Marian C. Turkel Phd, RN, NEA-BC Einstein

Total Page:16

File Type:pdf, Size:1020Kb

Marian C. Turkel Phd, RN, NEA-BC Einstein 2012 Table of contents of Table table of contents 01 Evening Program 02 Welcome 03 2012 Annual Meeting and Conference Sponsors 04 The Rheba de Tornyay Development Fund Contributors 06 Tributes and Gifts 07 The Academy’s 2012 Living Legends 08 The Academy Charter Members & Past Presidents 09 The Academy’s 2012 Honorary Fellows 12 The Academy’s New Fellows (alphabetically) 13 The Academy’s 2012 New Fellows (by state/country) 15 2012 International New Fellows Biographies 23 2012 US New Fellows Biographies 88 The Academy’s Board of Directors 88 The Academy’s 2012 Annual Meeting & Conference Planning Committee 89 Messages of Congratulations 2012 Evening programEvening evening program October 13, 2012 WELCOME RECOGNITION OF THE 2012 LIVING LEGENDS RECOGNITION OF CHARTER MEMBERS AND PAST PRESIDENTS RECOGNITION OF CURRENT AND FORMER ACADEMY BOARD OF DIRECTORS 2012 NEW FELLOW INDUCTION October 11-13, 2012 Hyatt Regency on Capitol Hill Washington, DC 1 2012 Welcome Dear Friends and Colleagues: This past year has seen tremendous growth in Academy initiatives, designed to improve the health and well-being of individuals, communities and populations – and to advance the Academy’s mission of Transforming health care policy and practice through nursing knowledge. So it is particularly exciting to come together tonight and welcome a talented new group of colleagues who will join us in this work. This year’s class of Fellows is particularly impressive and accomplished. While it is a personal honor to be inducted into the Academy, it also represents a significant professional responsibility to contribute to improving the health of the nation, and making nursing’s contributions visible. The work before us is immense and we need to enlist the talents of all of our Fellows, new and continuing. Induction of the new Fellows is one of the great joys of our conference. For many, the Induction Ceremony represents the high point of the Academy’s life cycle. Tonight, we gather to welcome the largest cohort of new Fellows ever admitted to the Academy. They come from across the nation and across the globe. Selected for their extraordinary individual accomplishments, we also celebrate the collective power of our fellowship, growing not only in number but also in influence. I hope that you enjoy tonight’s festivities and join me in both welcoming the new Fellows and in celebrating our fellowship. Sincerely, JOANNE DISCH, PhD, RN, FAAN President Dear Friends and Colleagues: On behalf of the American Academy of Nursing’s staff, I welcome you to the 39th Annual Fellows Induction Ceremony. As we honor these esteemed individuals who have dedicated their careers to improving the quality of health care, we celebrate not only their past accomplishments, but their significant promise to advance health policy and improve the health of the nation. It has been my privilege to work with Fellows who are members of Expert Panels, participants on our Task Forces and work groups, representatives with our strategic partners, and Edge Runners. I continue to be humbled by the extraordinary talents of the Academy’s nurse researchers, policymakers, scholars, executives, and practitioners. Our staff is committed to utilizing efficiently the Academy resources to advance Fellows’ evidence-based innovations in health care delivery. The Academy is strengthened by the individual and collective achievements of the Academy’s newest members. Our sincerest congratulations, CHERYL G. SULLIVAN, MSES Chief Executive Officer 2 2012 2012 annual meeting & conference sponsors sponsors conference & meeting annual Thank you to our sponsors for their generous support of the 39th American Academy of Nursing Annual Meeting & Conference. TRAILBLAZER