Ohio Nurse - March 2021
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Volume 14 | Number 2 | <strong>March</strong> <strong>2021</strong><br />
Quarterly publication direct mailed to approximately 10,000 RNs in <strong>Ohio</strong><br />
and delivered electronically via email to 260,000+ RNs and LPNs in <strong>Ohio</strong><br />
Moral Injury in the<br />
Nursing Workforce<br />
Page 8<br />
What’s inside this issue?<br />
Hospital Licensure May<br />
Finally Come to <strong>Ohio</strong><br />
Page 18<br />
<strong>Nurse</strong> Licensure Compact – Why Isn’t <strong>Ohio</strong> a Compact State?<br />
Tiffany Bukoffsky, MHA, BSN, RN &<br />
Jessica Dzubak, MSN, RN<br />
Takeaways:<br />
• The loss of authority, sovereignty, and regulatory<br />
power of the <strong>Ohio</strong> Board of Nursing following<br />
participation in the Compact puts <strong>Ohio</strong> patients<br />
at risk.<br />
• Joining the Compact will place a significant<br />
financial burden on the <strong>Ohio</strong> Board of Nursing<br />
and <strong>Ohio</strong> nurses.<br />
I have heard a lot of states are joining the <strong>Nurse</strong><br />
Licensure Compact. What does this mean, and is<br />
<strong>Ohio</strong> going to join?<br />
The <strong>Nurse</strong> Licensure Compact (NLC) provides<br />
a multistate license that allows nurses who hold a<br />
Compact license in participating states to practice<br />
in other states that belong to the Compact without<br />
obtaining additional licenses in each individual<br />
state. It is run by the Interstate Commission of<br />
<strong>Nurse</strong> Licensure Compact Administrators, a part<br />
of the National Council State Boards of Nursing<br />
(NCSBN). Currently, thirty-four states have enacted<br />
the Enhanced <strong>Nurse</strong> Licensure Compact, with five<br />
states, including <strong>Ohio</strong>, having pending legislation.<br />
Supporters and proponents of the Compact<br />
claim it is convenient for nurses who wish to<br />
practice in multiple states, such as travel nurses<br />
or those living on the border of multiple states.<br />
However, the Compact is not without its risks.<br />
The <strong>Ohio</strong> <strong>Nurse</strong>s Association (ONA) has reviewed<br />
the <strong>Nurse</strong> Licensure Compact and weighed the<br />
benefits and risks of <strong>Ohio</strong> joining the Compact.<br />
In the past, ONA has not supported the Compact<br />
because of these risks, however, ONA has worked<br />
tirelessly over several interested party meetings<br />
since the summer of 2020 to address concerns<br />
with introduced legislation. Senate Bill 3, the<br />
most recent <strong>Nurse</strong> Licensure Compact bill, was<br />
introduced by Senator Kristina Roegner in January<br />
of <strong>2021</strong>. ONA has continued to work in good faith<br />
with the Senator, along with a representative from<br />
the National Council of State Boards of Nursing<br />
(which oversees the Compact), and the <strong>Ohio</strong><br />
Board of Nursing, to add amendments that are now<br />
included in the current version you read today.<br />
<strong>Ohio</strong> <strong>Nurse</strong>s Association’s and <strong>Ohio</strong> Board of<br />
Nursing’s Position on NLC<br />
In 2005, the <strong>Ohio</strong> Board of Nursing (Board)<br />
reviewed and examined the multi-state licensure<br />
compact and, by Board vote, decided at that time to<br />
“delay action seeking the introduction of interstate<br />
compact legislation until such time more information<br />
[was] gathered to assure that the benefits of multistate<br />
licensure outweigh[ed] any risks related to<br />
public safety”. The Board, since its first introduction<br />
to multi-state licensure, worked at the national<br />
level to address <strong>Ohio</strong>’s concerns. At its April 2019<br />
meeting, the Board updated and reissued its position<br />
statement. Per the 2019 statement:<br />
Since 2005, the Board has discussed multistate<br />
licensure at numerous meetings and<br />
continuously has worked at the national<br />
level to address <strong>Ohio</strong>’s concerns. Annually<br />
the Board has discussed the Compact and<br />
has reaffirmed its belief that the potential<br />
risks of harm to the public outweigh the<br />
potential benefits because nurses with multistate<br />
licenses could practice in <strong>Ohio</strong> without<br />
meeting the current statutory and regulatory<br />
standards established by the General<br />
Assembly and the Board to protect the public.<br />
The Board continues to address these issues<br />
through the National Council of State Boards<br />
of Nursing (NCSBN).<br />
The Board reviewed the eNLC to weigh<br />
the benefits and potential risks. Concerns<br />
regarding the eNLC include (but are not limited<br />
to) the following:<br />
(i) the eNLC would establish a Commission<br />
that would be funded by state revenue, but<br />
would not be subject to state transparency<br />
requirements (open meetings/open<br />
records acts);<br />
(ii) the Commission could adopt rules binding<br />
on Compact member states without<br />
undergoing state rule-making processes;<br />
(iii) concern was expressed that state would<br />
be ceding their legal authority to a privately<br />
operated Commission.<br />
<strong>Nurse</strong> Licensure Compact continued on page 6<br />
Inside this Issue<br />
current resident or<br />
Non-Profit Org.<br />
U.S. Postage Paid<br />
Princeton, MN<br />
Permit No. 14<br />
<strong>Nurse</strong> Licensure Compact.................1<br />
Message from the Chair..................2<br />
You Should Run.........................3<br />
What’s New on CE4<strong>Nurse</strong>s................3<br />
Upcoming Events .......................3<br />
Why Should I Care About Health<br />
Policy & The ONA Advocacy Network? .....4<br />
<strong>Ohio</strong> <strong>Nurse</strong> Receives ANA Diversity Award......5<br />
Moral Injury in the Nursing Workforce........8<br />
Ask <strong>Nurse</strong> Jesse.......................10<br />
The Year of the <strong>Nurse</strong> and the Midwife -<br />
An Interview with Penny Marzalik........ 11<br />
Continuing Education - The Role of the<br />
<strong>Nurse</strong> in Patient & Family Education........ 12<br />
Happy Volunteer Month! .................16<br />
<strong>Nurse</strong> Mandatory Overtime<br />
Companion Bills Introduced.............16<br />
American <strong>Nurse</strong>s Foundation Launches<br />
National Well-being Initiative for <strong>Nurse</strong>s ... 17<br />
Hospital Licensure May Finally Come<br />
to <strong>Ohio</strong>................................ 18<br />
The 1st Annual ONA Human Trafficking<br />
Awareness Symposium. . . . . . . . . . . . . . . . . . . 19<br />
Are you Re-Licensure Ready?................. 19
Page 2 <strong>Ohio</strong> <strong>Nurse</strong> <strong>March</strong> <strong>2021</strong><br />
A colleague of mine recently<br />
said, “We are all in the same<br />
storm, but we are not all in<br />
the same boat.” That conjures<br />
up quite a vision in my mind. I<br />
see a dark, rolling sea. There<br />
are a few large, multimilliondollar<br />
yachts. The people on<br />
board are dining, drinking and<br />
dancing. They’re barely aware<br />
of the storm.<br />
There are many mid-size<br />
boats. Some are taking precautions<br />
to avoid the storm<br />
MESSAGE FROM THE CHAIR<br />
Susan Stocker, RN<br />
ONF Chair<br />
while others don’t really realize just how bad the<br />
storm is and are taking their chances rather than<br />
trying to reach safety.<br />
Yet, others are in row boats. Some have capsized,<br />
and the passengers are hanging on for dear life. And<br />
finally, some don’t even have a boat. They are doing<br />
whatever they can to survive the storm.<br />
Unfortunately, many have already lost the battle<br />
and succumbed to the rolling sea.<br />
I think you get the picture. <strong>Nurse</strong>s must not<br />
forget about this catastrophic storm after it passes.<br />
Research must be conducted on health disparities.<br />
We all need the same tools and resources.<br />
I see the sun on the horizon and calmer seas<br />
ahead. There’s hope that we will make it out of the<br />
storm. But wait, some of the boats are stuck in the<br />
storm and can’t get out. They can’t see what the<br />
others see.<br />
In partnership with our City Health Department,<br />
we hold a vaccine clinic on our campus every week.<br />
We vaccinate 50 people each time. So far, I’ve seen<br />
only one minority. She rode the city bus to the clinic,<br />
and she noticed she was the only person of color<br />
who was present. She asked, “Where are all of the<br />
other black people?” I wondered the same. We need<br />
to stop wondering and ask “Why?” And then working<br />
together, we should develop a path forward.<br />
Yes, I am hopeful there will be brighter days<br />
ahead, but we all need to be in the same boat,<br />
rowing in the same direction.<br />
OHIO NURSE<br />
The official publication of the<br />
<strong>Ohio</strong> <strong>Nurse</strong>s Foundation<br />
3760 Ridge Mill Drive<br />
Hilliard, OH 43026<br />
(614) 969-3800<br />
Web site: www.ohionursesfoundation.org<br />
Articles appearing in the <strong>Ohio</strong> <strong>Nurse</strong> are<br />
presented for informational purposes only and<br />
are not intended as legal or medical advice<br />
and should not be used in lieu of such advice.<br />
For specific legal advice, readers should<br />
contact their legal counsel.<br />
2020-2022 <strong>Ohio</strong> <strong>Nurse</strong>s Foundation<br />
Board of Directors<br />
Camp <strong>Nurse</strong>s Needed!<br />
CHAIRPERSON: Susan Stocker<br />
VICE PRESIDENT: Shelly Malberti<br />
TREASURER: Annie Bowan<br />
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seeks experienced, energetic<br />
Registered <strong>Nurse</strong> or <strong>Nurse</strong> Practitioner<br />
to join our camp family for full time,<br />
seasonal position working as part of<br />
our professional health center team.<br />
Full time physician in residence.<br />
June 18th to August 15th, <strong>2021</strong><br />
(shorter sessions also available)<br />
Must have strong nursing skills, caring<br />
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Competitive salary,<br />
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For more information<br />
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We look forward to<br />
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KEEWAYDIN in Vermont<br />
SUMMER CAMP POSITIONS: • RN • LPN<br />
If you are a qualified nurse who enjoys working with kids,<br />
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the heart of the Green Mountains of Vermont. Newly renovated<br />
Health Centers and private areas for <strong>Nurse</strong>s. Keewaydin’s<br />
website is www.keewaydin.org. Contact Ellen Flight at (802)<br />
352-9860 or by email at ellen@keewaydin.org<br />
SECRETARY: Joyce Powell<br />
DIRECTORS:<br />
Paula Anderson<br />
Gina Severino<br />
CEO / PRESIDENT:<br />
Lisa Ochs<br />
The <strong>Ohio</strong> <strong>Nurse</strong> is published quarterly in<br />
<strong>March</strong>, June, September, and December.<br />
Address Changes: The <strong>Ohio</strong> <strong>Nurse</strong> obtains its<br />
mailing list from the <strong>Ohio</strong> Board of Nursing. Send<br />
address changes to the <strong>Ohio</strong> Board of Nursing:<br />
17 South High Street, Suite 400<br />
Columbus, OH 43215<br />
614-466-3947<br />
www.nursing.ohio.gov<br />
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of an advertiser’s product. Articles appearing<br />
in this publication express the opinions of the<br />
authors; they do not necessarily reflect views<br />
of the staff, board, or membership of ONF.<br />
Medical Disclaimer: This publication’s<br />
content is provided for informational<br />
purposes only and is not intended as<br />
medical advice, or as a substitute for the<br />
medical advice of a physician, advanced<br />
practice registered nurse or other<br />
qualified healthcare professional.
<strong>March</strong> <strong>2021</strong> <strong>Ohio</strong> <strong>Nurse</strong> Page 3<br />
You Should Run<br />
Yes, you! Why? Because the <strong>Ohio</strong> <strong>Nurse</strong>s<br />
Association (since 1904) has relied on a diverse and<br />
qualified group of leaders to move the organization<br />
forward. If you were a member or board member of<br />
your SNA in college, does your career path include<br />
leadership aspirations? If so, why not now? If you are<br />
a staff nurse, your contribution beyond the workplace<br />
matters. If you are an educator, administrator or<br />
entrepreneur, we value your expertise. The ONA<br />
Nominating Committee hopes to inspire you to run for<br />
office in <strong>2021</strong> for ONA and now is the time to begin<br />
thinking about it.<br />
The October <strong>2021</strong> ONA Convention is October 4-7,<br />
<strong>2021</strong> and elections are held then. Offices to consider<br />
are President, 1st Vice President, 2nd Vice President,<br />
Secretary and Treasurer. These two-year terms are<br />
Executive Committee positions. Vice president roles<br />
vary according to the needs and leadership of the<br />
president yet complement and support one another. In<br />
addition, there are nine Board of Directors positions with<br />
a service commitment of four years. Half of the directors<br />
(four or five) are elected each biennium and represent<br />
both EG+W and non-bargaining members. Duties are<br />
established after the convention to fulfill the biennium<br />
directives established by the House of Delegates.<br />
So how do you get more information about the<br />
offices? Contact current board members about their<br />
roles or any of the seven Nominating Committee<br />
Members who represent different geographical areas<br />
in <strong>Ohio</strong>. As a matter of reintroduction, the 2019-21 ONA<br />
Nominating Committee Members are:<br />
Carol Sams, Chair, Cleveland, Cuyahoga County<br />
caroljsams@gmail.com<br />
Doris Edwards, Columbus, Franklin County<br />
dorisedwards@columbus.rr.com<br />
Deborah Schwytzer, Cincinnati, Hamilton County<br />
debora.schwytzer@uc.edu<br />
Connie Stopper, Kent, Portage County<br />
stoppeco@mountunion.edu<br />
Casandra Ball, Pierpont, Ashtabula County<br />
ballsarerolling@gmail.com<br />
Sara Harkleroad, Salem, Columbiana County<br />
saraharkleroad@gmail.com<br />
Gloria Kline, Massilon, Stark County<br />
Gloriakline67@gmail.com<br />
Please use this time as an opportunity to reach out to<br />
us with questions. You can be assured to hear from us<br />
often in the coming months.<br />
A place<br />
to<br />
Belong.<br />
STNA, LPN and RN positions available at the Village of St. Edward!<br />
Join our team!<br />
The Metro Health System in Cleveland, <strong>Ohio</strong> is<br />
looking for RN’s with a passion for excellence!<br />
$6,000k sign-on bonus may be available.<br />
Visit www.metrohealth.org/careers to apply.<br />
UPCOMING EVENTS<br />
SAVE THE DATE<br />
May 7th (During <strong>2021</strong> <strong>Nurse</strong>s Week)<br />
Virtual <strong>Nurse</strong>s Choice Awards<br />
Sign-up for the <strong>Ohio</strong> <strong>Nurse</strong>s Foundation’s annual<br />
fundraiser to celebrate the profession of nursing!<br />
Scholarships and grants will be awarded to<br />
recognized and noteworthy student nurses and<br />
nurse researchers, as well as, nursing’s allies with<br />
<strong>Nurse</strong>s Choice Awards.<br />
June 8th – The Retired <strong>Nurse</strong>s Forum<br />
presents: Healthcare Issues Potpourri <strong>2021</strong><br />
October 4th – The Cornelius Leadership<br />
Conference - Virtual<br />
October 5th-6th – ONA Virtual Convention<br />
Join us for Convention <strong>2021</strong>: where <strong>Ohio</strong>’s<br />
nurse leaders are coming together to create<br />
a vision for nursing and healthcare for the<br />
year 2022 and beyond.<br />
To view or register for all ONA events visit:<br />
https://ohnurses.org/ona-events/<br />
To become part of our dedicated team of professionals, please visit our career page at<br />
https://vsecommunities.org/careers/<br />
Currently hiring faculty in Cincinnati for<br />
all specialty areas.<br />
We change the life of one to care for the<br />
lives of many<br />
Student Success, Institutional Excellence, Relationships, Stewardship<br />
Galen College is currently hiring expert educators and committed<br />
professionals in all areas of expertise whose guidance and experience<br />
contribute to the success of thousands of students entering the<br />
nursing field every year.<br />
Must have MSN, DNP or PhD degree<br />
galencollege.edu/careers<br />
The <strong>Ohio</strong> <strong>Nurse</strong>s Association is accredited as<br />
a provider of nursing continuing professional<br />
development by the American <strong>Nurse</strong>s<br />
Credentialing Center’s Commission on<br />
Accreditation. (OBN-001-91).
