Ohio Nurse December 2021

Volume 15 | Number 1 | Dec. 2021
Quarterly publication direct mailed to approximately 10,000 RNs in Ohio
and delivered electronically via email to 260,000+ RNs and LPNs in Ohio
Is Getting Certified Your New
Year’s Resolution? ONA Can Help.
Page 3
What’s inside this issue?
The New Norm:
After COVID-19
Page 5
The Mahoney Award: The Origin
Lataya De Jesus, MS, DNP Candidate
Nursing is a profession of caring for patients and
ourselves, including embracing our interpersonal
similarities and differences. The Mahoney Award
is a prestigious award given to an individual nurse
or group of nurses in recognition of their significant
contributions to the integration of interracial
relationships within the nursing profession. What
an honor to have nurses throughout the country
exhibit the qualities attributed to the recipients of
this award.
One may ask about the origin of the Mahoney
award. The award, named after Mary Eliza
Mahoney, a free child, born the eldest of three,
in the Dorchester neighborhood of Boston,
Massachusetts on May 7, 1879. She became
the first professionally trained African American
nurse in 1879, paving the way for greater racial
equity in nursing. Her parents were originally from
North Carolina. They moved north prior to the
Civil War as freed African Americans. Mahoney
became interested in pursuing a nursing career
in her teen years. She pursued her education at
Boston’s Phillips Street School and immediately
began working as a practical nurse without formal
nursing training. She supplemented her income by
working at the New England Hospital for Women
and Children in Roxbury, Massachusetts where she
worked as a maid, laundress, cook, and nurse’s
aide over a span of 15 years.
In March of 1878, Mahoney, now 33 years
old, was accepted into the graduate nursing
program at the New England Hospital. The
program was a rigorous 16-month, 16-hour day
program consisting of lectures, clinically working
on the wards at the hospital, and providing home
health care for patients. Forty-two students
were accepted into the program, however, due
to the intensity and demands of the program
only four students endured until completion.
Mahoney successfully completed the program
and graduated on August 1, 1879, making history
as the first African American nurse in US history
to earn a professional nursing license. These
times experienced high levels of discrimination in
public nursing, forcing Mahoney to consider other
avenues to pursue her career. After graduating,
she decided to devote the next 40 years as a
private nurse to the most prominent families
in Boston. She became the director of Howard
Orphanage Asylum for black children in Kings
Park, Long Island in New York near the end of
her career. Ms. Mahoney, widely known for her
patience, kindness, efficiency, and caring bedside
manner, dedicated her life to nursing and never
married.
In 1896, she became a member of, what is now
the American Nurses Association (ANA) consisting
mainly of white members. Mahoney co-founded
the National Association of Colored Graduate
Nurses (NACGN), organized in New York in 1908
to advocate for the equality of African American
nurses. She gave the welcoming address at the
first NACGN convention in 1909. Her speech
highlighted the inequalities for African Americans
in nursing education. She elicited support from the
organization’s members who elected her to be the
national chaplain and made her a lifetime member.
Her efforts to expand the nursing profession
resulted in doubling the number of African American
nurses from 1910 to 1930. Mahoney continued to
advocate for women’s rights after her retirement in
1919.
Mahoney had a three-year long battle with
breast cancer which she succumbed on January
4, 1926 at the age of 81. She was buried in
Woodlawn Cemetery in Everett, Massachusetts.
Mary Mahoney left a legacy that is recognized
by numerous awards and honors in her name.
The Mary Mahoney Award was created by the
National Association of Colored Graduate Nurses
(NACGN) in 1936 honoring nurses who have
shown their dedication to expanding equity in the
nursing profession. The NACGN merged with the
American Nurse’s Association (ANA) in 1951 and
continues to award the Mahoney award to nurses
annually for excellence in nursing. In 1976 and
1993, Mahoney was inducted into the Nursing
Hall of Fame and the National Women’s Hall of
Fame, respectively. Helen S. Miller, a Mahoney
Award recipient, led a fundraiser supported by
the National Society for Professional and Student
Nurses, Chi Eta Phi, and the ANA. The fundraiser
garnered the funds needed to erect a monument to
Mahoney at her gravesite making her burial ground
a memorial site. The memorial was completed in
1973 and still stands to this day as a testament
to Mahoney’s legacy. It is an honor for those who
have and will be recognized as exemplifying the
character of Mary Mahoney.
References
Mary Eliza Mahoney. (2019, August 8). Black Past.
https://www.blackpast.org/african-american-history/
mahoney-mary-eliza-1845-1926/.
Mary Eliza Mahoney. (2020, September 20). Nursing
Theory. https://nursing-theory.org/famous-nurses/
Mary-Mahoney.php.
Spring, K. A. (2017). Mary Eliza Mahoney. Biography: Mary
Eliza Mahoney. https://www.womenshistory.org/
education-resources/biographies/mary-mahoney.
current resident or
Non-Profit Org.
U.S. Postage Paid
Princeton, MN
Permit No. 14
Inside this Issue
The Mahoney Award: The Origin.............1
New Nurses [Start Here]..................2
Is Getting Certified Your New Year’s
Resolution? ONA Can Help ................3
Ask Nurse Jesse........................4
The New Norm: After COVID-19.............5
A New Normal for Ohio Universities........ 6-7
The Retired Nurses Forum presents
Healthcare Issues Potpourri .............8
ONA’s Policy Footprint.................. 8-9
Challenges in the Nursing Workforce,
Graduate Nursing Education,
and Future of Nursing. ............. 10-13
E-Cigarette and Subsequent Smoking Use.... 14-15

Page 2 Ohio Nurse December 2021
Medical Disclaimer:
This publication’s content is provided for
informational purposes only and is not
intended as medical advice, or as a substitute
for the medical advice of a physician, advanced
practice registered nurse or other qualified
healthcare professional.
OHIO NURSE
The official publication of the
Ohio Nurses Foundation
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(614) 969-3800
Web site: www.ohionursesfoundation.org
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A new CE series for newer nurses, the New
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The Ohio Nurses Association is accredited as
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development by the American Nurses
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Accreditation. (OBN-001-91).
Articles appearing in the Ohio Nurse are
presented for informational purposes only and
are not intended as legal or medical advice
and should not be used in lieu of such advice.
For specific legal advice, readers should
contact their legal counsel.
2021-2023 Ohio Nurses Foundation
Board of Directors
PRESIDENT: Lisa Ochs
VICE PRESIDENT: Rick Lucas
TREASURER: Janet Corbin
SECRETARY: Benitha Garrett
DIRECTORS: Michelle Croker,
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Must have MSN, DNP or PhD degree
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galencollege.edu/careers

