L E a R N I N G T

LEARNING THE healer’s art2004

BRIGHAM YOUNG UNIVERSITY COLLEGE OF NURSING D

D D on to the future! D

D Never has there been a time of greater need for professional nurses who bring knowledge, skill, and healing to all points D of direct patient care. Health care faces increasing challenges of complexity, technology, cost, and access. At the same time, we face insuffi cient caring staff , increasing rates D of error, and growing public dissatisfaction. The health care system itself is ailing. If you or a family member has needed D professional health care recently, you know what I mean. As we all join the aging population, we’re beginning to realize slade bradley by photography that new services and technologies are only part of what is needed D for professional, compassionate care. Increasing empirical evidence demonstrates the importance of healing and spirituality to health care. D ea n At critical moments of suff ering, individuals and families seek not only D Ela ine expert clinical judgment and skill but also human caring and the compassionate S. Mar shall touch of the divine. The mission of the Brigham Young University College of Nursing is to develop professional nurses of faith and integrity who promote health and healing. In a world clearly needing such nurses—highly skilled men and women with courage, wisdom, and the willingness to practice the Healer’s art—the college is uniquely posi- tioned to provide these leaders. BYU nursing students are among the brightest and best prepared in the nation. Their superb qualifi cations are refl ected in superior ACT scores and entrance university grade point averages exceeding 3.7. In addition, whereas the average age of nursing students nationwide is 32 years and the average age of practicing nurses is 44 years, the average age of BYU undergraduate nursing students is 22 years, potentially a signifi cant contribution to longevity of service. In this issue we share a few stories of our mission of faith, our state-of-the-art facilities for quality nursing education, our unique approach to mentored-student learning, and our vision for the future. But our goals to make a positive diff erence in meeting the health care needs of the next generation cannot be accomplished without the help and support of friends. The promise of our outstanding students and our mission for their education require uncommon commitment and investment. We are so grateful to you, our new graduates and their families, our alumni, and you other dear friends of the BYU College of Nursing. On to the future!

rnrn signasignature:ture: printedprinted name: Elaine S. Marshall title: Dean,Dean, BYUBYU College ofof Nursing DEAN’S MESSAGE contents

Elaine S. Marshall, Dean Learning the Healer’s Art is published by the College of Mary Williams, Associate Dean Nursing, Brigham Young University. Copyright ©2003 Rae Jean Memmott, Associate Dean by Brigham Young University. All rights reserved. Barbara Mandleco, Associate Dean Garnet Deakins Stanger, Editor Contact Information: David H. Barker, Editor Mary Lynne Clark Troy K. Flake, Assistant Editor College of Nursing Judy Garvin, Copy Editor Brigham Young University Mary Lynne Clark, Development 500 SWKT Kelly Nield, Art Director Provo, UT 84602-5544 Bradley Slade, Photographer (801) 422-9219 Seth Smoot, Assistant Photographer [email protected] Michael Stanfill, Assistant Photographer http://nursing.byu.edu Mark A. Philbrick, University Photographer cover photograph by seth smoot mark philbrick (2) philbrick mark

[from the president]

Dear Colleagues,

I am honored to have this opportunity to greet you and express my appreciation and encouragement to you. The College of Nursing is a wonderful place, and you and I are blessed to be associated with this exceptional school. Although I am new to BYU, I am not new to the profession of nursing. Even before I knew much about the specifics of what being a nurse means, I felt admiration for nurses. Early in my own medical training, I soon learned to appreciate the important role of nurses in health care. One of those roles often not fully appreciated is the key part that nurses play in the education of not only patients but also physicians. This became readily evident to me as a resident physician at Duke University Medical Center. My wonderful physician mentors taught me much about the theory and philosophy of medicine, but it was often the special nurses on the hospital units who taught me the practices of medicine. It is one thing to be told to start an IV by the attending physician and another to be taught how to really do one. Thus, I firmly believe that nursing is both a necessary and honored profession and calling. I feel privileged to be associated with you and this increasingly distinguished College of Nursing. Know of my best wishes in all that you do here and throughout your nursing careers.

Sincerely,

Cecil O. Samuelson

Cecil O. Samuelson is the 12th president of Brigham Young • bs , Molecular and Genetic Biology, University of Utah University. He has served as a General Authority for The • ms, Educational Psychology Church of Jesus Christ of Latter-day Saints since 1994. Born • md, University of Utah on August 1, 1941, Elder Samuelson served a mission in Scot- • Dean, School of Medicine, University of Utah land and is married to Sharon Giauque. The Samuelsons have • Vice President, Health Sciences, University of Utah five children and three grandchildren. Education and career • Senior Vice President, Intermountain Health Care (ihc) highlights include: • President, ihc hospitals

2 learning the healer’s art | 2003 byu college of nursing 3 He has vivid memories of the depression. While a young doctor, he was riding on a train through Chicago on Thursday, October 24, 1929. Whenever the train stopped, newsboys would climb aboard shouting head- lines announcing the stock market crash. By Sunday the

