Archive for emorynursing

Inspiring Nursing Leadership

The Nell Hodgson Woodruff School of Nursing at Emory University honors the hard work and dedication of nurses around the world – the unsung heroes who make such significant contributions with so little fanfare. Whether they are promoting health and preventing disease; providing care at bedside; conducting research; or teaching the next generation of health care providers, nurses use their knowledge and skill to care for people and improve communities every day.

But nurses also received help and support from many along the way. Below, Emory nurses reflect on the amazing individuals and life events that have shaped their careers as nurses.


environmental portrait of School of Nursing Dean Linda McCauley

Linda McCauley, PhD, RN, FAAN, FAAOHN Dean and Professor

The most influential person(s) in the development of my career was first my mother, who was a nurse and who encouraged my love of health care and supported my interest in providing individuals with the tools that they needed to stay healthy or to cope with medical concerns.  The second influence came in my early 30s through my doctoral program when I met epidemiologist Barbara Valanis, now senior investigator emeritus for the Kaiser Permanente Center for Health Research. Barbara inspired me to balance nursing and environmental science, taught me how to write successful grant applications and the importance of dissemination of knowledge.  Barbara authored several editions of Epidemiology and Health in Nursing and Health.  I am fortunate to have had many mentors in my professional career, but these two women were most influential in shaping my professional career.

Sharon Pappas, PhD, RN, NEA-BC, FAAN, Chief Nurse Executive (CNE)

When I talk about my career as a professional nurse, I often reference the incredible education I have had beginning with the Medical College of Georgia where I received my BSN in 1975 after my Mother’s physician advised her to make sure I attended a school that gave me a bachelor’s degree because he thought that is what ‘nurses needed today.’ Three decades later after exhilarating clinical practice in emergency and cardiology and progressive leadership roles, I received my PhD from the University of Colorado, and that was my true trip to the well loving every minute of those 5 years! All of this background is foundational to my true inspiration. I was fortunate to be in the right place at the right time to encounter some very important individuals who inspired me to keep reaching and to actualize the impact nurses should have on patients and communities. First were my parents who taught me how to work hard and keep a sense of humor. Next a CEO showed me the importance of what patients think about the care we provide and a second CEO who pushed me to understand the financial impact of effective nursing care. There were also nurses who inspired me – one CNO who led her organization to be a Magnet hospital – eventually, I did that as well. Also there was another nurse executive who demonstrated the importance of nurse-led research – I followed that lead. Finally, the inspiration I get from nurses keeps me fueled to put love and energy into making sure nursing work environments are healthy because in the right environment, nurses will always do great work and most receive professional joy from their practice. Florence Nightingale is my historical idol, and she challenged leaders not to measure our leadership by what we individually do but how we assure the right things are always done. This is the leadership I live to provide.

Susan Shapiro PhD, RN, FAAN, Clinical Professor

My mother, too, was a great influence on my choice to become a nurse, and although she didn’t work outside the home during my childhood, knew she had been a nurse, as did all the neighbors. Adults and children alike came to our house with their questions and minor emergencies, and she knew both what to do, and how to make her “patients” feel at ease. I wanted to be able to do that…which takes me to the second biggest influence on my career choice – my undergrad alma mater. Like Emory, University of Pennsylvania prepared the next generation of nursing leaders, and the critical lessons I learned there have been a major source of my successes over the years.

Deena Gilland, MSN, RN, NEA-BC, VP of Patient Services and Chief Nursing Officer, Emory Ambulatory Care

My Mom was one of the greatest influences and inspirations in my life overall as well as my nursing career.  Although she was an educator, not a nurse; her compassion, caring and love of people had a huge impact on me.  She taught me to always put others before yourself, evoke trust by your integrity, and to find joy in every situation.  She not only taught these, she role modeled them consistently in her own interactions with people.  These attributes and values have been my guides throughout my nursing career and have helped keep me focused on what matters most.

Mi-Kyung Song PhD, RN, FAAN, Professor, Director, Center for Nursing Excellence in Palliative Care

I still dream about my years in middle school where most of the teachers just graduated from their teaching program. It was a brand-new school with a bunch of brand-new teachers. Teachers were young, energetic, and most of all, understanding teenagers. I often skipped my daily music lesson to spend more time with my teachers after school. We mostly talked about poetry or played music together. One day, a new teacher arrived. She had a nursing background. She quickly joined our after-school activities. I don’t know exactly why but her stories about her interactions with patients and family members made a great impression on me, and it seemed to me only logical to apply for a nursing school, College of Nursing, Catholic University in Seoul. It is one of the best nursing schools in Korea, known for Hospice care

Rasheeta Chandler, PhD, MSN, APRN, FNP-BC, Assistant Professor

I grew up with humble beginnings in a small, rural town in Florida. I was one of the first in my family to go to college and then go on to earn a doctoral degree My ‘Big Momma’ (my grandmother) who had a fifth grade education, was married at 14, and had to work in the fields harvesting crops to support her 17 children. While I was in school, my grandmother always said to me, “you’re my doctor.” Her words of encouragement are what motivated me to complete my doctoral education and become a clinician. She also fueled my desire to be a mentor and champion for talented students who weren’t fortunate enough to have a Big Momma.

