H.J.,
Whitebird, R., & Lowry, A. (2011).
Symptoms associated with
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60(3), 58-67.
spring/summer 2012 45

publications
Bronas U.G., Treat-Jacobson D.
(2011). Peripheral artery disease
in the elderly: Prevalence, clinical
implications, and therapy. Current
Cardiovascular Risk Reports,
5(5),57-466.
Bronas, U.G., Treat-Jacobson, D.,
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of the effect of upper bodyergometry
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treadmill training on central
cardiorespiratory improvement
and walking distance in patients
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Cerra, F.B., Delaney, C.W., &
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Chlan, L., Patterson, R.P., &
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Chlan, L., Savik, K. (2011). Patterns
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Chlan, L., Tracy, M.F., & Grossbach,
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31(6), 46-50.
Choung, R.S., Ruff, K.C., Malhotra,
A., Herrick, L., Locke, G. R.,
Harmsen, W.S., Saito, Y.A. (2011).
Clinical predictors of small
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Alimentary Pharmacology &
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Clancy, T.R. (2011). Improving
processes through evolutionary
optimization. Journal of Nursing
Administration, 41(9), 340-342.
Clancy, T.R. (2011). Staying afloat
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52-54.
Clancy, T.R. (2011). Hitting your
natural stride. Journal of Nursing
Administration, 41(11), 443-445.
Clancy, T.R. (2011). Improving
processes through evolutionary
optimization. Journal of Nursing
Administration, 41(9), 340-342.
Colwell, J.C., Ratliff, C.R., Goldberg,
M., Baharestani, M., Bliss, D.Z.
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Corazzini, K., Anderson, R.A.,
Mueller, C., McConnell, E.,
Landerman, L., Thorpe, J., & Short,
N. (2011). Regulation of LPN scope
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Journal of Nursing Regulation, 2(2),
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Culliton, P., & Halcon, L.L. (2011).
Chronic wound treatment with
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de Ruiter, H.P., & Liaschenko, J.
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343.
DeBruin, D.A., Liaschenko, J., &
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DeBusk, R., Sierpina, V.S., &
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Dierich, M., Mueller, C., & Westra,
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Disch, J., Dreher, M., Davidson,
P., Sinioris, M., & Wainio, J.A.
(2011). The role of the chief nurse
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Drekionja, D., Butler, M. Bliss, D.Z.,
Filice, G., Rector, T.S. MacDonald,
R., Wilt, T.J. (2011). Comparative
effectiveness of Clostridium
difficile treatment: A systematic
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Duke, N.N., Borowsky, I.W.,
Pettingell, S.L., & McMorris,
B.J. (2011). Examining youth
hopelessness as an independent
risk correlate for adolescent
delinquency and violence.
Maternal and Child Health Journal,
15(1), 87-97.
Duke, N.N., Borowsky, I.W.,
Pettingell, S.L., Skay, C.L., &
McMorris, B.J. (2011). Adolescent
early death perception: Links to
behavioral and life outcomes
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234.
Duke, N.N., Skay, C.L., Pettingell,
S.L., & Borowsky, I.W. (2011). Early
death perception in adolescence:
Identifying factors associated
with change from pessimism to
optimism about life expectancy.
Clinical Pediatrics, 50(1), 21-28.
Edelstein, J.A., Cheung, C.K., Voss,
J.A., & Kaas, M.J. (2011). The Faculty
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Eisenberg, M.E., Berge, J.M.,
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Eisenberg M.E., Berge J.M.,
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by family and significant
other and the development of
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Farri, O., Monsen, K.A., Westra,
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Frisvold, M.H. (2011). Holistic
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Fulkerson, J.A., Kubik, M.Y., Rydell,
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Journal of Nutrition Education and
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Fulkerson, J.A., Farbakhsh, K., Lytle,
L., Hearst, M., Dengel, D., Pasch,
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Adolescent obesity and school
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School Mental Health, 3(2), 102-110.
46 minnesota nursing | nursing.umn.edu/magazine