[portrait] ust spend a few moments with Dr. Russell B. Clark and you may start to believe that he’s found the fountain of youth. It is the twinkle in his eyes and the way that he relishes every moment of the day. Friends say Dr. Clark radiates joy—and that joy is passed on to everyone he meets. JUnbelievably, Dr. Clark will be 103 years old in November, but he refuses to let his age tie him down. As the President’s Leadership Council representative on the College of Nursing Volunteer Leadership Council, he is actively involved in fund-raising efforts at Brigham Young University. Additionally, he has a schedule of dr. activities that would be difficult for most 20-somethings russell b. to keep up with. During the summer he traveled around clark bradley slade the United States with his family visiting California and Nauvoo. This fall they will travel to Oahu, Hawaii, for Dr. Clark is the President’s Leadership Council representative on the the anniversary celebration of the Polynesian Cultural College of Nursing Volunteer Leadership Council. Center. Dr. Clark was present when President David O. McKay first dedicated the center 50 years ago. people of Chicago had set up soup kitchens. By Monday With five children, 38 grandchildren, and at least 60 they had bread lines. Dr. Clark says the scene touched great-grandchildren, Dr. Clark says his family is one of his heart and he was determined to help where he could. the greatest blessings of his life. He grew up on a ranch Discovering that many people didn’t have money to pay in Montpelier, Idaho, with nine brothers and sisters, for medicine, he began ordering vitamin pills by the where he learned the value of hard work by spending thousands and cough syrup by the gallon. He had his hours in the saddle herding his family’s cattle. But it was nurse and children distribute these health aids free the example of his mother, who was known throughout of charge. In the end, he says, he wasn’t helping the the area for saving newborn babies, that inspired him to people—they were helping him. After the depression was choose a career in medicine. over, these same people referred their friends, greatly Dr. Clark had to work very hard to get through school expanding Dr. Clark’s practice. as a medical student, and he earned every penny needed Knowing and working with Russell B. Clark is an honor, to support himself. Experiencing such sacrifice devel- and we are grateful for his lifetime of serving others. Dr. oped in him the understanding and compassion that has Clark credits his long life to good genes, hard work, nutri- guided him throughout his life. tious food, and a positive attitude. But anyone who knows him can tell you that it’s really his talent for joy.

byu college of nursing 3 BY C AROLYN W. SUTHERLAND

BY CAROLYN W. SUTHERLAND

byu college of nursing 5 Brand new babies are the least experienced and the “Nursing care is holistic,” most natural of all. They come full of opinions and needs the instructor was saying. Holistic? Another new vocab- and ready to express them. “It’s so bright; it’s cold; it’s ulary word. “Holistic nursing means caring for the whole noisy; it’s dry, and my lungs are getting all full of air; I’m patient—physical, mental, emotional, and spiritual.” Well, out of control; my arms and legs are just flapping around; of course. That makes perfect sense. I am more than just I need tightness, warmth, slipperiness, muffled noise—” a body, and so is everyone else. When the patients, infant or adult, are all settled in, Like the rest of my classmates, I filled my brain with calmed, reassured, informed, and assessed, and when nursing knowledge, my hands with nursing skills, and the paperwork is done, we have acquired quite a bit of my pockets with reminder cards to get me through that information, and we go to work. We make a plan, we check first day of actual, hands-on patient care. Cautiously, orders, and we do everything we can to help patients meet tentatively, I stepped into my first patient’s room. I would their goals and get back into the routine of their lives. take vital signs and record them on the patient chart. We consider the whole patient, and our Then I would do a baseline assessment and record that plan includes attending to their psychosocial needs and on the chart. My skills were raw, and my ability to think their spiritual needs, as well as their physical needs. We about what I was doing was challenged by the sheer terror are nurses. We give holistic care. of doing it on a real patient for the first time. What qualifies us to give holistic care? Is it our knowl- That morning passed, and so did I. Eventually I would edge of the holistic needs of others? I don’t think so. own the skills that I had strung, like so many individual Knowing that patients have emotional needs is a start, beads, on a tenuous strand of thought, and I could arrange and learning how to communicate effectively is help- them and use them differently, suitably, for each new ful. Understanding something about human psychology patient. And I thought less and less about holistic care. I and knowing some therapeutic behaviors and language didn’t have to think about it. It was just the natural, logi- are helpful. Our own life experience gives us empathy cal way to do nursing. and helps our responses to be more genuine and more Unlike nurses, patients don’t go to school to learn how insightful. But that is just the beginning. to be patients. They just come onto the nursing scene What is our preparation for providing spiritual care? without a script and play it out according to their own At Brigham Young University (BYU), we are uniquely posi- ideas about what the character they are playing should tioned for and highly committed to preparing nurses who do. And they bring more than their physical bodies with are role models in the spiritual as well as the physical them. They bring fear and pain of one aspects of holistic care—practitioners of the Healer’s art, kind or another and hope or discouragement and knowl- we say—who invite the Spirit into the healing process. edge and opinions and experience. What does that mean?

Photography by Bradley Slade. Christ and the Woman Taken in Adultery and The Daughter of Jarius (page 7) by Carl Heinrich Bloch, courtesy of Brigham Young University Museum of Art. All rights reserved.

byu college of nursing 5 the healer pioneers, Ephraim was implored by many to give healing In the College of Nursing at BYU, we have adopted one of blessings. He was known as a healer and a man of great the hymns in the Latter-day Saint hymnbook as our col- spiritual strength and faith.3 Ephraim Hanks was whole; lege hymn. The title of the hymn is “Lord, I Would Follow he was complete. He was prepared in body Thee,” and the third verse reads as follows: and in spirit to help those who so desperately needed help. He blessed and healed many who arose I would be my brother’s keeper; I would learn the healer’s art. from near death, received their full strength and con- To the wounded and the weary I would show a gentle heart. tinued on their way. This pioneer legacy of faith is part of I would be my brother’s keeper—Lord, I would follow thee.1 the heritage of students at this university.