Page 4 <strong>Ohio</strong> <strong>Nurse</strong> <strong>March</strong> <strong>2021</strong><br />
LEGISLATIVE HAPPENINGS<br />
Why Should I Care About Health Policy & the ONA Advocacy Network?<br />
Tiffany Bukoffsky MHA, BSN, RN<br />
ONA Director of Health Policy<br />
If you think you are too small to make a<br />
difference, try sleeping with a mosquito.<br />
The Dalai Lama sums up activism with that one<br />
quote. Each of us has a voice and we all have the<br />
opportunity and the obligation to speak up for what is<br />
right. So what does that mean, exactly, when we are<br />
talking about nursing?<br />
Did you know that among the 99 members of the<br />
<strong>Ohio</strong> House of Representatives and the 33 <strong>Ohio</strong><br />
Senators, only a few are healthcare professionals?<br />
Of the current members, three are physicians<br />
(Senator Steve Huffman, Senator Terry Johnson, and<br />
Representative Beth Liston), one holds a Doctor of<br />
Public Health in health policy (Representative Alison<br />
Russo), one holds a Master of Public Health (House<br />
Minority Leader Emilia Sykes), one is a Family <strong>Nurse</strong><br />
Practitioner (Representative Jennifer Gross), and one<br />
is a nurse who hasn’t had an active RN license since<br />
1995 (Representative Diane Grendell)? Take a moment<br />
to let that settle in. Our <strong>Ohio</strong> General Assembly is made<br />
up of 132 members and only two have the education<br />
and training as a nurse, but only one holds an active<br />
registered nurse and CNP license in <strong>Ohio</strong>. However,<br />
our members show up in the “people’s house” to pass<br />
laws that directly affect patient care and the nursing<br />
Beavercreek Health and Rehab is looking for<br />
profession. Even if you forget what your high school<br />
civics class taught you about how a bill becomes a law,<br />
you know enough about the government process to<br />
realize that the majority of our legislators are passing<br />
(or not passing) laws for a profession to which they have<br />
limited experience in. Now, I obviously do not expect<br />
our legislators to become experts in every field of<br />
study, nor do I blame them for using their own personal<br />
background, knowledge, and experiences to formulate<br />
their opinion on health care and nursing. However, we<br />
have the unique opportunity as nurses to educate our<br />
members of the General Assembly.<br />
In nursing school, we are taught that it is the nurse’s<br />
responsibility to help foster autonomy, integrity, social<br />
justice and to be our patient’s advocate, but when is it<br />
ingrained within us to do the same among our peers<br />
and our profession? Who is the nurse’s advocate? How<br />
do we advocate for our own profession? As nurses, we<br />
value the dignity and worth of each human being and<br />
we tend to put others’ needs before our own. To this, I<br />
raise the questions; do you personally feel the dignity<br />
and worth of the nursing profession? Do you advocate<br />
for your own profession? Would you put your own and<br />
your profession’s needs first if it meant saving patients’<br />
lives?<br />
If nurses aren’t advocating for their own profession,<br />
no one else will. I do not mean to sound cynical, but the<br />
concept of, “The squeaky wheel gets the grease” most<br />
certainly applies to the legislative process and how<br />
decisions are made at the Statehouse. Legislators get<br />
ideas for bill proposals from their constituents, district<br />
leaders, special interest groups (like nurses), and<br />
from their own background knowledge and personal<br />
experiences.<br />
If nursing is not at the table when decisions are<br />
made, the voice of nursing will never be heard.<br />
We all know that nurses spend each day educating<br />
patients and families about disease processes,<br />
treatment options, and medications, among many other<br />
things. We also know that nurses are the healthcare<br />
experts because we are at the bedside 24 hours a day,<br />
7 days a week. So why not use this expertise to educate<br />
our members of the General Assembly?<br />
With well over 210,000 licensed registered nurses<br />
in the state of <strong>Ohio</strong>, we have the unique opportunity<br />
to advocate for our profession, patient safety, and the<br />
future of health care. Imagine if every registered nurse<br />
partnered with their elected officials and became the<br />
healthcare expert in both the House and Senate; if<br />
every registered nurse communicated regularly with<br />
the legislators in their district; if every registered nurse<br />
had a personal relationship to which a legislator felt<br />
comfortable enough to call upon when healthcarerelated<br />
legislation is up for a vote. We would be much<br />
more than a pesky mosquito or a squeaky wheel.<br />
My challenge to you is to get involved in some way.<br />
Write a letter to a legislator. Listen to the news once a<br />
week. Read the weekend newspaper. Make phone<br />
calls for a legislator you support. Help on the campaign<br />
trail. Attend an <strong>Ohio</strong> Board of Nursing meeting. Join<br />
a taskforce. Become active in your professional<br />
association. Educate your colleagues on what’s<br />
happening down at the Statehouse. Be your legislator’s<br />
expert in nursing.<br />
The <strong>Ohio</strong> <strong>Nurse</strong>s Association has a couple of ways<br />
to get involved!<br />
ONA launched the Advocacy Academy and the<br />
Legislative Ambassador program five years ago. To<br />
date, ONA has trained over 100 registered nurses as<br />
Legislative Ambassadors who have been assigned to<br />
an <strong>Ohio</strong> legislative district to be the nurse expert in that<br />
area. If this sounds like something you’d be interested<br />
in joining, contact Lisa Walker for more information at<br />
lwalker@ohnurses.org.<br />
Three years ago, the ONA Policy team launched the<br />
<strong>Ohio</strong> <strong>Nurse</strong>s’ Action Center and Advocacy Network.<br />
This Center is a place where you can keep up-do-date<br />
with our profession’s biggest policy issues, as well as<br />
what may be affecting health care in <strong>Ohio</strong>! You can<br />
sign up as an advocate and take action on the issues<br />
we care about most. To join the ONA Advocacy<br />
Network, text ONAADVOCATES (all one word)<br />
to the number 52886. Click on the link that you will<br />
receive in the return text message and fill out your<br />
information! The information you provide will be stored<br />
in the <strong>Ohio</strong> <strong>Nurse</strong>s’ Action Center and will only be used<br />
for our advocacy efforts.<br />
Join a powerful network of nurses and nurse<br />
allies who care about advancing and protecting the<br />
nursing profession and health care in <strong>Ohio</strong>.<br />
You have nothing to lose, but the nursing<br />
profession has everything to gain.<br />
If I am not for myself, then who will be for me? And<br />
if I am only for myself, then what am I?<br />
And if not now, when?<br />
Rabbi Hillel, Jewish Scholar<br />
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“If Nursing is not at the table when<br />
decisions are made, the voice of<br />
nursing will never be heard.”<br />
Join Our Team!<br />
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We are here for Perianesthesia <strong>Nurse</strong>s!<br />
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Contact us at <strong>Ohio</strong>pananurses4u@yahoo.com
<strong>March</strong> <strong>2021</strong> <strong>Ohio</strong> <strong>Nurse</strong> Page 5<br />
<strong>Ohio</strong> <strong>Nurse</strong> Receives<br />
ANA Diversity Award<br />
Barbara Brunt, MA, MN, RN, NPD-BC, NE-BC<br />
Ronald Lee Hickman Jr., PhD, RN, ACNP,<br />
FNAP, FAAN received the American <strong>Nurse</strong>s<br />
Association Diversity in Nursing Award in<br />
October, 2020. This award was inspired<br />
by two forward thinking nurse leaders,<br />
Luther Christman and Mary Ellen Mahoney,<br />
who, through their courage and pioneering<br />
spirit, advanced diversity and inclusion<br />
in the nursing profession. By challenging<br />
the foundations of traditional thinking, they<br />
introduced diverse perspective, fostered<br />
creativity, and made a positive impact on<br />
the profession and practice of nursing. This<br />
award recognizes an individual registered<br />
nurse or a group of registered nurses for long-standing commitment and significant<br />
contributions to the advancement of diversity and inclusion within the nursing<br />
profession.<br />
Dr. Hickman is the inaugural Ruth M. Anderson Endowed Professor and<br />
Associate Dean for Research at the Frances Payne Bolton School of Nursing, Case<br />
Western Reserve University (CWRU). He is known nationally and internationally<br />
for his groundbreaking research focused on testing technology-based innovations<br />
to support decision making and chronic illness management, his unwavering<br />
commitment to mentoring nurse scientists, and advocacy for increasing diversity,<br />
equity, and inclusion in the nursing profession and its science.<br />
Dr. Hickman started his education at CWRU with a Bachelor of Arts in Biological<br />
Science and then received a Certificate of Professional Nursing. He received<br />
a Master of Science in Nursing as an Acute Care <strong>Nurse</strong> Practitioner and then<br />
went on to receive a Doctor of Philosophy from CWRU in 2008. He was the first<br />
African American male to graduate from the PhD program. After he completed his<br />
doctorate, he did a post-doctoral fellowship focusing on multidisciplinary clinical and<br />
translational research with the School of Nursing and School of Medicine at CWRU.<br />
In addition to being named a Fellow of the American Academy of Nursing. Dr.<br />
Hickman is also an elected fellow of the National Academies of Practice (NAP).<br />
NAP is a non-profit organization founded in 1981 to advise government bodies<br />
on our healthcare system. This interprofessional group of healthcare practitioners<br />
and scholars is dedicated to supporting affordable, accessible, coordinated quality<br />
healthcare for all. NAP is dedicated to lifelong learning from, with, and among<br />
different healthcare professions to promote and preserve health and well-being for<br />
society.<br />
Dr. Hickman is proud of the fact that he is one of only two nurses to be<br />
recognized as an Emerging Leader in Health and Medicine Scholars by the<br />
National Academies of Medicine. This three-year program, which started July 1,<br />
2020, connects the ten selected professionals with leaders in all three branches of<br />
the National Academies of Sciences, Engineering and Medicine. Hickman said he<br />
is looking forward to the opportunity to connect with NAM members to “go beyond<br />
disciplinary silos” to see a broader view of public health and policy in America.<br />
School of Nursing Dean Carol Musil said the NAM Emerging Leaders award is<br />
indicative of Hickman’s past work and future possibilities, “but even more, it speaks<br />
to his potential for groundbreaking contributions to transforming the future of health<br />
care for this nation.”<br />
The accomplishments that led to the diversity award are too numerous to list.<br />
Highlights of his many accomplishments are listed below:<br />
• Collaborated with the Vice-President for Diversity and Inclusion at CWRU to<br />
draft the university’s first mandated training program for all faculty, staff, and<br />
students on mitigating bias.<br />
• Conducted research studies funded by the National Institute of Health (NIH) to<br />
promote health equity among Americans who are marginalized by society.<br />
• In addition to sustaining partnerships with minority-serving institutions to<br />
create a pipeline, served as a champion for providing the needed resources to<br />
move the needle of diversity for the profession.<br />
• Help founded a chapter of the American Association of Men in Nursing.<br />
Dr. Hickman’s technology-based interventions leverage serious game<br />
technology and conversational agents or avatars, three-dimensional digital<br />
representations of human in virtual environment, to facilitate behavior change and<br />
decision support. His technology-based interventions (eSMART-HD, eSMARTT,<br />
and INVOLVE) that incorporate avatars have been shown to significantly improve<br />
outcomes of patients and family caregivers. His innovative technology-based<br />
interventions using avatars are shifting nursing and decision science toward<br />
on-demand technology-based interventions that offer effective alternatives for<br />
clinical or paraprofessional-led support to improve self-management behavior and<br />
enhance the quality of healthcare decisions.<br />
Dr. Hickman has an impressive record of external funding and recognition. He<br />
has been principal investigator or co-investigator on more than 20 research and<br />
training grants totaling over $20 million. He has disseminated his research through<br />
150 peer-reviewed journal articles, commentaries, chapters, books and scientific<br />
presentations.<br />
Committed to mentoring nurse scientists and leaders, Dr. Hickman has served<br />
as a dissertation advisor or committee member for nearly 50 PhD and DNP<br />
students. Additionally, he has been the primary mentor to six NIH funded postdoctoral<br />
trainees. He has mentored nurses from seven different countries around<br />
the world.<br />
In his spare time, Dr. Hickman spends time with his wife and enjoys perfecting<br />
whiskey cocktails, and listening to jazz. During the pandemic he has become a<br />
Peloton cycling enthusiast.<br />
Visit ohionursesfoundation.org for more information<br />
WE DON’T JUST<br />
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We take care of the entire person.<br />
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interested in psychiatric or primary care,<br />
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to 89743<br />
Or call us at<br />
(317) 587-0500
Page 6 <strong>Ohio</strong> <strong>Nurse</strong> <strong>March</strong> <strong>2021</strong><br />
<strong>Nurse</strong> Licensure Compact continued from page 1<br />
Further, the Board continues to be concerned<br />
about public safety issues due to differences<br />
between states that are not addressed in the<br />
Compact, such as mandatory reporting, complaints<br />
and investigations. Mandatory reporting is not a<br />
requirement for all Compact states as it is in <strong>Ohio</strong>.<br />
Also, complaints and investigations are handled<br />
differently. For example, some Compact states<br />
require clear and convincing evidence to substantiate<br />
a violation of their <strong>Nurse</strong> Practice Acts. <strong>Ohio</strong> requires<br />
a preponderance of evidence. Because clear and<br />
convincing evidence is a higher standard of proof<br />
than a preponderance of the evidence, those boards<br />
may not investigate complaints that the <strong>Ohio</strong> Board<br />
of Nursing would investigate.<br />
Financial Impact-<br />
During an <strong>Ohio</strong> Board of Nursing meeting held on<br />
January 11th, <strong>2021</strong>, the Executive Director shared<br />
