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<strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

progress report


<strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

progress report 2009<br />

High Fidelity<br />

6<br />

Stepping into a simulator lab, it’s easy to forget that you’re<br />

still in a classroom. Every image, instrument and sensation<br />

students experience is geared toward creating a learning environment<br />

that feels exactly like a health care setting.<br />

12<br />

An endowed pr<strong>of</strong>essorship provides a lasting tribute to the values<br />

and beliefs <strong>of</strong> the donor. For more than 40 years, endowed funds<br />

at the <strong>Kansas</strong> <strong>University</strong> Endowment Association have helped the<br />

<strong>University</strong> <strong>of</strong> <strong>Kansas</strong> attract and keep top-quality faculty members.<br />

Over(seas)<br />

Achiever<br />

16<br />

With a full-time job as a registered nurse at The <strong>University</strong> <strong>of</strong><br />

<strong>Kansas</strong> Hospital’s Burnett Burn <strong>Center</strong>, a new marriage and a<br />

baby on the way, being a student required dedication.<br />

Inside:<br />

1 A Message from the Dean<br />

2 Preparing HIT-Ready Faculty<br />

20 Supporting Faculty Practice<br />

+ Providing Patient Care<br />

= Improving Health<br />

in the Community<br />

24 Home Sweet <strong>Medical</strong> Home<br />

28 DNP Rounds Out Advanced<br />

Practice Offerings<br />

30 Investing in the Future<br />

34 Emerging Researchers<br />

37 Current Faculty Research<br />

& Training Grants<br />

39 <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> at a Glance<br />

40 Vision for the Future<br />

42 Thank You for Supporting<br />

the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

<strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


A Message from the Dean<br />

Dear Friends and Supporters<br />

<strong>of</strong> <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>:<br />

One <strong>of</strong> my favorite leaders, Eleanor Roosevelt, once said,<br />

“What is to give light must endure the burning.” I believe that<br />

the global financial crisis <strong>of</strong> the past months has given all <strong>of</strong> us<br />

the chance to stand back and re-evaluate what is important in<br />

our lives and the direction <strong>of</strong> our future as individuals and as<br />

a nation. We are learning anew that those things meaningful<br />

in our personal and pr<strong>of</strong>essional lives are achieved with some<br />

measure <strong>of</strong> sacrifice, strength and endurance.<br />

This Progress Report from the <strong>University</strong> <strong>of</strong> <strong>Kansas</strong><br />

<strong>School</strong> <strong>of</strong> <strong>Nursing</strong> describes our recent significant accomplishments.<br />

These are programs <strong>of</strong> education that have been<br />

created through the ingenuity <strong>of</strong> faculty and students and<br />

recognized for their innovation, academic excellence and<br />

commitment to the health <strong>of</strong> the people we serve. Today, the<br />

<strong>School</strong> has more students than ever before in its over 100-year<br />

history. As a public institution, the <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> has<br />

tremendous obligations to the citizens <strong>of</strong> <strong>Kansas</strong> to educate<br />

students for the future needs <strong>of</strong> our region and the world, to<br />

provide services that promote the welfare <strong>of</strong> our communities<br />

and to contribute to the breadth <strong>of</strong> research knowledge that<br />

advances our society.<br />

You will know from this Report that talented <strong>KU</strong> <strong>School</strong><br />

<strong>of</strong> <strong>Nursing</strong> faculty, students and staff meet these obligations<br />

with enthusiastic success. Despite current economic challenges<br />

to our country, our state and to the <strong>University</strong>, <strong>KU</strong> <strong>School</strong> <strong>of</strong><br />

<strong>Nursing</strong> graduates are prepared for current and future health<br />

care demands in an environment <strong>of</strong> continually outstanding<br />

learning opportunities.<br />

Thank you for your support <strong>of</strong> the <strong>School</strong> and its students.<br />

We look forward to a focused future “in the light” <strong>of</strong> the<br />

critical nature <strong>of</strong> our task and “enduring” passion for teaching<br />

and learning on behalf <strong>of</strong> our students, their patients and our<br />

global communities.<br />

Karen L. Miller, RN, PhD, FAAN<br />

A Message from the Dean<br />

1


Preparing<br />

HIT-Ready Faculty<br />

2<br />

<strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


To continue its tradition <strong>of</strong> creating innovative<br />

academic programs, the <strong>University</strong> <strong>of</strong><br />

<strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> launched the Health<br />

Information Technologies Scholars (HITS)<br />

program in 2007. The <strong>School</strong> oversees the<br />

program with a $1.5 million grant from the<br />

Health Resources and Services Administration’s<br />

(HRSA’s) Bureau <strong>of</strong> Health Pr<strong>of</strong>essions and the<br />

Office <strong>of</strong> Health Information Technology.<br />

The HITS program is a collaborative faculty<br />

development project between the National<br />

League for <strong>Nursing</strong> (NLN) and three schools <strong>of</strong><br />

nursing - the <strong>University</strong> <strong>of</strong> <strong>Kansas</strong>, <strong>University</strong> <strong>of</strong><br />

Colorado Denver and Health Sciences <strong>Center</strong>,<br />

and Indiana <strong>University</strong>. The grant, administered<br />

over five years, is anticipated to transform<br />

nursing education for the 21st century, and drive<br />

improvements in health care delivery through<br />

the integration <strong>of</strong> technology into academic and<br />

clinical practice.<br />

As part <strong>of</strong> the project, the NLN created<br />

a private e-community, which was used as a<br />

central database for sharing documents facilitating<br />

communication among the participating<br />

Preparing HIT-Ready Faculty<br />

3


faculty and administrators<br />

at the three<br />

schools <strong>of</strong> nursing.<br />

The NLN also<br />

provided the technology<br />

platform called<br />

Living Books that<br />

was used at the initial<br />

workshop to educate<br />

the scholars about informatics,<br />

simulation, telehealth and Web-based<br />

teaching.<br />

“The increasingly complex health<br />

care environment requires the use<br />

<strong>of</strong> electronic health records and<br />

other technology tools that support<br />

knowledge management<br />

and clinical decision making,<br />

as well as promoting quality<br />

and safety,” according to<br />

Helen Connors, RN, PhD,<br />

FAAN, associate dean <strong>of</strong><br />

integrated technologies.<br />

Connors also serves as the<br />

executive director <strong>of</strong> the <strong>KU</strong><br />

<strong>Center</strong> for Health Informatics<br />

and is the HITS project<br />

director.<br />

“Clinical training and education is<br />

seen as the crucial element for changing<br />

the culture <strong>of</strong> health care practices<br />

to support the national IT agenda, and<br />

provide quality, efficiency and effectiveness<br />

in our health care system,”<br />

Connors added. “We believe this<br />

education and training needs to start<br />

with faculty. The <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

is fortunate to have received this<br />

HRSA funding to be able to partner<br />

with our colleagues from Colorado,<br />

Indiana and the National League for<br />

“ The increasingly complex health<br />

care environment requires the<br />

use <strong>of</strong> electronic health records<br />

and other technology tools.<br />

”<br />

<strong>Nursing</strong>. Together, we can provide a<br />

quality program that reaches out to<br />

a diverse group <strong>of</strong> faculty across the<br />

country.”<br />

Educating faculty on the use <strong>of</strong><br />

technology and how to teach<br />

students is a goal <strong>of</strong> the HITS<br />

program. Connors is involved in<br />

another national initiative that<br />

shares a similar objective, the<br />

Technology Informatics Guiding<br />

Education Reform (TIGER)<br />

initiative.<br />

4 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


During its first year, 48 faculty scholars<br />

from 27 schools across the country<br />

participated in the HITS program.<br />

TIGER is a project<br />

funded in part from<br />

the National Library<br />

<strong>of</strong> Medicine, National<br />

Institutes <strong>of</strong> Health and<br />

the Department <strong>of</strong> Health<br />

and Human Services.<br />

Education is one <strong>of</strong> the seven pillars<br />

<strong>of</strong> the TIGER vision – to have a<br />

collaborative learning community<br />

that maximizes the possibilities <strong>of</strong><br />

technology toward knowledge development<br />

and dissemination, driving<br />

rapid deployment and implementation<br />

<strong>of</strong> best practices. The program<br />

involves a team <strong>of</strong> leaders within the<br />

nursing education and clinical arenas<br />

to ensure nursing students receive<br />

the education they need to practice<br />

in today’s high-tech environment.<br />

Programs such as HITS become<br />

important for reaching TIGER’s<br />

vision.<br />

During its first year, 48 faculty<br />

scholars from 27 schools across<br />

the country participated in the<br />

HITS program. Two <strong>KU</strong> <strong>School</strong> <strong>of</strong><br />

<strong>Nursing</strong> faculty members, Sharon<br />

Kumm, RN, MSN, and Mary<br />

Meyer, RN, MSN, ARNP-BC, took<br />

part and their final project was the<br />

creation <strong>of</strong> videos for students to<br />

download to their PDAs. They<br />

called the videos Point <strong>of</strong> Care<br />

Instant Teacher Videos (POCiT).<br />

“Historically, videos have been<br />

a mainstay <strong>of</strong> nursing skills education,”<br />

Meyer said. The <strong>KU</strong> <strong>School</strong><br />

<strong>of</strong> <strong>Nursing</strong> already integrates the<br />

use <strong>of</strong> personal digital assistants in<br />

the undergraduate curriculum and<br />

requires the students purchase the<br />

PDAs.<br />

The procedures, available<br />

on video and accessible through<br />

<strong>KU</strong>MC’s online learning platform,<br />

included demonstrations on the<br />

insertion <strong>of</strong> intravenous catheter,<br />

tracheostomy care, tracheostomy<br />

suctioning, drawing blood from a<br />

central line and administration <strong>of</strong><br />

secondary IV piggyback.<br />

The <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> is<br />

now in the second year <strong>of</strong> the HITS<br />

program, with approximately 40<br />

new national participants that began<br />

in the fall <strong>of</strong> 2008.<br />

Preparing HIT-Ready Faculty<br />

5


High Fidelity<br />

On April 6, 2007, Maria Ruiz was given an accidental<br />

overdose <strong>of</strong> morphine in an attempt to relieve acute pain<br />

brought on by kidney stones. An improperly prescribed dose<br />

<strong>of</strong> morphine, 40 milligrams instead <strong>of</strong> the normal dosage <strong>of</strong><br />