Who is the healer spoken of in those lines, teaching the healer’s art and what is the healer’s art? Those When Karl G. Maeser, principal of the fledgling Brigham questions may be interpreted in two ways. One way is Young Academy, inquired, “President Young, I am ready generic: nurse as healer. We want to learn the art (and to go to Provo; what are your instructions?” Brigham skills) of helping people heal. Young, leader of the pioneer movement and founder of The other interpretation is specific: Jesus Christ as the school that was to become BYU, responded with this healer. In the King James translation of the New Testa- succinct message: ment, the story is told of a woman who believed that if “Only this. You ought not to teach even the alphabet or she touched the hem of Jesus’ robe she would be healed the multiplication tables without the Spirit of God. That of a 12-year affliction. The Savior was aware that someone is all. God bless you. Good-bye.”4 had touched him, and He turned to see who it was. When What does it mean to teach with the Spirit of God? At the woman explained, Jesus said, “Daughter, be of good the Last Supper Jesus Christ met with His disciples. He comfort; thy faith hath made thee whole.”2 The dictionary told them His time had come to leave mortal life, but defineswhole as healed, in sound health, complete. Heavenly Father would send a comforter to them. Jesus healed the woman by faith—His faith and hers. “These things have I spoken unto you, being yet pres- Both of them believed that he could heal her, and he did. ent with you. He was whole; she became whole. “But the Comforter, which is the Holy Ghost, whom the Father will send in my name, he shall teach you all things, and bring all things to your remembrance.”5 The Holy Ghost is the Spirit we speak of. We invite we prepare nurses in him into our classrooms and encourage our students to invite him into their lives. We “seek learning, even by the spiritual as well as the study and also by faith.”6 aspects of holistic care. “Karl G. Maeser’s views of ‘teaching with the Spirit’ physical include knowing our subject matter supremely well and demonstrating love for our students, colleagues, and superiors as well as encouraging students’ individual In the late fall of 1856, the struggling Martin Handcart growth and ethical behavior.”7 Company, part of the great Mormon pioneer movement, These ideas are reflected in the Aims of a BYU Edu- became trapped in the rugged mountains of Wyoming. cation, which are that “a BYU education should be (1) Meanwhile, in the Salt Lake Valley, Ephraim Hanks spiritually strengthening, (2) intellectually enlarging, awoke one night and heard a voice asking him if he and (3) character building, leading to (4) lifelong learn- would go and help the Martin Company. He immediately ing and service.” These aims are intended to “lead stu- prepared himself to go and, having been forewarned, dents toward wholeness.” 8 It is in this environment that was ready to leave when Brigham Young approached him the College of Nursing (CON) at BYU has been educating and asked him to go. After giving food to the starving nurses for 50 years.

6 learning the healer’s art | 2004 byu college of nursing 7 In the 1800s Florence Nightingale established schools Whether they consciously think about it or not, these of nursing based on her knowledge of good nursing. Ms. students are following Paul’s teachings, directed not only Nightingale was the first scientific nurse, the first nurse to those of his day but also to those of our day: researcher, and she brought dignity and respect to nurs- “[They are] not ashamed of the gospel of Christ.”10 ing. The kind of preparation nursing students receive “[They are] an example of the believers, in word, in at BYU might well be what Florence had in mind when conversation, in charity, in spirit, in faith, in purity.” 11 she said, “Nursing is an art: and if it is to be They go forth to serve as nurses with intelligence, made an art, it requires as exclusive a devotion, as hard a knowledge, compassion, and spiritual strength, uniquely preparation, as any painter’s or sculptor’s work; for what qualified for holistic nursing because they, too, are whole. is . . . dead canvas or cold marble, compared with . . . the living body—the temple of God’s spirit?”9 references Indeed, each human being is a son or daughter of God, 1. “Lord, I Would Follow Thee,” Hymns (1985), no. 220. 2. Matthew 9:22 (see also Mark 5:34 and Luke 8:48). our bodies formed by our earthly parents and our spirits 3. S. E. Glazier and R. S. Clark, eds. 1997. Journal of the trail, 2nd ed. created by God, our Heavenly Father. Nursing the whole (Salt Lake City: The Church of Jesus Christ of Latter-day Saints). 4. Alma P. Burton. 1953. Karl G. Maeser, Mormon educator (Salt Lake patient—body and spirit—requires a nurse who is whole. City, Utah: Deseret Book Company), 25. Our students are like many other nursing students. 5. John 14:25–26. They work and study diligently, and they sometimes 6. D&C 88:118. 7. D. K. Jarvis. 1992. An expanded definition of teaching with the Spirit. complain about homework and exams. But they Presented at the BYU Revelation and Reason Seminar, 12 November. are also different from many other 8. The mission of Brigham Young University and the aims of a BYU education (Provo, Utah: Brigham Young University, 1996), 3, 14. nursing students. They come to this university 9. F. Nightingale. 1867. Notes on nursing. because they believe in its mission and aims. They enter 10. Romans 1:16. to learn the art and science of nursing, to be taught, as 11. 1 Timothy 4:12. Brigham Young admonished, with the Spirit of God. Carolyn W. Sutherland, MS, RN Acting Coordinator, CNS Master’s Program

6 learning the healer’s art | 2004 byu college of nursing 7 Learning &

by Lynn Callister Mentored & Mentoring At Brigham Young University, there is an increasing and impressive emphasis on the pursuit of research and scholarly activities by undergraduate students in order to enhance overall educational experiences. It also affords them a “head start” for graduate studies and builds on their fine preparations. In the College of Nursing, professor emeritus Sandra Mangum has involved her students in perioperative nursing courses in research, which culminated in professional presentations and publications with the students as copresenters and coauthors.1 Students in Dr. Elaine Bond’s critical care clinical group had the opportunity to present and publish with their professor. 2 Funding opportunities for undergraduate research are provided by the Brigham Young University Office of Research and Creative Works (ORCA), which serves as an incentive for student involvement in research. Dr.