December 2021 Ohio Nurse Page 3
Is Getting Certified Your New Year’s Resolution? ONA Can Help.
Brittany Turner, MSN, RN, CNEcl
Getting certified in your nursing specialty is an important step in your
nursing career. Becoming certified demonstrates your commitment to
nursing and your specialty. There are many different certifications, and
a nurse can hold more than one. There are certifications that focus on
specialty care of specific patient populations, as well as certifications that
focus on skills outside of direct patient care. Certifications are available
from many different certifying bodies such as the American Nurses
Credentialing Center (part of the ANA Enterprise), Association of Critical-
Care Nurses, Emergency Nurses Association, National League for Nursing,
and many others.
Finding the Certification for You
If you have yet to identify the certification that would best suit your
career and needs, you can explore your options with online searches and
by asking those in your specialty what certification(s) they have found to be
most helpful. Nurse.com has a list of certifications available here: https://
nurse.org/articles/nursing-certifications-credentials-list/
Ohio Nurses Association members are also American Nurses
Association members. Therefore, all ONA members get member pricing on
any certifications offered by ANA. This member benefit offers a significant
savings. There are also member discounts for certification prep materials.
If you aren’t yet an ONA member, you can become one prior to paying for
your test and save big!
Get Ready
Once you have a certification in mind, it is time to start prepping.
ONA’s webinar Identifying and Breaking Down Barriers to Becoming
Certified is the perfect place to start. It is available to view online at
https://ce.ohnurses.org/products/identifying-and-breaking-down-barriersto-becoming-certified
or by searching “certified” in the search bar on the
CE4nurses homepage at https://ce.ohnurses.org/
Including a timeline in your goal setting can help you achieve your goals.
Certified Nurses Day is coming up on March 19th. What a perfect date to
include in your personalized goal plan. Maybe this is the date you will have
your certification selected by, or the date you set for yourself to have the
webinar above completed. Whatever you choose, having dates assigned to
your goals will help you succeed!
The Ohio Nurses Association CE team wishes all nurses a great year full
of learning and well wishes for accomplished goals!
We’re looking for RNs that
want to make a difference
• Premier behavioral healthcare facilities
in the Columbus region
• Full and part-time positions available
• Flexible scheduling
• Engaged and visible nursing leaders
• Robust staff to patient ratios
• Career growth opportunities with
the organization

Page 4 Ohio Nurse December 2021
Public Service Loan Forgiveness
• Simplify what it means for a payment to
qualify for PSLF.
• Eliminate barriers for military service
members to receive PSLF.
• Review Denied PSLF Applications and
Identify and Correct Errors in PSLF
Processing.
Ask Nurse Jesse:
Nurse Jesse, I heard that there may be new
options for student loan forgiveness for nurses
who work in the public sector. How can I learn
more?
Answer:
The Department of Education announced
in October 2021 that the Public Service Loan
Forgiveness (PSLF) program will be changing.
These changes allow for previously rejected
applications to be reviewed and re-processed and
include expanding eligibility for forgiveness.
The program updates will:
• Implement a Limited PSLF Waiver to
count all prior payments made by student
borrowers toward PSLF, regardless of loan
program (this includes loans and payment
plans that were not previously eligible).
o The deadline to apply to take advantage of
this waiver is October 31, 2022
From the Department of Education:
“Your employer still needs to be a
governmental organization, a 501(c)(3)
organization, or a not-for-profit organization that
provides a designated public service to get PSLF
under normal rules and the Limited PSLF Waiver.”
Source: https://www.ed.gov/news/press-releases/
fact-sheet-public-service-loan-forgiveness-pslfprogram-overhaul
For more information and to find out if you may
qualify, visit:
• https://studentaid.gov/announcementsevents/pslf-limited-waiver
• https://www.ed.gov/news/press-releases/
fact-sheet-public-service-loan-forgivenesspslf-program-overhaul
Additionally, if you are a current AFT member:
“The AFT will help you navigate this new
process with our partner Summer. Working with
Summer, AFT members already have saved $500
million on student loans. Summer helps AFT
members take the steps necessary to qualify
for PSLF, including under the just-announced
temporary waiver. AFT members can sign up for
a free account with Summer here: https://www.
meetsummer.org/pslf“
If you are a borrower who works in public
service and want individualized help from a PSLF
expert, you can join the AFT as an associate
member now and access a Summer account:
https://www.aft.org/joinsummer“
The Ohio Nurses Foundation is now
accepting applications for all ONF
scholarships! Use the link below to view
the complete list of the available 2022
scholarships and their corresponding
applications. All winners will be awarded at
the Nurses Choice Awards in the spring.
The deadline for all applications is January
15, 2022. http://ohionursesfoundation.org/
scholarships-and-grants-3/