4 milligrams, was added to Ruiz’s IV drip.<br />

At nearly 10 times the recommended amount, such a<br />

substantial overdose <strong>of</strong> morphine would usually bring on<br />

severe respiratory depression. Ruiz, however, was never<br />

in any real danger. Maria Ruiz, and all the aspects <strong>of</strong> her<br />

personality and physiology, was simply a construct – an<br />

assembled piece <strong>of</strong> a learning puzzle. Using high-fidelity<br />

simulators – programmable mannequins that effectively<br />

mimic the actions and ailments <strong>of</strong> live patients – instructors<br />

at the <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> have been<br />

able to create a learning environment that looks, and feels,<br />

like the real thing.<br />

When students step into a simulator lab, it’s easy for<br />

them to forget that they’re still in a classroom. Every image,<br />

instrument and sensation that they experience is geared<br />

toward creating a learning environment that feels exactly<br />

like a health care setting. The lab is so realistic that many<br />

students gain a new sense <strong>of</strong> perspective after mistakenly<br />

delivering a morphine overdose to the simulator.<br />

“Had it been a real life situation, we would have put<br />

someone’s life on the line,” said Erin Wood, a senior in the<br />

<strong>KU</strong> nursing program. “A couple <strong>of</strong> us were even talking<br />

about quitting nursing school. We eventually got over<br />

ourselves, but we still took it very seriously that we had<br />

made such a big mistake.”<br />

Though it is not uncommon for students to become<br />

anxious at the conclusion <strong>of</strong> this pain management simula-<br />

6 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


A SIMULATED BLUR –<br />

The complexities <strong>of</strong> a high-fi delity<br />

simulator are enough to keep a<br />

nursing team in motion.<br />

High Fidelity<br />

7


tion, the point <strong>of</strong> the exercise<br />

is not to deliberately mislead<br />

participants. Instead, making<br />

an error in a simulated practice<br />

environment is <strong>of</strong>ten a<br />

turning point in a student’s<br />

education.<br />

On a list <strong>of</strong> responses<br />

compiled by nursing instructors<br />

after the simulation,<br />

students made statements such<br />

as, “I will never make that<br />

“From placing an instructor in the room<br />

to act like a frustrated family member,<br />

to making the simulator respond in an agitated manner,<br />

we’re able to transform a theoretical situation<br />

into a real-life one.”<br />

mistake again.” Their surprise<br />

and relief after the simulation<br />

exercise underscores the<br />

need for students to experience<br />

clinical practice in a safe<br />

environment.<br />

Mary Meyer, RN, MSN,<br />

ARNP-BC, director <strong>of</strong> the<br />

<strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> Clinical<br />

Skills Laboratory, is well<br />

aware <strong>of</strong> the importance <strong>of</strong> the<br />

Maria Ruiz simulation and the<br />

impact it has on her students.<br />

“We know we can’t just<br />

throw our students into clinical<br />

settings where the lives <strong>of</strong><br />

patients are at stake and<br />

expect them not to feel overwhelmed,”<br />

Meyer said. “Here,<br />

in the simulation labs, we can<br />

watch and then critique their<br />

decisions, and then later ask<br />

them what they were thinking<br />

about during critical moments<br />

and what cues they picked up<br />

on.”<br />

The cues in question<br />

originate with the instructor,<br />

so there is little ambiguity as<br />

to their meaning. As students<br />

address the animated mannequin,<br />

they must be aware <strong>of</strong><br />

factors such as respiration<br />

and heart rate, blood<br />

pressure, as well as the<br />

patient’s needs.<br />

A speaking<br />

apparatus within the mannequin<br />

allows the instructors<br />

controlling the simulator from<br />

outside the room to speak for<br />

the patient. When considered<br />

as a whole, the mannequin is<br />

far from a static teaching tool.<br />

“We still prefer real-life<br />

patients for teaching interviewing<br />

and out-patient<br />

assessment skills,” Meyer<br />

explained. “But in the skills<br />

lab, with our high-fidelity<br />

mannequins, we can create a<br />

patient situation and make the<br />

physical examination match a<br />

specific disease.”<br />

8 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


Where the term “fidelity,” or “hi-fi,” was once used primarily<br />

to describe how accurately music could be recorded and then<br />

reproduced, its meaning has changed with the advent <strong>of</strong> interactive<br />

teaching tools. Now, a system is said to be high in fidelity if it accurately<br />

mimics a real life situation. Since the teaching lab mannequins<br />

are programmed and operated by faculty<br />

members, fidelity depends on instructors<br />

being able to manipulate a complex system.<br />

“Reflection papers from our students tell us<br />

that they perceive these scenarios as very real,”<br />

said Teri Thompson, RN, MSN, CPNP, an<br />

instructor and doctoral candidate at the <strong>KU</strong><br />

<strong>School</strong> <strong>of</strong> <strong>Nursing</strong>. “Once we decide what it<br />

is that we want to teach them, we’re able to<br />

create a full spectrum clinical situation that<br />

captures every aspect <strong>of</strong> the experience. From<br />

placing an instructor in the room to act like<br />

a frustrated family member, to making the<br />

simulator respond in an agitated manner,<br />

we’re able to transform a theoretical situation<br />

into a real-life one.”<br />

An integral part <strong>of</strong> the simulator experience<br />

is provided by a project called the<br />

Simulated E-hEalth Delivery System,<br />

otherwise known as SEEDS. A partnership<br />

between the Cerner Corporation and the<br />

<strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>Medical</strong> <strong>Center</strong>, SEEDS<br />

is a live-production, clinical information<br />

system that mirrors the electronic records and<br />

information technology students will encounter<br />

in a clinical setting. Additionally, SEEDS<br />

allows faculty members to use the learning<br />

tool to monitor and measure the performance<br />

<strong>of</strong> their students.<br />

Judith Warren, PhD, RN, BC, FAAN,<br />

FACMI, has used the SEEDS system to<br />

A TWO-WAY RELATIONSHIP –<br />

While the simulator derives its<br />

automation from programmers<br />

and <strong>KU</strong>’s nursing instructors, the<br />

information it passes to students is<br />

an invaluable teaching resource.<br />

High Fidelity<br />

9


go beyond traditional classroom instruction.<br />

Warren is the Christine A. Hartley Centennial<br />

Pr<strong>of</strong>essor and director <strong>of</strong> nursing informatics at<br />

the <strong>KU</strong> <strong>Center</strong> for Health Informatics.<br />

“Just because we’re able to disseminate<br />

electronic health records to our students in realtime,<br />

it’s not very effective if they’re not used,”<br />

Warren said. “We’ve had students that missed<br />

cues in the simulator lab and when we access<br />

the SEEDS electronic health record, we’re<br />

able to get a very clear understanding <strong>of</strong> what<br />

happened. As students become more familiar<br />

with all the aspects <strong>of</strong> clinical care, they begin<br />

to trust the material they’ve learned and allow<br />

their critical thinking skills to develop.”<br />

While many students initially see the simulation<br />

lab assignments as play acting, they very<br />

quickly find out that there are serious implications.<br />

“Usually you have a teacher looking over<br />

your shoulder, so you’re more comfortable<br />

asking questions before you act,” said Jordan<br />

Bedford, a senior in the nursing program.<br />

“During the simulations, you only have your<br />

nursing student team with you. So, you have to<br />

ask yourself ‘what do I know, what can I find<br />

out and what do I do next’”<br />

It is this kind <strong>of</strong> self-reliance and enthusiasm<br />

that has instructors giving high praise to the sim<br />

lab mannequins.<br />

“It’s great to observe the students and<br />

understand what they take away from the simulations,”<br />

Meyer explained. “We’re able to see<br />

which students need more help and which ones<br />

are progressing with, or ahead <strong>of</strong>, the learning<br />

curve. Our current generation <strong>of</strong> students is<br />

very comfortable with a variety <strong>of</strong> high-technology<br />

learning methods.”<br />

With a team <strong>of</strong> only four students in the<br />

simulator labs at a time, the opportunities to<br />

interact with the high-fidelity mannequins are<br />

limited. In the past, instructors would not have<br />

had the time to shuttle teams <strong>of</strong> four through<br />

the labs over and over again. Thanks again<br />

to advancements in technology, instructors at<br />

the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> are able to broadcast<br />

simulations to classrooms so that nursing<br />

students can watch their classmates take part in<br />

clinical exercises.<br />

“I could stand up and give a lecture on pediatric<br />

diabetes … or I could conduct a near-life<br />

study and stream it to a classroom,” Meyer said.<br />

“Instead <strong>of</strong> just listening to me tell them what<br />

they need to know, students will watch their<br />

classmates and study the process so that when<br />

it’s their turn, they’re ready.”<br />

THROUGH THE LEARNING GLASS –<br />

Hidden behind a one-way mirror, Mary Meyer, RN,<br />

MSN, ARNP-BC, is able to stay out <strong>of</strong> sight while<br />

leading her students through simulated exercises.<br />

10 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


High Fidelity<br />

11


on the heels <strong>of</strong> celebrating the<br />

<strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong><br />

<strong>Nursing</strong> centennial in 2006, the<br />

<strong>School</strong> achieved two other milestones<br />

with the announcement <strong>of</strong> the Christine A.<br />

Hartley Centennial Pr<strong>of</strong>essorship in 2007 and<br />

the E. Jean M. Hill Pr<strong>of</strong>essorship in <strong>Nursing</strong> in<br />

2008.<br />

Judith Warren, PhD, RN, BC, FAAN,<br />

FACMI, was named the Christine A. Hartley<br />

Centennial Pr<strong>of</strong>essor in April 2007. Helen R.<br />

Connors, RN, PhD, Dr PS (Hon), FAAN, was<br />

named the E. Jean M. Hill Pr<strong>of</strong>essor in October<br />

2008.<br />

Warren is a pr<strong>of</strong>essor in the <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

and director <strong>of</strong> nursing informatics at the<br />

<strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>Center</strong> for Health Informatics.<br />

In partnership with Cerner Corporation,<br />

she developed a program that adapts electronic<br />

health records to teach students about the<br />

management <strong>of</strong> patient data, the role <strong>of</strong> patient<br />

information in clinical decision-making and<br />

informatics competency.<br />

The pr<strong>of</strong>essorship’s namesake, Christine A.<br />

Hartley, Jackson, Wyo., has strong ties to <strong>KU</strong>.<br />

Hartley is a 1973 <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> graduate<br />

who obtained her master’s degree in 1986.<br />

She is a former intensive care nurse, critical care<br />

instructor for nursing programs and c<strong>of</strong>ounder<br />

<strong>of</strong> an independent consulting company. Her<br />

husband Ross is a 1974 graduate <strong>of</strong> the <strong>KU</strong><br />

<strong>School</strong> <strong>of</strong> Law. The endowed pr<strong>of</strong>essorship has<br />

an emphasis in organizational leadership, which<br />

Helen R. Connors, RN, PhD, Dr PS (Hon), FAAN, (left)<br />

and Judith Warren, PhD, RN, BC, FAAN, FACMI<br />

is something the Hartleys and Warren believe<br />

is an important characteristic needed <strong>of</strong> today’s<br />

nursing graduates.<br />

“The timing was right, and this is an important<br />

need for the school,” Christine said <strong>of</strong> the<br />

pr<strong>of</strong>essorship. “Ross and I felt this would be a<br />

great way to give back to an institution that has<br />

enriched so many lives.”<br />

Endowed pr<strong>of</strong>essorships, unlike grants<br />

and other private funding, allow faculty to<br />

enhance his or her programs <strong>of</strong> research and<br />

expand pr<strong>of</strong>essional opportunities to contribute<br />

to the pr<strong>of</strong>ession. For example, Warren now<br />

has funding to attend specialized national and<br />

international conferences and to implement new<br />

projects. Endowed pr<strong>of</strong>essors can help to highlight<br />

excellence in specific domains <strong>of</strong> nursing<br />

for the benefit <strong>of</strong> students and colleagues.<br />

An endowed pr<strong>of</strong>essorship also provides a<br />

lasting tribute to the values and beliefs <strong>of</strong> the<br />

donor. Every time Warren signs her name and<br />

title she is reminded <strong>of</strong> the importance <strong>of</strong> the<br />

pr<strong>of</strong>essorship. And, others take notice too.<br />

“When people see a pr<strong>of</strong>essorship title, the<br />

response is different because they understand<br />

your work is <strong>of</strong> the highest quality. You get<br />

that validation <strong>of</strong> your career’s work on several<br />

levels,” Warren said.<br />

In the first year following her investiture,<br />

Warren said she learned that there was only a<br />

small number <strong>of</strong> endowed nursing pr<strong>of</strong>essorships<br />

at schools around the country. Being one<br />

<strong>of</strong> the few to have a nursing endowed pr<strong>of</strong>essorship<br />

gives her the opportunity to talk about the<br />

12 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


Endowed Pr<strong>of</strong>essors Focus on Technology<br />

Excellence<br />

Highlighting Excellence<br />

13


importance <strong>of</strong> her work, which in turn opens new doors for<br />

her and the school.<br />

In October 2008, the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> invested its<br />

second endowed pr<strong>of</strong>essor, Helen Connors, with the E. Jean<br />

M. Hill Pr<strong>of</strong>essorship.<br />

Connors is the executive director <strong>of</strong> the <strong>KU</strong><br />