Renea Beckstrand requires students to submit an ORCA Building on her Healthy People 2010 assignment in nursing of college byu of courtesy photography other smoot. seth slade, bradley proposal as part of her advanced critical care clinical the core nursing courses, with Dr. Rosanne Schwartz as elective course, and several of the proposals received her mentor, Terumi Matsumura Hong conducted a study of funding in 2003. Work on these research projects with the perceptions of breastfeeding support in first-time faculty mentors is ongoing. mothers. She received an ORCA Scholarship to facilitate I have had the opportunity during my 15-year career her work, which culminated in her honors thesis. She with the Brigham Young University College of Nursing also presented her findings to perinatal nursing staff to mentor some of our most gifted students. In 1997, at Utah Valley Regional Medical Center, where the study while in Guatemala as part of an international nursing was conducted and her work was published.4 Terumi is clinical elective, Rosemarie (Susie) Vega and I interviewed currently supporting her husband in his medical educa- Guatemalan childbearing women about their birth expe- tion at Chapel Hill, North Carolina. riences. Susie received an ORCA undergraduate research Robin Kartchner also built on her Healthy People 2010 award, and her research was subsequently published.3 As scholarly paper, receiving two ORCA Scholarships to facilitate a labor and delivery nurse working in two Utah County her work on the meaning of childbirth to Chinese women. birthing units and as case manager for an obstetrician, This phenomenological research, conducted in the People’s Susie continues to promote the most appropriate high- Republic of China, became her honors thesis as well. Not quality care for Hispanic women in her practice. Susie only was her work published5 but Robin has also presented will be sharing her expertise in labor support for His- her research at national and international conferences and panic women when she teaches her nursing colleagues received the 2003 Outstanding Clinical Research Paper perinatal Spanish at the 26th Annual Utah Perinatal Award from the Association of Women’s Health, Obstet- Association Conference October 2003 in Salt Lake City. ric, and Neonatal Nursing (AWHONN). She is now pursuing

8 learning the healer’s art | 2004 learning that culminates in the rewards of reaching goals and growing together.8” This has been my experience in mentoring undergraduate students. The satisfaction I have personally gained from mentoring these students includes receiving renewed enthusiasm for my professional role, witnessing observable growth and development in my students, sharing what I have learned that may be of benefi t to others, and learning from others who have a fresh perspective and an abundance of positive energy. I am grateful for the opportunity to experience reciprocal, interactive learning with those I have mentored. The process has culminated in the rewards of reaching goals and growing together.

student-mentored references 1. S. Mangum et al. 2001. Learning peri-operative nursing in Guatemala. Association of Operating Room Nurses Journal 74 (5): 706–11; S. Mangum et al. 1999. Patients’ perceptions of symptom improvement following surgery to relieve thoracic outlet syndrome (OTS). Poster presentation, Association of Operating Room Nurses bradley slade, seth smoot. other photography courtesy of byu college of nursing of college byu of courtesy photography other smoot. seth slade, bradley graduate education as a clinical nurse specialist at Oregon (AORN) Congress, Anaheim, California; and S. Mangum et al. 1998. Technique and patient care using inter-body fusion technology. Health and Sciences University in Portland. Association of Operating Room Nurses Journal 68 (5):786–98. Jessica Brinton, who anticipates graduating with 2. A. E. Bond, K. Nelson, C. L. Germany, and A. Smart. 2003. The left university honors in April 2004, interviewed Mexican ventricular assist device. American Journal of Nursing 103 (1):2–8. 3. L. C. Callister and R. Vega. 1998. Giving birth: Guatemalan women’s immigrant women giving birth in Utah. This work, too, voices. Journal of Obstetric, Gynecologic, and Neonatal Nursing 27 (3): culminated in an honors thesis and has been accepted 289–95. 4. T. M. Hong, L. C. Callister, and R. Schwartz. 2003. First-time moth- 6 for publication. Jessica’s interest and commitment came ers’ views of breastfeeding support from nurses. MCN: Maternal as a result of her ongoing opportunities to participate in Child Nursing 28 (1):10–15. humanitarian health care services in Central America 5. L. C. Callister, I. Khalaf, S. Semenic, R. Kartchner, K. L. Vehvilainen- Julkunen, and S. Lauri. Forthcoming. The pain of childbirth: with a private charitable foundation. Perceptions of culturally diverse women. Pain management nursing; In a recent address Elder Neal A. Maxwell spoke of Christ and R. Kartchner and L. C. Callister. 2003. Giving birth: Voices of Chinese women. Journal of Holistic Nursing 21 (2):100–116. as a tutor and mentor and said, “Each of us, from time to 6. J. Brinton and L. C. Callister. Forthcoming. The voices of Mexican time, is mentored and has chances to mentor” and “By its immigrant childbearing women giving birth in Utah. Journal of very nature, mentoring is an exercise fi lled with hope.”7 Obstetric, Gynecologic, and Neonatal Nursing. The scriptures teach that Christ off ered encouragement other references 7. N. A. Maxwell. 2001. Jesus, the Perfect Mentor. Ensign, February and perspective to others through searching questions, 2001, 8,10. deserved commendation, truthful praise, and occasional 8. E. Klein and N. Dickenson-Hazard. 2000. The spirit of mentoring. Refl ections on Nursing Leadership, 3rd quarter, 18–22. correction. Whether the word mentor was used or not, I

am sure most of us can recall those who are meaningful in Lynn C. Callister, PhD, RN our lives who made a diff erence. In nursing, mentoring Professor has been defi ned as “a reciprocal, interactive process of

byu college of nursing 9 nursing learning center makes education come alive

With Mrs. Brown’s condition rapidly deteriorating, the student nurses discussed their course of action. Mrs. Brown complained of being light-headed and not feeling well. Working together and acting quickly, they assessed her condition and found that her vital signs were changing and she was bleeding after the delivery of twin babies. The student nurses called upon lessons learned during their theory classes. They reviewed the medical orders, determined what nursing actions were necessary, administered the necessary and preordered medications, and continued to monitor the patient’s progress.