information with members of the Board regarding<br />
the impact of <strong>Ohio</strong> entering the <strong>Nurse</strong> Licensure<br />
Compact. Of top concern to her was the financial<br />
impact on <strong>Ohio</strong> nurses and the state. According to<br />
preliminary information, the Board stated that:<br />
Based on data obtained from the <strong>Ohio</strong> eLicense<br />
system, for RNs and LPNs with Compact state<br />
addresses, the loss of revenue is estimated to be<br />
$1,930,010.00 over a one-year period. Compact<br />
state residents with multi-state licenses would no<br />
longer reinstate, reactivate, or renew in <strong>Ohio</strong>. For<br />
example, Compact nurses are required to renew<br />
in their home state/state of residence. Therefore,<br />
for nurses with addresses in Compact states<br />
who practice in <strong>Ohio</strong>, it is likely they will have or<br />
will obtain multi-state licenses. In these cases,<br />
the nurse will renew in their home state and no<br />
longer renew in <strong>Ohio</strong>. <strong>Ohio</strong> will lose the renewal<br />
fees previously paid. The same applies if their<br />
license lapses or is made inactive – they will not<br />
reinstate or reactivate their license in <strong>Ohio</strong> and<br />
those fees will be lost.<br />
While language has been included in Senate Bill<br />
3 that allows the Board to charge additional fees for<br />
nurses choosing to apply for a Compact license, the<br />
revenue generated from this new Compact license<br />
would not sufficiently offset the loss in revenue from<br />
multi-state licensees.<br />
Therefore, ONA believes this loss in revenue<br />
would be passed on to <strong>Ohio</strong> nurses choosing a<br />
single, home state license or to the state of <strong>Ohio</strong>, and<br />
licensing fees would increase for <strong>Ohio</strong> nurses.<br />
State Sovereignty and Authority of the Interstate<br />
Commission-<br />
The Attorneys General in Oklahoma, Indiana,<br />
Kansas, Louisiana, and Nebraska have rendered<br />
formal opinions that the multi-state nurse licensure<br />
Compact interferes with state sovereignty. The<br />
Compact would impose complicated regulatory<br />
mechanisms that would allow the joint public entity<br />
known as the Interstate Commission of <strong>Nurse</strong><br />
Licensure Compact Administrators (Commission),<br />
composed of the party states that adopt the<br />
Compact, to promulgate rules that are binding on<br />
each state in the Compact by a simple majority vote.<br />
This essentially grants full rule-making authority to<br />
the Commission, which is not a government entity<br />
or state agency, nor based in <strong>Ohio</strong>. According to<br />
the National Council of State Boards of Nursing,<br />
each state would be subject to administrative<br />
rules not passed at the state level. In this way, the<br />
Commission is usurping policy-making authority<br />
from the Board and state Legislature. Additionally,<br />
the Commission has “enforcement action” authority,<br />
which means that the Commission has the authority<br />
to remove any state from the Compact, should a<br />
state board of nursing not adhere to the Compact<br />
statute and/or rules. This again, represents an<br />
appropriation of <strong>Ohio</strong>’s sovereignty.<br />
The Commission would have the opportunity to<br />
hold closed, non-public meetings for certain reasons<br />
and would have immunity to lawsuits. Many of these<br />
provisions of the Compact may violate the <strong>Ohio</strong><br />
Constitution, the <strong>Ohio</strong> Open Meeting Act, the <strong>Ohio</strong><br />
Ethics Law and/or <strong>Ohio</strong> statute and may potentially<br />
create a monopoly system, where NCSBN holds<br />
full national licensure examination and regulatory<br />
authority. Some states that have joined the Compact<br />
are witnessing violations of their state’s open<br />
public meeting laws. For example, New Mexico<br />
has open meeting laws similar to <strong>Ohio</strong>’s, and when<br />
the New Mexico legislature passed a law requiring<br />
that documents related to the administration of<br />
the Compact be released per New Mexico’s public<br />
disclosure laws, the Commission sent a letter<br />
threatening New Mexico with legal action.<br />
The Compact language in SB 3 states, “The<br />
Commission shall have the following powers: To<br />
promulgate uniform rules to facilitate and coordinate<br />
implementation and administration of this Compact.<br />
The rules shall have the force and effect of law and<br />
shall be binding in all party states.” Essentially, the<br />
Commission has the power to enact rules that are<br />
binding on each state in the Compact by a simple<br />
majority vote. ONA agrees with the following <strong>Ohio</strong><br />
Board of Nursing comments during their January<br />
11th meeting: “Each State would be subject to<br />
administrative rules not reviewed under the same<br />
State processes as other rules and not passed<br />
or reviewed at the State level. This provision may<br />
violate the <strong>Ohio</strong> Constitution and possibly federal<br />
anti- trust laws requiring “active state supervision”<br />
depending on the rule.”<br />
The Compact language also allows the<br />
Commission to “convene in a closed, non-public<br />
meeting” for certain reasons, and this is concerning<br />
to ONA. While we appreciate the fact that most<br />
Compact meeting materials and agendas are<br />
available to the public online, we remain concerned<br />
about the ability of the Commission to use the<br />
exceptions to the public meeting provision to flout<br />
transparency. Additionally, the Commission has<br />
immunity/defenses to lawsuits and is not subject<br />
to any independent auditor or legal authority with<br />
oversight over its operations or finances. From<br />
ONA’s perspective, this setup gives power and<br />
control to a non- governmental entity that receives<br />
money from a not-for-profit organization that also<br />
develops the nursing licensure examination taken<br />
by nurses across the country. Rather than removing<br />
unnecessary big government from the licensure<br />
process, the Compact, in ONA’s opinion, transfers<br />
this power to an independent national organization<br />
with little accountability. In fact, many states have<br />
questioned whether the Interstate Commission<br />
violates individual state constitutions and interferes<br />
with state sovereignty. In December of 2020, the<br />
Michigan governor vetoed the <strong>Nurse</strong> Licensure<br />
Compact, stating that the Compact would take<br />
“away the state’s authority to regulate the nursing<br />
profession”.<br />
Regulation, Public Safety, and Disciplinary Action-<br />
The mission of the <strong>Ohio</strong> Board of Nursing is to<br />
actively safeguard the health of the public through<br />
the effective regulation of nursing. However, the<br />
Compact would not require that out- of-state nurses<br />
be licensed in the state of <strong>Ohio</strong>, which means that<br />
the Board would no longer review and approve<br />
license applications from out-of-state residents.<br />
In addition, the effects of how disciplinary actions<br />
would work in practice in other Compact states are<br />
unclear. Because a nurse would have jurisdiction to<br />
work in a remote state without that state’s licensure,<br />
it is unclear how that remote state would know to<br />
check an individual nurse’s license and previous<br />
disciplinary actions.<br />
During a 2020 interested party call between ONA,<br />
the <strong>Ohio</strong> Board of Nursing, and a staff member from<br />
the Commission at the National Council of State<br />
Boards of Nursing (NCSBN), NCSBN stated that<br />
disciplinary action is two-fold for states who join the<br />
Compact. The remote state Board of Nursing would<br />
have authority to discipline a non-<strong>Ohio</strong> nurse through<br />
privilege to practice restrictions, but only the home<br />
state Board of Nursing would have the authority to<br />
take action on the license itself. Thus, the <strong>Ohio</strong> Board<br />
of Nursing would not have the authority to place<br />
licensure restrictions or take action on an out-of-state<br />
Compact license. It is unclear how the remote state<br />
would stay in constant contact with each home state’s<br />
licensees and what disciplinary actions have been<br />
taken on the license itself, and vice versa. As stated<br />
in the January 11th, 2020 <strong>Ohio</strong> Board of Nursing<br />
meeting materials, “If the remote state does not know<br />
the nurse is practicing in their state, it is not clear how<br />
the remote state would know to check the individual<br />
nurse’s license/discipline in Nursys (an online license<br />
system used by some states)”
<strong>March</strong> <strong>2021</strong> <strong>Ohio</strong> <strong>Nurse</strong> Page 7<br />
Additionally, the effects of regulation, licensing and<br />
the lack of absolute bars significantly compromises<br />
public safety and places the responsibility for<br />
screening licensees onto the employers. Employers<br />
would ultimately be the ones be accepting or denying<br />
nurses for practice and not the regulatory Board.<br />
Furthermore, <strong>Ohio</strong> is a mandatory reporting<br />
state- which means that employers are mandated to<br />
report nurses to the Board of Nursing for potential<br />
practice violations. Mandatory reporting, however, is<br />
not a requirement of the <strong>Nurse</strong> Licensure Compact.<br />
According to the <strong>Ohio</strong> Board of Nursing documents<br />
shared on January 11th, “The lack of this requirement<br />
in other states impacts <strong>Ohio</strong> because employers<br />
and others may not report potential violations. This<br />
increases the possibility that nurses with multistate<br />
licenses (MSLs) may not have been reported to their<br />
home state board of nursing and these nurses will be<br />
practicing in <strong>Ohio</strong>.”<br />
While ONA respects the perspective of the<br />
Compact that this system must be successful<br />
because 34 states have chosen to join the Compact,<br />
we believe the lack of state registration requirements<br />
and disciplinary action tracking does not provide<br />
adequate data to determine if Compact license is<br />
truly successful and safe.<br />
Voice of Professional <strong>Nurse</strong>s Associations-<br />
The way the Compact shifts power to the<br />
Commission, giving it the authority to enact rules<br />
that are binding on each state in the Compact, takes<br />
power and authority away from the <strong>Ohio</strong> Board of<br />
Nursing. If there was a dispute between <strong>Ohio</strong> and<br />
the Commission, the matter would be handled in the<br />
Illinois court system, where NCSBN is located, and<br />
not in our state’s jurisdiction. ONA believes this takes<br />
influence away from professional associations and<br />
does not provide other interested parties an opportunity<br />
to voice opinions, suggestions, or concerns during the<br />
promulgation or review of administrative rules. ONA<br />
currently has the valued opportunity to participate in<br />
such processes with the Board.<br />
The Commission holds four meetings a year,<br />
two of which are in Chicago and two of which are in<br />
other various locations across the country. While the<br />
meetings are open to the public, it is unclear as to<br />
how the voice of <strong>Ohio</strong> nurses would be heard at the<br />
meetings.<br />
(7) The individual is providing nursing care<br />
during any disaster, natural or otherwise,<br />
that has been officially declared to be a<br />
disaster by a public announcement issued<br />
by an appropriate federal, state, county, or<br />
municipal official;<br />
Therefore, enacting compact licensure for <strong>Ohio</strong><br />
is not necessary to protect <strong>Ohio</strong>ans in the case of<br />
an emergency. Licensed nurses from other states<br />
may practice in <strong>Ohio</strong> in these situations without<br />
having a multi-state license.<br />
Complexity of Telehealth Services-<br />
ONA understands and appreciates the need<br />
for mobility and flexibility for nursing practice<br />
in today’s healthcare environment, as well as<br />
the accessibility that telehealth services offer<br />
to healthcare professionals and patients. While<br />
telehealth is necessary, the services provided and<br />
where they are provided need to be considered.<br />
License jurisdiction and the preeminence of<br />
both patient and nurse location has been long<br />
discussed among regulatory boards and nurses<br />
throughout the country.<br />
<strong>Nurse</strong> regulatory boards believe license<br />
jurisdiction and practice belongs where the patient<br />
is located, while professional nurses’ associations<br />
and nurses believe license jurisdiction and<br />
practice lies where the nurse is practicing. The<br />
Compact has and will always be based on the<br />
premise that the practice of nursing occurs where<br />
the patient is located. This fundamental belief that<br />
governs the operations of the Compact hold both<br />
the nurse and patient at significant risk.<br />
Based on the ideology that practice follows the<br />
patient, a nurse engaging in telehealth must know<br />
the exact location of every patient he/she is providing<br />
care to. It also means that any nurse offering<br />
telehealth services should know, understand, and<br />
abide by all fifty states’ practice laws and rules. A<br />
patient could theoretically be on vacation in another<br />
state or in an entirely different country and it would<br />
be the responsibility of the nurse to know where the<br />
patient is located and what the nurse can practice<br />
through telehealth services to be safe and effective<br />
in that state or country. The Compact assumes that<br />
scope of practice is identical in all fifty states and<br />
that every nurse working in telehealth is familiar<br />
with every state in which they are practicing. This is<br />
neither accurate, nor is it realistic. ONA believes this<br />
puts patients and nurses at risk.<br />
Protecting <strong>Ohio</strong> <strong>Nurse</strong> Jobs-<br />
The <strong>Ohio</strong> <strong>Nurse</strong>s Association is committed to<br />
protecting nurses across the state through labor<br />
representation and collective bargaining contracts.<br />
Part of this representation includes advocating<br />
for a fair contract and protecting nurses’ jobs.<br />
Healthcare organizations will lose incentives to<br />
come to fair collective bargaining agreements<br />
with <strong>Ohio</strong> nurses if the licensure Compact is<br />
enacted, as it allows out-of-state nurses to easily<br />
replace <strong>Ohio</strong> nurses who are advocating for<br />
safe work environments and fair compensation.<br />
Furthermore, the ONA opposes the multi-state<br />
nurse licensure Compact because it allows<br />
greater opportunities for out-of-state nurses to<br />
work in <strong>Ohio</strong> facilities in the event of a labor union<br />
strike. Not only does this directly impact the jobs<br />
and financial security of our members, the ONA<br />