Clint Shedd DNP, RN, FNP-BC, Assistant Clinical Professor

I became a nurse at age 30 as a second career, and I’ve worked with and been mentored by many inspirational people in the nursing and health care professions. Throughout my career, fellow faculty Dian Evans has been particularly influential:  she was my faculty when I was an undergraduate BSN student, she was my preceptor when I was in an FNP program, and she inspired me to get my DNP.  She also helped me get an appointment at Emory’s School of Nursing, where I’ve met many other nurses and nursing students who, like Dian, are inspirational to work with.

 

 

 

Quyen Phan, DNP, FNP-BC, RN, Clinical Instructor

I had the chance to work with the native Canadians in remote villages as an outpost relief nurse in northern Ontario. I felt inadequately prepared to make an impact in the health of the people I had to repeatedly medivacked out of the villages because of preventable chronic diseases. This same frustration happened after I worked on a renal pulmonary unit at an acute hospital in Atlanta. I found the tools to solving the problem in the form of a Master’s Degree in Public Health Nursing, and later, a Doctorate in Nursing Practice. After working in public health, I also discovered the love of teaching. Having built a career in public health nursing and nursing education, I can say that I have made an impact teaching future nurses to not only care for individuals in sickness, but also promote health and prevent illness for the population.

Caryn’s Big Word

Ariel McKenzie, BSN Candidate 2018, BUNDLE Scholar

The encounter I had with Caryn happened at the International Bible Church in Clarkston, Georgia. My service learning group was delegated the task of encouraging language nutrition amongst refugee mothers and children as a part of the Mommy and Me family literacy program. Encouraging mothers to engage their babies and children as their conversational partners can be difficult when a language barrier already exists between the volunteer and the family. I had the privilege of working with the young toddler class and the ease with which they pick up words boggled my mind at times.

Caryn, a young toddler from Vietnam was one of the more social kids in her group. She would come into class and made sure all the volunteers saw how pretty she looked that day. She played with all the children and chatted away as she moved from station to station. The room was equipped with playing stations that included cars, blocks, a play kitchen, books, and a large box filled with treasures buried in dried black beans. There was a stipulated schedule for each day and play time was the first item on the list. When I came into class on a Thursday morning, I sat down by the cars and train playing station and began talking with the kids. On any given day, few kids even respond to my over-the-top excitement and enthusiasm, but Caryn thought it was so funny. She came and sat at the station with me and we began to play with a green bus. The bus had a Triceratops dinosaur on it and I thought it would be worth a try to see if she could pronounce the word Triceratops. I pointed to the dinosaur and said di-no-saur slowly and clearly. She repeated the word “dinosaur” with ease so I proceeded to say Tri-cer-a-tops. She sounded out the word and within minutes, she was calling every dinosaur in our bucket a Triceratops. I was shocked to say the least. Few kids even spoke to me and here was one that was sounding out a word that some elementary school kids rarely use.

Empirically knowing according to Carper’s fundamental ways of knowing involves scientific, evidenced based practice (Johns, 1995). Approaching our encounter empirically, I acquired some background knowledge through the Talk with Me Baby training that my service learning coordinator organized. Through the training, I learned the importance of engaging children as soon as they’re born as our language partners and promoting language nutrition within the family. The training provided evidenced based methods for language development in children and the results of implementing those methods as early as infancy.

In addition to applying an evidenced based approach during my interaction with Caryn, I applied Carper’s aesthetic way of knowing by grasping the nature of this specific encounter and acting according to what I believed was appropriate (Johns, 1995).  I noticed Caryn’s behavior in class and I knew she was an outgoing, eager learner. She demonstrated no intimidation while happily playing and talking to the other kids in the class. Taking into account her personal attributes, I thought that encouraging her to pronounce a word might benefit her language development. Additionally, the likelihood of Caryn trying to pronounce that word was high based on her natural curiosity.

Carper’s personal way of knowing begins with the nurse firstly knowing herself (John, 1995).  By addressing my prejudices and being willing to set any obstructive biases aside, a smoother interaction with the kids can occur. Having many close friends that came to the United States seeking a better quality of life, I knew that I was biased in Caryn’s favor. I’ve witnessed my own peers struggle to learn English and how successful they’ve been with continual effort. I know learning a second language can be challenging especially when a person is still learning new words in their native language. However, it can be done and I hope for nothing more than to see the students in the literacy program excel in their language development.

Carper’s ethical way of knowing entails differentiating right from wrong and taking appropriate action (John, 1995). After reflecting on the interaction I had with Caryn and my service learning experience in Clarkston, I conclude that the right action was taken. The families that participate in the program want to be there. They want to learn English and skills that will make their transition to living in America easier. This is why I believe encouraging them to reach their maximum potential is the right thing to do. Even though my interaction with Caryn might not seem extremely important in the grand scheme of things, it was. The satisfaction children experience when they successfully grasp a new skill is one even I remember. The least I can do is help kids experience that satisfaction while enhancing their language development.