In response to the nursing actions and medications, Mrs. Brown’s hemorrhaging was, in fact, a state-of- Mrs. Brown’s condition improved and the situation sta- the-art simulation using the college’s recently acquired bilized. With the situation under control, a time-out was human patient simulator, which the students have called. The students gathered together with their faculty affectionately named Sam. With pulses, respirations, mentor and student research assistants to discuss what heartbeat, and various other vital signs, Sam simulates had happened. real life by responding to the care administered by the

10 learning the healer’s art | 2004 students. He is a part of the Nursing Learning Center to practice critical thinking skills including interpreta- (NLC), a center designed to improve the learning envi- tion, analysis, planning of care, and evaluation. Simu- T ronment by providing students with enriched opportu- lated patient situations allow students to practice these nities to learn patient care. Such an environment helps skills in a safe environment where they can try out their students develop confidence and critical thinking skills, ideas and patient care decisions without the fear of harm- T experience the emotions of caring, and synthesize the ing a patient. Current research indicates that enrichment knowledge learned in their book work with the skills activities such as in-depth case-study discussions or T learned in their clinical experience. practicing nursing care on the human patient simulator do increase critical thinking scores,” says Patricia Ravert, confidence assistant professor and director of the NLC. T Through their studies nursing students have developed the skills and knowledge needed to succeed; however, holistic care initially they are often nervous or unsure of themselves in Nursing is more than knowledge and skills. Nurses must T clinical care. The NLC’s simulation technology allows stu- learn to cope with their own feelings in order to meet the dents to see their own capacity and potential by actively physical and emotional needs of their patients. With the T engaging in critical situations with real-world demands. help of technology, instructors are better able to teach “The simulator boosts confidence. As a nurse there are holistic nursing. For example, during one simulation so many things you must take into account: the emotions using Sam, the patient dies from complications and T of the patient, the physiology of the patient, and what the the students are left to comfort a distraught spouse (a doctor’s orders are. With the simulator you are forced to research assistant in disguise) who happens to appear on T take all of those things into account. There is nothing that the scene just as her husband expires. Simulated scenar- you can do on paper that can make you feel that way. The ios such as this teach students how to successfully handle simulator is perfect for giving students exposure to more various psycho-social issues with patients and families. T stressful situations,” says Natalie West, ’04. bringing it all together T critical thinking Simulated experiences help students synthesize the bradley slade For nurses to be successful, they must be able to quickly various elements of their course work. They are able to analyze a situation, prioritize information, and act pur- incorporate information from the classroom and skills T posefully. Although they are among the most important, from labs and clinical learning experiences into their these skills are difficult to teach in a classroom from a care of a simulated patient. “When working with the book. And actual clinical practice does not always allow simulator, there are a lot of little gaps and little things the novice learner appropriate experiences for practic- the books don’t cover. You understand what’s going on, ing clinical judgment. A simulated learning atmosphere but until you practice them you’re not comfortable with sharpens critical thinking skills by providing students them,” says research assistant Troy Bailey, ’04. The NLC is with real-life situations. an important and innovative way to make critical nursing “In the nursing labs, initially students learn to perform situations come to life. basic skills, but as they progress in the program they need

The byu Nursing Learning Center must constantly expand and adapt to reflect the changing health care environment. It is an important part of our students’ education. One of the major goals of the college is to provide a state-of-the-art simulated laboratory experience for every student. If you would like more information about the byu College of Nursing goals to improve our students’ learning environment or would like to make a contribution to this important effort, contact Mary Lynne Clark at the College of Nursing Development Office at [email protected] or (801) 422-9219.

10 learning the healer’s art | 2004 contributing writers names: Garnet Deakins Stanger, David H. Barker, Assistant Professor Patricia Ravert, MS, RN TECHNOLOGY E NT ER EN T TER O T L O E LE A A R R N N : : E E N N T T E E R R

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“The World Is Our Campus.” The basic tenet of service is Modern Western nursing had its doing for others that which they cannot do for themselves. roots in Christian religious orders. Catholic orders, Our profession, grounded in service, relieves suffering established in the 1600s, were followed by Protestant and helps people care for themselves. BYU nursing stu- and Lutheran deaconesses in the 1800s. Nursing was dents and graduates, versed in the physiological and psy- consideredE to be a “calling” and allowed women to pro- chological components of nursing and backed by their NT vide careER to those outside their own households. When high moral standards, have the potential to provide such the pioneersTO of The Church of Jesus Christ of Latter-day service in many settings and in many countries as they L Saints came westE to “Zion,” women with a rekindled interact intimately with patients and clients at vulner- A R desire to serve N God and each other continued in that able points in their lives. tradition. Our current: experiences as nurses and nurs- Vulnerability occurs for numerous reasons: disease, E N

ing students from T Brigham Young University have built disaster, accidents, ignorance, and lack of resources to E upon those early traditionsR of service, even as we have attempt healthy habits. Many opportunities outside paid specialized into manyT differentG arenas. professional positions abound for nurses to intervene in VE O O FOR O SER TH TO H TMy own experiencesL as a trauma and disasterS nurse these circumstances, both to teach preventive measures RT SERVE E ER FO haveH beenTO challengingA and rewarding. I love V toE bring and to assist clients, friends, and associates through RT R O FO GO G N G O O F F O G order out of chaos when there hasOR been O a natural or serious health threats. Nursing service can include