SPONSorSHIP Cedars-Sinai Medical Center UnitedHealth Group, Center for Nursing Advancement FUTURE LEADERS SPONSORSHIP New York University College of Nursing HEALTHY BREAK SPONSORSHIP Children’s Mercy Hospitals & Clinics, Kansas City Duke University School of Nursing University of Illinois at Chicago University of Pennsylvania School of Nursing University of Washington School of Nursing NEW FELLOW SPONSORSHIP American Nurses Credentialing Center Dana-Farber Cancer Institute Einstein Healthcare Excelsior College School of Nursing Loyola University Chicago, The Marcella Niehoff School of Nursing Quinnipiac University School of Nursing ALLY SPONSORSHIP Johns Hopkins University, School of Nursing AckNowLEDGEMENTS The contribution of the Gertrude E. Skelly Charitable Foundation underwrites a significant portion of the Annual Meeting & Conference. The American Academy of Nursing deeply appreciates the Foundation’s generosity and their continued support of nursing. The American Academy of Nursing gratefully acknowledges the generosity of Hill-Rom for their support of the Annual Meeting & Conference Policy Dialogues. The Academy recognizes Johnson & Johnson for their support of the Academy’s 2012 Excellence in Media Award. Lastly, the Academy extends a special thank you to our Exhibitors and Program Advertisers. Their continued support of our efforts sincerely is appreciated and please know we value your endorsement. 3 2012 The Rheba de Tornyay Development Fund T Development Fund Development he Rheba de de he Rheba of the American Academy of Nursing Because they believe in what the Academy stands for and accomplishes, Academy Fellows give to the Rheba de Tornyay Development Fund. In 2011 – 2012, the Rheba de Tornyay Development Fund has made it possible for the Academy’s reach to extend far beyond the Fellowship by: Funding the Nurse Scholar-in-Residence Program at the Institute of Medicine of the National T ornyay ornyay Academies in partnership with the American Nurses Association and the American Nurses Foundation. The program is a year-long opportunity designed to facilitate the engagement of nurse leaders in prominent roles in health policy development. Documenting through Raise the Voice, those nurse-led models of care which produce positive health outcomes and demonstrate cost savings. Amplifying communications among the Fellowship via the Academy’s quarterly e-Newsletter and webinars, and enhancing communication with national media to advance the voice of the Academy. Championing Expert Panel collaboration to develop new knowledge and shape policy. 2011–2012 Rheba de tornyay development fund donors October 1, 2011 – September 30, 2012 President’s circle $25,000 and above Erik Joh Rheba de Tornyay Norma Lang Ruth Lubic $2,500–$4,999 Diana Mason Linda Burnes Bolton Angela Barron McBride Margaret McClure $1,000–$2,499 Pamela Mitchell Lauren Aaronson Susan Morrison Jane Barnsteiner Christine Mueller Marjorie Beyers Jeanne Novotny Michael Bleich Robert Piemonte Billye Brown Sally Rankin Karen Cox Margaret Reynolds Joanne Disch Nellie Robinson Margaret Fitzgerald Carolyn Sampselle May Futrell Shirley Smoyak Catherine Gilliss Gladys Sorensen Colleen Goode Eileen Sporing Linda Groah Frank and Cheryl Sullivan Mary Dee Hacker Eileen Sullivan-Marx Tine Hansen-Turton Joan Vitello-Cicciu Susan Hassmiller Terri Weaver Ada Sue Hinshaw Maureen White Karen Huss Louise Woerner 4 2012 $500–$999 Ann Cain Pamela Minarik Marylin Dodd Bernardine Clarke Mamie Montague Helen Erickson Patricia Chamings T Development Fund Development Evelynn Gioiella Inge Corless Ruth Murray Margaret Faut- de he Rheba Carole Hudgings Chandice Covington Madeline Naegle Callahan Marjorie Kagawa Julia Cowell Patrice Nicholas Donna Fick Singer Janet Cuddigan Donna Nickitas Marilyn Ford-Giboe Joyce Verran Constance Dahlin Marilyn Oberst Roxie