My service learning experience in Clarkston differed from other experiences I had with people because this time I felt like I was representing something bigger than myself. Not only was I serving on behalf of Emory’s school of nursing, but I was a nurse to those kids. They didn’t know that I’m only in my first semester of nursing school. I was wearing nurse’s scrubs, so, therefore, I was a nurse. Our service learning group might have been the first nurses the kids encountered since moving here and I really wanted them to feel safe and happy around us so trust could be established instead of fear as early as possible. I’d like to think that with every human encounter that I have while I’m in uniform that I have the opportunity to increase a person’s trust in health care workers. The techniques I used to guide the conversation were building rapport, smiling, over enunciate, and offering positive reassurance. These techniques were helpful because the kids were very young and they often shy away from adults if they sense the person is unenthused. Hopefully, the program will continue to thrive and Caryn’s vocabulary will continue to grow.


References

Johns, C. (1995). Framing learning through reflection within Carper’s fundamental ways of knowing in nursing. Journal of Advanced Nursing, 22(2), 226-234. doi:10.1046/j.1365-2648.1995.22020226.x

It’s National Public Health Week (April 3rd-9th)!

Sheryl Boddu, BSN Class of 2017, BUNDLE Scholar

As a nursing student and a BUNDLE Scholar at Emory University, I come across the words “Public Health” more times than I can count on any given day. I first became acquainted with this term in my Community Health course, where it was defined as “the promotion and protection of the health of people and the communities where they live, learn, work and play.” But what does this exactly mean?  How does it play in the real-world as one’s job, duties and community outcomes?  I did not truly understand the importance of Public Health and the value its entities hold until my Capstone Clinical experience in Gainesville, Georgia.

Since February of this year, I have been learning about the duties of a Public Health Nurse (PHN) at the Department of Public Health (DPH) under the mentorship of David Donalson. As the designated PHN for District 2, David plays many roles and holds various responsibilities that I am fortunate enough to observe. On a typical day at the DPH, I learn how to answer emails and phone calls, track disease surveillance, observe emergency preparedness simulations, perform data analysis assistance and read about current guidelines and policies pertaining to Public Health matters. DPH in Gainesville particularly focuses on notifiable diseases and Sexually Transmitted Infections (STI’s), such as Chlamydia, Gonorrhea, Syphilis and HIV, because of the increasing prevalence of preventable cases. This trend has been attributed to poor access to health care, poverty, and language barriers among the underserved populations clustered in the 13 counties located in Northeast Georgia. I received first-hand experience of how Public Health officials can overcome these challenges and promote good health and well-being.

Likewise, I have been introduced to real-life examples and uses of resources and tools such as Online Analytical Statistical Information System (OASIS), State Electronic Notifiable Disease Surveillance System (SendSS) and Georgia Registry of Immunization Transactions and Services (GRITS). While these programs were just abstract ideas in my Population Health course, in the field I saw health care professionals such as Epidemiologists, Data Analysts and PHNs use them to identify patient’s trajectory and the following-step in the process of preventing disease outbreaks. What was particularly intriguing for me was learning about the expanded role of PHNs as defined by the Statute O.C.G.A. § 43-34-23. Under specific protocols, PHNs can perform screenings and physical exams, diagnose a condition, implement a plan, dispense and administer medications, and even follow-up with treatment management and symptom reduction. This allows for a broad scope of practice and application of skills and knowledge among PHNs, which is not otherwise available in the career path of Registered Nurses with a BSN.

Entering this position, I hoped to learn more about the purpose and duties of PHNs. Connecting principles that I learned in class to actual practice made me realize the importance of Public Health and led to my interest in this field. As a novice, beginning a career in healthcare, I feel more confident and prepared because of this unique experience. I look forward to tackling challenges and contributing to the future of Public Health.

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Sheryl Matthews is a senior, undergraduate student looking forward to graduation this May. In addition to pursuing a future in Public Health, she is also interested in Critical Care and graduate programs in research and innovation. She is an Oxford College continuee, BUNDLE Scholar, Student Ambassador for the School of Nursing, and the treasurer of Savera, Emory’s Indian classical and fusion dance team.

A Global Health Opportunity in Our Own Backyard

Jessica Nooriel, junior BSN student and BUNDLE scholar

In my first semester of nursing school, my volunteer hours were spent at the Friends of Refugees program called Mommy and Me in Clarkston, Georgia. In this Family Literacy program, mothers are taught ESL while their children are exposed to the English language as well through language nutrition. This intervention is based upon evidence and multiple studies, and these studies have shown that the more exposure to words a child receives in his or her first few years of life, the higher their chances of achieving literacy in his or her younger school-age years and the better chances they have of attending university and obtaining jobs later in life. So, in short, language nutrition is of utmost importance, especially for this population of refugee children who are being raised in homes in which English may not be used often.