<strong>Center</strong> for Health Informatics and was recently<br />

appointed associate dean for integrated technologies<br />

at the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>. She<br />

most recently served as associate dean for<br />

academic affairs.<br />

E. Jean M. Hill, RN, MS, EdD, or<br />

Miss Hill as so many people knew her,<br />

was director <strong>of</strong> the Department <strong>of</strong><br />

<strong>Nursing</strong> Education at the <strong>University</strong><br />

<strong>of</strong> <strong>Kansas</strong> from 1949 to 1963.<br />

Hill vastly improved the nursing<br />

curriculum and her push for higher<br />

standards resulted in the phasing out<br />

<strong>of</strong> the diploma program and the implementation<br />

<strong>of</strong> the first baccalaureate degree<br />

in nursing at <strong>KU</strong>. The nursing degree program<br />

was moved from the College <strong>of</strong> Liberal Arts to the<br />

<strong>KU</strong> <strong>School</strong> <strong>of</strong> Medicine in 1949, and the RN-to-BSN<br />

completion program for practicing nurses was established.<br />

It was during her tenure that the first male and the first<br />

African-American students were admitted to the<br />

<strong>School</strong>. Hill directed the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

as it received full academic accreditation<br />

from the National League for <strong>Nursing</strong>.<br />

Hill’s students had such fond memories<br />

<strong>of</strong> her that alumni from that era began<br />

the fund that resulted in this pr<strong>of</strong>essorship<br />

in her honor. Grace Harlow Chickadonz,<br />

PhD, RN, FAAN, class <strong>of</strong> 1958, is a<br />

pr<strong>of</strong>essor emeritus and former dean <strong>of</strong> the Syracuse<br />

<strong>University</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>.<br />

“Miss Hill was greatly respected by her colleagues and<br />

students alike,” Chickadonz said. “Many graduates remember<br />

her as a teacher and administrator who held the students<br />

to the highest standards, but was always available to provide<br />

By establishing a new<br />

endowed pr<strong>of</strong>essorship or<br />

donating to an existing fund,<br />

contributors can make an<br />

impact that will last<br />

for generations.<br />

14 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


MEDALLIONS engraved with the<br />

university seal are presented to<br />

the pr<strong>of</strong>essors during investiture<br />

ceremonies.<br />

support and encouragement<br />

to those who worked hard to<br />

achieve their goals.”<br />

As the E. Jean M. Hill<br />

Pr<strong>of</strong>essor, Connors will<br />

continue to forge a path<br />

that Hill began through her<br />

innovative vision and ability<br />

to marshal change. Connors<br />

initiated the use <strong>of</strong> advanced<br />

information technologies<br />

for education and practice,<br />

established policy for telecommunications<br />

and telehealth,<br />

and has spearheaded activities that<br />

promote an informatics network<br />

for public health data across<br />

<strong>Kansas</strong>. Through her efforts,<br />

the <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> has<br />

developed academic<br />

and business partnerships<br />

with both public<br />

and private entities.<br />

These partnerships<br />

support and expand<br />

the use <strong>of</strong> electronic<br />

health care information<br />

and advanced communications<br />

technologies.<br />

Connors is internationally<br />

renowned for innovations in<br />

all levels <strong>of</strong> nursing education.<br />

“It is an honor and a<br />

privilege to be named the first<br />

E. Jean M. Hill Pr<strong>of</strong>essor,”<br />

Connors said. “I did not know<br />

Miss Hill personally; however,<br />

I have heard about her from<br />

my colleagues who had firsthand<br />

experience with Miss<br />

Hill. They described Miss Hill<br />

as first and foremost being an<br />

innovator in nursing education<br />

and secondly as being<br />

stern. There is no doubt in<br />

my mind that her passion to<br />

advance nursing education<br />

and the pr<strong>of</strong>ession <strong>of</strong> nursing<br />

during some very trying times<br />

took courage, fortitude and<br />

required her to stand firm on<br />

her ideals.<br />

“It is these qualities that<br />

brought the <strong>KU</strong> <strong>School</strong> <strong>of</strong><br />

<strong>Nursing</strong> where it is today.<br />

She established a vision for the<br />

school and a path for others to<br />

follow. I plan to do my utmost<br />

to carry on the vision she initiated<br />

so many years ago and<br />

the values that are expressed<br />

by those that knew her well,”<br />

Connors added.<br />

For more than 40 years,<br />

endowed funds at the <strong>Kansas</strong><br />

<strong>University</strong> Endowment<br />

Association have helped the<br />

<strong>University</strong> <strong>of</strong> <strong>Kansas</strong> attract<br />

and keep top-quality faculty<br />

members. These distinguished<br />

faculty members can draw<br />

outstanding colleagues to <strong>KU</strong>,<br />

along with excellent graduate<br />

and undergraduate students,<br />

thus improving the quality<br />

<strong>of</strong> education and research<br />

throughout the <strong>University</strong>.<br />

Having endowed pr<strong>of</strong>essorships<br />

at the <strong>KU</strong> <strong>School</strong> <strong>of</strong><br />

<strong>Nursing</strong> allow donors to show<br />

their support <strong>of</strong> the school and<br />

its mission. By establishing a<br />

new endowed pr<strong>of</strong>essorship<br />

or donating to an existing<br />

fund, contributors can make<br />

an impact that will last for<br />

generations. Faculty pr<strong>of</strong>essorships<br />

exist in perpetuity, with<br />

every gift making a difference.<br />

Highlighting Excellence<br />

15


Over(seas)<br />

Achiever<br />

For Robert Hafner, RN, the task <strong>of</strong><br />

completing his bachelor’s degree in<br />

nursing at the <strong>University</strong> <strong>of</strong> <strong>Kansas</strong><br />

was already difficult.<br />

With a full-time job as a registered nurse at<br />

The <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> Hospital’s Burnett Burn<br />

<strong>Center</strong>, a new marriage and a baby on the way,<br />

being a student required dedication.<br />

Being recalled to active status by the U.S. Army<br />

during a time <strong>of</strong> war required something more.<br />

“There was never a question that I would finish<br />

my degree,” Hafner said. “It was just a question <strong>of</strong><br />

how I would make the most <strong>of</strong> the time that I had<br />

left stateside.”<br />

Having recently been married, Hafner decided<br />

to focus on his family and take a leave <strong>of</strong> absence<br />

from academia before he was deployed to serve his<br />

country. Even though he was only eight credit hours<br />

short <strong>of</strong> earning his degree, the decision was an easy<br />

one. The degree could wait.<br />

16 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


Above and Beyond – In addition to helping manage the<br />

burn unit at the Al-Asad military hospital, Robert Hafner<br />

completed his bachelor’s degree in nursing through<br />

online courses <strong>of</strong>fered by the <strong>University</strong> <strong>of</strong> <strong>Kansas</strong>.<br />

In June <strong>of</strong> 2007, having spent four<br />

years away from active service, 1st<br />

Lieutenant Hafner reported for duty.<br />

While most people would be<br />

focused on their immediate surroundings,<br />

Hafner approached this<br />

deployment with a plan for the future.<br />

As his Army Reserve unit mobilized<br />

in Wisconsin, Hafner worked to find<br />

a preceptor who could help him earn<br />

his degree online. Luckily, Hafner<br />

was to be stationed with Captain John<br />

Redmond. Redmond’s bachelor’s<br />

degree in nursing, combined with his<br />

master’s in education, allowed him<br />

to be approved as an instructor by<br />

the <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong><br />

Nurs ing.<br />

Vicki Ross, RN, PhD, a research<br />

assistant in the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>’s<br />

<strong>of</strong>fice <strong>of</strong> grants and research, worked<br />

with the Army to facilitate Hafner’s<br />

online education.<br />

“There was anticipation that the<br />

approval process would take a great<br />

deal <strong>of</strong> time,” Ross said. “Bob made<br />

Over(seas) Achiever<br />

17


“<br />

KA<br />

K<br />

ANSAS<br />

all the contacts and the military was<br />

very supportive. We were all very<br />

pleased that we were able to get Bob’s<br />

programs approved.” That September,<br />

Hafner arrived at the military hospital<br />

in Al Asad – a Marine-controlled<br />

airbase 280 miles west <strong>of</strong> Baghdad<br />

With wound care, you get to see<br />

the patient’s progress and feel<br />

that sense <strong>of</strong> accomplishment<br />

when you help them recover.<br />

– and was immediately pulled into<br />

action. As an <strong>of</strong>ficer, and the only<br />

nurse at the hospital with experience<br />

treating burn victims, Hafner quickly<br />

became Al Asad’s burn expert. With<br />

the next closest burn nurse at the military<br />

hospital in Tikrit, 350 miles to the<br />

north, Hafner was receiving a steady<br />

stream <strong>of</strong> patients who required his<br />

specialized skills.<br />

In addition to his clinical workload,<br />

Hafner was charged with making sure<br />

that his burn unit was fully functional.<br />

“There was a lot <strong>of</strong> on-the-job<br />

training,” Hafner said. “Because so<br />

few people had experience in burn<br />

treatment, we had to get their<br />

clinical skills up to par.”<br />

Hafner continued to work<br />

on completing his degree, despite<br />

all these challenges. In order to<br />

do so, he found himself utilizing<br />

a precious commodity – free<br />

time. Hafner not only shifted his<br />

work schedule to accommodate<br />

his studies, he also dipped into<br />

his own paycheck to purchase<br />

internet access.<br />

While the strain<br />

was noticeable,<br />

Hafner<br />

had someone<br />

he could rely<br />

on to get him<br />

through – his<br />

”<br />

wife Janelle.<br />

“Over half<br />

<strong>of</strong> the individuals<br />

in my unit<br />

had never been deployed before<br />

and didn’t have the coping skills<br />

to really deal with their surroundings,”<br />

Hafner said. “Luckily, I<br />

could call my wife. Being able to<br />

talk to your significant other is a<br />

great buffer for whatever you’re<br />

dealing with, no matter how far<br />

away they are.”<br />

Interacting with his classmates<br />

online also helped Hafner feel a<br />

connection to his studies; and he<br />

was able to <strong>of</strong>fer a unique perspective<br />

in a leadership course.<br />

“There were a lot <strong>of</strong> discus-<br />

18 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


sions on how to handle stress,” Hafner<br />

said. “I don’t think they realized where<br />

I was coming from at first, but I was<br />

able to point out some things to them<br />

and I think it was a great help. A lot <strong>of</strong><br />

my classmates let me know that I had<br />

really helped them with their outlook.”<br />

In May 2008, after being stationed<br />

overseas for nine months, Hafner<br />

earned his degree. One month later, he<br />

was able to return home to his wife and<br />

his new-born daughter Anya. Hafner<br />

also returned to a surprise celebration<br />

at the <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>Medical</strong><br />