Foster Dianne Danis Denise O’Brien Fannie Gaston- $250–$499 Dorothy DeMaio Marilyn Pattillo Johansson Rosanna DeMarco Shannon Perry Elizabeth Gerety T Judith Baggs ornyay Judith Berg Nancy Donaldson Charlene Phelps Carol Germain Dorothy Brundage Gloria Donnelly Rita Pickler Shirley Girouard Rose Constantino Karen Drenkard Marilyn Pires Cathie Guzzetta Connie Curran Barbara Durand Joanne Pohl Barbara Hansen Judith Floyd Mary Lou Etheredge Carol Porter Jennie Hansen Barbara Frink Linda Everett Cornelia Porter Eleanor Herrmann Alexia Green James Fain Muriel Poulin Peggy Hewlett Patricia Hickey Lola Fehr Cynthia Prows Bonnie Holaday Katherine Kinsey Harriet Feldman Linda Pugh June Horowitz Kathleen Knafl Stephanie Ferguson Virginia Saba Lois Howland Priscilla Koeplin Suzanne Feetham Linda Sarna Toni Inglis Carol Loveland-Cherry Kathryn Fiandt Rachel Schiffman Mary Kachoyeanos Karen Miller Loretta Ford Cheryl Schmidt Alison Kitson Patricia Moritz Greer Glazer Iris Shannon Heidi Krowchuk Virginia Newbern Patricia Grady Elizabeth Sharp Pamela Kulbok Laurel Northouse Sarah Gueldner Phyllis Sharps Dorothy Lanuza Patricia Seifert Diana Guthrie Patricia Sloan Carla Lee Joan Shaver J. Taylor Harden Patricia Sparacino Madeleine Leininger Rose Sherman Pamela Haylock Joan Stanley Linda Mayberry Diana Taylor Hermi Hewitt Phyllis Stern Mary Moore Debra Toney Vicki Hines-Martin Beth Ann Swan Ellen Murphy Fay Whitney Vallire Hooper Christine Tanner Jan Odom-Forren Carolyn Williams Karen Hoyt Mary Tracy Nancy Opie Patricia S. Yoder-Wise Dorothy Jones Ana Valadez Liana Orsolini-Hain David Keepnews Frances Vlasses Joy Penticuff $100–$249 Marcia Killien Jean Watson E Michele Richardson Hee Soon Kim Michael Weaver Sheila Ridner Clara Adams-Ender Linda Krebs Eleanor Weinstein Joan Riley Susan Albrecht
Recommended publications
  • Creating a Successful Transcultural On-Boarding Program
    JOURNAL FOR NURSES IN STAFF DEVELOPMENT Volume 25, Number 5, 222–226 Copyright A 2009 Wolters Kluwer Health | Lippincott Williams & Wilkins . A diverse workforce enables an . organization to reflect and respond to . Creating a Successful community diversity. With an increase in . the number of nurses educated outside of . the United States seeking licensure and . Transcultural employment within U.S. hospitals, the . development of an approach to assimilate . On-Boarding Program these international nurses is essential. A . thorough and holistic approach will ensure . Beth Nease, MSN, RN, BC an ethical and safe introduction into the U.S. nursing workforce. This article describes a . program based on the hospital’s nursing . professional practice model that was . developed to address the challenges of skill . transfer, role definition, and communication. ................................................. atient safety requires a qualified and committed care. Working to mirror the population served by Pnursing staff competent in skill and effective in providing a healthcare team reflective of the commu- communication. A transcultural on-boarding program nity can be an effective strategy for meeting the needs based on the hospital’s nursing professional practice of the increasing diversity seen in U.S. hospitals. Mutha model was developed to address the challenges of skill and Karliner (2006) defined culturally competent care transfer, role definition, and communication. On- as ‘‘the ability to deliver effective medical care to pa- boarding provides a focus on complete integration tients regardless of culture or language differences and assimilation of newly hired employees. On- between them and their provider’’ (p. 47). Further- boarding includes all processes and activities related more, Mutha and Karliner defined culture as the lens to new staff, including the recruitment and selection through which we view and organize an understand- process.