has great concerns about public safety should<br />
an influx of out-of-state nurses, who are not<br />
familiar with our state’s <strong>Nurse</strong> Practice Act, begin<br />
practicing and caring for <strong>Ohio</strong>ans. Coupled with<br />
the decreased regulatory authority of the Board<br />
and the complex disciplinary processes outlined<br />
by NCSBN, the <strong>Ohio</strong> <strong>Nurse</strong>s Association believes<br />
the Compact is not in the best interest of <strong>Ohio</strong>’s<br />
nurses and all <strong>Ohio</strong>ans.<br />
ONA appreciates the continued conversations<br />
and working with Senator Roegner and all the<br />
other interested parties to address concerns<br />
with SB 3 and the Compact. However, based on<br />
the above remaining concerns and unanswered<br />
questions regarding the financial impact and<br />
disciplinary processes, ONA respectfully remains<br />
an interested party at this time.<br />
<strong>Ohio</strong> Offers State of Emergency Practice for Outof-State<br />
<strong>Nurse</strong>s-<br />
Supporters of the Compact believe that <strong>Ohio</strong><br />
needs to join the Compact to allow nurse mobility<br />
during times of disasters or emergencies. ONA<br />
realizes that the ability to mobilize nurses to <strong>Ohio</strong><br />
during such emergencies and disasters is critical;<br />
however, <strong>Ohio</strong> already covers this need under<br />
Section 4723.32(G)(7) of the <strong>Ohio</strong> Revised Code.<br />
Section 4723.32(G)(7):<br />
(G) The activities of an individual who currently<br />
holds a license to practice nursing or<br />
equivalent authorization from another<br />
jurisdiction, but only if the individual’s activities<br />
are limited to those activities that the same<br />
type of nurse may engage in pursuant to<br />
a license issued under this chapter, the<br />
individual’s authority to practice has not been<br />
revoked, the individual is not currently under<br />
suspension or on probation, the individual<br />
does not represent the individual as being<br />
licensed under this chapter, and one of the<br />
following is the case:<br />
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Page 8 <strong>Ohio</strong> <strong>Nurse</strong> <strong>March</strong> <strong>2021</strong><br />
Moral Injury in the Nursing Workforce<br />
Cynthia Hammond, PhD, MS, RN, and<br />
Shirna Gullo, DNP, MSN, BSN, RN<br />
Kettering College Division of Nursing<br />
Marquis and Houston (2017) emphasized the<br />
prevalence of key terms identified to “describe the moral<br />
indifference, moral uncertainty, moral conflict, moral<br />
distress, moral outrage, and ethical dilemmas” faced by<br />
nurses (p. 85). However, this list of terms did not include<br />
moral injury. Moral injury was coined by the psychiatrist,<br />
Dr. Jonathan Shay. Dr. Shay studied military veterans<br />
that suffered from Post-Traumatic Stress Syndrome<br />
(PTSD). He defined moral injury as a “betrayal of what is<br />
right by someone who holds legitimate authority in a high<br />
stakes situation” (Delima-Tokarz, 2017, p.1). As a result<br />
of this research, Dr. Shay discovered that while soldiers<br />
were in active duty, they could reconcile their own moral<br />
values with military duty but when they returned to<br />
civilian life, the same moral conflicts, caused the soldiers<br />
internal distress or moral injury (Delima-Tokarz, 2017).<br />
The purpose of this article is to discuss and explore<br />
the following questions: Can the same moral injury seen<br />
in military veterans be seen in nurses that fight the battle<br />
of COVID-19 and the regular day-to-day challenges in<br />
healthcare? Are nurses at all levels of the healthcare<br />
organization, at the bedside and in administration having<br />
to face internal and external demands that compromise<br />
quality care, or patient and individual safety that could<br />
lead to moral injury? What recommendations can be<br />
integrated to help identify and intervene early in actual or<br />
potential moral injury dilemmas?<br />
According to the <strong>Ohio</strong> <strong>Nurse</strong>s Association (2020),<br />
moral injury can be defined as “the feeling that occurs<br />
when we are prevented from doing what we believe<br />
is right. We feel compromised in our ability to practice<br />
as moral agents according to our Code of Ethics.” The<br />
Code of Ethics for <strong>Nurse</strong>s is the profession’s public<br />
expression of those central ethical values, duties, and<br />
commitments (ANA, 2015). Finally, Dictionary.com<br />
(2020) defined moral injury as concerning itself with<br />
right and wrong principles of behavior.<br />
Exactly who or what becomes the compass of<br />
assessing moral principles to determine what is<br />
acceptable behavior by an individual or society?<br />
(Delima-Tokarz, 2017). Perhaps, it is an internal<br />
moral guide that directs how we live our daily lives<br />
and actions? On the other hand, Beard (2019) found<br />
moral principles represent treating others the way the<br />
individual wants to be treated (being treated fairly),<br />
speaking truth and avoid telling a lie (building trust),<br />
avoiding spending what you do not have (living a<br />
personable affordable life), and avoiding taking what<br />
does not belong to you (building honesty). The moral<br />
code is comprised of building blocks that construct<br />
society’s culture (Beard, 2019). If our individual moral<br />
code is damaged, a moral injury has occurred (Delima-<br />
Tokarz, 2017). Therefore, each nurse and nursing<br />
leader can turn to the nursing process which is the<br />
framework at the heart of the provision of nursing<br />
practice to help identify and rectify situations causing<br />
actual or potential moral injury. Utilization of the nursing<br />
process allows the nurse to promptly assess, diagnose,<br />
plan, implement, and evaluate issues directed at<br />
themselves, the patient, co-workers or the organization.<br />
<strong>Nurse</strong> Burnout Versus Moral Injury<br />
Dean, Talbot, and Dean, (2019) posited that the<br />
difference between burnout and moral injury must<br />
be identified because a better understanding will<br />
reframe the problem and the solutions. The term<br />
burnout indicates that an individual cannot withstand<br />
something in the work environment. “Over the last 10<br />
years, burnout has become a significant psychosocial<br />
problem that is caused by unsuccessfully managed<br />
chronic stress in the workplace. It is a psychological<br />
syndrome characterized by energy depletion, increased<br />
mental distance from one’s work (i.e. cynicism or<br />
negativism), and reduced professional efficacy”<br />
(WHO; ICD-11; 2013; 2018 as cited in Raudenska et al.<br />
(2020). Because burnout is an internal and individual<br />
problem, then a solution to burnout is to fix the internal<br />
deficiency. Alharbi et al. (2019) identified anxiety,<br />
depression, decrease in satisfaction, diminished quality<br />
of care, PTSD, and an increase in suicide rates as<br />
prevalent in healthcare professionals experiencing<br />
burnout. This is contrasted with moral injury, which is a<br />
description of knowing what care is needed for patients<br />
and being unable to offer the care or treatment, due to<br />
barriers beyond the control of the nurse (Dean et al.,<br />
2019).<br />
The moral injury debacle of the COVID-19 pandemic<br />
has placed extreme pressure on the nursing workforce<br />
daily with morally challenging dilemmas (Duhig, 2020).<br />
According to Duhig, the morally challenging dilemmas<br />
are being described as: fear of not being able to<br />
protect the patient or self because insufficient supplies<br />
of personal protective equipment (PPE). <strong>Nurse</strong>s are<br />
not able to provide quality care to patients. <strong>Nurse</strong>s<br />
are taking on roles that they are inadequately trained<br />
to implement. Moral injury can be caused by severe<br />
understaffing, poor team communication, conflict with<br />
physicians about patient care, physician-only input into<br />
clinical decisions, and clashes between physicians<br />
and nurses regarding inappropriate use of resources<br />
(Duhig, 2020).<br />
Moral injury is present among nurses when nurses<br />
feel that high standards of patient care are not being<br />
met, personal values cannot be lived up to, personal<br />
negative feeling of being devalued and voiceless which<br />
can lead to shame or guilt of and mistrust of colleagues<br />
and organizational administrators. The long-term<br />
effects of moral injury can lead to mental health threats<br />
(National Center for PTSD, n.d.). Marquis and Houston<br />
(2017) echoed this point by saying that “nurses are<br />
often placed in situations where they are expected to<br />
be agents for patients, physicians, and the organization<br />
simultaneously, all of which may have conflicting needs,<br />
wants, and goals” (p. 84). <strong>Nurse</strong> leaders and nurses<br />
need to implement strategies to reduce the incidence of<br />
moral injury.<br />
Nursing Solutions for Moral Injury<br />
<strong>Nurse</strong> leaders can support nursing teams by<br />
presenting moral injury as a lens to talk about personal<br />
experiences. This informal peer group can be referred<br />
to as “soul repair” (Duhig, 2020, p.1) The overarching<br />
goal of supporting nurses is to move from an analysis<br />
of the problem to a vision of a positive outcome (Duhig,<br />
2020). This change in perspective and shared vision<br />
can lead the nursing organization through the following<br />
recommendations by Duhig (2020) and Dean et al.,<br />
(2019):<br />
• The nurse leader should focus on what small<br />
or large steps can be taken to obtain a sense of<br />
fulfillment.<br />
• The nurse leaders can also reevaluate workflow,<br />
revise team communication, strive to identify and<br />
eliminate episodes of poor time management,<br />
eliminate inefficient use of resources, and curtail<br />
ineffective processes in daily practice and<br />
operations of the departments (Duhig, 2020).<br />
The healthcare team and nursing administrators<br />
must work together to identify the problems that prevent<br />
clinicians and other healthcare team members from<br />
building trust and providing optimal care. The quality<br />
and safety of patient care must be changed to put the<br />
patient first instead of letting business practices drive<br />
treatment options (Dean et al., 2019).<br />
In a recent article by Dean et al., (2019),<br />
recommendations given to address moral injury are<br />
summarized below:<br />
• Invite and expose administrators to the<br />
innerworkings of the clinical environment. The<br />
administrators and the clinician’s make-up the<br />
interprofessional healthcare team. These two<br />
parties must engage each other on a common<br />
ground. If administrators would work a shift with<br />
a clinician in various areas such as a clinic or the<br />
emergency room, they would be exposed to the<br />
challenges experienced by the nurses. These<br />
encounters would expose administrators to the<br />
depth of the challenges that occur in the system.<br />
Clinicians need to be open-minded to see<br />
the challenges from the overall administrative<br />
perspective. Having an understanding from both<br />
perspectives is where commonality and happy<br />
mediums are found, and shared visions are<br />
explored.<br />
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<strong>March</strong> <strong>2021</strong> <strong>Ohio</strong> <strong>Nurse</strong> Page 9<br />
• Change the paradigm that links patient satisfaction<br />
with clinician compensation to clinician satisfaction<br />
with executive compensation.<br />
• Clinicians must have the ability to impact lobbying<br />
efforts. Clinicians, like physician leaders, chief<br />
wellness officers, department chairpersons, and<br />
nurse leaders must open lines of communication<br />
with those who can impact healthcare change.<br />
• Establish and maintain a sense of community<br />
and collaboration among clinicians. This can<br />
be implemented by offering and fostering a<br />
more supportive, mentoring, and team building<br />
environment/culture instead of one where there is<br />
increased competition.<br />
Conclusion<br />
The year 2020 has taken nursing by a vast<br />
storm, namely COVID-19. The year 2020 can even<br />
be described as a landlock tsunami. The sweep<br />
of devastation that the wrath of previous tsunami’s<br />
has echoed is a reflection of death and destruction.<br />
The familiar memories of death and destruction are<br />
reflections of how nurses have carried the banners of<br />
care, treatment, loss, and success stories.<br />
Ignatavicius, Workman, and Rebar (2018) validated<br />
that “patient and staff safety is a major priority for<br />
professional nurses. Best safety practices reduce<br />
error and harm through established protocols, memory<br />
checklists, and systems such as bar-code medication<br />
administration” (p. 4). Even though the year 2020 has<br />
taken nursing by an unprecedented, unexpected,<br />
unrelenting surprise with this pandemic, the healthcare<br />
team, especially nurses, has exhibited a matchless<br />
resiliency and perseverance for this cause.<br />
<strong>Nurse</strong>s have been at the front lines, the first<br />
responders, and the supporters of health care<br />
throughout this ordeal. <strong>Nurse</strong>s have worked their<br />
scheduled shifts and overtime which have now<br />
become a way of life. The tragedy of loss has been<br />
overwhelming but recovery cases have encouraged<br />
nurses, with a sense of duty to an internal calling.<br />
This internal calling is the nursing oath (Dean et al.,<br />
2019) which promotes us to a higher standard even<br />
in the midst of a pandemic. One helpful tool to keep<br />
in mind in helping to educate nursing leadership<br />
and nursing staff about the prompt identification of a<br />
potential or actual moral injury is “RACK:” Recognize<br />
what is happening, Act promptly, Consult with the<br />
nursing leader by following the chain of command<br />
(chief nursing officer, nursing director, nurse manager,<br />
supervisor, charge nurse, etc.), Keep alert to signs<br />
and symptoms of moral injury and avoid and mitigate<br />
situations within your control from occurring that<br />
can lead to ethical dilemmas (S. Gullo, personal<br />
communication, December 6, 2020).<br />
Research is needed on the identification, response,<br />
overall impact and effective resolution of moral injury in<br />
the nursing workforce to specifically assess, diagnose,<br />
plan, implement and evaluate prompt and intentional<br />
efforts to mitigate any and all episodes of moral injury.<br />
Healthcare organizations, nursing administrators,<br />
nursing regulatory agencies, and nurses themselves<br />
must take a stand to prevent and protect themselves<br />
and their patients, from moral injury. <strong>Nurse</strong>s must act<br />
now!<br />
References<br />
Alharbi J., Jackson, D.,& Usher, K.(2019). Compassion<br />
fatigue in critical care nurses. An integrative review<br />
of the literature. Saudi Med J. 40(11):1087–1097.<br />
