Leadership Through the Lens of Mary Lou Anderson’s “Leaders”

I remember meeting Mary Lou Anderson when I was in leadership training as an officer. Her poem stuck with me for the last 25 years and has always influenced how I envision leadership. Her poignant words from her 1970 House of Delegates Address encapsulate a profound vision of leadership. Mary Lou Anderson articulates a leadership ethos that transcends conventional paradigms, urging leaders to embrace the challenges of shaping history.

The Lonely Stand of Leadership

Anderson introduced a vivid image of leaders standing in the “lonely place, Between the no longer and the not yet,” portraying the unique position leaders find themselves in — a space filled with uncertainty yet overflowing with potential. Difficult decisions are the essence of leadership: navigating uncharted waters with the courage to make decisions that will forge the future. It emphasizes the solitary journey of creating impactful, pivotal choices that impact history. It may only be the history of one organization, but what are the ripples of that history?

The Call to Courage and Risk

Defying the allure of popularity, safety, and conformity, Anderson puts out a call of leadership characterized by bravery and risk-taking. Her belief that “We are not called to be popular, / We are not called to be safe” highlights the essence of leadership as the capacity to make uncomfortable decisions that may defy immediate approval for transformative change. She celebrates the audacity required to challenge existing norms, change mindsets, and take bold steps toward creating a more equitable world.

The Gamble for a Better World

She ends with an appeal for leaders to “gamble our lives / For a better world,” emphasizing the altruistic aim of leadership. This powerful statement underlines leadership as a selfless quest for societal improvement, emphasizing a commitment to the collective good over personal accolades. The use of “gamble” accentuates the unpredictability and sacrifices intrinsic to the leadership journey, portraying true leaders as those prepared to risk everything for the benefit of others.

My Vision Formed by Mary Lou Anderson

“Leaders” by Mary Lou Anderson profoundly reflects on the essence and challenges of leadership. Through her depiction of a leader’s role, Anderson, in our leadership training, provided us with a vision of leadership, championing a model based on courage, risk, and altruism. In a world constantly evolving, her message remains pertinent, calling upon leaders to rise to the noble task of historical transformation. I find her words still guide me and inspire me.

LEADERS

Leaders are called to stand
In that lonely place
Between the no longer and the not yet
And intentionally make decisions
That will bind, forge, move,
And create history.

We are not called to be popular,
We are not called to be safe,
We are not called to follow.
We are the ones called to take risks,
We are the ones called to change attitudes,
To risk displeasure,
We are the ones called to gamble our lives
For a better world.

House of Delegates Address 1970
Mary Lou Anderson

Why Faculty Freedom is a Hill Worth Defending


Introduction

In the ever-evolving landscape of academia, the principle of faculty freedom stands as a bulwark against the encroachments on intellectual liberty and academic independence. Rooted in the conviction that the pursuit of knowledge thrives in an environment free from undue influence, this principle is more than a mere academic luxury; it is the very foundation upon which scholarly inquiry and educational excellence are built. The American Association of University Professors (AAUP) has long championed this cause, advocating for the rights of faculty to research, teach, and express ideas without fear of reprisal or censorship.

“The academic freedom of faculty members includes the freedom to express their views (1) on academic matters in the classroom and in the conduct of research, (2) on matters having to do with their institution and its policies, and (3) on issues of public interest generally, and to do so even if their views are in conflict with one or another received wisdom.”

AAUP Statement, 1994

The Essence of Faculty Freedom

Faculty freedom encompasses several key dimensions: the freedom to conduct research and disseminate findings, the freedom to teach and discuss ideas in the classroom, and the freedom of extramural expression. This triad of freedoms ensures that academics can engage in scholarly pursuits without external pressures dictating the bounds of their inquiry.

  • Research and Publication: Academics must have the liberty to explore, discover, and communicate knowledge without censorship or restrictions imposed by political, corporate, or institutional interests.
  • Teaching: Educators should have the autonomy to design curricula and present material that reflects their expertise and pedagogical philosophy, fostering a vibrant and diverse educational environment.
  • Extramural Expression: Faculty members should express their opinions as citizens without institutional discipline, provided their speech does not impede their professional duties or the university’s operation.
  • Policy Input: An often overlooked but equally crucial aspect of faculty freedom concerns the role of faculty in institutional governance and policy-making. This dimension emphasizes the importance of faculty input on matters that affect their institutions’ academic mission and operations.