December 2021 Ohio Nurse Page 5
The New Norm: After COVID-19
Jondra Long, MS, BSN, RN, CHSE & Kris Cope, DNP, RN, NE-BC
Prior to COVID, we walked around knowing there were diseases we could
contract, yet we did not think about the possibility that they could kill us. Travel
has changed especially public transportation. Cho and Park (2021), recall
that overcrowding impedances were previously evaluated through a random
parameter mixed logit model. Now that volume is down and new cleaning
procedures are required because of the pandemic, policies and procedures for
public transportation have changed for the safety of their passengers (Cho &
Park, 2021).
Restaurants have also taken a huge hit because of COVID. According to
Wallace (2021) when indoor dining was cancelled, local family restaurants
relied on carryout and delivery to stay open. If they had outdoor seating, with
the six foot social distancing mandate, less patrons could be served. This was
very difficult for small food businesses. Amazon and grocery stores ran low on
supplies and came up with no touch grocery loaders or truck drivers that would
deliver to your home or car. The convenience of this service may continue for
mothers with children and the elderly that had a difficult time maneuvering the
grocery prior to COVID.
In healthcare, COVID hit in many ways. Patients avoided care for routine
screenings and chronic conditions. The Centers for Disease Control and
Prevention (CDC) estimated that 32% of adults in the United States did not
seek routine services because of fears surrounding the virus (Czeisler et al.,
2020). Although we are still in the midst of the pandemic, some of the new
practices could become new habits. As advocates for public health and routine
screenings, we can only hope that this does not set us back.
Masks have become the new norm and the most controversial. To wear or not
to wear a mask, that is the question now. With the media daily reporting on the
Delta Variant, the public is not as compliant any longer. One reason is when it
was announced that masks were not necessary if vaccinated, the public stopped
wearing masks. Stores no longer required them if vaccinated. The public began
to remember what it was like to not wear a mask. No one wants to put it back on,
yet here we are.
The CDC is now recommending even fully vaccinated individuals should wear
a mask indoors, as of July of this year (Doucleff, 2021). How does one know who
is vaccinated? Chicago FBI warns their residents about vaccination fraud cards
that they are seeing in the public (FBI, 2021). When individuals have recently
been allowed to go to a mass gathering if they showed their vaccination card
or proof of testing negative for COVID, those unvaccinated found a counterfeit
vaccination card to get into the venue. Presently Chicago has another large
outbreak of COVID.
According to Blais et al. (2012), one’s “eyes are not the window to basic
emotions”, but it’s your mouth that has the most “discriminative motions
across expressions” (Blais et al., 2012, p. 2830). So the face coverings
do not allow us to know what others are thinking or feeling. Those with
impaired hearing can’t read lips anymore. This is causing social disruption
in communication and the ability to communicate with others. In my
professional opinion, I believe after COVID we will have several social
issues from face coverings.
With COVID, we are now aware that there are diseases that can kill us,
but prevention is the key to survival. We can decease our exposure to these
killer disease by following the CDC guidelines (CDC, 2021). Education to
our patients and their families on proper wearing of face masks and social
distancing need to be reinforced. We cannot tell if someone is vaccinated
because they are not wearing a mask now. We cannot expect that everyone
carries their vaccination card. So, enforcing wearing of face masks and
social distancing when indoors must continue to be mandated to keep us all
safe, for our protection and that of our families. We need to encourage the
return and continuance of activities intended to keep us safe, healthy, and
happy. We need to create our own “new norm”.
References
Blais, C., Roy, C., Fiset, D., Arguin, M., & Gosselin, F. (2012). The eyes are not the window to
basic emotions. Neuropsychologia, 50(12), 2830–2838. https://www.sciencedirect.com/
science/article/abs/pii/S0028393212003491
Centers for Disease Control and Prevention. (2021). Delta variant: What we know about the
science. https://www.cdc.gov/coronavirus/2019-ncov/variants/delta-variant.html
Cho, S. H., & Park, H. C. (2021). Exploring the behavior change of crowding impedance on
public transit due to COVID-19 Pandemic: Before and after comparison. Transportation
Letters, 13(5/6), 367-374. https://doi.org/10.1080/19427867.2021.1897937
Czeisler, M. É., Marynak, K., Clarke, K. E. N., Salah, Z., Shakya, I., Thierry, J. M., Ali, N.,
McMillan, H., Wiley, J. F., Weaver, M. D., Czeisler, C. A., Rajaratnam, S. M. W., & Howard,
M. E. (2020). Delay or avoidance of medical care because of COVID-19-related concerns
- United states, June 2020. MMWR. Morbidity and Mortality Weekly Report, 69(36), 1250-
1257. https://doi.org/10.15585/mmwr.mm6936a4
Doucleff, M. (2021, July 30). Vaccinated people can spread the Delta Variant,
CDC research indicates. [Radio broadcast transcript]. NPR. https://www.npr.
org/2021/07/30/1022909546/vaccinated-people-can-spread-the-delta-variant-cdcresearch-indicates
Federal Bureau of Investigation. (2021, May 13). FBI-Chicago warns Illinois residents about
COVID-19 vaccination card fraud. https://www.fbi.gov/contact-us/field-offices/chicago/
news/press-releases/fbi-chicago-warns-illinois-residents-about-covid-19-vaccinationcard-fraud
Wallace, T. (2021). Restaurants praying for a post-lockdown party. Daily Telegraph (London), 8.

Page 6 Ohio Nurse December 2021
A New Normal for Ohio Universities
Lataya De Jesus, MS, DNP Student
The COVID-19 pandemic has changed the
world of education. A new sense of normal
is emerging as America adjusts. Universities
across Ohio follow suit by re-opening their
doors last Autumn semester by welcoming back
students, faculty, and staff. While colleges are
excited to have students return to in-person
classes, there are challenges, restrictions, and
requirements necessary to promote the safety
and well-being for those returning to campus. The
Ohio State University (OSU), the University of
Cincinnati (UC), and Ohio University (OU) shared
information regarding their university reopening
and the effect COVID-19 had on the education in
their respective Colleges of Nursing.
Most universities have institutional requirements
initiated prior to the start of the semester in
preparation for students and staff to return to
campus. COVID vaccinations are required with a
deadline to become fully vaccinated. Requests for
exemptions are available for those who qualify but
those individuals receiving an exemption require
weekly COVID testing. Fully vaccinated students
or those granted an exemption can attend inperson
classes and campus activities. UC created
an interesting step for students taking classes on
campus. They are required to document the seat
they occupy during class. This documentation
allows for easy contact tracing by identifying
students in close proximity to the COVID positive
student. CDC guidelines are being followed
requiring anyone who tests positive to quarantine
for a minimum of 10 days. Other measures several
universities have initiated include wearing masks
indoors (and at-all times for the unvaccinated
individual), maintaining a safe social distance, and
limiting group assignments/ gatherings to small
groups, unless outdoors.
The protective measures universities have in
place have proven to be effective. COVID positive
rates are declining as COVID vaccination rates
increase throughout universities. Universities
have seen impressive declines in COVID student
and staff infections since the semester began.
OSU’s vaccination rates are up to over 90% since
on-campus learning has resumed. OSU’s COVID
positive cases reflect a decrease to 1.19% at
the time of the writing of this article. The 7-day
average is 1.57% which is down from 2.29% in
Autumn, 2020 (Dashboard, 2021). UC has seen
a drop in COVID positive cases with the 7-day
average decline from 23.8% to 6.05% from early
September to late October, respectively (Covid-19
dashboard, 2021).
It is widely known that nursing education,
at the undergraduate and graduate levels, has
been impacted by the pandemic. The Colleges
of Nursing at Ohio universities has adjusted their
teaching strategies accordingly. It was previously
difficult for students to complete clinical rotations.
However, this semester, the challenges of finding
clinical sites are reduced. University reputation
for producing quality nurses and practitioners
is a strength and benefit for organizations that
has lessened the burden in acquiring clinical
placement. At many organizations, nursing
students can complete clinical rotations if they
adhere to the COVID requirements of the facility.
It is noteworthy that a challenge that continues
for undergraduate nursing students is finding
preceptors. Many staff RNs have been unable
to precept nursing students due to the current
nursing shortage and patient load.
Some benefits of the COVID pandemic have
been noted. Telehealth has become the norm.
Several of these universities are ahead of the
curve by already having experience with training
their students on telehealth, but there is now
an increased emphasis for graduate nurses.
COVID allowed universities to improve their
ability to deliver high-quality care by transiting
and expanding telehealth education. These
universities are in resounding agreement, that
telehealth is a reality for healthcare delivery and
that students be equipped with the skills and
knowledge to provide an effective level of care
now and post-graduation.
Additionally, the increased utilization of
simulation labs continues. Faculty realize that
some educational components were not viable
online now use this platform since students
have proven their ability to understand specific
concepts via online education. Faculty have been
innovative by creating supplemental education
not previously considered prior to the pandemic.
It is important to highlight that the OSU College
of Nursing has made provider wellness a priority
throughout the COVID pandemic and they intend
to continue embracing their motto “Live Well”. Ohio
colleges expressed understanding regarding the
stressors that the pandemic has had on student
and faculty well-being and have demonstrated that
understanding in their flexibility while maintaining
the necessary educational rigor required.
Instruction has not varied regarding the
care of the COVID patient at these institutions.
There is a consensus that infection control
measures are reinforced through education.
The focus continues to be on epidemiology,
pathophysiology, the health of the individual,
patient, and population. The real-world example
of COVID-19 has been a teaching tool to help
students embrace these major concepts and their
importance in maintaining health and wellness.
Nurses are resilient, flexible, adaptable, and
they overcome. The challenges of COVID-19
are being faced head-on and nursing education
triumph.
When Health Care is Your Passion, Find Your Future At
Good Samaritan College
of Nursing & Health Science
We’re committed to student success! Our highly engaged
faculty facilitate a learner-centered environment that allows
students to develop personally and professionally.
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Learn more at gscollege.edu!
Contact Us
Admissions@email.gscollege.edu
513-862-2743
Accredited by the Higher Learning Commission and approved by Ohio Board of Nursing (OBN) and Ohio Department
of Higher Education. Specialty accreditation by the Accreditation Commission for Education in Nursing (ACEN).