doi:10.15537/smj.2019.11.24569.<br />
American <strong>Nurse</strong>s Association (2015). Code of ethics<br />
for nurses with interpretive statements, https://www.<br />
nursingworld.org/practice-policy/nursing-excellence/<br />
ethics/code-of-ethics-for-nurses/coe-view-only/<br />
Beard, S. ( 2019). Deep ethics: The long-term quest to<br />
decide right from wrong. Future. Retrieved from: https://<br />
www.bbc.com/future/article/20190617-deep-ethics-thelong-term-quest-to-decide-right-from-wrong<br />
Dean, W., Talbot, S., & Dean, A. (2019). Reframing<br />
clinician distress: Moral injury not burnout. Federal<br />
Practitioner: For the Health Care Professionals of the<br />
VA, DoD, and PHS, 36(9), 400–402.<br />
Delima-Tokarz, T. (2017). The psychiatric ramifications<br />
of moral injury among veterans. The American<br />
Journal of Psychiatry. https://doi.org/10.1176/appi.ajprj.2016.110505<br />
Dictionary.com (2020). Retrieved from https://www.<br />
dictionary.com/browse/moral?s=t<br />
Duhig, S. (2020). Relias Institute. Retrieved from: https://www.<br />
relias.com/blog/are-your-nurses-experiencing-moral-injury<br />
Ignatavicius, D., Workman, M. & Rebar, C. (2018).<br />
Medical-surgical nursing: Concepts for interprofessional<br />
collaborative care (9thed.). Elsevier.<br />
Marquis, B. L. & Houston, C. J. (2017). Leadership roles<br />
and management functions in nursing: Theory and<br />
application. (9th ed.). Wolters Kluwer.<br />
National Center for PTSD (Posttraumatic Stress Disorder).<br />
(n.d.). Advancing science and promoting understanding<br />
of traumatic stress: Moral injury in healthcare workers<br />
on the frontlines of the Coronavirus (COVID -19)<br />
outbreak. U.S. Department of Veterans Affairs.<br />
Retrieved from: https://www.theschwartzcenter.org/<br />
media/Moral-Injury-Covid-19-Fact-Sheet-040420_<br />
JH.pdf<br />
<strong>Ohio</strong> <strong>Nurse</strong>s Association (2020). Moral Injury Research<br />
Application. Retrieved from https://onaapply.smapply.io/<br />
prog/moral_injury_research_application_/<br />
Raudenská, J., Steinerová, V., Javůrková, A., Urits, I.,<br />
Kaye, A. D., Viswanath, O., & Varrassi, G. (2020).<br />
Occupational burnout syndrome and post-traumatic<br />
stress among healthcare professionals during the novel<br />
coronavirus disease 2019 (COVID-19) pandemic. Best<br />
practice & research. Clinical anaesthesiology, 34(3),<br />
553–560. https://doi.org/10.1016/j.bpa.2 020.07.008<br />
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Page 10 <strong>Ohio</strong> <strong>Nurse</strong> <strong>March</strong> <strong>2021</strong><br />
(A) A clinical nurse specialist, certified nurse-midwife, or certified nurse practitioner<br />
who holds a license to practice nursing issued under section 4723.42 of the<br />
Revised Code may delegate to a person not otherwise authorized to administer<br />
drugs the authority to administer to a specified patient a drug, unless the<br />
drug is a controlled substance or is listed in the formulary established in rules<br />
adopted under section 4723.50 of the Revised Code. The delegation shall be<br />
in accordance with division (B) of this section and standards and procedures<br />
established in rules adopted under division (O) of section 4723.07 of the<br />
Revised Code.<br />
(B) Prior to delegating the authority, the nurse shall do both of the following:<br />
(1) Assess the patient and determine that the drug is appropriate for the<br />
patient;<br />
(2) Determine that the person to whom the authority will be delegated has met the<br />
conditions specified in division (D) of section 4723.489 of the Revised Code.<br />
Question:<br />
I put my <strong>Ohio</strong> RN License on inactive status a few years ago, but I want<br />
to help administer the COVID vaccine. Is there a way I can do this?<br />
<strong>Nurse</strong> Jesse:<br />
While those with an active nursing license can work safely to the highest<br />
extent of that license, <strong>Ohio</strong> does have provisions for administering the vaccine<br />
without a current, active license.<br />
Currently, SB 310 authorizes RNs, APRNs, and LPNs who hold <strong>Ohio</strong> licenses<br />
that lapsed or were placed on inactive status within the past five years, to<br />
practice without reactivating or reinstating the license, through May 1, <strong>2021</strong>. This<br />
does not apply to revoked, surrendered, or suspended licenses.<br />
In accordance with <strong>Ohio</strong> law and rules, it may be possible for you to<br />
administer the vaccine without an active nursing license under proper, authorized<br />
supervision by an authorized provider.<br />
The <strong>Ohio</strong> Revised Code (<strong>Nurse</strong> Practice Act) Section 4723.48 states<br />
[emphasis added]:<br />
EXPERIENCE THE DIFFERENCE<br />
CHOOSE YOUR<br />
PATH TO SUCCESS!<br />
Offering online options for both<br />
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Management Programs!<br />
FOR QUESTIONS ABOUT ADMISSIONS:<br />
Contact the Office of Graduate Admissions<br />
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A member of Pennsylvania’s State System of Higher Education<br />
WWW.SRU.EDU/GRADUATE<br />
This means that under current law, if one is a former <strong>Ohio</strong> registered nurse with an<br />
inactive license chooses not to reactivate/reinstate the license, it is possible they could,<br />
with training updates and competency determinations (see 4723.489 ORC below),<br />
administer immunizations via applicable Delegation Rules if an APRN or physician is<br />
on site.<br />
APRNs must however comply with all requirements of Section 4723.48, ORC, and<br />
Section 4723.489, ORC, including specific requirements as to the unlicensed person’s<br />
documented education and demonstrated knowledge, skills, and ability to administer<br />
the drug safely, and the requirement that the APRN is on site during the delegated<br />
medication administration.<br />
Sections 4723.489 ORC for reference [emphasis added]:<br />
ORC Section 4723.489, Delegated authority to administer drugs.<br />
A person not otherwise authorized to administer drugs may administer a drug to a<br />
specified patient if all of the following conditions are met:<br />
(A) The authority to administer the drug is delegated to the person by an advanced<br />
practice registered nurse who is a clinical nurse specialist, certified nursemidwife,<br />
or certified nurse practitioner and holds a license issued under section<br />
4723.42 of the Revised Code.<br />
(B) The drug is not listed in the formulary established in rules adopted under<br />
section 4723.50 of the Revised Code, is not a controlled substance, and is not<br />
to be administered intravenously.<br />
(C) The drug is to be administered at a location other than a hospital inpatient care<br />
unit, as defined in section 3727.50 of the Revised Code; a hospital emergency<br />
department or a freestanding emergency department; or an ambulatory<br />
surgical facility, as defined in section 3702.30 of the Revised Code.<br />
(D) The person has successfully completed education based on a recognized body<br />
of knowledge concerning drug administration and demonstrates to the person’s<br />
employer the knowledge, skills, and ability to administer the drug safely.<br />
(E) The person’s employer has given the advanced practice registered nurse<br />
access to documentation, in written or electronic form, showing that the person<br />
has met the conditions specified in division (D) of this section.<br />
(F) The advanced practice registered nurse is physically present at the location<br />
where the drug is administered.<br />
Amended by 131st General Assembly File No. TBD, HB 216, §1, eff. 4/6/2017.<br />
Note: What a physician is authorized to delegate and under what circumstances, etc.,<br />
is governed by law and rule enforced by the Board of Medicine. https://med.ohio.gov/<br />
How to Volunteer<br />
The <strong>Ohio</strong> Responds Volunteer Registry (https://www.ohioresponds.odh.ohio.<br />
gov) is the State of <strong>Ohio</strong>’s online system for managing public health and healthcare<br />
professionals who wish to volunteer. This site supports a variety of personnel who may<br />
be called to action during disasters, all-hazards response efforts, and public health<br />
activities. <strong>Ohio</strong> Responds is the system used to notify volunteers of the specific events<br />
happening in their community.
<strong>March</strong> <strong>2021</strong> <strong>Ohio</strong> <strong>Nurse</strong> Page 11<br />
The Year of the <strong>Nurse</strong> and the Midwife –<br />
An Interview with Penny Marzalik, PhD, APRN-CNM, IBCLC<br />
Jeri A. Milstead, PhD, RN, NEA-BC, FAAN,<br />
ANA Hall of Fame<br />
Introduction<br />
The World Health Organization designated 2020<br />
as the Year of the <strong>Nurse</strong> and Midwife. The COVID-19<br />
pandemic curtailed many celebrations world-wide, so<br />
WHO extended the honor through June <strong>2021</strong>. The<br />
designation is to advance nurses’ and midwives’ vital<br />
position in transforming healthcare around the world<br />
as well as honor the 200th anniversary of Florence<br />
Nightingale’s birth. In this interview, Penny Marzalik<br />
discusses the role and education of the U.S. midwife<br />
and provides a perspective of midwives globally.<br />
JM: What do midwives do?<br />
PM: The <strong>Ohio</strong> Board of Nursing determines<br />
the legal scope of practice for this state. The<br />
role includes primary health care for individuals<br />
from adolescence through menopause and care<br />
during pre-conception, prenatal, labor and birth.<br />
Postpartum and lactation care as well as gynecology<br />
and family planning services are provided. CNMs<br />
support pregnancy, birth, and menopause as normal<br />
physiologic processes and support non-intervention<br />
in the absence of complications. CNMs prescribe<br />
medications and repair episiotomies and lacerations<br />
as needed. Newborn care for the first 28 days of life<br />
is required in midwifery education but is not within<br />
<strong>Ohio</strong> scope of practice for Certified <strong>Nurse</strong>-Midwives<br />
(CNMs).<br />
The American College of <strong>Nurse</strong>-Midwives<br />
(ACNM) is the national professional specialty<br />
organization for CNMs and CMs representing 12,000<br />
professionals who attend 9% of U.S. births. The<br />
Core Competencies for Basic Midwifery Practice as<br />
disseminated by ACNM define the professional scope<br />
of practice. Certified <strong>Nurse</strong>-Midwives (CNMs) are<br />
recognized as Advanced Practice Registered <strong>Nurse</strong>s<br />
(APRNs) and are licensed to practice and prescribe in<br />
all 50 states, territories, and the District of Columbia.<br />
There are 431 CNMs in <strong>Ohio</strong>. Certified Midwives<br />
(CMs) are not nurses but have the same scope of<br />
practice as CNMs and practice in six states (DE, HI,<br />
ME, NJ, NY, RI). The Certified Professional Midwife<br />
(CPM) is recognized in 34 states and the District of<br />
Columbia. CPMs practice in the State of <strong>Ohio</strong> but<br />
are not recognized by any government board. The<br />
International Confederation of Midwives represents<br />
two million midwives around the globe including in the<br />
United States.<br />
Most CNMs in <strong>Ohio</strong> attend births within a<br />
hospital setting although some provide care in<br />
birthing centers and the patient’s home. The<br />
support of physiologic birth is provided no matter<br />
the setting and evidence-based care as well as<br />
person-centered care are hallmarks of midwifery<br />
practice. If desired by the patient or required by<br />
the circumstance, the CNM can consult with<br />
the nurse-anesthetist or anesthesiologist for<br />
an epidural for labor and birth. Midwives work<br />
in the community at Federally Qualified Health<br />
Centers, private practices, and outpatient clinics.<br />
An important component of midwifery education<br />
is understanding and reducing increased risks,<br />
barriers to care, and disparities in health outcomes<br />
faced by many marginalized communities.<br />
JM: What education is required to become a<br />
midwife?<br />
PM: A graduate degree is required to be eligible<br />
for board certification as a Certified <strong>Nurse</strong>-Midwife<br />
(CNM) or Certified Midwife (CM). The nurse-midwife<br />
in the U.S. is an RN with a specialized master’s<br />
degree. There are three academic graduate<br />
programs located in <strong>Ohio</strong>: Case Western Reserve<br />
University, University of Cincinnati, and The <strong>Ohio</strong><br />
State University. I had the pleasure of serving as<br />
Director of the OSU program from 2016 to 2020.<br />
In addition to these programs, several institutions<br />
outside of <strong>Ohio</strong> offer distance education with<br />
students attending classes online and completing<br />
clinical experiences throughout the state. The<br />
Certified Professional Midwife (CPM) is educated<br />
through an independent apprenticeship prior to a<br />
written examination and portfolio evaluation.<br />
JM: What is different in the global education<br />
and role of midwives?<br />
PM: Globally, nursing and midwifery are two<br />
distinct professions with separate education<br />
pathways and clinical expectations. The International<br />
Confederation of Midwives provides Global<br />
Standards for Midwifery Education that serves<br />
as a benchmark for the preparation of midwives.<br />
The role of midwives outside the United States<br />
and the Certified Professional Midwife within<br />
the U.S. includes pre-pregnancy and antenatal<br />
care, care during labor and birth, and ongoing<br />
care of women and newborns. Primary care<br />
such as annual examinations for cervical cancer<br />
screening or acute care for cystitis are typically<br />
not within the role.<br />
JM: What is one of your best memories<br />
about your midwifery career?<br />
PM: The ultimate compliment I received<br />
about half-way through my 37-year career as<br />
a CNM was during a six-week postpartum<br />
visit. As the new mother recounted her birth<br />
story, she explained that when I arrived at her<br />
labor, she knew everything was going to be ok.<br />
She continued to explain that “ok” meant that<br />
whatever happened I would be there to guide<br />
her. I became a midwife for exactly that reason<br />
and continue to strive to be a guide to every<br />
patient and student I encounter.<br />
The Year of the <strong>Nurse</strong> and Midwife officially<br />
ends June 20, <strong>2021</strong>, but the contributions made<br />
by these two professions are at a pinnacle that<br />
must be sustained. Recognition of midwives will<br />
continue in the U.S. with National Midwifery Week<br />
which is celebrated the first week of October each<br />
year. International Midwives’ Day will be May 5th,<br />
<strong>2021</strong>.<br />
So, let’s acclaim and cheer on this important<br />
group of nurses—seek out a midwife and<br />
congratulate her/him (0.6% of U.S. midwives are<br />
males) for a successful career. Mail a card…send<br />
an email note…make a phone call…bring flowers<br />
or chocolate…celebrate!!