After my first semester volunteering with this program, I had spent sufficient time in the various classrooms interacting with the children and I thought that I had a grip on what public health meant for this community. It was plain and simple. Learning the language was the most important factor in the process of these refugees becoming integrated into American society, so I thought.

This semester, my second at the nursing school, was when I began my full population health clinical. Coincidentally, I was placed at the same site as where I volunteered last semester, the Friends of Refugees Mommy and Me program. Since I had spent some time volunteering at Mommy and Me last semester, I thought I knew what to expect for my clinical portion of population health at Mommy and Me. As before, I thought I would arrive at the Clarkston refugee school, be introduced to a new class’s teacher, and then spend the morning speaking and playing with the refugee children of that class until their mothers came to retrieve them at noon.

During my second clinical day at Mommy and Me, though, all of my expectations were exceeded. This time, I felt more empowered. During our pre-clinical meeting in the morning, we discussed our roles as student nurses in this clinical—which involves responsibilities such as noticing refugee children who may have health conditions that aren’t being treated or observing community-wide health issues or gaps in knowledge. This time around at Mommy and Me, I was given a task and a tangible goal, to improve the overall health outcome of the Clarkston refuge community, whether through individual or community actions.

My morning began as I expected. I joined an older toddler classroom, where I aided with snack time, played with the children during playtime, and gave the children as much language nutrition as I could. However, after lunch, my instructor took my group to a refugee resettlement agency, New American Pathways. All we were told was that we would be helping the agency with a program they were planning. I went into this meeting with few expectations.

When I walked out of the New American Pathways building after our meeting, I felt empowered. I felt that my one year of nursing education could already be used to make a difference. The opportunity that we were asked to help with was a Women’s Sexual Health Education class for Middle Eastern and Eastern African Refugee women involved in the North American Pathways organization. My clinical group was given the responsibilities of finding reliable academic sources, creating an appropriate lesson, and fully executing the class when the day came. The education of these women now fell in our hands. And we could feel the immense responsibility that we now all had. We have just begun research on topics in women’s health, and my excitement is growing with each step in the process.

In my time at Mommy and Me, I feel that this experience will equally benefit me as it does the refugees we interact with. I will have my assumptions challenged, and I will come out a more aware and conscientious person. Since my own parents came to the United States as immigrants just two decades ago, I am gaining a better glimpse through interactions with the families at Mommy and Me, just what my parents went through on their journey toward making the United States their new home.

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Jessica Nooriel is a junior BSN student. She chose nursing for its holistic views on both preventative and curative medicine. Her passion for exploring the various health practices and beliefs of different communities and cultures drove her to join the Emory International Nursing Students Association (EISNA). She is tri-lingual in English, Farsi, and Hebrew, and hopes to use these skills for interpretative services within health care.

Taking the Sneeze out of Spring: Helpful Tips for Surviving Allergy Season

Spring is in the air, and so are billions of tiny pollen particles from blooming plants, grasses, and budding trees that trigger allergy symptoms in more than 50 million people every year, according to the American College of Allergy, Asthma and Immunology.

The yellow, powdery dust covering everything from cars to patios this time of year is as much a signature of the season as the chorus of birds and the bursting colorful landscapes. But contrary to common misperceptions, this yellow pollen is not responsible for triggering for peoples’ sneezing, runny noses, and itchy eyes. Nurse Practitioner, Clint Shedd, DNP, RN, FNP-BC, said the real culprits are the microscopic grains of pollen that are not visible.

“Pine pollen is what causes the clouds of yellow dust that you see outside,” said Dr. Shedd. “But its particles are too large to be allergenic to most people. Pollen from hardwood trees, grasses and weeds that are light, dry, and carried by wind are what most often causes allergy symptoms.”

The good news is that there is a lot that people can do to ease their suffering. Dr. Shedd shares some helpful information and tips for surviving spring allergy season.

What makes spring particularly difficult for allergy sufferers?     
People are exposed to potential allergens all year-long without ever knowing it. Most of the time, these allergens are not problematic. What makes spring particularly challenging is the compounding effect of irritants from a variety of other sources. The warm, moist conditions creates the ideal environment for things like mold, dust mites, and cockroaches that can trigger both asthma and allergies.  At the same time, trees, trees, grasses, and weeds are starting to bloom and release pollen into the atmosphere. If you consider your allergies a bucket and it’s already three-quarters full with the allergen exposures that humans normally experience year-round, and then you add pollen on top of that, the proverbial bucket eventually overflows and you develop symptoms.

Georgia’s allergy season also lasts longer than in other parts of the country due to its climate and abundance of tress. ‘Peak season’ lasts 10-months and runs between late February and November.

What causes the irritation?
Pollen grains carry 30-40 different proteins on their exterior that are necessary for successful pollination. When pollen grains are breathed in through the nasal passages or come in contact with the membranes of the eye, the immune system mistakenly interprets these proteins as ‘foreign bodies’ and immediately goes into hyper-drive to rid the body of these otherwise harmless substances. It releases a special class of antibodies to attack the allergens, which, in turn, sets off a series of chemical reactions designed to protect the body from infection. Histamines are among the chemicals released into the blood stream during this process and are responsible for triggering the symptoms – the runny nose, swelling, redness, and itchiness – that many experience during pollen season.