December 2021 Ohio Nurse Page 7
What the Professors Had to Say…
“The way our students were educated prior
to the pandemic provided the foundation for the
transitions to new approaches that were required
by the pandemic. The faculty are committed to
retaining new strategies that promote student
learning as we transition into educating students
in the face of the pandemic.” – Dr. Cindy
Anderson, PhD, APRN-CNP, ANEF, FAHA, FNAP,
FAAN
“Our students were able to successfully
complete their educational programs in both the
spring of 2020 and in the spring of 2021. That
speaks volumes. They graduated competently and
we’re very proud of that.” – Dr. Cindy Anderson,
PhD, APRN-CNP, ANEF, FAHA, FNAP, FAAN
“Even though nurse faculty were impacted both
professionally and personally by the pandemic
and the rapid, unexpected transition to on-line
learning, nurse faculty proved themselves to
be flexible and resilient in the adoption of new
teaching and learning strategies to optimize
student experiences.” – Dr. Marjorie Vogt, PhD,
DNP, CNP, CNE, FAANP
“Nursing is the foundation and backbone of
health care and covid care has put enormous
stress on this profession. Nurses are intelligent,
resilient, and care deeply for their patients and
have shown up every day of this pandemic to do
their job and care for the patients and families
and this dedication is amazing.” – Dr. Christine
Colella DNP, APRN-CNP, FAANP
Special thanks to Dr. Cindy Anderson, PhD,
APRN-CNP, ANEF, FAHA, FNAP, FAAN,
Professor and Senior Associate Dean for
Academic Affairs and Educational Innovation at
The Ohio State University, Dr. Christine Colella
DNP, APRN-CNP, FAANP, Professor, Interim
Associate Dean and Executive Director, Graduate
programs at the University of Cincinnati, Dr.
Gillian H. Ice, Ph.D., M.P.H., Professor of Social
Medicine and Special Assistant to the President
for Public Health Operations at Ohio University,
and Dr. Marjorie Vogt, PhD, DNP, CNP, CNE,
FAANP, Clinical Professor at Ohio University for
sharing information regarding their university’s
response to reopening this semester (Autumn,
2021) and changes to nursing education.
References
Covid-19 dashboard. (October, 2021). University of
Cincinnati. Retrieved November 3, 2021, from
https://www.uc.edu/publichealth/covid-19-
dashboard.html.
Dashboard. (2021, October 18). Safe and Healthy
Buckeyes. Retrieved November 3, 2021, from
https://safeandhealthy.osu.edu/dashboard.

Page 8 Ohio Nurse December 2021
ONA’s Policy Footprint
First Published in 2016 by Jan Lanier, JD, RN & Tiffany Bukoffsky, MHA,
BSN, RN
Updated in November 2021 by
Tiffany Bukoffsky, MHA, BSN, RN
We can all agree that nursing has come a long way since the days of
Florence Nightingale. We have not only become a powerful voice as a
profession, but are the most trusted profession in the United States year
after year. With a powerful voice comes the responsibility to be a strong and
engaged advocate. Registered nurses in Ohio have a long-standing tradition
of making an impact on legislation in our state and to pave the way for our
fellow colleagues now and in the future.
The Ohio Nurses Association (ONA) was formed in 1904 “to secure
legislation for the advancement of the nursing profession in Ohio”, including
legislative campaigns for nursing registration and improved standards for
education of professional nurses.
One of ONA’s primary accomplishments in our state was the
implementation of the Nurse Practice Act on April 27, 1915. This key piece of
legislation formed the Nurses’ Examining Committee, now known as the Ohio
Board of Nursing. Since then, we have actively engaged in the Ohio policymaking
process and have changed the face of nursing in our state. Below
is a compilation of ONA’s legislative successes over the last two and a half
decades:
• Creation of the Nursing Education Assistance Loan Program (1990)
• Recognition of advanced practice nurses—nurse practitioners, clinical
nurse specialists, certified registered nurse anesthetists, and certified
nurse-midwives (1996)
• Needle stick safety legislation (1999)
• Prescriptive authority for nurse practitioners, clinical nurse specialists, and
nurse-midwives, (2000)
• Creation of the Nursing Education Grant Program (2003)
• Preservation of the role of registered nurses when the creation of
alternative providers was proposed by various state agencies (2003, 2005,
2007, 2009, 2012—ongoing)
• Establishment of a no-interest loan through the Bureau of Workers’
Compensation to facilitate the purchase of lift assist equipment (ceiling
lifts) in long-term care and acute care facilities. The American Nurses
Association provided ONA with an award for advocacy around safe lift
devices. (2005)