Why It’s a Hill Worth Dying On

  1. Foundation of Academic Integrity: Faculty freedom is integral to maintaining academic integrity and the pursuit of truth. It protects scholars from ideological, political, or financial pressures that could compromise their research’s objectivity and rigor.
  2. Catalyst for Innovation and Progress: History shows that academic breakthroughs often challenge prevailing wisdom. Faculty freedom provides a safe haven for radical ideas and unorthodox inquiries essential for scientific and societal progress.
  3. Guardian of Democracy: Faculty freedom contributes to an informed and engaged citizenry by fostering critical thinking and open debate. It ensures that higher education institutions remain spaces where difficult conversations can occur, preparing students to navigate and contribute to a complex world.
  4. Shared Governance: The concept of shared governance is central to academic freedom. It posits that faculty members, by virtue of their expertise and experience, should have a significant voice in decisions that affect the curriculum, educational standards, and the overall direction of the institution. This includes policies related to faculty appointment, tenure, promotion, and broader university policies.
  5. Ensuring Academic Priorities: Faculty involvement in institutional policy-making ensures that academic values and priorities guide decisions. Without faculty participation, there is a risk that financial or administrative concerns might overshadow the institution’s core educational and research missions.
  6. Protecting Academic Standards: Faculty members play a crucial role in upholding the quality and integrity of academic programs. Their freedom to engage in policy discussions related to course content, degree requirements, and assessment methods is essential for maintaining high academic standards.
  7. Advocating for a Supportive Work Environment: Faculty freedom also encompasses the right to advocate for policies that support a healthy work environment, including adequate resources for research, fair labor practices, and protections against discrimination and harassment. Such a framework is necessary for scholars to fully engage in their academic duties without undue stress or fear.

Practical Suggestion for Promoting Faculty Freedom

  1. Adopt Clear Policies on Academic Freedom
    • Develop Comprehensive Guidelines: Institutions should establish clear, comprehensive policies on academic freedom, including research, teaching, extramural expression, and participation in institutional governance. These policies should be developed in collaboration with faculty bodies to ensure they reflect the needs and perspectives of the academic community.
      Regular Review and Update: Policies should be regularly reviewed and updated to address emerging challenges and incorporate best practices in academic freedom.
  2. Implement Strong Tenure Systems:
    • Protecting Faculty from Undue Influence: A robust tenure system is one of the most effective mechanisms for protecting faculty freedom. Tenure provides faculty members with the job security necessary to pursue innovative research and teaching methods without fear of reprisal.
    • Transparent Criteria and Processes: Ensure that the tenure and promotion criteria and processes are transparent, fair, and rigorously adhered to, reflecting the institution’s commitment to academic excellence and freedom.
  3. Foster a Culture of Open Dialogue and Respect:
    • Encourage Open Discourse: Institutions should actively foster a culture where open dialogue, critical thinking, and diverse viewpoints are valued and encouraged. This involves tolerating and actively supporting the expression of a wide range of perspectives.
    • Addressing Harassment and Intimidation: Implement policies and mechanisms to protect faculty from harassment, bullying, or intimidation that could undermine academic freedom.
  4. Engage in Shared Governance
    • Inclusive Decision-Making: Actively involve faculty in the governance of the institution, including policy formulation, curriculum development, and other key areas. Shared governance ensures that academic priorities guide institutional decisions.
    • Support Faculty Governance Bodies: Strengthen and support faculty governance bodies, such as faculty senates or councils, ensuring they have a meaningful role in institutional governance.
  5. Provide Adequate Resources and Support
    • Support for Research and Teaching: Ensure faculty have access to the resources and support necessary for their research and teaching activities, including funding, infrastructure, and professional development opportunities.
    • Mental Health and Work-Life Balance: Recognize and address faculty pressures and stresses by supporting mental health and promoting a healthy work-life balance.
  6. Transparency in Institutional Policies
    • Clear Communication: Ensure that all institutional policies affecting faculty rights and responsibilities are communicated transparently and are readily accessible.
    • Regular Training: Offer regular training and workshops for faculty and administrators on academic freedom and the institution’s policies, promoting a shared understanding and commitment to these principles.
  7. Establish Mechanisms for Addressing Grievances
    • Fair and Impartial Processes: Create transparent, fair, and efficient processes for faculty to raise concerns and grievances related to academic freedom without fear of retaliation.
      By implementing these suggestions, institutions can create an environment that not only protects but actively nurtures faculty freedom, thereby contributing to the advancement of knowledge, the enrichment of education, and the fostering of a dynamic and inclusive academic community.

The AAUP’s Stance

The AAUP has been a staunch defender of faculty freedom since its inception in 1915. It argues that academic freedom is essential for the common good and believes that without it, the advancement of knowledge would be severely hampered. The association has established guidelines and principles that have been widely adopted by educational institutions to protect faculty rights and promote an atmosphere conducive to academic excellence.