What can people do to reduce their exposure to pollen?
There isn’t much you can do about the daily pollen count or the air quality outside, but there are several things that people can do to reduce your exposure to these irritants.  If you are sensitive to pollen, limit your time outdoors as much as possible. As soon as you come home, take off your shoes and change your clothes to limit the pollen and other allergens that you take inside with you. Keep the windows of your home shut and run the air conditioner to continuously recirculate the air inside your home. HEPA (high-efficiency particulate air) filters can also be helpful in filtering out dust mites, pet dander, and other allergens from the air inside your home. Wash your hair at the end of the day and frequently wash your hands and face.  Saline lavages, or saltwater nasal rises can also be helpful in flushing irritants out of the nasal passages.

When are allergies more than a minor irritation?
For most people, over-the-counter medications like nasal sprays and antihistamines can help alleviate allergy symptoms like runny noses, watery eyes, sneezing and itching.

But when an adult or child has symptoms that can’t be managed by medicine or avoidance tactics and their symptoms are interfering with their lives and their ability to work, they should consult a specialist, who can help determine exactly what they are allergic to and develop an effective management plan.

Available treatments options for severe allergy sufferers?
For the minority of patients who have severe allergies or asthma triggered by allergies that can’t be controlled with medication and behavioral methods, allergy shots can be very beneficial.

The allergy shots contain a serum of the actual protein of whatever is prompting the patient’s allergic response. The serum is injected into the back of a patient’s arm and contains a very small quantity of the protein that is gradually increased over time. By introducing the proteins it modifies the patient’s immune system and down regulates their allergic response to those proteins over time, but it doesn’t happen overnight.

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Clint Shedd, DNP, FNP-BC Dr. Clint Shedd, DNP, RN, FNP-BC, earned his Doctorate of Nursing Practice and his Masters of Nursing from the Georgia Health Sciences University. His background is in critical care, pulmonary and allergy medicine.

Emory Nursing Spring Break Recap

Whether they were experiencing other cultures by traveling the world, relaxing with friends in Atlanta, celebrating wedding anniversaries, providing health care services to those across the globe, or volunteering their time locally, it’s safe to say that our Emory Nursing students had an amazing Spring Break! Check out a recap of their trips below.

Julia Quinn – Eleuthera, Bahamas

“I visited Eleuthera in the Bahamas with ten other students on a service trip with the Lillian Carter Center for Global Health & Social Responsibility, led by Dr. Corrine Abraham and Dr. Elizabeth Downes. There are no hospitals on the island of Eleuthera and healthcare is delivered in a number of (what we would consider) small clinics instead. We worked with the nurses in clinics all over the island to learn about the integral role they play in providing care. We did intake, helped dispense medications, did blood pressure and blood glucose screenings, helped with charting, and learned everything we could from the staff in the clinics and the people we were helping to treat. Other than working in the clinics, nurses in the Bahamas play a key role in health education by visiting the schools to teach about various topics. Each day we went to a high school or primary school to talk with students about mental health, depression, anger management, and how to cope with the difficulties we encounter in life, in an effort to support the World Health Organization’s Let’s Talk campaign seeking to normalize conversation about depression. We had a great time with the students learning from them about the challenges they face and helping them think about how they can face them effectively. We also learned a lot from them about Bahamian culture! We also visited a vocational school called the Centre for Training and Innovation, a strategic initiative to develop the economy on the island of Eleuthera and combat the high unemployment rate. At CTI we did blood pressure screenings and talked with the students there about lifestyle changes they can make to improve their cardiovascular health. Like the high school and primary school students, CTI students had quite a bit to share with us about life on Eleuthera. We had some time to relax as well, including visiting some of the island’s amazing beaches (on both the Caribbean and Atlantic sides of the island), touring the Levy Preserve to learn about Bahamian plants, and exploring the neighborhoods around the clinics we were visiting. We returned from our trip tired, but restored from a week of building relationships with the people of Eleuthera and learning about all their amazing nurses do each day.”

Jessica Nooriel – Jupiter, Florida

“I took a trip down to Jupiter, Florida with a few friends of mine who are students in the college. In the middle of the week, we met up with another group of Emory students, one of whom was nursing student, Mallory Lacy. We all spent a day on the beach, enjoying the sand, water, and sun. It was a relaxing break, which rejuvenated me to come back and finish off the semester strong.”

 

 

 

 

 

Meredith Arevalo – Porto and Lisbon, Portugal

“I had a fantastic time traveling within Portugal, going to Porto and Lisbon. I enjoy traveling to new places, and had planned to go on this trip with my sister; however, she had to cancel going on the trip at the last minute. Still, I decided to go.