December 2021 Ohio Nurse Page 9
• When the General Assembly created
medication aides for long-term care and
assisted living facilities, ONA made certain
these individuals would be required to meet
stringent education expectations and be
governed by the Board of Nursing (2005 &
2007)
• Elimination of smoking in public places as
part of a coalition with other health care and
environmental interest groups (2006)
• Establishment of staffing standards in
accordance with ANA principles (2008)
• Defeated efforts to limit the rights of public
employees (including nurses) to bargain
collectively (2011)
• Authority for nurses in pronouncement of
death in certain circumstances (2013)
• Enhancement of the penalty for assaulting
nurses or other health care workers in
hospitals (2013)
• Authority for APRNs to hold admission
privileges (2013)
• Minimized limits on the prescribing of
schedule II controlled substances (2014)
• Authority for APRNs with prescriptive
authority to delegate medication
administration to trained individuals in certain
settings (2015)
• Preservation of an independent Board of
Nursing rather than having an umbrella
agency take on the regulation of nurses
(2017)
• An Ohio nursing license plate that provides
scholarships for nursing students and grant
funding for nurse researchers (2017)
• Additional reporting mechanism for staffing
plans, where hospitals need to submit plans
to the Ohio Department of Health every other
year, which must be posted on a public-facing
website (2017)
• Implementation of a statewide hospital
licensing system and additional regulation
and inspection requirements (2021)
Going forward, ONA will continue to be the
leading voice for professional nursing in Ohio.
If we could take a glimpse into the future of what
professional nursing will look like in our state, it
might include some of the following:
• Ensure all hospitals are meeting appropriate
standards of patient safety through the Ohio
Administrative Code and hospital licensing
rule-making process
• Stronger staffing language that further
secures patient safety
• Mandatory overtime restrictions
• Enhanced and modernized language that
allows APRNs to work to their full scope of
education, training, and certification
• Stronger workplace violence protections
NYC STD Prevention Training Center
We provide a continuum of education, resources,
consultation and technical assistance to health care
providers and clinical sites. www.nycptc.org
• Free CNE web-based training on clinical sexual health prevention,
diagnostic and treatment issues
• Free clinical guidance regarding STI cases; no identifying patient data is
submitted www.stdccn.org
• Clinical guidance tools regarding the 2021 CDC STI treatment guidelines
• Virtual and on-site technical assistance regarding quality improvement,
clinic implementation and best practices around sexual health provision
KEEWAYDIN in Vermont
SUMMER CAMP POSITIONS: • RN • LPN
If you are a qualified nurse who enjoys working with kids,
consider a summer at Songadeewin of Keewaydin for girls or
Keewaydin Dunmore for boys on beautiful Lake Dunmore in the
heart of the Green Mountains of Vermont. We successfully ran
Covid-free camps in 2021. Vaccination required. Keewaydin’s
website is www.keewaydin.org. Contact Ellen Flight at (802)
352-9860 or by email at ellen@keewaydin.org

Page 10 Ohio Nurse December 2021
Challenges in the Nursing Workforce, Graduate Nursing Education, and Future of Nursing
Georgianna Thomas, D.Ed., MSN, RN
Somi Nagaraj, DNP, MSN, RN, CSSGB, CONTL
Reprinted with permission from Illinois The Nursing
Voice September 2021 issue
The healthcare sector is an intricate, albeit
fundamental, part of ancient and modern societies.
It comprises a long list of agents, from the individual
seeking healthcare services to the medical staff
and nurses, all operating within a legal framework
involving providers, consumers, insurance
companies, government, medical schools, nursing
schools, and regulatory institutions (Amorim Lopes et
al., 2015).
The healthcare market is always composed
of both suppliers of health services and patients
demanding their services. On the one side is the
workforce of physicians, nurses, and remaining
clinical staff educated according to standards and
criteria, ready to assist those in need. On the other
side stand the forces that drive the demand for
medical services, strongly related to demographic,
socioeconomic, and epidemiological factors.
Analyzing these two market forces is a critical step in
assessing whether the available health care human
resources are enough in quantity and skills to meet
the current and future demand in due time and may
lay solid foundations for further research, considering
perhaps changes to the existing health policy
framework (Amorim Lopes et al., 2015).
A high degree and extent of uncertainty affect
supply and demand: asymmetric information between
physicians, nurses, and patients, restrictions on
competition, an aging workforce in all areas, strong
government interference, and supply-induced
demand are some of the most glaring differences
that can be pinpointed. These may be relevant
when assessing the impact of any policy involving
Healthcare Human Resource [HHR] planning
(Amorim Lopes et al., 2015).
Supply
Supplying human capital with the appropriate
expertise to enable workers to perform and satisfy
the demand for health care is no simple task. The
time and effort required to equip HHR, especially
physicians and advanced nurse practitioners,
exceeds most other professions. In some particular
healthcare professions, the set of necessary skills
to qualify for medical practice is acquired through
extensive academic learning, which involves
enrollment in long courses that may take up decades
to complete due to a strict licensing process. The
analysis of the medical and nurse education process
is relevant but may be insufficient, as several other
factors may affect the efficiency and effectiveness
of the care services delivered (Amorim Lopes et al.,
2015).
Despite the limitations, some measures to
overcome imbalances in the quantity (number) of
physicians and nurses have already been identified
in the health policy literature (Chopra et al., 2008),
namely the following: increasing the number of
domestic- and foreign-trained medical graduates
or increasing the number of medical and nursing
schools and classroom sizes; increasing the
enrollment limits; reducing the requirements for entry
to medical and nursing schools; raising the wages