<strong>Center</strong> where he was presented his<br />

diploma by Karen Miller, RN, PhD,<br />

FAAN, dean <strong>of</strong> the <strong>KU</strong> <strong>School</strong> <strong>of</strong><br />

<strong>Nursing</strong>, and Rita Clifford, RN, PhD,<br />

associate dean for student affairs at the<br />

<strong>School</strong>.<br />

Hafner was not content to rest on<br />

his laurels. He followed this initial<br />

accomplishment by enrolling in the<br />

<strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>’s master’s<br />

program. Though additional studies<br />

will require additional sacrifices,<br />

Hafner’s up to the challenge.<br />

“With wound care, you get to see<br />

the patient’s progress and feel that<br />

sense <strong>of</strong> accomplishment when you<br />

help them recover,” Hafner said.<br />

“Everyday I’m on the job, it just makes<br />

me want to do it more.”<br />

Graduation, Take Two –<br />

At a surprise awards ceremony, Dean Karen<br />

Miller, RN, PhD, FAAN, and Associate Dean Rita<br />

Clifford, RN, PhD, presented Robert Hafner with his<br />

diploma. Due to his deployment, Hafner was unable<br />

to attend his on-campus graduation.<br />

Over(seas) Achiever<br />

19


+<br />

=<br />

Supporting<br />

Faculty<br />

Practice<br />

+<br />

Providing<br />

Patient care<br />

Improving Health<br />

in the Community<br />

more than 15 years ago, Eleanor Sullivan, RN,<br />

PhD, FAAN, then dean <strong>of</strong> the <strong>KU</strong> <strong>School</strong> <strong>of</strong><br />

<strong>Nursing</strong>, championed the first effort for<br />

faculty to continue a clinical<br />

practice while maintaining<br />

their teaching responsibilities.<br />

That venture, which began as a<br />

single faculty member serving<br />

a local community college, is<br />

now a multifaceted and everexpanding<br />

clinical enterprise<br />

known as <strong>KU</strong> HealthPartners,<br />

Inc. (<strong>KU</strong>HP).<br />

Sullivan, who served as dean<br />

from 1988-1995, enlisted Betty Smith<br />

Campbell, a community health nurse,<br />

who began developing clinical services<br />

contracts for <strong>KU</strong> nursing faculty. The first contract,<br />

which provided health services for Johnson County<br />

Community College students in 1993, is a contract <strong>KU</strong><br />

HealthPartners continues today.<br />

“The idea <strong>of</strong> faculty practice plans or clinical entities<br />

managed by faculty from schools is not new,” Dean<br />

Karen Miller, RN, PhD, FAAN, noted. “The challenge<br />

for faculty members engaging in clinical practice is to<br />

establish a business model that supports the costs <strong>of</strong> a clinical<br />

enterprise.”<br />

At other universities, similar programs have traditionally<br />

been grant funded. Miller explained that <strong>of</strong>ten these<br />

programs could not survive financial constraints that<br />

occurred once grant funding was no longer available.<br />

20 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


PARTNERS IN HEALTH –<br />

Through a <strong>KU</strong> HealthPartner’s program,<br />

Tai Chi classes are <strong>of</strong>fered (by <strong>KU</strong> faculty<br />

member Jacque Carpenter) to patients<br />

suffering from chronic conditions.<br />

Supporting Faculty Practice + Providing Patient Care = Improving Health in the Community<br />

21


Crafting a Partnership:<br />

A Timeline for <strong>KU</strong>HP<br />

1999<br />

Michael Bleich, RN, PhD,<br />

FAAN, hired & expands the<br />

<strong>of</strong>ferings <strong>of</strong> the organization<br />

This is not the case with <strong>KU</strong> HealthPartners.<br />

In fact, as <strong>KU</strong>HP has continued to expand<br />

its services, its ability to generate revenue has<br />

increased. Through the leadership <strong>of</strong> former<br />

Associate Dean for Clinical and Community<br />

Affairs Michael Bleich, PhD, RN, FAAN, <strong>KU</strong><br />

HealthPartners expanded its services and its<br />

reputation for clinical excellence.<br />

Originally incorporated in 1994 as <strong>KU</strong><br />

1993<br />

Faculty practice concept<br />

introduced to <strong>KU</strong> <strong>School</strong><br />

<strong>of</strong> <strong>Nursing</strong>; fi rst contract<br />

established<br />

1995<br />

1995<br />

The faculty practice<br />

incorporates as <strong>KU</strong> <strong>School</strong><br />

<strong>of</strong> <strong>Nursing</strong> Corporation<br />

“ As a <strong>KU</strong>HP provider, I <strong>of</strong>fer programs<br />

that enable people to incorporate healthy<br />

behaviors in order to live as well as possible,<br />

despite their chronic health conditions.”<br />

<strong>School</strong> <strong>of</strong> <strong>Nursing</strong>, Inc., <strong>KU</strong> HealthPartners<br />

reorganized in 2000 to become a joint enterprise<br />

<strong>of</strong> the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> and the <strong>KU</strong><br />

<strong>School</strong> <strong>of</strong> Allied Health, a school with educational<br />

programs in nine different health care<br />

disciplines.<br />

Partnership is the cornerstone <strong>of</strong> the enterprise<br />

in which the <strong>School</strong>s <strong>of</strong> <strong>Nursing</strong> and<br />

Allied Health work together to maintain the<br />

not-for-pr<strong>of</strong>it 501 (c)(3) corporation. Currently,<br />

<strong>KU</strong>HP is the faculty practice plan and sole<br />

entity through which clinical service contracts<br />

and direct care <strong>of</strong> patients is provided by faculty<br />

<strong>of</strong> both schools. The mission <strong>of</strong> <strong>KU</strong>HP is to<br />

provide clinical services that promote and<br />

support the educational, research and community<br />

service endeavors <strong>of</strong> both schools.<br />

<strong>KU</strong> HealthPartners’ interdisciplinary<br />

approach has captured the attention <strong>of</strong> many in<br />

the health care industry. On numerous occasions,<br />

Miller and other leaders at <strong>KU</strong>HP have<br />

been called upon to describe how their model is<br />

pushing the pr<strong>of</strong>ession to think differently about<br />

systems <strong>of</strong> care.<br />

“Our reputation for outstanding service is<br />

growing, and as a result we’re able to acquire<br />

more outside funding,” Miller said.<br />

In addition to grants, <strong>KU</strong> HealthPartners<br />

has acquired new contracts for consultation,<br />

management and specialized clinical services.<br />

Examples include faculty working with the<br />

American Stroke Foundation, Crittendon<br />

Behavioral Health <strong>Center</strong> and the Bethel<br />

Neighborhood <strong>Center</strong> in <strong>Kansas</strong> City, Kan.<br />

<strong>KU</strong> Clinical Assistant Pr<strong>of</strong>essor Jacque<br />

Carpenter, RNC, MS, PhD, leads three Tai Chi<br />

classes and one meditation and relaxation class<br />

as part <strong>of</strong> the <strong>KU</strong> HealthPartners contract with<br />

Turning Point. Turning Point is the only center<br />

in the <strong>Kansas</strong> City metropolitan area that <strong>of</strong>fers<br />

comprehensive programming for people with<br />

serious or chronic physical illnesses.<br />

22 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


2002<br />

<strong>KU</strong>HP named “Practice <strong>of</strong> the Year”<br />

by the National Organization <strong>of</strong><br />

Nurse Practitioner Faculties.<br />

2008<br />

<strong>KU</strong> HealthPartners<br />

generates $1.57 million<br />

in revenue serving more<br />

than 4,200 patient visits<br />

2000<br />

2005<br />

2009<br />

2000<br />

Reorganized to form <strong>KU</strong><br />

HealthPartners, Inc., to refl ect a<br />

joint venture with the <strong>KU</strong> <strong>School</strong><br />

<strong>of</strong> Allied Health<br />

2006<br />

<strong>KU</strong> HealthPartners, Inc., acquires<br />

the management <strong>of</strong> Silver City<br />

Health <strong>Center</strong> in the Argentine<br />

community <strong>of</strong> <strong>Kansas</strong> City, Kan.<br />

“As a <strong>KU</strong>HP provider, I <strong>of</strong>fer programs that<br />

enable people to incorporate healthy behaviors<br />

in order to live as well as possible, despite their<br />

chronic health conditions,” Carpenter said.<br />

“I have the distinct privilege <strong>of</strong> developing<br />

many lasting friendships with members <strong>of</strong> the<br />

community, whom I might never have met, had<br />

I not participated with <strong>KU</strong> HealthPartners.”<br />

<strong>KU</strong>HP also <strong>of</strong>fers a full range <strong>of</strong> speechlanguage<br />

pathology and audiology services<br />

through clinics at the <strong>University</strong> <strong>of</strong> <strong>Kansas</strong><br />

<strong>Medical</strong> <strong>Center</strong>. Specializing in prevention,<br />

detection, assessment and the rehabilitation <strong>of</strong><br />

hearing disorders, the clinic serves the needs <strong>of</strong><br />

the community and provides audiology students<br />

with a clinical experience.<br />

Through nurse practitioners, speechlanguage<br />

pathologists and audiologists,<br />

physical and occupational therapists, dietitians<br />

and nutritionists, <strong>KU</strong>HP is represented by a<br />

variety <strong>of</strong> health care pr<strong>of</strong>essionals practicing<br />

in the <strong>Kansas</strong> City metropolitan area and<br />

Topeka, Kan.<br />

“<strong>KU</strong> HealthPartners is an important part<br />

<strong>of</strong> our clinical service and education mission,”<br />

Miller said. “This unique entity owned and<br />

managed by the <strong>School</strong> allows faculty to practice<br />

and maintain clinical skills and students to see<br />

Supporting Faculty Practice + Providing Patient Care = Improving Health in the Community<br />

23


Home Sweet Home<br />

Med cal<br />

+<br />

A progressive model and a collaborative approach define<br />

the care patients receive at Silver City Health <strong>Center</strong> in the<br />

Argentine community <strong>of</strong> <strong>Kansas</strong> City, Kan.<br />

This innovative clinic saves lives and<br />

improves health care in an area <strong>of</strong> the community<br />

that has been medically underserved.<br />

“We’ve had patients say to us, ‘I think<br />

I would have died because I wouldn’t have<br />

known where to go,’” said Mary Virden, MSE,<br />

RN, the administrator at Silver City. “People<br />

feel like they’re coming to someone’s home to<br />

visit when they come here, rather than coming<br />

to an institutional place.”<br />

Patient Marilyn Martin agreed, noting<br />

the comprehensive, medical home concept<br />

employed at Silver City is a phenomenal benefit<br />

for the patients. When asked where she would<br />

be if it were not for Silver City Health <strong>Center</strong>,<br />

Martin said simply, “I’d be in trouble.”<br />

Like many patients, Martin said she would<br />

not know where to turn for her health care<br />

because she does not feel like she has many<br />

options. But under the patient-centered model<br />

<strong>of</strong> care established at Silver City Health <strong>Center</strong>,<br />

called a “medical home” or “primary care<br />

home,” patients can visit with a physician or<br />

nurse practitioner and have their care coordinated<br />

with other health pr<strong>of</strong>essionals all under<br />

one ro<strong>of</strong>.<br />

24 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


“ Silver City is <strong>of</strong> the community, located in<br />

the community, and we’re here to stay.”<br />

WELL CHILD –<br />

One <strong>of</strong> the many services<br />

that Silver City provides is<br />

well-child checkups. Working<br />

with patients <strong>of</strong> all ages<br />

has positioned the clinic as<br />

a full-service provider.<br />

Home Sweet <strong>Medical</strong> Home<br />

25


“The medical home model is a plus, and that<br />

is a fundamental part <strong>of</strong> everything we do here,”<br />

said Ed Galan, MSN, MA, FNP-C. “It is advantageous<br />

for any patient because it minimizes the<br />

need to send the patient elsewhere for services.”<br />

Galan is the director <strong>of</strong> clinical services at<br />

Silver City. The clinic is one <strong>of</strong> eight safety net<br />

clinics in Wyandotte County, but it is the only<br />

one with a documented, patient-centered model<br />

<strong>of</strong> care that <strong>of</strong>fers expanded services such as an<br />

interdisciplinary approach to diabetes care.<br />

Another noteworthy characteristic <strong>of</strong><br />

Silver City Health <strong>Center</strong> is that it is the only<br />

academic, nurse-managed clinic in <strong>Kansas</strong>. It<br />

is one <strong>of</strong> the clinics operated by <strong>KU</strong> Health-<br />