publications
García, C., Gilchrist, L., Vazquez,
G., Leite, A., & Raymond, N. (2011).
Urban and rural immigrant Latino
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Gaugler, J.E., Boldischar, M.,
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The Minnesota Live Well at Home
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Gaugler, J.E., Wall, M.M., Kane, R.
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Gaugler, J.E. (2011). Out with the
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Gorlin, J.B., Hooke, M.C., &
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Greenwood, K., Murphy, J.,
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Grossbach, I., Chlan, L., &
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health professionals. EXPLORE: The
Journal of Science and Healing (7)3,
200-202.
Hockenberry, M.J., Hooke, M.C.,
McCarthy, K., & Gregurich,
M.A. (2011). Sickness behavior
clustering in children with cancer.
Journal of Pediatric Oncology
Nursing, 28(5), 263-272.
Hooke, M.C., Garwick, A., &
Gross, C. (2011). Fatigue and
physical performance in children
and adolescents receiving
chemotherapy. Oncology Nursing
Forum, 38(6), 649-657.
Hurlow, J., & Bliss, D.Z. (2011).
Dry skin in older adults. Geriatric
Nursing, 32(4), 257-262.
Jacko, J.A., Johnson, L., Adam,
T., & Westra, B.L. (2011).
Community engagement and
outreach as curricular and
pedagogical tools for consortial
delivery of health informatics
curricula. International Journal
of Information and Operations
Management Education 4(3/4),
284-308.
Jacko, J.A., Johnson, J. M., Adam, T.,
& Westra, B.L. (2011). Co-creating
management education: Moving
toward emergent education in
a complex world. International
Journal of Information and
Operations Management
Education. 4(3), 284-308.
Jenabzadeh, N.E., & Chlan, L.
(2011). A nurse's experience
being intubated and receiving
mechanical ventilation. Critical
Care Nurse, 31(6), 51-54.
Johnson, K.E., Kubik, M.Y., &
McMorris, B.J. (2011). Prevalence
and social-environmental
correlates of sports team
participation among alternative
high school students. Journal of
Physical Activity & Health, 8(5),
606-612.
Kaas, M.J. (2011). Evaluation of
simulated learning: Looking
backward and forward. Journal of
the American Psychiatric Nurses
Association, 17(3), 253-254.
Kaas, M.J. (2011). Lessons
learned: Providing access
through simulation. Journal of
the American Psychiatric Nurses
Association, (17) 360-362.
spring/summer 2012 47

publications
Keller, L.O., Schaffer, M.A., Schoon,
P. M., Brueshoff, B., & Jost, R. (2011).
Finding common ground in public
health nursing education and
practice. Public Health Nursing, 28,
261-270.
Keller, L.O., Strohschein, S., &
Schaffer, M.A. (2011). Cornerstones
of public health nursing. Public
Health Nursing, 28(3), 249-260.
Kenyon, D., Kubik, M.Y., & Sieving,
R.E. (2011). Peer influences on
adolescent health and behavior.
In M. Fisher, E. Alderman, R. Kreipe
& W. Rosenfeld (Eds.), Textbook of
adolescent health care (pp. 344-
350). Elk Grove Village, IL.
Kreitzer, M.J. & Riff, K. (2011).
Spirituality and heart health.
Integrative Cardiology (pp. 117-134).
Oxford University Press. New York.
Krichbaum, K.E., Peden-McAlpine,
C., Diemert, C., Koenig, P., Mueller,
C., & Savik, K. (2011). Designing
a measure of complexity
compression in registered nurses.
Western Journal of Nursing
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-
298.
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-
128.
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,
(27),13-21.
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),
6390-6393.
48 minnesota nursing | nursing.umn.edu/magazine

publications
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),
212-218.
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),
162-174.
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),
83-84.
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),
243-250.
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
extramural
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
Preparation
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
Youth
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
Disability
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
Revascularization
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
Health
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

1
2
3
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
www.nursing.umn.edu/photos.
4
5
6
7
8
9
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
Education.
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.
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spoke English nor had a formal education; yet, they managed to raise their children with the hope that
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and graduate with a degree in nursing. I cannot emphasize enough what the award from the Danielson
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Minnesota prepared nurse. I hope to one day make such a significant contribution to others.”
—Monica Luu (BSN, 2013)

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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