    [Show full text]
  • Nurse Educators' Consensus Opinion on Using an Academic Electronic Health Record: a Delphi Study Darlene S
    University of North Dakota UND Scholarly Commons Theses and Dissertations Theses, Dissertations, and Senior Projects January 2013 Nurse Educators' Consensus Opinion On Using An Academic Electronic Health Record: A Delphi Study Darlene S. Hanson Follow this and additional works at: https://commons.und.edu/theses Recommended Citation Hanson, Darlene S., "Nurse Educators' Consensus Opinion On Using An Academic Electronic Health Record: A Delphi Study" (2013). Theses and Dissertations. 1429. https://commons.und.edu/theses/1429 This Dissertation is brought to you for free and open access by the Theses, Dissertations, and Senior Projects at UND Scholarly Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UND Scholarly Commons. For more information, please contact [email protected]. NURSE EDUCATORS’ CONSENSUS OPINION ON USING AN ACADEMIC ELECTRONIC HEALTH RECORD: A DELPHI STUDY by Darlene S. Hanson Bachelor of Science, Minot State University, 1978 Master of Science, University of North Dakota, 1987 A Dissertation Submitted to the Graduate Faculty of the University of North Dakota In partial fulfillment of the requirements for the degree of Doctor of Philosophy Grand Forks, North Dakota August 2013 Copyright 2013 Darlene S. Hanson ii This dissertation, submitted by Darlene S. Hanson, in partial fulfillment of the requirements for the Degree of Doctor of Philosophy from the University of North Dakota, has been read by the Faculty Advisory Committee under whom the work has been done, and is hereby approved. ____________________________________ Dr, Myrna R. Olson, Chair ____________________________________ Dr. Margaret Zidon ____________________________________ Dr. Kathy Smart ____________________________________ Dr. Steven D. LeMire This dissertation is being submitted by the appointed advisory committee as having met all of the requirements of the Graduate School at the University of North Dakota and is hereby approved.
    [Show full text]
  • Role Development of the CRNA Clinical Educator Utilizing an On-Line Resource
    St. Catherine University SOPHIA Doctor of Nursing Practice Projects Nursing 5-2013 Role Development of the CRNA Clinical Educator Utilizing an On- Line Resource Ann Bernice Sullivan St. Catherine University Follow this and additional works at: https://sophia.stkate.edu/dnp_projects Recommended Citation Sullivan, Ann Bernice. (2013). Role Development of the CRNA Clinical Educator Utilizing an On-Line Resource. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/dnp_projects/36 This Doctor of Nursing Practice Project is brought to you for free and open access by the Nursing at SOPHIA. It has been accepted for inclusion in Doctor of Nursing Practice Projects by an authorized administrator of SOPHIA. For more information, please contact [email protected]. Role Development of the CRNA Clinical Educator Utilizing an On-Line Resource Systems Change Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice St. Catherine University St. Paul, Minnesota Ann Bernice Sullivan March 2013 i Role Development of the CRNA Clinical Educator Utilizing an On-line Resource ST. CATHERINE UNIVERSITY ST. PAUL, MINNESOTA This is to certify that I have examined this Doctor of Nursing Practice systems change project written by Ann Bernice Sullivan And have found that it is complete and satisfactory in all respects, and that any and all revisions required by the final examining committee have been made. Graduate Program Faculty Name of Faculty Project Advisor __________________5/20/13__________________ Date DEPARTMENT OF NURSING ii Role Development of the CRNA Clinical Educator Utilizing an On-line Resource © Ann Bernice Sullivan March 2013 All Rights Reserved iii Role Development of the CRNA Clinical Educator Utilizing an On-line Resource Executive Summary Clinical education is an essential component of nurse anesthesia education.
    [Show full text]
  • Nurse Educator Core Competencies
    NURSE EDUCATOR CORE COMPETENCIES World Health Organization Health Workforce Department Health Systems and Innovations 20 Avenue Appia CH–1211 Geneva 27 Switzerland www.who.int/hrh/nursing_midwifery/en/ NURSE EDUCATOR CORE COMPETENCIES WHO Library Cataloguing-in-Publication Data: Nurse educator core competencies. 1.Education, Nursing. 2.Nursing Staff – education. 3.Competency-Based Education. 4.Health Manpower. 5.Teaching. I.World Health Organization. ISBN 978 92 4 154962 2 (NLM classification: WY 108) © World Health Organization 2016 All rights reserved. Publications of the World Health Organization are available on the WHO website (http://www.who.int) or can be purchased from WHO Press, World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland (tel.: +41 22 791 3264; fax: +41 22 791 4857; email: [email protected]). Requests for permission to reproduce or translate WHO publications –whether for sale or for non- commercial distribution– should be addressed to WHO Press through the WHO website (http:// www.who.int/about/licensing/copyright_form/index.html). The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Dotted and dashed lines on maps represent approximate border lines for which there may not yet be full agreement. The mention of specific companies or of certain manufacturers’ products does not imply that they are endorsed or recommended by the World Health Organization in preference to others of a similar nature that are not mentioned.