Partners, Inc., a joint clinical enterprise <strong>of</strong> the<br />

<strong>KU</strong> <strong>School</strong>s <strong>of</strong> <strong>Nursing</strong> and Allied Health. It<br />

also serves as the practice plan for faculty in the<br />

schools, allowing them to maintain their classroom<br />

and research responsibilities while still<br />

having an opportunity to provide care and keep<br />

their clinical skills current.<br />

<strong>KU</strong> HealthPartners acquired the management<br />

<strong>of</strong> Silver City Health <strong>Center</strong> from the <strong>KU</strong><br />

<strong>School</strong> <strong>of</strong> Medicine in July 2006, and in February<br />

2007, moved to its current location in the<br />

Argentine community on the southern edge <strong>of</strong><br />

Wyandotte County.<br />

The move provided more than a suitable<br />

environment for a medical clinic. It reassured<br />

the community <strong>of</strong> <strong>KU</strong> <strong>Medical</strong> <strong>Center</strong>’s<br />

commitment.<br />

“Silver City is <strong>of</strong> the community, located<br />

in the community, and we’re here to stay,” said<br />

Dean Karen Miller, RN, PhD, FAAN.<br />

Virden shared in this sentiment, “When we<br />

signed a five-year lease at this location, that sent<br />

a pretty strong message to the community.”<br />

Real-Life Insight –<br />

Ed Galan, MSN, MA, FNP-C, director <strong>of</strong> clinical<br />

services at Silver City, works closely with nursing students<br />

to make sure their clinical experience includes<br />

a mix <strong>of</strong> hands-on evaluation and education. Thanks<br />

to the efforts <strong>of</strong> Silver City pr<strong>of</strong>essionals, students<br />

compete for the opportunity to work at the clinic.<br />

26 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


2480<br />

Patient visits<br />

in 2008<br />

Patient visits<br />

in 2007<br />

4200+<br />

The leadership team at Silver City routinely<br />

evaluates their patient population and services<br />

provided to determine what services are needed<br />

in the future. Virden and others examine the<br />

racial and ethnic mix <strong>of</strong> people, insurance and<br />

socioeconomic status <strong>of</strong> patients, and their top<br />

five diagnoses. In addition to well-child checkups<br />

and routine gynecologic exams, the most<br />

common conditions treated at Silver City are<br />

diabetes, hypertension and hyperlipidemia.<br />

Virden said they have structured many <strong>of</strong> their<br />

activities and programs around this data.<br />

The majority <strong>of</strong> Silver City’s patients are<br />

uninsured or under-insured, so payment is<br />

based on a sliding scale. Galan noted the clinic<br />

has acquired a more varied payer mix over<br />

the past year, taking in more patients who are<br />

insured under Medicaid, Medicare and private<br />

insurance. Additional support for the clinic<br />

comes from external grant funding including<br />

the REACH Foundation <strong>of</strong> <strong>Kansas</strong> City,<br />

Wyandotte Health Foundation, the Health<br />

Care Foundation <strong>of</strong> Greater <strong>Kansas</strong> City, the<br />

Sunflower Foundation and the <strong>Kansas</strong> Department<br />

<strong>of</strong> Health and Environment.<br />

“We’re not just <strong>of</strong>fering care. We’re not just<br />

increasing access to care. We’re increasing access<br />

to high-quality, optimal care, and that to me is<br />

really important,” Galan said.<br />

Serving the community is paramount, but<br />

there is also a benefit to nursing, allied health<br />

and medical students who come to Silver City<br />

for clinical education. Students compete for the<br />

spots at Silver City, and the staff at the clinic<br />

strives to make it a high quality and enriching<br />

experience for them.<br />

“We have students in specific programs like<br />

physical therapy or nurse practitioner who need<br />

clinical opportunities that are not necessarily<br />

available in a traditional hospital,” Miller said.<br />

“Silver City <strong>of</strong>fers a nontraditional alternative<br />

for clinical practice with an emphasis on<br />

community based practice and care <strong>of</strong> diverse<br />

populations.”<br />

The pro<strong>of</strong> <strong>of</strong> Silver City’s success is in the<br />

continually increasing number <strong>of</strong> patients<br />

served. There were 2,480 patients visits in<br />

calendar year 2007 and more than 4,200 patient<br />

visits in 2008. Miller views this as a tremendous<br />

accomplishment.<br />

“We’ve had great success in increasing our<br />

services in the Argentine community,” Miller<br />

said. “We’re involving more faculty and more<br />

students. The fact that we’ve been able to create<br />

a freestanding, direct patient care clinic in the<br />

community is just an outstanding achievement<br />

that is a source <strong>of</strong> pride at <strong>KU</strong>MC.”<br />

Home Sweet <strong>Medical</strong> Home<br />

27


DNP Rounds Out Advanced Practice Offerings<br />

As the country’s health care system becomes more complex, the need<br />

for highly educated health care providers with advanced clinical skills<br />

increases. To help meet this need, the <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong><br />

<strong>Nursing</strong> developed its Doctor <strong>of</strong> <strong>Nursing</strong> Practice (DNP) program.<br />

Historically, the master’s degree has been<br />

the degree for specialized advanced nursing<br />

practice. With the development <strong>of</strong> the<br />

clinical doctorate program, the DNP will<br />

become the preferred preparation for specialty<br />

nursing practice. The American Association<br />

<strong>of</strong> Colleges <strong>of</strong> <strong>Nursing</strong> adopted guidelines<br />

in support <strong>of</strong> DNP programs in 2005. And<br />

in 2008, the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> joined<br />

a number <strong>of</strong> schools <strong>of</strong> nursing across the<br />

country that have added a DNP program to<br />

its educational <strong>of</strong>ferings.<br />

The <strong>KU</strong> DNP curriculum prepares<br />

nurses for the highest level <strong>of</strong> nursing practice<br />

in patient care and for leadership in<br />

health care systems. The DNP <strong>of</strong>fers sophisticated,<br />

cutting-edge experiences that help<br />

nurses actively engage in a complex, dynamic<br />

and demanding health care field. Skills in<br />

collaboration, innovation and evaluation,<br />

complemented by advanced practice nursing<br />

skills will prepare nurses to shape the<br />

future <strong>of</strong> health care. Such advanced practice<br />

nurses will provide patient-centered care that<br />

is evidence-based, contribute to the development<br />

<strong>of</strong> evidence-based practice and pursue<br />

leadership roles in a variety <strong>of</strong> health care and<br />

educational settings.<br />

Sharon Bailey, ARNP, MSN, is a <strong>KU</strong><br />

DNP student. As the only adult nurse practitioner<br />

in a <strong>Kansas</strong> pulmonary and sleep<br />

specialty clinic, Bailey cares for hospitalized<br />

patients, plans and modifies care when<br />

needed, provides an integrated link to the<br />

physicians, teaches and serves as a resource for<br />

nurses at the bedside.<br />

“Being clinically focused, I see the DNP<br />

as an opportunity to continue to expand my<br />

knowledge base within my personal areas<br />

<strong>of</strong> clinical interest,” Bailey said. “I chose the<br />

DNP because <strong>of</strong> the clinical focus. The DNP<br />

allows for advanced clinical focus with a<br />

terminal degree that will be commensurate<br />

with the skills that we provide in the clinical<br />

arena,” Bailey continued.<br />

Initially, <strong>KU</strong>’s DNP program is admitting<br />

only post-master’s students and therefore,<br />

is designed to assist that master’s-prepared<br />

nurse in gaining more depth and breadth<br />

in the specialty area in which the individual<br />

completed the MS degree. It is not designed<br />

to educate the individual in a new specialty<br />

area. In certain leadership tracks there may be<br />

master’s level prerequisite courses which can<br />

be taken, prior to the DNP, that can allow a<br />

student to proceed to the DNP level courses<br />

in a new leadership specialty area. In the near<br />

future, the program will also accept postbaccalaureate<br />

students. These students will<br />

complete the courses, which have traditionally<br />

been in master’s level programs, plus courses<br />

leading to the DNP.<br />

28 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


The addition <strong>of</strong> the DNP rounds-out<br />

the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>’s doctoral degree<br />

options, as the <strong>School</strong> still <strong>of</strong>fers the online<br />

Doctor <strong>of</strong> Philosophy (PhD) in <strong>Nursing</strong><br />

program. Established in 1983, the PhD<br />

program is research focused. This program<br />

prepares graduates to function in faculty<br />

positions in college and university settings; to<br />

conduct independent research and scholarly<br />

endeavors in nursing; to generate and expand<br />

theoretical, empirical and philosophical bases<br />

for nursing practice; and to provide leadership<br />

to the pr<strong>of</strong>ession and interpret nursing to<br />

society.<br />

The nurse engaged in doctoral study in<br />

nursing is typically an adult learner with<br />

unique perspectives gained from personal,<br />

pr<strong>of</strong>essional and educational experiences.<br />

Learning is achieved through independent<br />

study and research, as well as through<br />

completion <strong>of</strong> courses <strong>of</strong> instruction.<br />

“I chose the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> for<br />

its central location and great reputation for<br />

research,” said Kelli Kramer-Jackman, PhD,<br />

ARNP, FNP-BC, now a clinical assistant<br />

pr<strong>of</strong>essor at the <strong>School</strong>.<br />

“I was instructed by some <strong>of</strong> the smartest<br />

and most caring people I have ever met – I<br />

loved it,” Kramer-Jackman said. “My PhD<br />

education was strenuous, but it was the best.<br />

Taking courses taught by people who actually<br />

experienced and participated in some <strong>of</strong> nursing’s<br />

more recent revolutions has been eye<br />

opening, and lets the learner feel the true<br />

impact <strong>of</strong> what nurse researchers<br />

really can accomplish.”<br />

The <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> DNP <strong>of</strong>fers nurses a variety <strong>of</strong><br />

specialty tracks within two majors:<br />

Advanced Practice Majors:<br />

• Adult-Gerontological Clinical Nurse Specialist<br />

• Adult-Gerontological Nurse Practitioner<br />

• Certified Nurse-Midwife<br />

• Family Nurse Practitioner<br />

• Psychiatric-Mental Health Nurse Practitioner<br />

Leadership Majors:<br />

• Healthcare Informatics<br />

• Organizational Leadership<br />

• Public Health<br />

Of the <strong>KU</strong> PhD graduates between the years <strong>of</strong> 1986-2007,<br />