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bradley slade like they have learned what we have been trying to teach.” feel really I emotions. and diabetes, exercise,nutrition, care,dentalcare, wound about kids thetaught have“We Nasser, al a Palestinian Jabal Refugee at Camp. children One at-risk student direct reported, to FoundationRiver very is it and exciting toseeprogressinthechildren.” her, helped we that feel really I better. much was sucking her because home going was Faten dents worked with Faten: “A few days later the nurse said decided toholdFaten Theyneedtouch!” andAhmed. . . . difference. a make could I knew I We stimulation. no No wonder her chart said she had brain atrophy—she had contact. physical received rarely and held never was She she was never held during feeding, she was a poor sucker. Because isolet. an in trapped room, barren a in corner a in was . . . She struggling. was she Faten, met I When infant. five-month-old a is “Faten observed, hospital, government a in baby failure-to-thrive a student, with working One service. moving their of a outcome the provide of picture entries journal Students’ needs. special with those serving of joy the experienced dents alone whiledealingwiththeirtragedy. the clients to know someone cared and that they were not helped service our but concerns, health emotional and Wephysical assurance. the didn’tquiet all certainly cure word of a offering or there, hug a giving here, hand a ing hold themselves: help couldn’t who those help nurses their fears and adaptations. Day after day I watched these through themselves help to begin families and survivors three weeks to provide relief from suffering while helping The stu these after insights provided student Another stu nursing Jordan, Amman, in semester a During BYU nursing students also worked with the Jordannursingthestudentsworkedwith also - - - a difference. These children are amazing to me.They to are amazing children These difference. a making are we know I that involved are we where area one is This Jordan. in here activities favorite most ofmy to Serve.TheWorld patients, wherever they may be. Enter to Learn. Go Forth and clients, friends, family, to service professional providing lives, and personal our into challenge Faust’s our fellowmen.” As all of His children: love and serve God and love and serve to Savior the of injunctions great two the are size heroic in screen panoramic a beforeon kept us be to principles said, “As we plan to reach, involve, and serve the one, the they canunderstandthatareof infiniteworth.” way,small a in hopefully,even adored—and feel to come We have .helped these children find a haven—a . place they can . us. with comfortable feel They them. love and adore we know children These language. universal the is love that is Nasser al Jabal at time my from I learned thing important most the all, in “All stated, student and myprayerswillbewiththemalways.” them with are we time each lives their brighten to able are we that know I don’tBut know.I children? these for are happy and so well behaved. What does the future hold they but conditions, best the under live not do obviously

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Fund-raising (development) is a most interesting endeavor. I am often asked if I enjoy it, and usually the comment “I would never like to ask people for money” follows. What my questioning friends don’t understand is that I have one of the most rewarding careers there is! Nursing touches us all, and I have the opportunity to help others invest their personal resources in a very critical and worthwhile cause. These donors are some of the most interesting and wonderful people I have ever met.

After many years of being involved with nursing, I can personally testify of the sacri- slade bradley fice, tears, laughter, and integrity of individuals who choose to give. What a difference these wonderful people make in the lives of nursing students and faculty! More than just asking for money, my role is about building lasting friendships. I treasure the memories of years spent listening to touching family stories while setting up a scholarship in memory of a loved one. I’ve gone grocery shopping for a frail donor, helped weed gardens, and attended many [development] birthday parties and baptisms. Each of these memories is attached to a wonderful and generous individual who chose to make the world a better place by giving to nursing. I extend deep appreciation to those who have and will step forward to participate generously in the needs of the college. Whether it a scholarship, help in the recruitment and retention of outstanding faculty, funds for new research, or a planned gift, please remember that together we can keep the BYU College of Nursing on the cutting edge of nursing education.

Sincerely, college volunteer leadership council President Laura Ainsworth L. Rich Humphreys Larry Ainsworth Grant and Susan Pace Mary Lynne Clark Susan Morrison Carlson Gary Simonsen Development Director Russell Clark, MD Neil Whitaker, MD (801) 422-9219 Robert Clark, MD Mary Lynne Clark [email protected] Chris Coons Dean Elaine S. Marshall Kent Gamette, MD

This past summer, we had the opportunity to travel in Otavalo, volunteer, they carry in what they can and endure long, fatiguing Ecuador. Our route took us climbing high up a mountain on routines. The students give solace and comfort, knowing that a steep dirt road. We saw tiny hands waving from humble if conditions were different more could be accomplished. Their dwellings, large eyes looking out of narrow shops, and women lives are changed forever, and each healing touch they leave scrubbing their laundry in canal streams. These behind will be remembered by those they serve. Imagine if more conditions are repeated in thousands of villages students could participate in this noble undertaking. all over the world where the inhabitants have Every dollar budgeted to the College of Nursing is stretched precious little. How blessed we are for what we to the maximum. Fortunately, many of us have the opportu- have. How blessed we are that we can impart of nity of donating our resources so that nursing students may our substance. succeed in their quest to serve others through research, medi- Millions of times in the course of a year, cal aid, and scholarship. humanity rolls up its sleeves to help heal the ills I invite, implore, and beseech you to give a generous gift of the world. In the classes and clinics of the byu to the goals and growth of the byu College of Nursing and its

Laura and Larry Ainsworth College of Nursing, the students grasp selfless outstanding, dedicated faculty and students. Their excellence service early. Many give their summers to aid in scholarship and research will benefit an untold number, and heal those who live in Third World conditions. Despite a perhaps here, perhaps thousands of miles away. shortage of supplies in the hospitals and clinics where they —Laura Ainsworth

14 learning the healer’s art | 2004 byu college of nursing 15 2003 BYU College of Nursing Honored Alumna Carol Brumfield

The BYU College of Nursing is excited to announce Carol Brumfield as our honored alumna. A member of our first graduating class, Carol has spent nearly 50 years devoting Please send nominations for future honored her life to nursing. After serving a mission to Brazil from alumni to: 1958 to 1960, she joined the College of Nursing faculty Alumni Board and taught for 16 years, benefiting more than a thousand College of Nursing students with her knowledge, expertise, and friendship. 500 swkt At the college’s 40-year anniversary, those attending Brigham Young University [alumni] voted Carol one of its two most influential instructors. Provo, ut 84602-5544 She moved with her Or fill out a nomination form online at family to Mississippi http://nursing.byu.edu/Alumni in 1974 but returned to Utah in 1986 to manage a service for women and children. Here she again had a positive impact on BYU nursing students during their clinical rotations.

revoir photography Currently serving as a member of its alumni board, she continues to be an advocate for the College of Nursing. Carol and her husband have three children and live in Spanish Fork, Utah. The Honored Alumni Award is bestowed each year upon one alumnus of the BYU College of Nursing who has given outstanding service to profession, community, nation, or church. During Homecoming the honoree is featured in the annual College Honored Alumni Lecture Series, is invited to a special luncheon with the presi- Representing the student body, 2002–2003 Student Nursing Association dent, and is a guest of the university at all other Home- president Ben Boyer receives a print of Carl Heinrich Bloch’s Christ Healing coming events. the Sick at Bethesda, presented by alumni president Carol Bush.