The American Association of University Professors (AAUP) recognizes the importance of faculty participation in institutional governance as part of its broader advocacy for academic freedom. The AAUP’s statements and policies highlight the need for faculty to have a substantial voice in matters that affect the educational mission and faculty welfare. It advocates for structures and processes that facilitate meaningful faculty input into institutional policies, arguing that such participation is crucial for upholding the quality and independence of academic institutions.

Conclusion

Faculty freedom is not merely an academic principle; it is a cornerstone of a free and progressive society. Its defense requires constant vigilance and unwavering commitment from all stakeholders in the academic community. Faculty efforts to safeguard these freedoms should remind us of their value and the need to protect them at all costs. In a world fraught with increasing attacks on freedom, preserving the sanctity of academic inquiry is indeed a hill worth dying on.


Addressing Critical Issues and the Role of Faculty Governance

Faculty work to address critical issues affecting their communities. Eleanor Roosevelt once said, “Great minds discuss ideas; average minds discuss events; small minds discuss people.” As faculty, I hope we all aspire to be great minds and promote free speech.

Faculty governance is not merely a bureaucratic process; it is the bedrock upon which the principles of our institutions stand. It is a platform through which we can enact meaningful change, shape policies, and foster a culture of inclusivity and belonging. Faculty governance is longstanding and one of the best models of shared governance. In 1920, the American Association of University Professors (AAUP) wrote its first statement on faculty governance. Faculty should be involved in “personnel decisions, selection of administrators, preparation of the budget, and determination of educational policies” (AAUP). Faculty governance should include everyone who is impacted by a policy or decision. Most importantly, it is essential to academic freedom.

The academic freedom of faculty members includes the freedom to express their views (1) on academic matters in the classroom and in the conduct of research, (2) on matters having to do with their institution and its policies, and (3) on issues of public interest generally, and to do so even if their views are in conflict with one or another received wisdom.

AAUP Statement, 1994

Sadly, bullying is not merely a schoolyard phenomenon; it infiltrates every layer of society, permeating workplaces, homes, and even places of higher learning. It festers in the shadows, preying on the vulnerable and poisoning the very fabric of our communities. But it does not have to be this way. We can disagree, debate, and come to a consensus without retaliating against or trying to intimidate those with a different perspective.

Each faculty member has the power to effect change. It is not enough to stand idly by, hoping someone else will take the mantle. We must recognize that each of us is responsible for creating an environment of respect, empathy, and kindness. Yet this does not mean one must agree with every policy or procedure. Faculty can be in the minority and not be wrong, be in the majority, and not be right. Still, regardless of the view, all should be encouraged to express it as robust discussion ensures a better chance of a good policy that will not have unintended consequences.

We must also engage in open dialogue, fostering a culture where individuals feel safe to speak out against injustice and where policy disagreements are met with genuine concern and a commitment to resolution. We should create spaces for constructive discussions where differing opinions on policies and procedures are respected, and conflicts are resolved through dialogue rather than coercion and retaliation. Individuals should always be allowed to discuss issues of concern openly and honestly without fear of reprisal or retaliation.

I hope we remember that faculty governance is not a solitary endeavor but a collective responsibility, and it requires commitment and collaboration from every one of us. While disagreement and diverse viewpoints are inevitable and healthy in a vibrant academic environment, resorting to intimidation or suppression of dissent is antithetical to academic values. Together, let us lead by example, ensuring our legacy has a positive impact and enduring respect for all members of academic communities.



Leadership

When I was a Lt. Commander many years ago, I had the pleasure of being selected for the Leaders Developing Leaders program at the Department of Health and Human Services. One of the things that stuck with me was an opening poem by Mary Lou Anderson, who was co-leading the program.

LEADERS

Leaders are called to stand
In that lonely place
Between the no longer and the not yet
And intentionally make decisions
That will bind, forge, move,
And create history.

We are not called to be popular,
We are not called to be safe,
We are not called to follow.
We are the ones called to take risks,
We are the ones called to change attitudes,
To risk displeasure,
We are the ones called to gamble our lives
For a better world.

House of Delegates Address 1970
Mary Lou Anderson

Today, I see too many leaders who think leadership is snarky retorts, sneering when challenged with a question that makes them uncomfortable or proposes a different perspective, and all too often, a tendency to discuss those they do not like or agree with in public settings in an attempt to demean them. I’ve often wondered what promotes such aggressive behavior. Sometimes, it is biased due to race, ethnicity, gender, or religion. In other cases, it seems to be a belief that by demeaning the other, they promote themself and create allies. They push people away, promote distrust, and start rumors.

Whatever the reason behind the behavior, it further divides people. It weakens their leadership as more people disapprove than the leader will ever know. People who disagree should not be considered enemies, flawed, or lacking X, Y, or Z characteristics. Until we see each other, hear each other, and feel for each other, we will continue to divide ourselves into us versus them, and thus we all lose.