72 percent have been employed in nursing education as faculty members, researchers and<br />

administrators. Employment categories for the remaining 28 percent include directors <strong>of</strong><br />

research in hospitals, hospital systems and other health agencies, pharmaceutical research,<br />

clinical practice settings, National Institutes <strong>of</strong> Health, consultation, pr<strong>of</strong>essional writing and<br />

nursing administration positions in hospitals and other agencies.<br />

DNP Rounds Out Advanced Practice Offerings<br />

29


30 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


Investing in the Future<br />

Anew program to enhance the<br />

faculty and staff development<br />

at the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

is more than just a passive sign <strong>of</strong><br />

support – so said Eldonna Sylvia, RN,<br />

MN, ARNP, FNP, a faculty member<br />

who teaches in <strong>KU</strong>’s nurse practitioner<br />

program.<br />

“It says, ‘we believe in you.’”<br />

Sylvia is a student in the first<br />

class <strong>of</strong> the doctor <strong>of</strong> nursing practice<br />

program (DNP) that began in Fall<br />

2008. As the lead faculty person at the<br />

outreach site in Garden City, Kan.,<br />

Sylvia decided to pursue her doctorate<br />

so she can be a model for her students<br />

and also to gain personal and pr<strong>of</strong>essional<br />

satisfaction.<br />

Sylvia is the recipient <strong>of</strong> a new<br />

tuition benefit that aids <strong>KU</strong> nursing<br />

faculty who wish to pursue a doctoral<br />

degree.<br />

“I am immensely grateful,” she<br />

said. “The <strong>School</strong> has been very generous,<br />

both with allowing me the time<br />

(to complete the DNP) and with the<br />

tuition benefit. I probably could not<br />

have done it otherwise, especially now<br />

in this economic crunch.”<br />

Investing in the future – The fi ve-year enhancement<br />

program that began last fall provides support for<br />

Eldonna Sylvia, RN, MN, ARNP, FNP, who is working<br />

toward her DNP. Sylvia’s role as lead faculty at the<br />

outreach site in Garden City, Kan., will help bring<br />

advanced nursing practice to rural areas <strong>of</strong> <strong>Kansas</strong>.<br />

Historically, tens <strong>of</strong> thousands<br />

<strong>of</strong> qualified applicants are turned<br />

away from nursing schools each year<br />

due in part to faculty shortages. So,<br />

in an effort to develop more nurse<br />

educators, the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

launched an aggressive program to<br />

attract and retain talented faculty.<br />

The five-year Faculty and Staff<br />

Enhancement Program is a multifaceted<br />

pr<strong>of</strong>essional development plan<br />

that provides doctoral studies opportunities<br />

along with other programs to<br />

enrich the work environment. The<br />

program began in the fall <strong>of</strong> 2008<br />

and includes resources dedicated to<br />

supporting current <strong>KU</strong> nursing faculty<br />

members who wish to pursue doctoral<br />

studies.<br />

The nation as a whole is expecting<br />

dramatic reductions in its nursing<br />

workforce as a result <strong>of</strong> retirement and<br />

other factors. As the general population<br />

ages, so does the population <strong>of</strong><br />

practicing nurses and nurse educators.<br />

The latest national projections from<br />

the U. S. Bureau <strong>of</strong> Labor Statistics<br />

indicate the need for more than one<br />

million new and replacement nurses<br />

within eight years. More nursing<br />

educators are necessary to meet that<br />

need. Since doctoral education is time<br />

consuming and costly, Dean Karen<br />

Investing in the Future<br />

31


$<br />

The Faculty and Staff Enhancement Program was<br />

budgeted for fi ve years and is supported through<br />

revenues from research and clinical activities.<br />

“<br />

Miller, RN, PhD, FAAN, decided on a plan.<br />

“Without a sufficient number <strong>of</strong> experienced<br />

teachers, we cannot educate enough nurses to<br />

meet the growing demand,” Miller said. The<br />

primary reason for developing an enhancement<br />

program was to attract nurses interested in<br />

teaching careers and provide financial support<br />

for their academic preparation.<br />

“It seemed timely to me to propose a plan at<br />

the <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> to<br />

enhance the capacity <strong>of</strong> individuals to complete<br />

doctoral education in nursing,” Miller said.<br />

While other institutions and some states<br />

have implemented various forms <strong>of</strong> faculty<br />

incentive programs, the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

has taken a broader approach to the development<br />

and renewal <strong>of</strong> its faculty and staff. In the<br />

past five years, faculty and staff members <strong>of</strong> the<br />

<strong>School</strong> have been dedicated to the development<br />

Creating opportunities<br />

for the pr<strong>of</strong>essional development<br />

<strong>of</strong> faculty and staff is an<br />

investment in the future<br />

<strong>of</strong> the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>,<br />

its students and graduates.<br />

<strong>of</strong> new academic programs, revising the master’s<br />

degree curriculum and developing the DNP<br />

program. The <strong>School</strong> has also acquired the<br />

management <strong>of</strong> a community-based patient care<br />

clinic, Silver City Health <strong>Center</strong>, and submitted<br />

over 100 research and service grant proposals.<br />

In addition, faculty members have served as<br />

clinical and organizational experts on numerous<br />

local, regional and national projects in nursing.<br />

“In my mind, the faculty and staff <strong>of</strong> the<br />

<strong>School</strong> have been very busy and very successful,”<br />

Miller said. “I thought that it was time for<br />

us to renew ourselves with a focus on personal<br />

growth. These kinds <strong>of</strong> pr<strong>of</strong>essional opportunities<br />

enrich the work environment <strong>of</strong> the <strong>School</strong><br />

in ways that people find meaningful.”<br />

The enhancement program for doctoral<br />

studies invites current faculty members to<br />

apply for financial support in order to pursue<br />

a doctorate degree. In addition to the doctor<br />

<strong>of</strong> nursing practice degree, which began<br />

last fall, the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

currently <strong>of</strong>fers the traditional<br />

”<br />

doctor <strong>of</strong> philosophy program<br />

in an online format. Faculty<br />

members can choose to participate<br />

in one <strong>of</strong> the <strong>KU</strong> doctoral<br />

programs, or, if a more<br />

appropriate degree program<br />

is <strong>of</strong>fered elsewhere, they can<br />

enroll in a program at another<br />

institution and still receive the<br />

financial support.<br />

Once accepted as a “faculty<br />

scholar” <strong>of</strong> the <strong>School</strong>, the faculty<br />

member receives tuition support, along<br />

32 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


with a stipend for books and related materials,<br />

and adjusted work and teaching loads. The<br />

financial assistance is <strong>of</strong>fered for three years,<br />

and it does not have to be repaid so long as<br />

the faculty member continues to teach at <strong>KU</strong><br />

for two years after completion <strong>of</strong> the degree<br />

program.<br />

“The <strong>School</strong> will get back what they put<br />

into this program,” said Sylvia, who will start at<br />

least two or three more classes <strong>of</strong> NP students at<br />

the Garden City location.<br />

“I want to show my students that they can<br />

do this, too,” she said. “The NP students I teach<br />

will have the choice to go on to complete their<br />

doctorate, and I want them to know that it is<br />

valued.” Sylvia said she also feels compelled to<br />

complete the DNP so that she will be appropriately<br />

prepared to teach students at that level,<br />

and because it gives her personal satisfaction. “I<br />

like to learn. It is fun, challenging, and satisfying<br />

to think deeply and to write.”<br />

The enhancement program has four other<br />

components: cultural enrichment, pr<strong>of</strong>essional<br />

development funds, personal wellness opportunities<br />

and publication support. The cultural<br />

enrichment program is a grant-funded, longitudinal<br />

project that brings national speakers and<br />

unique learning opportunities to campus. The<br />

goal <strong>of</strong> the cultural enrichment program is to<br />

help faculty learn better ways to help prepare<br />

students for the changing cultural and ethnic<br />

diversity <strong>of</strong> the population <strong>of</strong> patients and<br />

students. The personal pr<strong>of</strong>essional development<br />

funds provide individuals a set amount <strong>of</strong><br />

money each year to use for pr<strong>of</strong>essional activities.<br />

This allocation may be used for continuing<br />

education, books and journals, pr<strong>of</strong>essional<br />

organization participation, and pr<strong>of</strong>essional<br />

travel, among other activities. Wellness and<br />

self-care opportunities are <strong>of</strong>fered on site in<br />

conjunction with physical therapy students in<br />

the <strong>KU</strong> <strong>School</strong> <strong>of</strong> Allied Health. And, to assist<br />

faculty members in writing manuscripts for<br />

submission to scholarly journals, a part-time<br />

consultant has been hired by the <strong>School</strong>.<br />

Since a substantial monetary commitment is<br />

necessary for the success <strong>of</strong> this type <strong>of</strong> pr<strong>of</strong>essional<br />

development program, funds have been<br />

allocated to subsidize the overall faculty and<br />

staff enhancement program for the next five<br />

years. These funds were accumulated over<br />

several years from non state-funded sources<br />

<strong>of</strong> revenue as a result <strong>of</strong> research, clinical and<br />

service activities. These funds are available to<br />

the school for discretionary purposes in support<br />

<strong>of</strong> the three missions: education, research and<br />

clinical practice and service to <strong>Kansas</strong> and the<br />

community.<br />

“Creating opportunities for the pr<strong>of</strong>essional<br />

development <strong>of</strong> faculty and staff is an investment<br />

in the future <strong>of</strong> the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>,<br />

its students and graduates,” Miller said. “The<br />

enhancement program is one approach to ensuring<br />

that the <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> will continue to<br />

have outstanding educational programs with<br />

excellent nurse educators to meet the needs <strong>of</strong><br />

potential students and people needing nursing<br />

care into the next twenty years.”<br />

Learn more about the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

Faculty and Staff Enhancement Program:<br />

www2.kumc.edu/son/fsep<br />

Investing in the Future<br />

33


Emerging Researchers<br />

Office <strong>of</strong> Grants & Research helps faculty<br />

navigate competitive grant environment<br />

Junior faculty members at research institutions<br />

<strong>of</strong>ten have their work cut out when trying<br />

to establish themselves as independent investigators.<br />

As such, the Office <strong>of</strong> Grants and Research<br />

(OGR) in the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> provides an<br />

important function by serving as both a launching<br />

pad for pilot studies and the infrastructure<br />

for established projects. Most importantly, the<br />

OGR can help new investigators develop the<br />

necessary research skills by providing internal<br />

funding and assistance in the process <strong>of</strong> submitting<br />

viable grant applications.<br />

“I can’t imagine conducting my research<br />

without the help <strong>of</strong> the OGR,” said Ubolrat<br />

Piamjariyakul, RN, PhD, research assistant<br />

pr<strong>of</strong>essor.<br />

For the past eight years, Piamjariyakul has<br />

assisted on research projects in the <strong>KU</strong> <strong>School</strong><br />

<strong>of</strong> <strong>Nursing</strong>. In 2005, working with Carol Smith,<br />