Page 12 <strong>Ohio</strong> <strong>Nurse</strong> <strong>March</strong> <strong>2021</strong><br />
CONTINUING EDUCATION<br />
The <strong>Nurse</strong> as Educator: The Role of the <strong>Nurse</strong> in Patient & Family Education<br />
Disclosures<br />
There is no conflict of interest among anyone<br />
with the ability to control content for this activity.<br />
Criteria for Successful Completion: Read entire<br />
study, complete case study and evaluation<br />
question, and pass post-test with a score of<br />
80% or greater.<br />
Exp. Date: 11/1/2022<br />
This study was written by Jessica Dzubak,<br />
MSN, RN<br />
The <strong>Ohio</strong> <strong>Nurse</strong>s Association is accredited as<br />
a provider of nursing continuing professional<br />
development by the American <strong>Nurse</strong>s<br />
Credentialing Center’s Commission on<br />
Accreditation. (OBN-001-91)<br />
Visit ce4nurses.org to view the full study and<br />
references, and to complete the post-test and<br />
evaluation to earn 1 contact hour.<br />
A critical but sometimes overlooked aspect<br />
of registered nursing care is patient and family<br />
education. This education comes in many forms and<br />
occurs in all care settings. No matter what specific<br />
nursing role a nurse holds, assessing patient and<br />
family educational needs should be a part of their<br />
daily (or nightly) routine.<br />
<strong>Ohio</strong> Law<br />
Per the <strong>Ohio</strong> Revised Code (ORC) Chapter<br />
4723.01, “providing health counseling and health<br />
teaching” is part of the “practice of nursing as a<br />
registered nurse” (<strong>Ohio</strong> Revised Code, 2003, rev.<br />
2017).<br />
(B) “Practice of nursing as a registered nurse” means<br />
providing to individuals and groups nursing care<br />
requiring specialized knowledge, judgment, and<br />
skill derived from the principles of biological,<br />
physical, behavioral, social, and nursing<br />
sciences. Such nursing care includes:<br />
(1) Identifying patterns of human responses to<br />
actual or potential health problems amenable<br />
to a nursing regimen;<br />
(2) Executing a nursing regimen through the<br />
selection, performance, management, and<br />
evaluation of nursing actions;<br />
(3) Assessing health status for the purpose of<br />
providing nursing care;<br />
(4) Providing health counseling and health<br />
teaching;<br />
Code of Ethics<br />
ANA Code of Ethics: 1.4 - Right to Self-Determination<br />
Patients have the right to be fully informed about<br />
every aspect of their care. Registered nurses play<br />
an integral role in educating patients and families<br />
about various aspects of the care and treatment<br />
plans (American <strong>Nurse</strong>s Association [ANA], 2015).<br />
While it is important to note that obtaining informed<br />
consent for procedures is not within the scope of<br />
practice for registered nurses in <strong>Ohio</strong>, nurses can<br />
answer additional questions and provide detail<br />
when appropriate (<strong>Ohio</strong> Revised Code, 2000, rev.<br />
2017). <strong>Nurse</strong>s often spend more time with patients<br />
than physicians or surgeons, so there are multiple<br />
opportunities for the nurse to assess any additional<br />
questions the patient or family may have. These<br />
crucial conversations can sometimes lead to changes<br />
in the treatment plan or, as will be discussed later,<br />
other resources or interprofessional referrals.<br />
Reflection Questions: Have you ever had an<br />
instance where patient education led to a change<br />
in the care plan? Have you ever discovered through<br />
teaching that the patient misunderstood or had<br />
critical questions about their care or treatment plan?<br />
What is Patient Education?<br />
While the concept remains the same, patient<br />
education looks different from patient to patient.<br />
<strong>Nurse</strong>s have the expertise to teach on various health<br />
concepts, from basic health promotion, providing<br />
anticipatory guidance, or explaining complex disease<br />
processes. Depending on the nurse’s practice setting,<br />
education will look different, as will the methods they<br />
use to educate. For example, school nurses provide<br />
a very different patient education type than intensive<br />
care unit nurses or occupational health nurses.<br />
Like the nursing process, patient teaching<br />
includes “assessment, planning, implementation and<br />
evaluation” (Flanders, 2018, pg. 55). The purpose<br />
of patient teaching, whether formal or informal, is to<br />
assist patients in applying “health-related knowledge<br />
to their lives” (Flanders, 2018, pg. 55).<br />
Informal patient education<br />
- Often used at the bedside or upon discharge<br />
- Quick delivery instruction<br />
- Promote self-directed learning<br />
- Focus on specific tasks<br />
All based on the needs of the patient. (Dunn &<br />
Milheim, 2017, pg. 18). Whether they are receiving<br />
care in the inpatient or outpatient setting, patients<br />
and their families often have many learning needs<br />
related to their care.<br />
Common examples of patient education:<br />
• Discharge teaching<br />
• Anticipatory guidance<br />
• Prenatal and infant care<br />
• New medications<br />
• Pre- and post-operative<br />
• Diet and lifestyle changes<br />
• Home medical equipment usage<br />
The literature demonstrates the impact of the quality<br />
of patient education on patient health outcomes. A<br />
2018 article opens with, “the value of patient education<br />
cannot be over-emphasized” (Flanders, 2018, para. 1).<br />
Other cited benefits of patient education include:<br />
• Patient empowerment<br />
• Enhanced knowledge and quality of life<br />
• Improved self-care<br />
• Reduced hospital re-admissions<br />
• Improved medication adherence (as cited in<br />
Flanders, 2018)<br />
A 2019 study discussed the impact patient education<br />
by nurses can have on the use of non- pharmacologic<br />
pain management modalities, stating, “findings suggest<br />
that patient education about [non-pharmacologic<br />
modalities] NPMs has the potential to motivate patients<br />
to try these modalities, which may increase overall<br />
use” (Andrews Cooper & Kozachik, 2019, para. 5).<br />
By providing patients with accurate information and<br />
strategies to manage their health, nurses can empower<br />
patients to take a more active role in their care.<br />
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<strong>March</strong> <strong>2021</strong> <strong>Ohio</strong> <strong>Nurse</strong> Page 13<br />
Reflection: Recall an experience you or a loved<br />
one had with a healthcare provider. Maybe it was<br />
after a procedure or a new diagnosis. What kind of<br />
education did you or your loved one receive? When<br />
you look back at the experience, how important was<br />
that education? Did it make you feel better or worse?<br />
Did you leave feeling empowered and confident or<br />
scared and overwhelmed?<br />
Health Literacy<br />
What is Health Literacy?<br />
“The Patient Protection and Affordable Care<br />
Act of 2010, Title V, defines health literacy as the<br />
degree to which an individual has the capacity to<br />
obtain, communicate, process, and understand basic<br />
health information and services to make appropriate<br />
health decisions” (Centers for Disease Control and<br />
Prevention, 2020, para. 1).<br />
Before engaging in any patient education, nurses<br />
must assess health literacy. Thinking back to<br />
nursing school care plans, nurses are familiar with<br />
the category of nursing diagnoses that begin with<br />
‘knowledge deficit’ and understand that ‘readiness<br />
for enhanced knowledge’ should be part of the<br />
plan of care. The first step in preparing to educate<br />
is to ensure the patient is ready and willing to<br />
comprehend the information.<br />
Health literacy isn’t just about a patient’s<br />
readiness to learn, but it also considers their<br />
capability to understand. Language barriers, hearing/<br />
communication difficulties, cultural considerations,<br />
reading/education levels, and levels of basic health<br />
understanding are all factors to be considered when<br />
assessing a patient’s health literacy.<br />
Considering health literacy isn’t just about<br />
assessing overt barriers to comprehension. Highly<br />
educated, well-spoken native English speakers<br />
may still have great difficulty understanding<br />
complex medical and health-related information.<br />
“It is important to remember that even people<br />
with good literacy skills find that understanding<br />
healthcare information is a challenge” (Cornett,<br />
2009, pg. 2). Add that with the stress and anxiety<br />
that most people experience in the hospital<br />
or healthcare setting, and it can often be a<br />
challenging environment for real learning to occur.<br />
Stress impacts our ability to comprehend and<br />
remember (Cornett, 2009). Additionally, many<br />
patients, especially those with poor health literacy,<br />
may be embarrassed to admit it and hesitate to<br />
ask providers to repeat information or even ask<br />
questions (Cornett, 2009).<br />
Signs of Poor Health Literacy (Cornett, 2009, pg. 4):<br />
• Patients often make excuses when asked to<br />
read or fill out forms. Examples include: “I don’t<br />
have my glasses,” “I’m too tired to read,” and “I’ll<br />
read this when I get home.”<br />
• Poor readers often lift text closer to their eyes<br />
or point to the text with a finger while reading.<br />
Many times, their eyes wander over the page<br />
without finding a central focus.<br />
• Patients may provide an incomplete medical<br />
history or check items as “no” to avoid follow-up<br />
questions.<br />
• Poor readers often miss appointments and<br />
make errors regarding their medication.<br />
• Patients with low health literacy become skilled<br />
at listening, and they often take instructions<br />
literally to avoid mistakes. To identify their<br />
medications, they look at the pills for color, size,<br />
and shape since they can’t read the labels.<br />
• Patients often show signs of nervousness,<br />
confusion, frustration, and even indifference.<br />
They may withdraw or avoid situations where<br />
complex learning is required.<br />
• Patients often give incorrect answers when<br />
questioned about what they have read.<br />
In addition to assessing and considering health<br />
literacy, it is also imperative for nurses to determine<br />
an appropriate time for teaching. Immediately after<br />
a painful procedure or receiving bad news may<br />
not be the best time to discuss medications or diet<br />
instructions. Finding a time that works for the patient<br />
and their family can make for a more effective<br />
teaching session and better retention of knowledge<br />
when they can devote their full attention to learning.<br />
How to<br />
While there are many patient teaching methods,<br />
providing patient education should always include an<br />
individual approach for maximum effectiveness (Smith<br />
& Zsohar, 2013). Patient education should never be<br />
‘one size fits all,’ since every patient has different<br />
knowledge, experiences, and circumstances. Including<br />
motivational interviewing in the nurses’ assessment<br />
of health literacy can help nurses learn what factor(s)<br />
motivate the patient, their personal learning goals,<br />
and keep the approach patient-centered (Smith &<br />
Zsohar, 2013). Additionally, by assessing what the<br />
patients already know, nurses can tailor the education<br />
to the actual knowledge gaps and address any<br />
misconceptions or inaccuracies (Wolters Kluwer, 2017).<br />
There are a variety of effective methods for<br />
delivering patient and family education. For<br />
maximum effectiveness, the learning should engage<br />
patients and family members (Smith & Zsohar, 2013).<br />
Teaching Methods to Engage Patients and Families:<br />
• Demonstration<br />
• Return demonstration<br />
• “Teach-back” (Smith & Zsohar, 2013).<br />
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Some tips for using the teach-back method from<br />
the Agency for Healthcare Research and Quality<br />
[AHRQ] (2020):<br />
• Keep in mind this is not a test of the<br />
patient’s knowledge. It is a test of how well<br />
you explained the concept.<br />
• Plan your approach. Think about how you will<br />
ask your patients to teach back the information.<br />
For example:<br />
o “We covered a lot today and I want to make<br />
sure that I explained things clearly. So let’s<br />
review what we discussed. Can you please<br />
describe the three things you agreed to do to<br />
help you control your diabetes?”<br />
• “Chunk and Check.” Don’t wait until the end<br />
of the visit to initiate teach-back. Chunk out<br />
information into small segments and have your<br />
patient teach it back. Repeat several times<br />
during a visit.<br />
• Clarify and check again. If teach-back uncovers<br />
a misunderstanding, explain things again using<br />
a different approach. Ask patients to teach-back<br />
again until they are able to correctly describe<br />
the information in their own words. If they parrot<br />
your words back to you, they may not have<br />
understood.<br />
For more information and videos on how to do the<br />
teach-back method:<br />
• The Always Use Teach-Back! Toolkit describes<br />
principles of plain language, teach-back,<br />
coaching, and system changes necessary<br />
to promote consistent use of teach-back. Its<br />
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CE continued on page 14<br />
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Page 14 <strong>Ohio</strong> <strong>Nurse</strong> <strong>March</strong> <strong>2021</strong><br />
CE continued from page 13<br />
clinicians using teach-back. The module can<br />
be used by clinicians, staff members, in a group<br />
setting, or as a self-directed tutorial.<br />
• 5-Minute Teach-Back Video. This 5-minute<br />
video gives two examples for clinicians of how<br />
to use teach-back with medicine changes.<br />
(AHRQ, 2020)<br />
When considering which teaching method to use,<br />
nurses must evaluate the content of the teaching and<br />
expected outcomes to choose the appropriate method.<br />
For example, to teach how to administer insulin at<br />
home, an effective teaching method should include<br />
return demonstrating as this is a learned skill. If the<br />
nurse is teaching about a new medication’s side effects,<br />
the ‘teach-back’ method will allow the nurse to assess<br />
how much information the patient comprehended.<br />
“Studies have shown that 40-80% of the medical<br />
information patients are told during office visits<br />