alumni board invites new members Do you want to make a difference? Do you want to stay university. In this electronic age you do not need to live connected to BYU CON? Our committees are looking for in Utah to be a board member. Your unique talents can interested alumni who want to make the board a big- contribute to the betterment of the College of Nursing ger support to the college and a better resource for the and its students wherever you are. students. We are interested in alumni from across the If you are interested in participating on the BYU Col- country who want to serve as board or committee mem- lege of Nursing Alumni Board, please contact Carol bers. Don’t hesitate because you do not live near the Bush, alumni president, at [email protected].

byu college of nursing 15 Dr.Lynn [faculty spotlight] Callister The BYU College of Nursing congratulates Dr. Lynn C. Callister for becoming one of 82 new fellows inducted into the American Academy of Nursing. Callister is the only nurse from Utah to receive this honor in 2003. “This is the highest honor awarded to a professional nurse,” said dean Elaine Marshall. “Lynn is a tireless contributor to nursing. It is wonderful to see her rec- ognized in this way.” One criteria for academy mem- bership is recognition by one’s peers for having made bradley slade bradley outstanding contributions to nursing over and above scholar, she will be working with the St. Petersburg State those required in one’s position of employment. Dr. Medical Academy next spring to teach about maternal Callister has worked to uncover knowledge about cul- and newborn nursing and women’s health. Callister will tural aspects of childbirth, promote culturally compe- also conduct outcomes of the St. Petersburg Women’s tent nursing care, and improve perinatal and neonatal Wellness Center and make professional presentations in care throughout the world. Recently named a Fulbright Moscow and Ukraine.

Faculty Publications 2002–2003

Baldwin, J. H., C. O. Conger, C. Maycock, Beckstrand, R. L., and E. K. Sanders. 2003. Bond, A. E. 2002. Critical care at 33,000 and J. C. Abegglen. 2002. Health care delivery Triage decisions: A 39-year-old man with feet. In The healer’s art: 50 stories for 50 years, system influences changes in nursing educa- left shoulder pain: comparing 3- and 5-point eds. A. E. Bond, B. L. Mandleco, and M. L. tion materials. Public Health Nursing 19 (4): triage scales. Journal of Emergency Nursing 29 Warnick, 132–35. Provo, UT: Brigham Young 246–54. (4):387–89. University, College of Nursing. Baldwin, J. H., K. S. Lundy, and S. Janes. ———. 2002. A young girl with missile ———. 2002. Order out of chaos: Unity in 2003. A resource of ideas and teaching strategies trauma near the eye. Journal of Emergency times of disaster: Reflections on 9-11.Utah to accompany Essentials of community-based Nursing 28 (3):267–69. Nurse 11:2. nursing. Sudbury, MA: Jones and Bartlett Blad, K. D. 2002. The day the ICU stood Bond, A. E., C. R. L. Draeger, B. L. Mandleco, Publishers. still. In The healer’s art: 50 stories for 50 years, and M. Donnelly. 2003. Needs of family Buxton, L. J., J. H. Baldwin, J. A. Berry, and eds. A. E. Bond, B. L. Mandleco, and M. L. members of patients with severe traumatic B. L. Mandleco. 2002. The efficacy of metered- Warnick, 50–52. Provo, UT: Brigham Young brain injury. Critical Care Nurse 23 (4):63–72. dose inhalers with a spacer device in the University, College of Nursing. pediatric setting. Journal of the American Academy of Nurse Practitioners 14 (9):290–97.