    [Show full text]
  • Nurse Educator Vol
    Nurse Educator Vol. 43, No. 2 Nurse Educator Copyright * 2018 Wolters Kluwer Health, Inc. All rights reserved. A Tool to Guide Students in Identifying Problem Concepts, Assessment, and Diagnosis Beginning nursing students often struggle to identify patient problems based on their assessments that link a North American Nursing Diagnosis Association (NANDA) label to them. To help students, we developed a list of common problem concepts, such as oxygenation, perfusion, and fluid/electrolytes, and paired them with appropriate assessment and NANDA labels that fit the problem concept. This tool is named the Problem Concept/Assessment/Diagnosis (PCAD) tool (see Table, Supplemental Digital Content 1, http://links.lww.com/NE/A417). While using the nursing process and completing head-to-toe assessments, students are able to utilize the tool to identify which concept is a problem for patients and quickly identify missing assessment data. The PCAD then assists students to identify appropriate NANDA labels correlated to assessment data and the patient’s priority problems. The tool is also helpful for clinical instructors, especially those who are new to teaching. Clinical instructors are able to use the tool to guide students in prioritizing problems, encourage the student to do a more thorough assessment, and link NANDA labels that fit the patient’s condition. The PCAD also reminds new clinical instructors of how novice nursing students work through the nursing process and make early clinical judgements. By Alyssa Backes, MS, RN, CLC, and Sara Berger MSN, RN-BC, CNE Assistant Professors of Practice, North Dakota State University Nursing, Sanford Health, Bismarck, ND, [email protected]; [email protected].
    [Show full text]
  • Ruth Ann Wittmann-Price MSN, RN
    Ruth A. Wittmann-Price PhD, RN, ANEF, FAAN Certified Nurse Educator Certified Healthcare Simulation Educator Dean, School of Health Sciences Professor of Nursing Francis Marion University Office: PO Box 100547 Home: 710 S. Hollywood Drive Lee Nursing Building Surfside Beach, SC 29575 Florence, South Carolina 29502 Cell: 610.570.0287 Office: 843.661.4625 Fax: 843.661.1696 Email: [email protected] EDUCATION: Doctorate of Philosophy Widener University, Chester, PA 2006 Dissertation: Exploring the subconcepts of the Wittmann-Price Theory of Emancipated Decision-making in Women’s Healthcare using infant feeding method as a clinical exemplar. MS (cum laude) Columbia University, NYC 1983 Specialty: Perinatal Clinical Nurse Specialist; Minor: Nursing Administration; Complete Thesis BSN Felician College, Lodi, NJ 1981 AAS (cum laude) Felician College, Lodi, NJ 1978 LICENSURE & CERTIFICATIONS: 2016 Re-certificate in Nursing Education: Drexel University 2015 CPR adult and child 2014 Certified Simulation Healthcare Educator (CHSE) 2012 Certificate in Nursing Education: Drexel University 2011 Certified On-line Instructor, Central Michigan University 2010 RN. 209941 R South Carolina 2005 Certified Nurse Educator – NLN #401794 CURRENT POSITION: 2016 – present Dean, School of Health Sciences 2016 - 2017 Director of BS Healthcare Administration program 2010 - 2016 Chairperson and Tenured Professor, Nursing Francis Marion University (FMU), Florence, SC 29502 PROGRAM DEVELOPMENT at FRANCIS MARION UNIVERSITY: Wittmann-Price 1 2016 Nursing program
    [Show full text]
  • Nursing Annual Report: 2017 Centracare Health
    CentraCare Health DigitalCommons@CentraCare Health CentraCare Health Publications (Newsletters, Nursing Annual Report Annual Reports, Etc.) 2017 Nursing Annual Report: 2017 CentraCare Health Follow this and additional works at: https://digitalcommons.centracare.com/nursing-annual-report Part of the Organizational Communication Commons Recommended Citation CentraCare Health, "Nursing Annual Report: 2017" (2017). Nursing Annual Report. 3. https://digitalcommons.centracare.com/nursing-annual-report/3 This Annual Report is brought to you for free and open access by the CentraCare Health Publications (Newsletters, Annual Reports, Etc.) at DigitalCommons@CentraCare Health. It has been accepted for inclusion in Nursing Annual Report by an authorized administrator of DigitalCommons@CentraCare Health. For more information, please contact [email protected]. 2017 Nursing Annual Report The Compass St. Cloud Hospital’s Nursing Professional Practice Model The Compass: St. Cloud Hospital’s Nursing Professional Practice Model Achieving Nursing Excellence TABLE OF CONTENTS St. Cloud Hospital Statistics .......................................................................................................................................................................... Page 2 Meae rom the hie Nurin ficer ............................................................................................................................................. Page 3 Message from the Hospital President ...................................................................................................................................................