Arriving in Porto on a Sunday, I was struck by how many families I saw walking around and spending time with each other. As I learned throughout the trip, family is very important to many Portuguese, and I think this contributed to how warm and welcoming it felt there. I was also struck by how beautiful Portugal was; from train stations to the narrow streets in Lisbon’s old town district, blue and while tile mosaics and bright splashes of color were everywhere, framed by blooming cherry blossoms. Because the country almost entirely borders the Atlantic Ocean, the coastline ranged from steep, dramatic beaches to main square in downtown Lisbon, where people would gather to watch the sunset each night.

It was an incredibly empowering feeling to realize that I’m capable of navigating in a foreign country on my own. At the same time, it was the help and kindness of people I met along the way that made the trip as special as it was. ”

Erica Patton – Tampa, FL and Atlanta, GA

 

“During spring break, I took a trip home to Tampa, FL and got a chance to visit and catch up with my family. I also visited with my dad in Jacksonville, FL. When I returned to Atlanta I had dinner with Hailey Lee and Kim Daniels who are also students in the MSN-NNP program. I finished off my spring break at the CHOA Pulmonary Hypertension Clinic, which I attended for a clinical rotation.”

 

 

 

 

 

Anna Beth Daley – Cancun, Mexico

“Olivia Chan and I, alongside two of our best friends, spent Spring Break in Cancun, Mexico where we went on multiple excursions and spent most of our days by the ocean! Our favorite excursion was to the historic site, Chichen Itza. Chichen Itza is an old Mayan City and one of the seven wonders of our modern world. The large pyramid behind us not only was a place of meeting and power but played a part as a physical representative of their Mayan Calendar! We not only had fun during our Spring Break but we had the pleasure of learning about new cultures and walking in the footsteps of ancient leaders.”

Kimberly Reynolds – Clarkston, GA

“During my spring break, I co-led a Volunteer Emory Alternative Spring Break Trip to Clarkston, GA focusing on the social justice topic of refugee advocacy. During the week, me and eight other Emory students, including a pre-nursing student who will be attending the School of Nursing next year, volunteered with a variety of community partners such as New American Pathways and the Atlanta Food Bank. We played with refugee children at after-school programs, taught digital literacy classes at the Clarkston Community Center, baked with Nepali women, and much more. Some of our group even got to attend the New Americans Celebration at the GA State Capitol and watch the naturalization ceremony that followed. Overall, the entire week was filled with enlightening experiences centered around this local refugee hub. Not only will I treasure the memories made during this trip, but I will also carry what I have learned into my future clinical practice.”

Elianne Carroll – Abu Dhabi and Dubai, United Arab Emirates

“In Dubai I went indoor skiing and to the top of the Burj Khalifa, the world’s tallest building, and in Abu Dhabi I toured the Sheik Zayed Grand Mosque. I have a home over there, as my father lives and works in Abu Dhabi, so I get to visit every year but it’s always an amazing time!”

 

 

 

 

 

 

Laura Conger – Cancun, Playa del Carmen, and Isla Mujeres, Mexico

“I went to Mexico for spring break with my boyfriend and traveled to Cancun, Playa Del Carmen, Isla Mujeres, Valladolid and Chichen Itza. This was my first time traveling independently and the first time I have left the states since I was a baby. We saved money and submerged ourselves in the culture by staying with a host family, taking public transportation and eating like locals. Everything I have ever heard about traveling is absolutely true—it changed me in a million ways. I fell in love with Mexico and can’t wait to go back.”

 

 

David Zhao – San Juan, Puerto Rico

“I had an opportunity to travel to Puerto Rico during spring break to learn about the health care system and help care for the underserved population on the island. We had a great introduction to the beauty of the island led by Gladys Jusino and Dr. Weihua Zhang with a beautiful hike in the jungle and relaxing at the beach before our week of service. During the first two days, we set up a health fair to help measure blood pressures, glucose checks, and education sessions on breast exams, smoking, hypertension, and diabetes. The next couple of days we visited a nursing school in National University to observe how their education, healthcare, and nursing differed from the main land. One of my favorite parts of the trip was doing street medicine at night for the homeless. We got together sandwiches, blankets, coffee to give to the homeless that wandered the streets, and provided wound care whenever it was needed. The last day of the trip was spent in a nursing home where we observed how the nurses worked and helped with activities in the nursing home. It was a very good experience for me to see how healthcare is in other parts of the world, and makes me appreciate the things that I have a lot more than I used to before the trip.”

Maggie Carrillo – Atlanta, GA and Nashville, TN

“I had a great, relaxing spring break!  I kicked off my week with dinner at Superica with two friends and classmates – Sam Hydes and Melissa Leake.  I got to spend extra time with my girls (Caroline, age 4 and Margaux, age 2) – we played outside, got ice cream and just hung out.  I spent one day shopping with my Mom and catching up.  I also celebrated my 10th wedding anniversary with my husband!  The second weekend I visited a friend (who is due with her first baby) in Nashville and it snowed!  I also caught up on a lot of schoolwork and exercised (Barre3 classes and 4 mile walks) each day.  Overall, it was a fun week!”