is forgotten immediately, and nearly half of the<br />
information retained is incorrect” (Agency for<br />
Healthcare Research and Quality, 2020).<br />
<strong>Nurse</strong>s can reinforce education with supplemental<br />
materials such as hand-outs and pamphlets. Patients<br />
should be encouraged to take notes when possible,<br />
and critical information should always be given to the<br />
patient in printed form in their most proficient language.<br />
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Resources and Referrals<br />
Sometimes during patient education, the nurses<br />
identify that additional resources or assistance is<br />
needed. <strong>Nurse</strong>s may determine that the patient does<br />
not have the resources to be compliant with care,<br />
or perhaps there is a concern over the patient’s<br />
ability to take care of themselves outside of the<br />
care setting. In these cases, the nurse has the<br />
responsibility to seek out additional resources or<br />
referrals.<br />
Interprofessional Resources<br />
• Pharmacists<br />
• Physical / Occupational Therapists<br />
• Nutritionists<br />
• Social Workers<br />
• Wound Care <strong>Nurse</strong>s<br />
Documenting Patient Education<br />
As with any other nursing care, it is critical to<br />
document when patient education takes place.<br />
Per OAC 4723-4-07, documentation is an integral<br />
part of applying the nursing process as a registered<br />
nurse:<br />
(A) A registered nurse shall apply the nursing process<br />
in the practice of nursing as set forth in division<br />
(B) of section 4723.01 of the Revised Code and<br />
in the rules of the board. The nursing process is<br />
cyclical in nature and requires that the nurse’s<br />
actions respond to the patient’s changing status<br />
throughout the process. The following standards<br />
shall be used by a registered nurse, using clinical<br />
judgment, in applying the nursing process for each<br />
patient under the registered nurse’s care:<br />
(1) Assessment of health status:<br />
The registered nurse shall, in an accurate<br />
and timely manner:<br />
(a) Collect data. This includes:<br />
(i) Collection of subjective and objective<br />
data from the patient, family,<br />
significant others, or other members<br />
of the health care team. The registered<br />
nurse may direct or delegate the<br />
performance of data collection; and<br />
(ii) Documentation of the collected data.<br />
And<br />
(5) Evaluation:<br />
The registered nurse shall, in an accurate<br />
and timely manner:<br />
(a) Evaluate, document, and report the<br />
patient’s:<br />
(i) Response to nursing interventions;<br />
and<br />
(ii) Progress towards expected outcomes<br />
Documentation of assessing health literacy<br />
and completing patient education is part of this<br />
process. It is another form of collecting subjective<br />
and objective data on the patient, evaluating the<br />
patient response after teaching and describing how<br />
it is contributing to the patient meeting identified<br />
outcomes. As with any other component of the<br />
nursing process, thorough documentation is critical.<br />
Critical Components of Documentation:<br />
• The education that was given, in detail.<br />
• The method. Did you use the teach-back<br />
method? Did the patient return demonstrate<br />
something? How did you, as the nurse,<br />
evaluate whether the patient/family understood<br />
the information?<br />
• The patient’s response. Did the patient<br />
verbalize understanding? Did the family<br />
member receive the information?<br />
• Any additional resources utilized. Did you make<br />
any referrals? What was the response? Did the<br />
physician or pharmacist need to come to speak<br />
with the patient? What was the outcome?<br />
Case Study<br />
The physician prescribes a blood thinner on a<br />
patient following the diagnosis of a blood clot. You<br />
provide education on the importance of taking<br />
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<strong>March</strong> <strong>2021</strong> <strong>Ohio</strong> <strong>Nurse</strong> Page 15<br />
the medications, the side effects, and the risk of stopping the medication. The<br />
patient responds and re-stated the information indicating that he understands.<br />
Which is the best example of the documentation?<br />
A) Checking the ‘Patient education completed’ box in the EMR<br />
B) This RN discussed XYZ medication’s purpose, explaining it is used to prevent<br />
more blood clots and prevent stroke. Explained the side effects including<br />
bleeding, but that the risk of not taking this medication is greater than potential<br />
excess bleeding. Patient verbalized understanding, stating “I know I have to take<br />
this medicine, even though you and the doctor both said I might bleed a little<br />
more. I will call the doctor if the bleeding gets too much. But I will take it; I don’t<br />
want to have a stroke.”<br />
C) Discussed medication and risks with patient.<br />
While all of them are technically correct, B is the best option as it is the most<br />
detailed and includes specifics and quotes directly from the patient. This example<br />
also includes the critical components of the education, such as the purpose of the<br />
medication and the risks of not taking it.<br />
Say the patient later does stop taking XYZ medication without consulting the<br />
physician and goes on to suffer from a stroke. Consider which documentation<br />
option will most effectively describe the encounter and provide the most details in an<br />
adverse event where the nurse will need to defend their actions and thus protect their<br />
nursing license.<br />
Conclusion<br />
In summary, delivering patient education is a crucial aspect of nursing<br />
care. Empowering patients and their families with accurate information about<br />
their health can significantly impact their compliance and ability to manage<br />
their care. <strong>Nurse</strong>s are in a unique position to assist patients in obtaining and<br />
understanding information about their care and condition(s) and connecting them<br />
with appropriate resources. By taking the time to deliver meaningful education<br />
to patients and their families, nurses can improve the patient experience and<br />
provide patients the tools to be successful and healthy.<br />
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Page 16 <strong>Ohio</strong> <strong>Nurse</strong> <strong>March</strong> <strong>2021</strong><br />
Ask any nurse and he/she will tell you: nurse<br />
fatigue is a very real component of unsafe nurse<br />
staffing, and when nurses are fatigued, patients<br />
aren’t receiving the top-level care they deserve.<br />
Research not only points to dissatisfied patients,<br />
but also increased errors and higher patient<br />
readmissions when nurses aren’t safely staffed.<br />
Prioritizing safe nurse staffing benefits everyone:<br />
hospitals, nurses and patients.<br />
Bipartisan and companion bills, Senate Bill 129<br />
and House Bill 163, sponsored by Representatives<br />
Cutrona and Sweeney and Senators Antonio<br />
and Schaffer, respectively, aim to make <strong>Ohio</strong> the<br />
19th state to prohibit nurse mandatory overtime.<br />
Curtailing the use of mandatory overtime will not<br />
only help cut down on nurse fatigue, but also<br />
increase safe nurse staffing through proper nurse<br />
staffing plans that don’t rely on forced overtime<br />
to fill regular staffing gaps. Should the need for<br />
overtime arise, nurses should use their professional<br />
judgment to determine whether it is safe to continue<br />
working. <strong>Nurse</strong>s should never be forced to work<br />
overtime or threatened with discipline if they voice<br />
concerns.<br />
This is the third consecutive <strong>Ohio</strong> General<br />
Assembly to consider nurse mandatory overtime<br />
legislation. Previous bills passed the House of<br />
Representatives, but were eventually stalled in the<br />
senate. This simultaneous two-chamber approach<br />
aims to move the legislation more efficiently through<br />
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See the full press release (right):<br />
<strong>Nurse</strong> Mandatory Overtime Companion Bills Introduced<br />
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Did you know? April is National Volunteer Month!<br />
ONA wants to recognize all our members who volunteer:<br />
• Board and Commission Members<br />
• <strong>Nurse</strong> Peer Reviewers<br />
• Local Unit and District Officers<br />
• Content Contributors<br />
• Advocates<br />
• Mentors<br />
• Event Planning Committee Members<br />
• First Book Volunteers<br />
• Council, Caucus, and Committee Members<br />
• CE Presenters<br />
Despite the challenging circumstances of the past<br />
twelve months, ONA members continue to show<br />
up and dedicate their time and expertise. Social<br />
responsibility is one of ONA’s Core Values, including<br />
advocacy and service which our members exemplify<br />
daily. ONA strives to be a leader in state and national<br />
advocacy, partnering with its national affiliates<br />
American <strong>Nurse</strong>s Association (ANA) and American<br />
Federation of Teachers (AFT). Some of our members<br />
volunteer at the national level and are highly involved in<br />
ANA and AFT programs and activities. We are proud of<br />
the service our members provide to their communities,<br />
in addition to the hard work they do each day in their<br />
practice settings.<br />
Curious about volunteer opportunities with ONA?<br />
Visit ohnurses.org to learn more about becoming<br />
a member and joining one of our many volunteer<br />
opportunities!<br />
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<strong>March</strong> <strong>2021</strong> <strong>Ohio</strong> <strong>Nurse</strong> Page 17<br />
American <strong>Nurse</strong>s Foundation Launches National Well-being Initiative for <strong>Nurse</strong>s<br />
Reprinted with permission Nebraska <strong>Nurse</strong>,<br />
February <strong>2021</strong><br />
In response to the growing burden of stress and<br />
moral distress on the nation’s nurses as they valiantly<br />
care for patients on the frontlines of the pandemic,<br />
the American <strong>Nurse</strong>s Foundation (the Foundation),<br />
the philanthropic arm of the American <strong>Nurse</strong>s<br />
Association (ANA), announced the launch of the<br />
national Well-being Initiative designed specifically<br />
for nurses across the U.S. These new resources<br />
will help nurses build resilience and take necessary<br />
steps to manage the stress and overcome the<br />
trauma caused by COVID-19.<br />
The Well-being Initiative gives nurses access to<br />
digital mental health and wellness-related sources, tools<br />
and more to support their emotional well-being while<br />
taking care of those affected by the virus. Developed<br />
‘for nurses by nurses,’ the Foundation partnered with<br />
the American <strong>Nurse</strong>s Association (ANA), the Emergency<br />
<strong>Nurse</strong>s Association (ENA), the American Association<br />
of Critical-Care <strong>Nurse</strong>s (AACN), and the American<br />
Psychiatric <strong>Nurse</strong>s Association (APNA).<br />
“<strong>Nurse</strong>s are putting their physical and mental<br />
health on the line to protect us all during this<br />
pandemic. Every day they confront traumatic<br />
situations while they face their own worries about<br />
the risks to themselves and their families,” said<br />
Kate Judge, executive director, American <strong>Nurse</strong>s<br />
Foundation. “<strong>Nurse</strong>s are always there for us and we<br />
owe it to them to support their well-being during this<br />
crisis and in the future.”<br />
Recognizing individuals process stress, trauma<br />
and anxiety differently, nurses will have the option to<br />
join virtual groups, express thoughts through writing<br />
workshops or talk one-on-one. The comprehensive<br />
offering includes both responsive measures (peerto-peer<br />
conversations, warmlines, hotlines, cognitive<br />
processing techniques) and preventive actions<br />
(stress reduction, mindfulness and educational<br />
materials):<br />
<strong>Nurse</strong>s Together: Connecting through Conversations<br />
– there is significant value in peer support during<br />
times of crisis and these virtual voice and/or video<br />
calls provide nurses a safe space to openly talk about<br />
self-care and wellness, recovery and resilience, care<br />
dilemmas and bereavement. Led by the ENA these are<br />
one-hour, volunteer-led calls for nurses.<br />
Narrative Expressive Writing – writing<br />
is a proven and effective tool for building<br />
resilience, improving mindfulness, and reducing<br />
psychological distress. In this five-week program,<br />
nurses respond anonymously to COVID-19-related<br />
writing prompts. A certified responder reads<br />
individual’s submissions and provides confidential<br />
feedback.<br />
Happy App – emotional support is critical,<br />
especially for nurses tackling anxiety, stress,<br />
daily life and death decisions, fear, and isolation<br />
during the COVID-19 pandemic. This easy-to-use<br />
smart phone app connects nurses one-on-one to<br />
a Support Giver team member 24/7.<br />
Moodfit Mobile App – self-care is critical for<br />
nurses, even more as work and life stresses mount<br />
during the COVID-19 pandemic. This mobile app,<br />
customized for nurses, will support them with<br />
wellness goals and activities. <strong>Nurse</strong>s can set and<br />
track their own goals for sleep, nutrition, exercise,<br />
mindfulness and other activities.<br />
Self-Assessment Tool – an important part<br />
of self-care for nurses is understanding and<br />
connecting with their mental health needs. This<br />
evidence-based tool recommended by APNA will<br />
help nurses identify symptoms, understand if they<br />
need to seek help, and direct them to relevant<br />
resources.<br />
Hotlines and Provider Resources – evaluated<br />
and recommended by the Foundation and its<br />
partners, these resources include instructions<br />
for finding mental health providers, how to get a<br />
referral, and what to look for in a provider.<br />
A 2017 study found 63% of hospital nurses<br />
reported burnout. During the COVID-19 pandemic<br />
the rate of burnout is expected to increase even<br />
more as the mental and physical strain and moral<br />
distress take its toll on nurses. This underscores<br />
the essential need for these tools and resources.<br />
If you are a nurse and want to join the peerto-peer<br />
conversations, download the apps or<br />
use the tools; visit the Well-being Initiative at<br />
https://bit.ly/35qLV7x.