December September 2021 2021 Ohio Ohio Nurse Page 11 17
of the medical and nursing staff, as well as the perspectives for their future
career path; or reducing the costs of attending medical and nursing school,
which may encourage potential students to enroll. These proposals are shortterm
measures to alleviate the immediate stress put on the healthcare system
triggered by an undersupply of personnel and may not be suitable for tackling
long-term imbalances due to huge shortages or surpluses of medical and
nursing staff (Amorim Lopes et al., 2015).
Demand
Demand for health care is a derived demand (Grossman, 1972), which means
that people do not seek health care services as a final good for consumption but
as an intermediate service allowing them to be healthy and to improve their stock
of health capital (well-being). They want to improve their health, and to do so;
they seek healthcare services (Amorim Lopes et al., 2015).
The concept of needs in health care is not consensual in the health literature,
with a semantic confusion arising from its use in health economics (Hall &
Mejia, 2009). While the economic or effective demand translates the actual,
observed demand, usually measured in terms of service utilization ratios such
as bed occupancy rates, number of inpatients, the needs component tries to fully
encompass the epidemiological conditions that characterize a given population,
measured through morbidity and mortality rates or by the opinion of a panel of
experts, and how that may translate into a given quantity of required healthcare
services. Therefore, we see that the classical concept of economic demand
may not reflect the biological needs of the population, as it may leave out the
necessities of the population regardless of their ability to pay (Amorim Lopes et
al., 2015).
An integrated approach uses a dynamic, system-level perspective covering
key drivers of supply and demand that includes manpower planning and
workforce development is critical to overcoming such challenges (Stordeur
et al., 2010). The importance of paying attention to needs is also continuously
stressed, as changes in the health patterns of the populations take place
(Tomblin et al., 2009). The impact of microeconomic and organizational changes
in productivity and the skill mix, of the evolution of demand for healthcare
services, and also of the evolution of health diseases and its potential impact
on the health system. The given quantity of workers may provide more or less
healthcare services depending on their productivity and skill mix, influencing the
conversion from headcounts to full-time equivalents (FTEs). Such conversion
is critical to properly assess the healthcare workforce, as a significant number
of physicians and nurses work part-time only. For this reason, FTE is a more
accurate measure as it normalizes headcounts. On the demand side, economic
(effective) demand can be initially measured by analyzing utilization indicators.
How this demand will evolve in the future will then be subject to typical economic
factors such as demography and the growth of the income/GDP (Amorim Lopes
et al., 2015).
In parallel, potential needs can be assessed by incorporating the incidence
and prevalence of diseases and then mapping a given disease to an estimate
of FTE requirements. Whether future supply forecasts should tackle all of the
estimated needs is a decision left to the consideration of the policymaker, as
the analysis does not incorporate financial constraints. Despite the abundance
of approaches and techniques to determine supply and need for professionals,
none of the methodologies has ultimately proved to be superior (Ricketts, 2011).
Recent studies testing current forecasting models show that there is still
plenty of room for improvement given the gap between projected and actual
results (Greuningen et al., 2013). It becomes even clearer that workforce
planning should be accurate and performed in due time, given the attritions and
the delays in enacting policies in the healthcare sector. Adapting medical and
nursing schools, altering legislation, and changing roles is an effort that may take
years to bring forth. Therefore, planning has to target a long enough time horizon
to be useful and applicable and has to be done pre-emptively (Amorim Lopes et
al., 2015).
Accurate HHR planning requires an approach that is both integrated and
flexible, featuring supply and demand (potential and effective) and incorporating
less tangible factors, such as skill mix and productivity (Amorim Lopes et. al.,
2015).
Academia
Looking at the area of academia, there are many issues at hand that
present challenges for nursing education at the doctoral level. Having enough
faculty to provide quality education to those interested in pursuing a doctoral
degree in nursing relies on competent individuals. Presently there are two
types of doctoral degrees one can earn, both are terminal degrees, and
both allow nurses to continue to practice in the clinical field. The Doctor of
Nursing Practice (DNP) has a clinical focus that allows the nurse to possess
expert knowledge to influence healthcare outcomes across direct patient
care, advocating for healthcare policy implementation, and collaborating
with organizational leadership (Leveck, 2020, Chism 2010). The Doctor of
Philosophy (PhD) focuses on research in advancing the nursing profession
and change the quality of patient care and outcomes in the field. PhD nurses
also teach and mentor nurses at the college and university level, growing the
next cohorts of professional nurses. There is a difference between these two
degrees in their primary foci and length of education (registerednursing.com).
However, the DNP degree has become the more sought-after degree, and
individuals who have earned it are considered equal at many institutions in
academia in relation to tenure attainment and administrative positions. It was
more common to see the individual with a PhD in the academic setting. However,
individuals seeking this degree are decreasing in number, and some individuals
are having difficulty completing their dissertation. This adds to the faculty
shortage we continue to experience in the profession. There is a distinction
Challenges in the Nursing Survey Workforce Findings continued on page 12 18