Haja Kanu – Atlanta, GA

“I always enjoy spring break because it gives me a chance to relax and get ahead in my classes. I spent most of my spring break at school and it was actually pretty amazing! I got a lot done and even had time to catch up on my favorite shows. The weather wasn’t too chilly, so I took several relaxing walks around our beautiful campus during my breaks. You don’t need to go to the beach to have fun in the SON!”

 

 

 

 

Kim Hundgen – Beijing, China

“I went to Beijing China for Spring Break! I went to the Forbidden City, Temple of Heaven, Llama Temple, The Great Wall, Fayuan Buddhist Temple, and Tiananmen Square. My absolute favorite part of break was when this older Chinese woman came up to me and my boyfriend and just started talking to us like we were old friends. She was so knowledgeable and knew so much about America. We treated her to dinner and probably spent two hours just talking at the table. She was so inspiring and gave me such respect for being in nursing school. My other favorite part was going to the Great Wall. It was so incredible. The sights of the mountains and the never-ending wall will never be escape my memory. I am so grateful I was able to see it.”

 

Mymuna Kibria – New Orleans, LA

“My friends and I decided to go to New Orleans after my sister and I went this summer and had such a great time. The nursing students that came on the trip were Hannah Lones, Tori Chimberoff, Monica Villarreal, Ali Martin, and Erica Judy. We all absolutely fell in love with the city. We spent most of our time doing the touristy things like grabbing coffee and beignets at Cafe Du Monde, walking around French Quarter and viewing the beautiful St. Louis Cathedral, shopping on Magazine St., eating brunch at The Ruby Slipper, and lastly dancing the night away on Bourbon St. Overall we can say it was a successful trip and a great last spring break in our undergrad!”

Cara Nachtman – Athens, Greece

“I love to travel! It’s so important to experience other cultures. My fiancée and I decided to go to Athens, Greece for Spring Break. The highlights included the great ruins of The Parthenon and ancient Agora. We saw archaeological artifacts and went on a local food tour. Seeing the birth place of democracy was so powerful! It was a wonderful trip, full of history and great food! I learned and experienced so much. Every trip always leaves me wanting to travel more, we’re already planning our next adventure!”

Congratulations Women’s Health Class of 2016 Graduates

Congratulations Emory University School of Nursing Class of 2016 graduates

(from left) Women’s Health Class of 2016 graduates Tiffanye Williams, Jasmine McCorkle, and Jenna Dannenbaum

The School of Nursing’s Women’s Health program celebrated Class of 2016 graduates, current, and future students in a magical winter wonderland complete with plenty of sparkle, candle light, and snow.

Participants enjoyed the sites, sounds, and treats of the season, while competing in a tacky holiday sweater competition, posing in the holiday photo booth, and leaving messages and well-wishes for graduates and current students. The event was organized by Program Coordinator Trisha Sheridan.

On the evening before the Nell Hodgson Woodruff School of Nursing’s Winter Awards Ceremony, graduates look forward to the future.

Jasmine McCorkle

Why I chose Women’s Health:
I chose women’s Health because I have a passion for helping women. I was originally a labor and deliver nurse, but I would only see my patients for a brief period of time. With primary care I will be able to see them long-term and, hopefully, make a lasting impact on their lives.

Tiffanye Williams
Why I chose Women’s Health:
I was a nurse for about 7.5 years and a travel nurse for about 4.5 years. I had some case management experience for about a year and a half. Throughout my career I discovered that I had a strong passion for helping women and wanted to specialize in Women’s Health.
Plans after Graduation: Besides working…in the near future I would like to open my own clinic for women’s health.

Jenna Dannenbaum
Why I chose Women’s Health
: I was a labor and deliver nurse prior to this in the Atlanta area. I am interested in increasing access to contraception for women and helping women be more educated about their bodies and make more informed decisions about their health throughout their lifespans.
Plans after graduation: After graduation, I am hoping to work in a private practice setting under a good team of doctors whom I can collaborate with and show them what nurse practitioners have to offer.

Learn more about the Women’s Health Nurse Practitioner specialty from current students.


School of Nursing Celebrates December Graduates with Winter Awards Ceremony

The Nell Hodgson Woodruff School of Nursing honored its December graduates during the school’s annual Winter Awards Ceremony on Saturday, December 17th. Hundreds of families, friends, and alumni were present to celebrate the accomplishments of the school’s graduate and undergraduate students. The graduating class included four Doctor of Nursing Practice students – the first group of students to graduate from this program. In addition, the school recognized 76 Master of Science in Nursing (MSN) students, seven post-graduate certificate students, three Accelerated Bachelor of Science in Nursing + Master of Science in Nursing (AMSN) students, and 43 Bachelor of Science in Nursing (BSN) students.