Page 18 <strong>Ohio</strong> <strong>Nurse</strong> <strong>March</strong> <strong>2021</strong><br />
Hospital Licensure May Finally Come to <strong>Ohio</strong><br />
A priority issue of the <strong>Ohio</strong> <strong>Nurse</strong>s<br />
Association for years, hospital licensure is<br />
finally getting the attention it deserves this<br />
general assembly thanks to Governor DeWine.<br />
After the 2019 <strong>Nurse</strong>s Day at the Statehouse,<br />
Governor DeWine stated his intent to pursue<br />
hospital licensing in <strong>Ohio</strong>. Plans were derailed<br />
once the pandemic hit, but the governor is now<br />
addressing hospital licensure through House Bill<br />
110, also known as the state’s budget bill. The<br />
<strong>Ohio</strong> <strong>Nurse</strong>s Association was proud to provide<br />
proponent testimony to make <strong>Ohio</strong> the last state<br />
to license its hospitals.<br />
The following testimony was read before the<br />
<strong>Ohio</strong> Senate Finance Committee by Tiffany<br />
Bukoffsky, RN, BSN, MHA, ONA’s Director of<br />
Health Policy, on <strong>March</strong> 11, <strong>2021</strong>:<br />
Good morning Chairman Oelslager, Vice Chair<br />
Plummer, Ranking Member Crawley and Members<br />
of the House Finance Committee. My name is<br />
Tiffany Bukoffsky, and I am a registered nurse as<br />
well as the Director of Health Policy for the <strong>Ohio</strong><br />
<strong>Nurse</strong>s Association. Thank you for allowing me to<br />
be here today to testify in support of HB 110. ONA<br />
believes the Governor’s Executive Budget makes<br />
important investments in public health both at<br />
the state and local level, efforts to combat health<br />
disparities, infant mortality, as well as necessary<br />
COVID-19 mitigation and prevention initiatives. We<br />
urge the Legislature to maintain those worthwhile<br />
investments as you continue your review of HB 110.<br />
However, I would like to focus my testimony today<br />
on the provisions in House Bill 110 that would create<br />
an <strong>Ohio</strong> hospital licensing system through the <strong>Ohio</strong><br />
Department of Health (ODH). Many of you may not<br />
be aware that <strong>Ohio</strong> is the only state in the country<br />
that does not have a hospital licensing requirement.<br />
While <strong>Ohio</strong> hospitals are currently required to<br />
register with ODH and several service lines are<br />
subject to individual unit licensure requirements,<br />
hospital themselves are not required to hold a<br />
license. ONA fully supports a statewide hospital<br />
licensing system and would like to see additional<br />
regulation and inspection requirements that ensure<br />
all hospitals are meeting appropriate standards of<br />
patient service and safety.<br />
To begin, I’d like to address accreditation<br />
standards and ODH oversight authority. <strong>Ohio</strong><br />
hospitals are required to register and report data to<br />
ODH annually, in accordance with section 3701.07 of<br />
the <strong>Ohio</strong> Revised Code. As a part of the registration<br />
process, hospitals are required to complete and<br />
submit the Annual Hospital Registration and Planning<br />
Report (AHR) by <strong>March</strong> 1st of each calendar<br />
year. Additionally, hospitals may be accredited by<br />
organizations like the Joint Commission, that have<br />
been approved by the Centers for Medicare and<br />
Medicaid Services (CMS) and are deemed to meet<br />
conditions of participation for Medicare program<br />
participation. Almost all <strong>Ohio</strong> hospitals are required<br />
to comply with accreditation standards and thus do<br />
not fall under the jurisdiction of the <strong>Ohio</strong> Department<br />
of Health for survey and certification, however they<br />
can still be inspected by ODH. On the other hand,<br />
non-accredited hospitals are surveyed by ODH.<br />
When a complaint is filed against an accredited<br />
hospital, CMS may direct ODH to conduct the<br />
complaint investigation survey or may refer the<br />
complaint to the accrediting organization. According<br />
to the ODH hospital website:<br />
CMS directs the standard survey of<br />
approximately 1 to 3% of <strong>Ohio</strong>’s accredited<br />
hospitals each year to validate the continued<br />
meeting of Medicare standards through<br />
accreditation surveys. The hospitals to be<br />
surveyed under the “validation” program are<br />
selected by CMS. Non-accredited hospitals<br />
are surveyed at an interval not to exceed five<br />
years to maintain a three-year average for all<br />
non-accredited hospitals in the state.<br />
While ONA appreciates the current process in<br />
place for registration, surveying, reporting, and<br />
complaint investigations, we do not believe CMS<br />
oversight for accredited hospitals, and the current<br />
non-accredited survey process is enough to hold our<br />
hospitals accountable to standards our state deems<br />
safe for all <strong>Ohio</strong>ans. Additionally, ONA believes<br />
hospital oversight, operation and regulation should<br />
be managed and dictated by the state and not the<br />
federal government and/or third-party accreditor.<br />
<strong>Ohio</strong> loses out on the opportunity to tailor its<br />
standards appropriately and set its own high-quality<br />
indicators by giving up that authority to federal<br />
regulators. The first line of defense for <strong>Ohio</strong> hospital<br />
accountability should not be the federal government.<br />
In addition, in reviewing hospital licensing<br />
systems in other states comparable to <strong>Ohio</strong>,<br />
we believe there are a few additional layers of<br />
transparency and safety <strong>Ohio</strong> could strive for that<br />
would ensure we don’t fall behind other states in<br />
patient care. For example, Illinois has a Hospital<br />
Licensing Board of fourteen members representing<br />
various sectors of the healthcare delivery<br />
spectrum. This Board develops, establishes,<br />
and enforces standards for Illinois hospitals in<br />
partnership with the health department head.<br />
ONA believes a licensing oversight board that is<br />
representative of all practitioners in the hospital<br />
space would be an effective check on the licensure<br />
process and allow for frontline expert voices to<br />
have a say in the process. In addition, all hospitals<br />
in Illinois are required to report the following to the<br />
Secretary of Health and Human Services: nurse<br />
staffing levels, prevention of infection measures,<br />
and hospital acquired infections data. These,<br />
in turn, must be made available to the public in<br />
published hospital report cards. ONA believes<br />
we could benefit from a similar system in which a<br />
public-facing interface holds statewide hospital<br />
report card data, including hospital safety plans,<br />
incidents of workplace violence, detailed nurse<br />
staffing plans per unit and shift, and the number<br />
of hours staff are working. Any proprietary or<br />
confidential information would of course be<br />
excluded from this data, but the intent would<br />
be to add much-needed transparency in these<br />
important staffing areas, which directly impact<br />
patient care. Patients should be able to make<br />
informed decisions when it comes to hospitals and<br />
publicizing this data will likely incentivize improved<br />
hospital performance and quality standards.<br />
Along with a hospital report card, ONA would<br />
also like to see a statewide reporting system<br />
through which employees and patients of hospitals<br />
could report unsafe staffing levels, workplace<br />
violence incidences, equipment functionality, and<br />
safety plan compliance. Many times, this type of<br />
reporting is the best way to identify deficiencies<br />
in these areas and draw management’s attention<br />
to the problem. <strong>Nurse</strong>s working in some <strong>Ohio</strong><br />
hospitals currently use an “Assignment Despite<br />
Objection” form to file and report workplace safety<br />
concerns. ONA believes a similar form should be<br />
created and used throughout the state. We believe<br />
the <strong>Ohio</strong> Department of Health should collect<br />
these forms and actively track workplace safety<br />
concerns on behalf of hospital employees and<br />
patients. Again, these types of issues are key to a<br />
safe and well- functioning hospital environment that<br />
adequately serves patients and protects its critical<br />
workforce.<br />
ONA also believes <strong>Ohio</strong> should expand the<br />
application of “Certificates of Need” beyond<br />
long-term care facilities. A “Certificate of Need”<br />
(CON) is a certification that numerous states<br />
require before approving hospital construction,<br />
expansion, changes in bed capacity, conversion,<br />
sale, purchase, or lease. The CON is intended<br />
to control healthcare facility costs and facilitate<br />
the coordination of adding new services and/<br />
or facilities. Thirty-five states currently maintain<br />
some form of a CON program, including Indiana,<br />
Michigan, Florida, and Illinois. In Michigan, the CON<br />
process is triggered when a healthcare facility does<br />
any of the following: seeks to acquire an existing<br />
facility; begins operation of a healthcare facility;<br />
makes a change in the bed capacity within a facility;<br />
initiates, replaces or expands a covered clinical<br />
service; or makes a covered capital expenditure.<br />
However, ONA believes that a truly effective and<br />
protective CON program should also be triggered<br />
by a reduction in services, since that has a direct<br />
negative impact on availability and accessibility<br />
of care. ONA believes any reduction in services<br />
provided should be included in <strong>Ohio</strong>’s hospital CON<br />
requirements.<br />
To provide context for the CON and the need<br />
for implementing this process in acute care<br />
settings, I want to share a case ONA worked on<br />
extensively in July and August of 2020. ONA filed<br />
a federal lawsuit against the Ashtabula County<br />
Medical Center and its Board of Trustees due to<br />
the hospital closing its maternity unit, only a few<br />
weeks after the hospital made the announcement<br />
of its planned closure. Unfortunately, the judge did<br />
not grant the emergency injunction and the unit<br />
did close on August 1st, leaving the entire county<br />
of Ashtabula without a maternity unit for their<br />
expectant mothers. Within three weeks of the unit<br />
closure, two laboring mothers entered the ACMC<br />
emergency department and both had to wait an<br />
hour and a half for ambulances to transport them<br />
to Hillcrest, a hospital over 50 miles away.<br />
Unfortunately, ACMC is not the only hospital in<br />
the state to close its doors to expectant mothers,<br />
and over 84 maternity units have either been<br />
closed or acquired by a larger hospital system<br />
over the last two decades. It is not news that <strong>Ohio</strong><br />
ranks 44th in the country with our infant mortality<br />
rates, yet we have experienced 84 maternity unit<br />
license closures over the last two decades. The<br />
<strong>Ohio</strong> Equity Institute was created in 2012 and<br />
collaborates with the <strong>Ohio</strong> Department of Health<br />
to address racial disparities in birth outcomes<br />
and population data to target areas of outreach<br />
and services to nine counties with the largest<br />
disparities. Of the nine counties identified, four<br />
counties have the highest number of maternity<br />
license closures in the state, including Cuyahoga<br />
(11 of 84), Lucas (8 of 84), Mahoning (6 of 84), and<br />
Stark (6 of 84). From our research, ONA believes<br />
there is a correlation between mortality rates and<br />
maternity closures over the last two decades. If our<br />
state had a Certificate of Need program in place,<br />
triggered by a reduction in services, perhaps <strong>Ohio</strong><br />
could have prevented some maternity unit closures<br />
and our infant mortality rates would look starkly<br />
different.<br />
Lastly, ONA would recommend changes<br />
to language within HB 110 that would allow<br />
hospitals to avoid inspections for initial licensure<br />
or a renewal if the hospital submits a copy of<br />
the hospital’s most recent on- site survey report<br />
from an accrediting body demonstrating that<br />
the hospital is in deemed status. Most states<br />
recognize something like “deemed status” that<br />
exempts hospitals from numerous state licensure<br />
requirements if they are certified by a recognized<br />
accrediting body. While on-site surveys may<br />
cover many important quality standards, ONA<br />
believes that <strong>Ohio</strong>’s licensing system should<br />
not provide opportunities for hospitals to evade<br />
regular check-ins. Furthermore, <strong>Ohio</strong> should not<br />
yield oversight authority over its own hospitals to<br />
a third party. ONA believes that yearly hospital<br />
inspections are an important part of ensuring<br />
full accountability and compliance with critical<br />
quality standards. In addition, to ensure the<br />
inspections accurately reflect hospital conditions,<br />
the state should have the authority to conduct<br />
its inspections unannounced. Hospitals should<br />
have no concerns about this if they are correctly<br />
abiding by all licensure standards. Conducting<br />
annual inspections will also ensure all hospitals<br />
are up-to-date on submitting their Annual<br />
Hospital Registration and Planning Report. For<br />
example, Mount Carmel East Hospital’s last<br />
accreditation survey took place on August 11th,<br />
2017. And currently nineteen <strong>Ohio</strong> hospitals are<br />
not registered with ODH and are listed as “noncompliant.”<br />
ONA believes this information shows<br />
a lack of accountability for hospitals to remain<br />
compliant and illustrates the deficiencies in the<br />
current system.<br />
We understand creating a statewide hospital<br />
licensing system will take time and that the<br />
rulemaking process will be just as extensive.<br />
ONA looks forward to the continued work with the<br />
legislature and the administration to address the<br />
future of health care and the hospital licensing<br />
system. The <strong>Ohio</strong> <strong>Nurse</strong>s Association fully<br />
supports hospital licensing, as proposed in the<br />
Executive Budget, HB 110, and we hope you will<br />
take our recommendations to further strengthen<br />
the system under consideration.<br />
Thank you for allowing me to testify and I would<br />
be happy to answer any questions you may have.
<strong>March</strong> <strong>2021</strong> <strong>Ohio</strong> <strong>Nurse</strong> Page 19<br />
The 1st Annual ONA Human Trafficking Awareness Symposium<br />
Increased Exposure -> Heightened Awareness -> Greater Impact -> Healthier <strong>Ohio</strong><br />
Are You Re-Licensure Ready?<br />
RNs, it is a re-licensure year! <strong>Ohio</strong> RNs renew their<br />
licenses on odd-numbered years.<br />
While all nurses wish education about human<br />
trafficking wasn’t necessary, unfortunately it is,<br />
and ONA plans to keep addressing it until there<br />
is no longer a need. Education is instrumental in<br />
increasing identification of victims, raising awareness<br />
of the problem, and working towards the abolition of<br />
human trafficking.<br />
The ONA Human Trafficking Awareness Symposium<br />
was virtual this year due to the pandemic and followed<br />
a sold-out inaugural symposium in 2020. While we<br />
were disappointed we could not gather in-person, we<br />
were grateful that the virtual environment eliminated an<br />
attendance maximum, which led to a larger audience<br />
than last year! Fingers crossed we will be back to an inperson<br />
event with an even larger crowd for 2022.<br />
Gracehaven, a non-profit that serves domestic<br />
minor trafficking victims, partnered with ONA to provide<br />
the weekly education, along with other experts from<br />
the community. All profits from the registration of the<br />
event were donated to Gracehaven, which they will<br />
use to continue their outreach through education, case<br />
management, and their group home for survivors.<br />
The Mid-<strong>Ohio</strong> District <strong>Nurse</strong>s Association<br />
(MODNA) donated an extra $4,000 that was<br />
divided between the anti-human trafficking<br />
organizations who chose to be virtual exhibitors<br />
at the event, a free opportunity provided by ONA.<br />
Thank you MODNA for choosing to support these<br />
community organizations serving those in need!<br />
For more information about these organizations,<br />
visit www.CE4<strong>Nurse</strong>s.org/HTAS through the end of<br />
April <strong>2021</strong>.<br />
Thank you to those who attended and learned<br />
along with us. We look forward to hearing how you<br />
will use the information to create a difference in the<br />
lives of those devastated by human trafficking.<br />
Important Dates to Remember:<br />
• July 1, <strong>2021</strong>: Re-Licensure Period Opens<br />
• September 15, <strong>2021</strong>: Last Day to Renew Without<br />
Late Fee<br />
• October 31, <strong>2021</strong>: Last Day to Renew. *If RN<br />
licenses are not renewed by this date, they<br />
become expired and the nurse may not practice<br />
until it is re-instated.<br />
To prepare for re-licensure:<br />
• Assure your name and address are accurate<br />
with the <strong>Ohio</strong> Board of Nursing, OBN<br />
• Confirm that you have/or will obtain at least 24<br />
contact hours of nursing continuing professional<br />
development, including 1 Category A Contact<br />
Hour, by October 31st. Remember, you do not<br />
have to have all of your CE completed when<br />
you renew your license; you will attest on the<br />
renewal application that you will have the 24<br />
required contact hours by October 31, <strong>2021</strong>.<br />
• Be sure at least one contact hour is Category<br />
A, or <strong>Ohio</strong> nursing law and rules. The content<br />
of a Category A activity must directly relate to<br />
ORC 4723 (the <strong>Ohio</strong> <strong>Nurse</strong> Practice Act) and/<br />
or OAC 4723 (<strong>Ohio</strong> nursing rules). To verify<br />
if an activity is Category A, check your CE<br />
certificate or contact the CE provider.<br />
• Remember ONA is approved by the <strong>Ohio</strong> Board of<br />
Nursing to provide Category A education. ONA’s<br />
professional development website, CE4<strong>Nurse</strong>s.<br />
org, offers over 10 different Category A courses,<br />
and new activities are continuing to be added.<br />
CE4<strong>Nurse</strong>s.org offers a wide-range of topics,<br />
including pharmacology, advocacy, leadership,<br />
human trafficking, workplace violence, and more.<br />
ONA members have access to almost all the<br />
activities free, included with their membership! For<br />
more information, visit CE4<strong>Nurse</strong>s.org. We are<br />
proud to be able to serve our nurses to meet their<br />
nursing professional development needs.<br />
Maintaining your license is important for your<br />
professional practice and the safety of your<br />
patients.<br />
To access electronic copies of<br />
<strong>Ohio</strong> <strong>Nurse</strong>, please visit<br />
http://www.NursingALD.com/<br />
publications