    [Show full text]
  • NINR History Book
    NINR NATIONAL INSTITUTE OF NURSING RESEARCH PHILIP L. CANTELON, PhD NINR: Bringing Science To Life National Institute of Nursing Research (NINR) with Philip L. Cantelon National Institute of Nursing Research National Institutes of Health Publication date: September 2010 NIH Publication No. 10-7502 Library of Congress Control Number 2010929886 ISBN 978-0-9728874-8-9 Printed and bound in the United States of America TABLE OF CONTENTS Preface The National Institute of Nursing Research at NIH: Celebrating Twenty-five Years of Nursing Science .........................................v Acknowledgments ..................................................................................................ix Chapter One Origins of the National Institute of Nursing Research .................................1 Chapter Two Launching Nursing Science at NIH ..............................................................39 Chapter Three From Center to Institute: Nursing Research Comes of Age .....................65 Chapter Four From Nursing Research to Nursing Science ............................................. 113 Chapter Five Speaking the Language of Science ............................................................... 163 Epilogue The Transformation of Nursing Science ..................................................... 209 Appendices A. Oral History Interviews .......................................................................... 237 B. Photo Credits ........................................................................................... 239
    [Show full text]
  • ED320024.Pdf
    DOCUMENT RESUME ED 320 024 CE 055 178 AUTHOR Carraway, Cassandra Todd TITLE Review of Literature on the Control of Nurse Burnout. Societal Factors Affecting Education Seminar. PUB DATE Nov 87 NOTE 18p.; Specialization paper, Nova University. PUB TYPE Dissertations/Theses Undetermined (040) -- Information Analyses (070) EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS Adults; Coping; *Nurses; *Nursing Education; Relaxation Training; Stress Management; Stress Variables; Teacher Alienation; *Teacher Burnout; Teacher Morale; Teacher Motivation; Teacher Persistence; Teaching Conditions; Teaching Hospitals IDENTIFIERS *Nursing Educators ABSTRACT As reflected in the Cumulative Index to Nursing and Allied Health Literature, no articles with the term burnoutin their titles were published prior to 1978. However, by 1980 the numberof articles about burnout had increased dramatically inan explosion of awareness of the problem. Various writers and researchers have identified the stressors that can lead to burnout fora nursing faculty member. Among the identified stressorsare preparation and teaching of new courses; initiation of team teaching; assumptionof leadership roles and administrative responsibilities; increased workload in relation to the amount of classroom teaching and increased committee responsibilities; the multiple relationshipsin Which the faculty member is placed, including those withstudents, patients, families, other academicians, and other healthcare professionals; frequent involvement in conflict situations; and having to adopt
    [Show full text]
  • John Westerman, Narrator Dominique A. Tobbell, Ph.D. Interviewer
    John Westerman, Narrator Dominique A. Tobbell, Ph.D. Interviewer ACADEMIC HEALTH CENTER ORAL HISTORY PROJECT UNIVERSITY OF MINNESOTA ACADEMIC HEALTH CENTER ORAL HISTORY PROJECT In 1970, the University of Minnesota’s previously autonomous College of Pharmacy and School of Dentistry were reorganized, together with the Schools of Nursing, Medicine, and Public Health, and the University Hospitals, into a centrally organized and administered Academic Health Center (AHC). The university’s College of Veterinary Medicine was also closely aligned with the AHC at this time, becoming formally incorporated into the AHC in 1985. The development of the AHC made possible the coordination and integration of the education and training of the health care professions and was part of a national trend which saw academic health centers emerge as the dominant institution in American health care in the last third of the 20th century. AHCs became not only the primary sites of health care education, but also critical sites of health sciences research and health care delivery. The University of Minnesota’s Academic Health Center Oral History Project preserves the personal stories of key individuals who were involved with the formation of the university’s Academic Health Center, served in leadership roles, or have specific insights into the institution’s history. By bringing together a representative group of figures in the history of the University of Minnesota’s AHC, this project provides compelling documentation of recent developments in the history of American health care education, practice, and policy. 2 Biographical Sketch John Westerman was born and raised in Minneapolis, Minnesota. After earning a bachelor of science in law from the University of Minnesota in 1954 and then attending law school for two years, he was called up as a member of the ROTC to serve in the Air Force.