The Winter Awards Ceremony was held at the Woodruff Health Sciences Center Auditorium. The event featured DNP and MSN class speakers, honors research scholar recognition, and an awards presentation honoring students who demonstrated excellence in leadership, service, collaboration, innovation, and personal character. The student award winners are as follows:

• Award of Excellence – Molly Jobe and Bill Rankin
• Excellence in Collaboration – Jessica Goza and Katharine Williams
• Excellence in Social Responsibility – Ida Curtis and Meghan Krueger
• Excellence in Innovation – Jill Peters and Amy Greenblatt
• Excellence in Leadership – Abby Wetzel and Avni Suresh

In collaboration with the Emory Nurses’ Alumni Association, the School of Nursing also paid tribute to three outstanding students with the distribution of the Silver Bowl Awards, the highest student honor. DNP student Laura Prado, MSN student Audrey Straus, and BSN student Charity Taylor received this year’s Silver Bowl Awards for demonstrating exceptional clinical and scholastic abilities while also serving as inspiration for other students.

Student-nominated awards were also given to two faculty members on behalf of the Emory Student Nurses Association. These awards, known as the “Heart of the Students” awards, are given each year to faculty members who go above and beyond in their teaching and mentoring. This year’s “Heart of the Students” awards were presented to graduate faculty member Dr. Ginny Secor, PhD, RN and undergraduate faculty member, Dr. Ann Horigan, PhD, RN.

View photos from the event below.

A Sierra Leone Nursing Student’s Visit to Emory School of Nursing

Andrew Brima Sesay, a community health nursing graduate of the Defense School of Nursing at Wilberforce in Freetown, Sierra Leone (formerly called the Forces Nurses Training School), visited the School of Nursing to explore global health nursing opportunities in the United States.

During Sesay’s visit to the Nell Hodgson Woodruff School of Nursing, he toured the School of Nursing and Emory University Hospital, met with key global health faculty members and students, and explored the school’s simulation lab. He was also treated to a special reception in his honor, hosted by the School of Nursing’s chapter of Sigma Theta Tau International, the nursing honor society.

Sesay’s foray into the field of health care began when he worked as a nurse aide and x-ray technician at the St. John of God Hospital in Mabasseneh, Sierra Leone, one of only five hospitals in the country. After completing his nursing degree, he worked for two years with Medecins Sans Frontieres (Doctors Without Borders) as a pediatric nurse at the Magburaka Government Hospital in the Tonkolili District, located in the northern province of Sierra Leone. In 2008, at the end of his contract with Medecins Sans Frontieres, Sesay began working at the Wellbody Alliance, a nonprofit organization working to provide health care as a human right in the Kono District of Sierra Leone, a position he still holds today.
Sesay’s dedication to global health and human rights was highlighted when, in 2014, he became the key liaison for Ebola virus response in Sierra Leone’s Port Loko District, which had one of the highest per capita rates of infection during the outbreak. He also helped Partners in Health, a global organization dedicated to working with local government officials and medical and academic institutions to strengthen health systems, establish the Maforki Ebola treatment unit and the Ebola isolation and treatment center at the Port Loko Government Hospital. Sesay also served as the clinical manager of the Port Loko Government Hospital’s isolation center from 2015-2016.

School of Nursing faculty, staff, and students enjoyed hosting Sesay during his trip to the United States. You can see photos from his visit below.

Nell Hodgson Woodruff School of Nursing doctoral students honored during the Georgia Nursing Leadership Coalition Doctoral Symposium

Nell Hodgson Woodruff School of Nursing doctoral students took top honors at the third annual Georgia Nursing Leadership Coalition (GNLC) Doctoral Symposium at Georgia State University. Emory School of Nursing PhD and DNP students presented five podium presentations and two poster presentations during the symposium. In addition, two of the three GNLC health policy scholarships and both of the symposium’s doctoral awards were awarded to Emory nursing students. Policy scholarships were selected based on research essays, academic performance, and letters of recommendation.

DNP student, Rosemary Kinuthia, received a $1,500 prize for winning a GNLC policy scholarship and $500 for receiving a doctoral project award. A $1,500 policy scholarship was also awarded to PhD student Gaea Daniel, and an additional $500 doctoral project award was given to PhD student Mariya Kovaleva. Policy

Podium and poster presentations included:

  • “Function as a Predictor of 20 Day Hospital Readmission” by DNP students Eve Byrd and Kristin Langston
  • “Evaluating Quality Measures of a Dedicated Educational Unit within a Magnet Institution: Recommendations for Healthcare Transformation” by DNP student Alexandra Finch
  • “Psychosocial Factors as a Driver of Excess Heart Failure Readmissions” by DNP students Hema Santhanam and Letizia Smith
  • “Where do Persons Living with Dementia Get their Primary Care?” by PhD student Mariya Kovaleva
  • “Validation of an Obstetric Risk Index” by PhD student Jennifer Vanderlaan
  • “Relationships Matter!” by PhD student Kent Haythorn
  • “How is Dementia Covered in US Baccalaureate Nursing Programs?” by PhD student Mariya Kovaleva

For a complete list of award winners and additional information about the GNLC Doctoral Symposium, please visit http://www.georgianursingleadershipcoalition.com/education.