Page 12 Ohio Nurse December 2021
Challenges in the Nursing Workforce continued from page 11
between the two degrees and needs to be recognized and valued in advancing
new nurses, however, the DNP graduate is more prepared for the clinical arena.
According to Drs. Di Fang and Karen Kesten, one-third of the current nursing
faculty workforce in all levels of education are expected to retire by 2025 (ANA
Fact Sheet, 2020). This will certainly have an effect on the numbers of students
who will be accepted when they apply for nursing education overall.
Continuous changes in the nursing and medical fields have been rapidly
evolving because of technology and studies such as the genome project.
Graduate student feedback to courses and discussions with clinical affiliates
to the college/university are two ways that information can be ascertained in
relation to curricular issues for content. Accreditation standard revisions and
the recently adopted Essentials with emphasis on outcomes and competencies
in learning have also added to many of the changes schools are making to
revise overall curriculums (AACN, 2021). Learning theories are used to expose
students to various learning experiences. Online teaching, simulation, interprofessional
learning, case studies, and other teaching formats take much time
to prepare and grade and may not all be familiar for present faculty to fulfill.
Interdisciplinary education (IPE) among the various healthcare providers
is expected to be utilized in schools. This type of education provides shared
experiences that allow for better understanding, improved engagement, and
clearer insight into cooperation in the work environment and quality patient care.
This activity in schools with major medical affiliations has an edge in providing
this type of learning while many smaller colleges and universities struggle to
gain this opportunity. Many IPE opportunities that do exist are noted through
simulation-enhanced activity (Fawaz, 2018). Although simulation is helpful, realtime
situations may affect the learner differently when exposed.
The Ohio Department of Rehabilitation and Correction are
looking for medical professionals in the following areas:
Technology has become more influential in our lives, especially after the
past year and a half of pandemic experiences. However, online education is
not a new concept in education. Use of learning platforms, Zoom meetings,
Wiki’s, Google docs, social media, Electronic Health Records, and so on have
not been mastered by all in education, faculty, or student. Many students like
the idea behind online learning in that they can study at their own pace often
or at a time that is most convenient for them. This strategy for education allows
for flexibility to view course material in both an asynchronous and, at times,
synchronous format. Faculty find this learning takes more time in their schedule
for preparation and grading than when classes met traditionally. Class size is
not always capped. Lack of support staff with course development and difficulty
managing technological changes have been identified as barriers to distance
education (Iwasiw et al., 2020). This becomes frustrating to both teacher and
student in that the partnership that develops in learning is not fully developed.
Future of Nursing
The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity,
study sponsored by Robert Wood Johnson Foundation identified, that a nation
cannot thrive fully until everyone can live their healthiest possible life, and
helping people live their healthiest life is and has always been the essential
role of nurses. The ultimate goal is to achieve health equity in the United States
built on strengthened nursing capacity and expertise (National Academies of
Sciences, Engineering, and Medicine, 2021).
The committee developed a framework identifying the key areas for
strengthening the nursing profession to meet the challenges of the decade ahead.
These areas include the nursing workforce, leadership, nursing education, nurse
well-being, and emergency preparedness and response, as well as responsibilities
of nursing with respect to structural and individual determinants of health (National
Academies of Sciences, Engineering, and Medicine, 2021).
In 1998 the Pew Health Professions Commission, a group of healthcare
leaders charged with assisting health policymakers and educators teaching
health professionals to meet the changing needs of healthcare systems,
completed a report listing competencies healthcare providers of the future
would need. The competencies are listed in the Fourth Report of the Pew Health
Professions Commission (O’Neal & Pew Health Professions Commission, 1998).
The book To Err Is Human: Building a Safer Health System (Kohn, Corrigan,
& Donaldson, 1999) brought national attention to the issue of patient safety by
discussing the number of people who die each year from medical errors. This,
in turn, sharpened the focus of patient safety in nursing education (Scheckel,
2008).
Despite the practice setting in which students learn nursing care, it will include
using various technologies and knowledge of informatics to assist with patient
care. These technologies can include but are not limited to medical devices
patients will use to provide self-care, as well as information retrieval, clinical
information management, and documentation technologies (Scheckel, 2008).
LICENSED PRACTICAL NURSE, REGISTERED
NURSE, and NURSE PRACTITIONER
Who We Are…
Guided by a single mission “To reduce recidivism among those we touch,” the Ohio Department
of Rehabilitation and Correction believes that everyone is capable of positive change. Our staff
embrace these core values and serves as role models for pro-social behavior conveying an attitude
of dignity and respect in the treatment of others.
What We Do…
The Ohio Department of Rehabilitation and Correction has been tasked with front line crime
reduction through rehabilitative treatment and programming efforts provided in a safe, secure and
humane correctional environment and effective community supervision. Our goal is to protect the
public through helping individuals turn away from crime and become productive, contributing
members of our communities, ensuring a safer Ohio for all Ohioans now and in the future.
To learn more about our agency, please visit our website at www.drc.ohio.gov.
• Health Care Benefits include medical, behavioral, dental, vision, prescription drug
• Education Assistance
• Paid Holidays
• Paid Vacation, Sick and Personal Leave
• Retirement Benefits
• Life Insurance
• Wellness Incentives
• Worker’s Compensation
• Employee Assistance Program
• LPN’s starting hourly pay will be $22.99, plus 3% supplement and may be eligible for
shift differential
• RN’s starting hourly pay will be $30.03, plus 3% supplement and may be eligible for
shift differential
• Nurse Practitioner’s starting pay is determined by a number of factors and will be
advertised on individual posting announcements.
Applications are accepted online at: www.careers.ohio.gov. On this website you will find the Career
Center that will help you search for current job openings and tips on how to apply, how to contact
hiring agencies, interviewing skills, and much more in the Frequently Asked Questions (FAQs) section.
Contact us at:
DRC.OfficeOfCorrectionalHealthcare@odrc.state.oh.us.
PSYCHIATRIC RNS
TVBH has immediate openings for Registered Nurses,
both full and part-time, in its inpatient Acute and Forensic
facilities. TVBH is a multi-service behavioral healthcare
organization providing trauma informed, recovery based,
team oriented behavioral healthcare services. Nurses
interested in providing excellent care to psychiatric
acutely ill or forensic patients are invited to apply. We
offer an extensive orientation, outstanding benefit
package, negotiable salaries, stability, and regular salary
increases, and
- ADVANCED STEP HIRING
- CONTINUED LEARNING & EDUCATION
- TUITION REIMBURSEMENT
- FLEXIBLE SCHEDULING
- STATE OF OHIO HEALTH & RETIREMENT BENEFITS
TVBH is a qualified facility for the Nurse Education Loan
Repayment Program (NELRP).
Interested applicants should forward apply using
www.careers.ohio.gov, fax to (614) 752-0386, or call
(614) 752-0333 or e-mail @ jared.meadows@mha.ohio.gov .
TVBH is a non-smoking facility. EOE M/F/D

December 2021 Ohio Nurse Page 13
Students’ use of these devices has important implications for improving their
clinical judgment (Newman & Howse, 2007). Nurses are also being exposed
to the use of variety of clinical management systems, like patient surveillance
systems many of which have implications for ensuring quality and safety.
A significant movement that accompanied the curriculum revolution involved
using pedagogies to ensure students could think critically in clinical practice.
Traditionally, students who learned the nursing process were thought to be
learning critical thinking. During the past few decades, the nursing process has
been challenged as the best approach to developing students’ critical thinking
(Scheckel, 2008). However, current research in nursing education suggests
that students also need to engage in thinking processes that promote reflective
thinking, where they build practical knowledge, embodied thinking, where they
learn the importance of intuition and pluralistic thinking, where they consider a
clinical situation using many perspectives (Scheckel & Ironside, 2006).
Innovations
As nurses assume increasing responsibility for patient care in primary care
settings, the combination of increased clinical and systems knowledge, as well
as the capability to apply and evaluate evidence to practice innovations, can
only have a positive impact. The presence of DNP-prepared APRNs in primary
care will expand educational opportunities. In the short term, the DNP-prepared
APRNs can mentor the MSN-prepared APRNs within the system. Equally
important is the opportunity for enhanced preceptor education for nursing
students in primary care (Dunbar-Jacob et al., 2013).
Indeed, the preparation of the DNP will influence the perception of health
care systems regarding the added value of DNP education. If graduates of such
programs bring an increased depth of knowledge and skill to the clinical arena,
the DNP will likely flourish. If graduates bring little more than what is offered by
master’s-level education, the DNP will not be an attractive addition to the clinical
arena. Thus, the quality of the preparation of the DNP will influence the adoption
of the DNP practitioner and administrator by health care systems (Dunbar-Jacob
et al., 2013).
Conclusion
Challenges in building DNP programs include the identification of qualified
faculty for each specialty, qualified capstone advisors, and qualified clinical
preceptors. A further challenge is the simultaneous education of master’s
cohorts and DNP cohorts. The challenges by requiring faculty to obtain a
doctoral degree, developing critical academic–service partnerships in mentoring
students for practicum and capstone projects, and discontinuing MSN advanced
practice specialty programs while focusing on the BSN-to-DNP and MSN-to-
DNP programs. High-quality DNP academics and DNP clinicians are crucial
to help meet these challenges. Each educational program must assess its
challenges and strategies for addressing those challenges. How we proceed will
determine the impact of our programs on the future of the health care system
(Dunbar-Jacob, Nativio, & Khalil, 2013).
In academia, both the PhD and DNP prepared nurses can work together to
ensure quality education for our nursing students. Both need an educational
foundation to be learned to be successful educators. The distinction of the PhD
concentrating on teaching theory and research to assist nursing to maintain its
scientific foundation and the DNP concentrating on the clinical skills and acting
as preceptor/clinical educator at any level of nursing appear to be the ideal
partnership to develop. Both nurses can assist academia and the clinical arena
in staying current and developing innovative care measures to provide quality
care to clients. When looking at the definitions noted at the beginning of this
work, this collaboration in teaching nurses fits what was noted.