    [Show full text]
  • Marie Manthey, MS, Ph.D. (Hon.) Narrator
    Marie Manthey, MS, Ph.D. (hon.) Narrator Dominique A. Tobbell, Ph.D. Interviewer ACADEMIC HEALTH CENTER ORAL HISTORY PROJECT UNIVERSITY OF MINNESOTA ACADEMIC HEALTH CENTER ORAL HISTORY PROJECT In 1970, the University of Minnesota’s previously autonomous College of Pharmacy and School of Dentistry were reorganized, together with the Schools of Nursing, Medicine, and Public Health, and the University Hospitals, into a centrally organized and administered Academic Health Center (AHC). The university’s College of Veterinary Medicine was also closely aligned with the AHC at this time, becoming formally incorporated into the AHC in 1985. The development of the AHC made possible the coordination and integration of the education and training of the health care professions and was part of a national trend which saw academic health centers emerge as the dominant institution in American health care in the last third of the 20th century. AHCs became not only the primary sites of health care education, but also critical sites of health sciences research and health care delivery. The University of Minnesota’s Academic Health Center Oral History Project preserves the personal stories of key individuals who were involved with the formation of the university’s Academic Health Center, served in leadership roles, or have specific insights into the institution’s history. By bringing together a representative group of figures in the history of the University of Minnesota’s AHC, this project provides compelling documentation of recent developments in the history of American health care education, practice, and policy. 2 Biographical Sketch Marie Manthey was born and raised in Chicago Illinois.
    [Show full text]
  • Primary Nursing Book Excerpt
    Primary Nursing Book Excerpt - Available at: http://shop.chcm.com Primary Nursing: Person-Centered Care Delivery System Design describes the one system of care delivery that provides the highest possible level of person-centered care for patients and their loved ones. This book provides everything you need to know about the inspiration, infrastructure changes, educational needs, and out- come measures necessary to bring Primary Nursing to life in your organization or department. If your aim is to mount a full-scale implementation of Primary Nursing or simply to learn more about how Primary Nursing improves the experience of patients, their families, and those providing care, this is your book. Susan Wessel, MBA, MS, RN, NEA-BC Susan earned her BSN and MS degrees in Nursing Science from the Univer- sity of Illinois and her MBA magna cum laude from Xavier University. She has served in roles from staff nurse, to vice president of patient care, to faculty, and she now works to improve health care world-wide with Creative Health Care Management. Susan’s work with first-line staff, physicians, and exec- utive teams has given her a system-wide view of health care. She has been an advocate of Primary Nursing since she was privileged to work as a Primary Nurse in her first job as a nurse. Her work in helping nursing staffs implement Primary Nursing has been some of the most gratifying work of her career. Marie Manthey, PhD (hon), MNA, FAAN, FRCN Marie is one of the pioneers of Primary Nursing. She earned her BS and MS in Nursing Administration from the University of Minnesota, where she remains adjunct faculty.
    [Show full text]