RN, PhD, as her mentor and collaborator, she<br />

received seed money from the OGR to develop<br />

methods that she would require for her own<br />

line <strong>of</strong> research – examining self-management<br />

<strong>of</strong> heart failure patients. She has since secured<br />

funding from the American Heart Association<br />

to continue her program <strong>of</strong> research. The grant<br />

application process she went through to obtain<br />

the OGR funding mirrored her experience<br />

applying for funding from the American Heart<br />

Association.<br />

34 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


GROWING OUR OWN –<br />

In working with her mentor Carol Smith, RN,<br />

PhD (right), Ubolrat Piamjariyakul, RN, PhD,<br />

research assistant pr<strong>of</strong>essor (center), benefi ts<br />

from the success <strong>of</strong> the Offi ce <strong>of</strong> Grants<br />

and Research by receiving internal funding<br />

to support her research. Piamjaryakul has<br />

developed her own line <strong>of</strong> research examining<br />

self-management <strong>of</strong> heart failure patients as a<br />

result <strong>of</strong> her work with Smith.<br />

“I learned a lot doing my initial focus group<br />

study,” Piamjariyakul said. “The process itself,<br />

determining the scientific merit and rigor, as<br />

well as establishing a methodology, the Office <strong>of</strong><br />

Grants and Research helped me with all <strong>of</strong> it.”<br />

Approximately 10 years ago, the OGR<br />

in the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> <strong>of</strong>fered a small<br />

grant <strong>of</strong> about $500 to a faculty member to help<br />

get her research <strong>of</strong>f the ground. Today, the<br />

OGR supports both nursing and allied health<br />

researchers and is able to <strong>of</strong>fer $36,000 in internal<br />

funding to nursing researchers.<br />

The staff in the OGR helps researchers<br />

navigate the complicated and time-consuming<br />

grant application process by setting up timelines,<br />

reviewing application materials, developing<br />

budgets, and serving as a liaison with our<br />

institutional <strong>of</strong>ficial, the <strong>KU</strong> <strong>Medical</strong> <strong>Center</strong><br />

Research Institute, Inc. The OGR also provides<br />

post-award support by helping with the logistics<br />

<strong>of</strong> securing space, coordinating technology<br />

needs, and monitoring expenses. Having these<br />

services centralized and coordinated in one<br />

<strong>of</strong>fice is a major benefit to faculty researchers.<br />

Since 2003, the <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> has<br />

increased its grant awards by more than $2<br />

million with multi-year funding over $6 million.<br />

In turn, this has allowed them to increase internal<br />

nursing grant funding from $6,500 in 2003<br />

to $36,000 in 2008.<br />

Marge Bott, RN, PhD, associate dean for<br />

nursing research, oversees the OGR.<br />

“As a result <strong>of</strong> this success, the OGR has<br />

gradually been able to <strong>of</strong>fer more institutional<br />

Emerging Researchers<br />

35


“<br />

grants to nursing faculty for<br />

pilot projects, feasibility studies<br />

and practice awards,” Bott<br />

said. Researchers such as Piamjariyakul are<br />

on the receiving end <strong>of</strong> those internal grant<br />

dollars, and that allowed her to go from working<br />

on other faculty’s projects to developing her<br />

own program <strong>of</strong> research.<br />

“I can’t say enough good things about the team in the<br />

Office <strong>of</strong> Grants and Research,” Piamjariyakul said.<br />

In 2008, the OGR assisted with 20 <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

grant applications and 26 <strong>School</strong> <strong>of</strong> Allied Health<br />

applications, securing more than $13 million in direct<br />

costs. Since the OGR works with faculty in the <strong>School</strong> <strong>of</strong><br />

<strong>Nursing</strong> and the <strong>School</strong> <strong>of</strong> Allied Health, Bott said one <strong>of</strong><br />

the most useful aspects <strong>of</strong> her team is identifying potential<br />

collaborations.<br />

“Federal funders are looking for projects that involve<br />

multidisciplinary teams,” Bott said. “We can help identify<br />

co-investigators and other partners to collaborate on<br />

a project.” With anticipated cuts to federal funding, this<br />

is an important aspect <strong>of</strong> the services <strong>of</strong> the OGR since<br />

applications are more likely to be funded if an<br />

investigator can demonstrate that he/she is<br />

capitalizing on resources.<br />

Thanks to their successful efforts over<br />

the past five years, both junior faculty and<br />

I can’t say enough good things<br />

about the team in the<br />

Office <strong>of</strong> Grants<br />

and Research.<br />

experienced investigators in the <strong>School</strong> <strong>of</strong><br />