16 learning the healer’s art | 2004 Bond, A. E., B. L. Mandleco, and M. L. Christiaens, G. 2003. Independent nursing Mangum, S. 2002. In the Savior’s foot- Warnick, eds. 2002. The healer’s art: 50 stories interventions for pain management. Home steps. In The healer’s art: 50 stories for 50 years, for 50 years. Provo, UT: Brigham Young Uni- Health Care Management and Practice 15 (3): eds. A. E. Bond, B. L. Mandleco, and M. L. versity, College of Nursing. 212–14. Warnick, 108–9. Provo, UT: Brigham Young Bond, A. E., K. Nelson, C. L. Germany, Christiaens, G., and J. H. Baldwin. 2002. University Press. and A. N. Smart. 2003. The left ventricular Use of dyadic role-playing to increase student Mangum, S., and K. Cutler. 2002. Increased assist device. American Journal of Nursing 103 participation. Nurse Educator 27 (6):251–54. efficiency throughOR redesign and process (1):32–41. Hawkins, A. J., T. Gilliland, G. Christiaens, simplification.AORN Journal 76 (6):1041–46. Callister, L. C. 2003. Both empowered and and J. S. Carroll. 2002. Integrating marriage Marshall, E. S. 2002. Safe passage. In The powerless: Mothers’ experiences of profes- education into perinatal education. Journal of gift of the Atonement, comp., L. Mangum, 101. sional care when their newborn dies. MCN: Perinatal Education, 11 (4):1–10. Salt Lake City, UT: Deseret Book. Maternal Child Nursing 28 (1):54. Lassetter, J. H., and M. L. Warnick. 2003. ———. 2003. Cultural influences on pain Medical errors, drug-related problems, and perceptions and behaviors. Home Health Care medication errors. Journal of Nursing Care Management and Practice 15 (3):207–11. Quality, 18 (3):175–81. ———. 2003. Pharmaceutical therapy in Linton, C. P., and L. N. S. Kaplan. 2002. midwifery practice: A culturally competent Hematological alterations. In Pediatric nurs- approach. MCN: Maternal Child Nursing 28 ing: Caring for children and their families, eds., [faculty publications] (1):53. N. Potts and B. L. Mandleco, 809–45. Clifton ———. 2002. Toward evidence-based Park, NY: Delmar. practice: Chinese women’s perceptions of the Lookinland, S., C. P. Linton, and C. Lavender. effectiveness of antenatal education in the 2002. African-American nurses’ attitudes Marshall, E. S., S. Olsen, B. L. Mandleco, preparation for motherhood. MCN: Maternal toward older persons. Journal of National T. Dyches, K. Allred, and N. Sansom. 2003. Child Nursing 27 (5):303. Black Nurses Association 13 (1):6–14. “This is a spiritual experience”: Perspec- ———. 2003. U.S. trends in obstetric pro- Badger, M. J., S. Lookinland, M. Tiedeman, tives of Latter-day Saint families living with cedures, 1990–2000. MCN: Maternal Child and V. Anderson. 2002. Nurse practitio- a child with disabilities. Qualitative Health Nursing 28 (1):52. ners’ treatment of febrile infants in Utah: Research 13 (1):57–76. ———. 2002. Women’s perceptions of Comparison to physician practice nation- Woodring, B., and D. Mills. 2002. Growth helpful and unhelpful nursing behaviors ally. Journal of the American Academy of Nurse and development of the toddler. In Pediatric during labor: A study in Taiwan. MCN: Mater- Practitioners 14 (12):540–53. nursing: Caring for children and their families, nal Child Nursing 27 (1):58. Boyack, M., and S. Lookinland. 2002. Effi- eds., N. Potts and B. L. Mandleco, 231–32. Callister, L .C., and A. Birkhead. 2002. cacy of raloxifene for treatment of menopause: Clifton Park, NY: Delmar. Acculturation and perinatal outcomes in A systematic review. Journal of the American Ravert, P. 2002. Computer-based simula- Mexican immigrant childbearing women: Academy of Nurse Practitioners 14 (4):150–65. tion in the education process: An integrative An integrative review. Journal of Perinatal Mandleco, B. L. 2002. Theoretical review. CIN: Computers, informatics, and nurs- Neonatal Nursing 16 (3):22–38. approaches to the growth and development of ing 20 (5):203–8. Callister, L. C., G. Matsumura, and Katri children. In Pediatric nursing: Caring for chil- Rushton, P., and D. Eggett. 2003. Compari- Vehvilainnen-Julkunen. 2003. He’s having dren and their families, eds., N. Potts and B. L. son of written and oral examinations in a bac- a baby: The paternal childbirth experience Mandleco, 135–64. Clifton Park, NY: Delmar. calaureate medical-surgical nursing course. Marriage and Families, January, 14–20. Mandleco, B. L., and J. McCoy. 2002. Journal of Professional Nursing 19 (3):142–48. Dymchenko, L. D., and L. C. Callister. Growth and development of the adoles- Rushton, P., D. Eggett, and C. W. Suther- 2002. Challenges and opportunities: The cent. In Pediatric nursing: Caring for children land. 2003. Knowledge and attitudes about health of women and newborns in the Rus- and their families, eds., N. Potts and B. L. cancer pain management: A comparison of sian Federation. Journal of Perinatal Neotatal Mandleco, 305–49. Clifton Park, NY: Delmar. oncology and nononcology nurses. Oncology Nursing 16 (3):11–21. Mandleco, B. L., and R. Schwartz. 2002. Nursing Forum 30 (5):849–55. Hong, T. M., L. C. Callister, and R. Faculty/student collaboration: An approach Tiedeman, M. 2002. Medication adminis- Schwartz. 2003. First-time mothers’ views of to teaching nursing research. Nurse Educator tration. In Pediatric nursing: Caring for children breastfeeding support from nurses. Maternal 27 (2):61–64. and their families, eds., N. Potts and B. L. Child Nursing (MCN) 28 (1):10–15. Dotton, F., and B. L. Mandleco. 2002. Mandleco, 537–54. Clifton Park, NY: Delmar. Kartchner, R. and L. C. Callister. 2003. Child and family communication. In Williams, M. 2001. To know and to be Giving birth: Voices of Chinese women. Jour- Pediatric nursing: Caring for children and their known of God. In Brigham Young University nal of Holistic Nursing 21 (2):100–116. families, eds., N. Potts and B. L. Mandleco, 2001–2002 Speeches. Provo, UT: Brigham Kaiser, K. L., K. F. Carter, P. A. O’Hare, 353–72. Clifton Park, NY: Delmar. Young University Publications & Graphics. and L. C. Callister. 2002. Making connections: Potts, N., and B. L. Mandleco, eds. 2002. Linking generalist and specialist essentials Pediatric nursing: Caring for children and their For a complete listing of faculty publica- in baccalaureate community/public health families. Clifton Park, NY: Delmar. tion, presentations, and awards, please visit nursing education and practice. Journal of ———. 2002. Overview of pediatric nurs- the BYU College of Nursing Web site, http: Professional Nursing 18 (1):47–55. ing. In Pediatric nursing: Caring for children //nursing.byu.edu/. Chasson, S., C. Gutt, and J. Ihlenfeld. and their families, eds., N. Potts and B. L.

10/03 | 03-066 | 9m | 15704 | 9m | 03-066 | 10/03 2002. Legal and ethical issues. In Pediatric Mandleco, 3–31. Clifton Park, NY: Delmar. nursing: Caring for children and their families, Wellington, M., R. Wayner, R., and B. L. eds., N. Potts and B. L. Mandleco, 33–54. Mandleco. 2002. Neurological alterations. In Clifton Park, NY: Delmar. Pediatric nursing: Caring for children and their families, eds., N. Potts and B. L. Mandleco, 1043–103. Clifton Park, NY: Delmar.

16 learning the healer’s art | 2004 Ellis Reynolds Shipp, m.d. (1847–1939), with graduate nurses from her school of nursing and obstetrics in Salt Lake City.

From my first day as a nurse I wanted to cure. I wanted to care. I wanted to heal. —Dr. Elaine S. Marshall From “Learning the Healer’s Art,” a devotional address given 8 October 2002 in the BYU Marriott Center.

c o l l e g e o f Nursing