Page 14 Ohio Nurse December 2021
E-Cigarette and Subsequent Smoking Use and Relationship to
E-Cigarette Quit Attempts Among College Students
Michelle Correa, RN
Reprinted with permission from
Arizona Nurse April 2021 issue
Electronic cigarette (e-cigarette) use increased
three-fold from 2011 to 2013 and continues to gain
prevalence among preteens, adolescents, and young
adults (Centers for Disease Control and Prevention
[CDC], 2014). E-cigarettes, including vape, JUUL,
and wax pens, are defined as a device that does
not contain tobacco but may include nicotine,
flavorings, and other chemicals (National Cancer
Institute, n.d.). With multiple marketing methods,
e-cigarettes dominate in sales by targeting young
and old generations (CDC, 2014). Many youth and
young adults believe that e-cigarettes are cheaper,
cleaner, safer, and healthier than traditional smoking
(Gorukanti et al., 2017; Kong et al., 2015). Related
to these perceptions, many young users (40.36%)
believe that e-cigarettes help people discontinue
cigarette smoking (Gorukanti et al., 2017). Both
non-users, who have never used e-cigarettes
or cigarettes, and e-cigarette users agree that
e-cigarettes do not contain tar, are not addictive nor
considered a tobacco product, and solely produce
vapor with water (Gorukanti et al., 2017).
Though perceived as a “safer” alternative to
cigarettes, e-cigarettes are still not safe. Research
indicates that while e-cigarettes may be a cessation
aid for cigarette smokers, the product may produce
the adverse effect of a nicotine addiction and/or
combustible tobacco product use (Kong et al., 2015;
Pattinson et al., 2018). Individuals not aware of
the consequences of e-cigarettes may exacerbate
current medical problems (i.e., asthma, respiratoryrelated
issues, hypertension, cardiovascular
diseases), continue their nicotine addiction through
e-cigarette use, or initiate a nicotine addiction had
they not smoked before (CDC, 2014). The U.S.
Department of Health and Human Services (2016)
reported consequences related to e-cigarette use,
like addiction, brain development and subsequent
mental health issues, chronic disease development,
and death.
In 2020, I conducted a cross-sectional study
that included an anonymous screening survey
and a survey that assessed e-cigarette use and
non-electronic smoking, e-cigarette withdrawal
and cessation, and non-electronic smoking quit
attempts. I recruited 65 eligible* participants via
flyer advertisements, social media advertisements,
ASU online advertisements, and email notices. The
study revealed that participants who used nonelectronic
smoking also frequently used cigarettes or
marijuana. Participants who used both electronic and
non-electronic smoking preferred using e-cigarettes
to non-electronic forms. Participants who attempted
to quit e-cigarettes believed that they would
successfully withdraw from e-cigarettes by switching
to marijuana or avoiding non-electronic smoking
altogether.
Using these findings and previous research, youth
and young adults seeking e-cigarette cessation need
nursing education and intervention. We can help this
population quit by applying principles of the nursing
process. Ask patients about their e-cigarette habits,
such as e-cigarette frequency, perceived e-cigarette
harm to self, e-cigarette device, primary flavor use,
nicotine presence, and reason for e-cigarette use. A
more objective scale to assess for e-cigarette use and
potential withdrawal severity is the Fagerström Test
for Nicotine Dependence (Carpenter et al., 2010). Find
the most appropriate nursing diagnosis for the patient,
such as risk-prone health behavior. Use motivational
interview techniques to promote the patient to
self-assess their willingness and readiness to quit
e-cigarettes (Hettema et al., 2005). Therapeutically
communicate with the patient. Hold your judgment
or personal beliefs about the situation because you
are their biggest advocate and ally right now. Offer
them interventions to help them successfully quit
e-cigarettes. Start with less invasive options: avoid
triggers such as people or situations; distract yourself
with a hobby or task; talk to someone who has
experienced what you’re currently experiencing; or
call the substance abuse helpline (Mayo Clinic Staff,
2016; Malucky, 2010; Substance Abuse and Mental
Health Services Administration, 2019). We can also
talk to the provider and ask for medication to help with
the withdrawal process. Medication may help manage
symptoms like anxiety or depression. All these options
give patients the freedom to choose how they want to

December 2021 Ohio Nurse Page 15
quit. They feel in control after a time where they felt
e-cigarettes controlled their life.
We spend the most time with these patients.
We are the first line of defense for identifying and
intervening in an e-cigarette user’s habits. We must
uphold that nurse-patient trust and advocate for our
patients’ health. The more we educate ourselves
about e-cigarettes and inform our patients, the more
promising outcomes for e-cigarette cessation in the
future, like decreasing e-cigarette popularity and
increasing health awareness and promotion.
*Eligibility criteria included that participant must have
been: an ASU student, at least 18 years old, and
“current” e-cigarette user.
Michelle Corerra, BSN, RN, is a nurse with
HonorHealth’s COVID-19/Stroke Unit.
Kong, G., Morean, M. E., Cavallo, D. A., Camenga, D. R.,
& Krishnan-Sarin, S. (2015). Reasons for electronic
cigarette experimentation and discontinuation
among adolescent and young adults. Nicotine and
Tobacco Research, 17(7), 847-854. https://doi-org.
ezproxy1.lib.asu.edu/10.1093/ntr/ntu257
Mayo Clinic Staff. (2016). Quitting smoking: 10 ways to
resist tobacco cravings. Retrieved from https://www.
mayoclinic.org/healthy-lifestyle/quit-smoking/indepth/nicotine-craving/art-20045454
Malucky, A. (2010). Brief evidence-based interventions
for nurse practitioners to aid patients in smoking
cessation. The Journal for Nurse Practitioners,
6(2), 126-131. https://doi-org.ezproxy1.lib.asu.
edu/10.1016/j.nurpra.2009.05.017
National Cancer Institute. (n.d.). NCI dictionary of cancer
terms. Retrieved from https://www.cancer.gov/
publications/dictionaries/cancer-terms/def/electroniccigarette
Pattinson, J., Lewis, S., Bains, M., Britton, J., & Langley,
T. (2018). Vape shops: Who uses them and what
do they do? BMC Public Health, 18, 541. https://doi.
org/10.1186/s12889-018-5467-9
Substance Abuse and Mental Health Services
Administration. (2019). National helpline. Retrieved
from https://www.samhsa.gov/find-help/nationalhelpline
U.S. Department of Health and Human Services.
(2016). E-cigarette use among youth and young
adults: A report of the surgeon general [PDF file].
Retrieved from https://www.cdc.gov/tobacco/data_
statistics/sgr/e-cigarettes/pdfs/2016_sgr_entire_
report_508.pdf
References
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H. P. (2010). Assessment of nicotine dependence
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