<strong>Nursing</strong> can rely on the OGR team to help<br />

them in their research endeavors –even<br />

during times <strong>of</strong> fiscal constraint.<br />

0.2%<br />

21.6%<br />

11.1%<br />

65.3%<br />

”<br />

Sources <strong>of</strong> Grant Revenue, by Sponsor<br />

<strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>, 2008<br />

National Institutes <strong>of</strong> Health<br />

Other Federal mechanisms<br />

1.7%<br />

American <strong>Nursing</strong> Association<br />

<strong>Kansas</strong> Health Institute<br />

Private foundations<br />

36 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


Current Faculty Research & Training Grants<br />

Lauren Aaronson, RN, PhD, FAAN<br />

Sandra Bergquist-Beringer, RN, PhD<br />

Wanda Bonnel, RN, PhD, ARNP<br />

Marge Bott, RN, PhD<br />

A Randomized Exercise Trial<br />

for Wheelchair Users<br />

Sponsor: National Institutes <strong>of</strong> Health<br />

A CDSS (Computerized Decision Support<br />

System) to Translate Ulcer Prediction and<br />

Prevention to Home Health Care<br />

Sponsor: Agency for Healthcare<br />

Research and Quality<br />

Career Ladder, Adult-Geriatric<br />

CNS/Educator<br />

Sponsor: US Health Resources<br />

and Services Administration<br />

The Impact <strong>of</strong> Quality End-<strong>of</strong>-Life<br />

Care in <strong>Nursing</strong> Homes<br />

Sponsor: National Institutes <strong>of</strong> Health<br />

Cultural Change and Turnover<br />

in <strong>Kansas</strong> <strong>Nursing</strong> Homes<br />

Sponsor: <strong>Kansas</strong> Department on Aging<br />

Rita Clifford, RN, PhD<br />

Helen Connors, RN, PhD, FAAN<br />

Nancy Dunton, PhD<br />

Debra Ford, PhD<br />

Advanced Educational <strong>Nursing</strong><br />

Traineeship Program<br />

Sponsor: US Health Resources<br />

and Services Administration<br />

Nurse Faculty Loan Program<br />

Sponsor: US Health Resources<br />

and Services Administration<br />

Nurse Educator Scholarship Program<br />

Sponsor: <strong>Kansas</strong> Board <strong>of</strong> Regents<br />

Health Information Security<br />

and Privacy Collaboration<br />

Sponsor: <strong>Kansas</strong> Health Institute<br />

KHI/<strong>KU</strong>MC <strong>Center</strong> for<br />

Health Informatics<br />

Sponsor: <strong>Kansas</strong> Health Institute<br />

Faculty Development: Integrated<br />

Technology into <strong>Nursing</strong> Education and<br />

Practice Initiative<br />

Sponsor: US Health Resources and<br />

Services Administration<br />

<strong>Nursing</strong> Faculty and Supplies<br />

Supplemental Grant<br />

Sponsor: <strong>Kansas</strong> Board <strong>of</strong> Regents<br />

National Database <strong>of</strong> <strong>Nursing</strong> Quality<br />

Indicators 2007-2010<br />

Sponsor: American Nurses Association<br />

National Database <strong>of</strong> <strong>Nursing</strong> Quality<br />

Indicators Report Development<br />

Sponsor: American Nurses Association<br />

National Database <strong>of</strong> <strong>Nursing</strong> Quality<br />

Indicators Methods Development<br />

Sponsor: American Nurses Association<br />

Data and Research Support for Study <strong>of</strong><br />

Electronic <strong>Medical</strong> Records and Nurse<br />

Staffing: Best Practices and Performance<br />

Impact<br />

Sponsor: National Institutes <strong>of</strong> Health<br />

Supporting Recruitment and<br />

Retention <strong>of</strong> <strong>Nursing</strong> Doctorates<br />

Sponsor: US Department <strong>of</strong> Education<br />

Nelda Godfrey, PhD, RN, CNS-BC<br />

Edna Hamera, RN, PhD, ARNP<br />

Karen Miller, RN, PhD, FAAN<br />

Moya Peterson, RN, PhD<br />

Adapting the Nurse Preceptor Academy<br />

and Nurse Mentoring Toolkit<br />

Sponsor: Health Alliance<br />

<strong>of</strong> MidAmerica LLC<br />

A Psychiatric Rehabilitation<br />

Approach to Weight Loss<br />

Sponsor: National Institutes <strong>of</strong> Health<br />

Improving Health and Health Care: A Bi-<br />

State Investment in <strong>Nursing</strong><br />

Sponsor: <strong>Kansas</strong> City Area<br />

Life Sciences Institute<br />

A Naturalistic Study and Video Essay on<br />

the Experiences <strong>of</strong> Adults with Down<br />

Syndrome and their Families<br />

Sponsor: Special Olympics International<br />

Current Faculty Research<br />

37


Current Faculty Research & Training Grants<br />

Ubolrat Piamjariyakul, RN, PhD<br />

Janet Pierce, ARNP, CCRN, DSN<br />

Carol Smith, RN, PhD<br />

Valmi Sousa, RN, PhD<br />

Multidisciplinary Education:<br />

Improving Elder Heart Failure Patients’<br />

Self-Management<br />

Sponsor: American Heart Association –<br />

Heartland Chapter<br />

Lung and Diaphragm Damage at Varying<br />

Oxygen Levels and Ventilator Modes Post<br />

Hemorrhagic Shock<br />

Sponsor: US Department <strong>of</strong> Defense<br />

Tri-Services<br />

HF (Heart Failure) Group Appointments<br />

Re-hospitalization Prevention<br />

Sponsor: National Institutes <strong>of</strong> Health<br />

Minority Supplement:<br />

HF (Heart Failure) Group Appointments<br />

Re-hospitalization Prevention<br />

Sponsor: National Institutes <strong>of</strong> Health<br />

An Instrument to Measure Perception<br />

<strong>of</strong> Risk Factors for T2DM<br />

(Type 2 Diabetes Mellitus)<br />

Sponsor: American Nurses Foundation<br />

Technological Home Care:<br />

Improving Caregiving<br />

Sponsor: National Institutes <strong>of</strong> Health<br />

Cynthia Teel, RN, BSN, MSN, PhD<br />

Noreen Thompson, RN, MSN<br />

Mary Virden, BSN, MSEd<br />

Robert Wood Johnson Executive<br />

Nurse Fellow Program<br />

Sponsor: Robert Wood Johnson<br />

Foundation<br />

Self-care TALK to Promote Alzheimer’s<br />

Disease Spousal Caregiver Health<br />

Sponsor: National Institutes <strong>of</strong> Health<br />

Non-Epileptic Seizure Patients:<br />

Support & Education at the Time <strong>of</strong><br />

Diagnostic Disclosure<br />

Sponsor: American Nurses Foundation<br />

Silver City Health Clinic Continued<br />

Safety Net Services<br />

Sponsor: REACH Healthcare Foundation<br />

Primary Care Clinic Grant<br />

Sponsor: <strong>Kansas</strong> Department <strong>of</strong> Health<br />

and Environment<br />

<strong>Kansas</strong> Department <strong>of</strong> Health and<br />

Environment Statewide Diabetes<br />

Quality <strong>of</strong> Care Initiative<br />

Sponsor: <strong>Kansas</strong> Department <strong>of</strong> Health<br />

and Environment<br />

Pediatric Obesity Pilot<br />

Sponsor: Department <strong>of</strong> Health and<br />

Human Services<br />

Core Operating Grant<br />

Sponsor: Health Care Foundation <strong>of</strong><br />

Greater <strong>Kansas</strong> City<br />

Support for Silver City Health <strong>Center</strong>:<br />

Primary and Chronic Care Services<br />

Sponsor: Wyandotte Health Foundation<br />

Karen Wambach, RN, PhD<br />

Promoting and Supporting<br />

Breastfeeding in Adolescents<br />

Sponsor: National Institutes <strong>of</strong> Health<br />

38 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

Kristine Williams, RN, PhD<br />

Elderspeak: Impact on Dementia Care<br />

Sponsor: National Institutes <strong>of</strong> Health<br />

Phoebe Williams, RN, PhD, FAAN<br />

Therapy-Related Symptom Checklist for<br />

Children (TRSC-C): Systematic Monitoring<br />

<strong>of</strong> Symptoms to Improve Oncology<br />

Interventions<br />

Sponsor: Alex’s Lemonade Stand<br />

Foundation


<strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> at a Glance<br />

Growth in Enrollment 2004-2008<br />

2004 SON Enrollment<br />

720<br />

2008 SON Enrollment<br />

474<br />

298<br />

335<br />

321<br />

385<br />

142<br />

176<br />

Undergraduate<br />

Programs<br />

All Graduate<br />

Programs<br />

Master’s<br />

Programs<br />

Total SON<br />

Enrollment<br />

<strong>Nursing</strong> Undergraduate Pr<strong>of</strong>ile, 2008<br />

86<br />

Average GPA <strong>of</strong> students<br />

admitted to <strong>KU</strong>’s BSN program<br />

Percentage <strong>of</strong> students in current<br />

BSN class with <strong>Kansas</strong> residency<br />

3.7<br />

Average age <strong>of</strong> incoming BSN students, Fall 200824<br />

488<br />

128<br />

Total applications to the<br />

BSN program, Fall 2008<br />

Full-time students admitted to the<br />

BSN program from those applications<br />

<strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> at a Glance<br />

39


Vision for the Future<br />

Generating a renewed interest from our<br />

alumni in the <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>Medical</strong><br />

<strong>Center</strong> (<strong>KU</strong>MC) is the top priority <strong>of</strong> new<br />

alumni Director Kimberly Huyett.<br />

“We want to make sure that<br />

people know who we are and what<br />

we’re doing,” Huyett said. “Especially<br />

in the nursing program,<br />

where the budget is geared toward<br />

enhancing the student experience,<br />

we want to show our alumni how<br />

their support furthers education<br />

and research.”<br />

Huyett has served the <strong>Kansas</strong><br />

City region in a number <strong>of</strong><br />

capacities. At the <strong>Kansas</strong> City Art<br />

Institute, Huyett<br />

was the<br />

Director <strong>of</strong> Auxiliaries and<br />

worked with affinity groups to<br />

raise money and awareness about<br />

the institution. Prior to coming to<br />

<strong>KU</strong>MC, she served as the senior<br />

director <strong>of</strong> alumni and constituent<br />

relations for the <strong>University</strong> <strong>of</strong><br />

Missouri-<strong>Kansas</strong> City.<br />

Now, Huyett is ready to focus<br />

her talents on strengthening the<br />

alumni base <strong>of</strong> the <strong>KU</strong> <strong>Medical</strong><br />

<strong>Center</strong>. She has assumed the<br />

responsibility <strong>of</strong> making sure<br />

<strong>KU</strong>MC graduates feel as though<br />

they have a strong connection to<br />

their past – as well as a clear vision<br />

<strong>of</strong> the future. Huyett said she<br />

hopes all <strong>KU</strong>MC graduates will<br />

join the <strong>KU</strong>MC alumni association<br />

so they can be part <strong>of</strong> this<br />

institution’s success story.<br />

“There have been so<br />

many developments<br />

recently, I think<br />

people will be very<br />

surprised,” Huyett<br />

said. “In the short<br />

amount <strong>of</strong> time that<br />

I’ve been here, I’ve<br />

been very impressed<br />

by all the initiatives<br />

the alumni <strong>of</strong>fice<br />

Original <strong>KU</strong> Nurse’s pendant<br />

circa 1930<br />

40 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


a comprehensive list<br />

<strong>of</strong> graduates for an<br />

electronic newsletter.<br />

Titled “Connecting with<br />

<strong>KU</strong>MC Alumni,” the<br />

newsletter was sent to<br />

7,993 alumni in February.<br />

“This isn’t a typical<br />

newsletter,” Huyett said. “We<br />

want to <strong>of</strong>fer an inside look at<br />

the future <strong>of</strong> the <strong>KU</strong> <strong>Medical</strong><br />

<strong>Center</strong>. Our alumni should<br />

feel a strong connection to the<br />

association, and this newsletter<br />

is an opportunity to communicate<br />

all the great things that<br />

we’re working on. This publication<br />

comes to our alumni<br />

directly from the Executive<br />

Vice Chancellor, Dr. Barbara<br />

Atkinson, and is designed to<br />

ensure that all our alumni<br />

receive current news about our<br />

great institution straight from<br />

leadership.”<br />

Huyett’s desire to commustaff<br />

has been able to put into<br />

place.”<br />

Huyett indicated that the<br />

primary task is growing the<br />

alumni association’s membership<br />

so that graduates feel<br />

they are part <strong>of</strong> the medical<br />

center’s accomplishments. To<br />

do this, the alumni association<br />

is putting the finishing touches<br />

on a new Web site so graduates<br />

will be informed and thus<br />

get involved in their alma<br />

mater. Designed for old and<br />

new members alike, the site<br />

will assist with alumni affiliation,<br />

gift giving and event<br />

registration.<br />

To accompany the<br />

recently updated Web site, the<br />

alumni association compiled<br />

nicate with <strong>KU</strong> <strong>Medical</strong><br />

<strong>Center</strong> graduates extends<br />

beyond the newsletter. Alumni<br />

who want an up-close view <strong>of</strong><br />

progress have a standing invitation<br />

to stop by the alumni<br />

association <strong>of</strong>fice.<br />

“I want to give people a<br />

place where they feel comfortable<br />

stopping in and visiting,”<br />

Huyett said. “Our <strong>of</strong>fice is a<br />

resource – one that’s always<br />

open to our alumni.”<br />

Contact Us:<br />

Offi ce <strong>of</strong> Alumni Relations<br />

(913) 588-1255<br />

www.kumc.edu/alumni<br />

“Our <strong>of</strong>fice is a resource –<br />

one that’s always open<br />

to our alumni.”<br />

– Kim Huyett<br />

Director, <strong>KU</strong>MC Alumni Relations<br />

Vision for the Future<br />

41


Thank You for Supporting the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

“... it would not have been possible for me to be<br />

on this path without the help <strong>of</strong> scholarships<br />

and the kind people behind them.<br />

”<br />

For more than a century, the <strong>School</strong><br />

<strong>of</strong> <strong>Nursing</strong> has worked to become a<br />

comprehensive nursing institution by<br />

<strong>of</strong>fering advanced programs <strong>of</strong> study, leadingedge<br />

research initiatives and a faculty and<br />

staff dedicated to providing service to the<br />

community.<br />

Gifts received from alumni and friends to<br />

assist in preparing future nursing leaders can<br />

be directed toward scholarships, research or<br />

other designated funds. Scholarships are a key<br />

component in attracting promising students<br />

and assisting those with financial need.<br />

Senior nursing student Sounithta Vilayvanh<br />

is a recipient <strong>of</strong> scholarships made<br />

possible through the support <strong>of</strong> donors and<br />

alumni. She said she is thankful for the generosity<br />

<strong>of</strong> the alumni and friends <strong>of</strong> the <strong>KU</strong><br />

<strong>School</strong> <strong>of</strong> <strong>Nursing</strong> because it has helped her<br />

on her path to becoming a nurse.<br />

“I cannot imagine a better gift than the<br />

opportunity to invest my life in becoming a<br />

nurse,” Vilayvanh said. “To me, nursing is a<br />

way <strong>of</strong> life, <strong>of</strong> caring for people and giving<br />

kindness. What is humbling is that I know it<br />

would not have been possible for me to be on<br />

this path without the help <strong>of</strong> scholarships and<br />

the kind people behind them.”<br />

Still, the shortage <strong>of</strong> nurses in the workforce<br />

continues to be a growing concern.<br />

Hidden behind this problem is a more<br />

troubling issue: a severe shortage <strong>of</strong> nurse<br />

educators. To ensure the best teachers are<br />

recruited and kept in the <strong>KU</strong> family, the<br />

Senior nursing students Sounithta Vilayvanh and Angela Mullis<br />

visit with Mani Mani, MD, and Rebekah Mani, MS, RD, <strong>School</strong><br />

<strong>of</strong> <strong>Nursing</strong> donors, at the 2008 Dean’s Club reception. As a<br />

scholarship recipient, Vilayvanh (second from right) was the<br />

student speaker at the event.<br />

<strong>School</strong> <strong>of</strong> <strong>Nursing</strong> has established two<br />

endowed pr<strong>of</strong>essorships. These pr<strong>of</strong>essorships<br />

are possible because <strong>of</strong> generous gifts<br />

to the <strong>School</strong>. They provide necessary funds<br />

to support the <strong>School</strong>’s outstanding faculty<br />

members, adding prestige and attracting top<br />

students. The generosity <strong>of</strong> alumni helps to<br />

sustain these pr<strong>of</strong>essorships.<br />

Your contribution can make a difference<br />

in helping to <strong>of</strong>fset the rapidly increasing<br />

costs <strong>of</strong> tuition and operating expenses that<br />

are <strong>of</strong>ten unmet by state budgetary allocations.<br />

Supporting the <strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

provides critical resources that lead to best<br />

practices in nursing care and new scientific<br />

discoveries to improve patient lives.<br />

To learn more about opportunities to contribute to the<br />

<strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>, please visit the <strong>KU</strong> Endowment<br />

Association’s Web site at www.kuendowment.org or<br />

contact Stephanie Volk, <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> representative<br />

at svolk@kuendowment.org or (913) 945-6913.<br />

42 <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong>


<strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

progress report 2009<br />

Karen L. Miller, RN, PhD, FAAN<br />

Senior Vice Chancellor<br />

for Academic and Student Affairs<br />

<strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>Medical</strong> <strong>Center</strong><br />

Dean and Pr<strong>of</strong>essor<br />

<strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

Executive Editors:<br />

Rita Clifford, RN, PhD<br />

Associate Dean for Student Affairs<br />

<strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

Lou Loescher-Junge, PT, MA<br />

Assistant Dean for Administration<br />

<strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

Contributors<br />

Sally J. Barhydt<br />

Chris Deffenbaugh<br />

Jennifer Keeton<br />

Bridget Koan<br />

Lou Loescher-Junge<br />

Emily Willson<br />

Photography<br />

Chris Deffenbaugh<br />

Bridget Koan<br />

Mark McDonald<br />

Elissa Monroe<br />

Design & Graphics<br />

Terry Erisman<br />

<strong>KU</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong><br />

Mail Stop 2006<br />

3901 Rainbow Blvd.<br />

<strong>Kansas</strong> City, KS 66160<br />

soninfo@kumc.edu<br />

TEL: (913) 588-1619<br />

TDD: (913) 588-7963<br />

Visit us on the web:<br />

www2.kumc.edu/son<br />

Copyright © 2009 The <strong>University</strong> <strong>of</strong> <strong>Kansas</strong><br />

Produced by the <strong>University</strong> <strong>of</strong> <strong>Kansas</strong> <strong>School</strong> <strong>of</strong> <strong>Nursing</strong> for distribution to<br />

alumni, donors, students, faculty, <strong>University</strong> personnel and friends. No part <strong>of</strong><br />

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