Embrace leadership
Being open to discourse
Grow like the lotus
Lotus growing out of murky water

KSC-20181107-PH_CSH01_0071

Having a Discussion is Often better than a Meeting

A conversation is an informal discussion between two or more people. A meeting is an assembly of people who are members of a society or a community. While the terms are often used interchangeably, they are not the same and have different implications. In academia we need more discussions and fewer meetings.

Setting:

  • A Meeting is typically a structured event with a set agenda, time, and place.
  • A Discussion can occur in a formal setting but can also be informal without a preset agenda.

Purpose:

  • A Meeting has a broader scope that may include presentations, updates, action items, and discussions.
  • A Discussion generally focuses on delving into specific topics, exchanging ideas, and problem-solving.

Participants:

  • A Meeting usually involves a designated leader or facilitator.
  • A Discussion may or may not have a facilitator; often, all participants contribute equally.

Formality:

  • A Meeting is more formalized, often involving procedures, minutes, and follow-up tasks.
  • A Discussion can be formal but is often less structured.

Academia has far too many meetings and not enough discussions where the views of all are heard equally. A discussion is more consistent with the milieu of an academic setting prompting the open exchange of ideas, inclusivity, flexibility, critical thinking, and reduced hierarchies. The absence of a strict format or authoritative figures moderating the conversation may allow for a more egalitarian exchange of ideas, aligning well with the principles of academic freedom.

However, it’s important to note that discussions can also have limitations, such as the potential for veering off-topic or failing to reach actionable conclusions. Additionally, discussions are not immune to power dynamics that can stifle academic freedom, such as peer pressure or the influence of more dominant personalities in the group.


Academic Debate is Not Disrespectful, Crushing Debate Is

It is important to promote an open exchange of ideas in an academic setting, indeed, in all settings. We seem to have entered a period where academic debate or disagreement is considered disrespectful. There was a time when we not only expected students to challenge our perspective, but we took pride when they reached the point they bested us. Now, we don’t even accept pointing out an error from other faculty, students, or staff as acceptable. This does not promote learning! It does not promote understanding, and it certainly isn’t a sign of respect.

How do we know what people stand for if we are unwilling to listen to them? If someone says something in error or is unintentionally misguided, and we try to “cancel” them, who is the disrespectful one? Academia cannot become Twitter, where people block anyone with a different perspective so they can live in an echo chamber of the like-minded. This differs from lying, ignoring all evidence, or intentionally misleading people. For a person to lie, they have to make a statement that is not true with the intention to deceive.

Being firm isn’t the same as being rigid, and being authoritative isn’t the same as being authoritarian. Provosts and deans need backbone, but the most valuable part of a backbone is that it’s strong enough to stiffen when necessary and flexible enough to bend a little when compromise is required.

Buttler, J.L. The Essential Academic Dean or Provost

Too often, classrooms and faculty meetings reflect the cancel culture where everyone is silent for fear of being considered disrespectful or unenlightened if they speak about an issue. This is particularly problematic in nursing departments where the overwhelming majority of the faculty are not tenure track, spent most of their careers in a hierarchical hospital setting, and have depended on annual contracts. Most nursing faculty have never experienced an academic environment where intellectual debate is part of the culture and because they are often apart from the rest of the university and have demanding schedules they have little interaction with those that grew up in academics culture. While I have never seen a nursing faculty member not renewed for speaking out, I can recognize their fear that it could happen or that there could be retaliation in other ways (no salary increases, increased or poor teaching assignments, etc.).

We need to listen to what junior faculty are saying, not just with our ears but our hearts. When junior faculty remain silent about curriculum changes we all know they don’t want, their fear of retaliation screams silently in the room. When we see huge numbers of abstentions on votes, it is not because faculty don’t care. It is fear. Where does the fear originate?

Many people are looking for an ear that will listen. . . . He who no longer listens to his brother will soon no longer be listening to God either. . . . One who cannot listen long and patiently will presently be talking beside the point and never really speaking to others, albeit he be not conscious of it.

DIETRICH BONHOEFFER (1959, p. 11)

I don’t know how to fix the view that debate and divergent views are undesirable in our current culture, but we could fix it in nursing. We need to revise tenure so that it is inclusive of those who are clinical faculty members in colleges of nursing. Why is it that excellent teachers in many universities do not qualify for tenure while average researchers do? Until there is a critical mass of nursing faculty with tenure, I’m unsure how we make them feel safe enough to debate issues and not feel threatened if anyone disagrees with them. We must encourage debate, not crush it.

You don’t need the right answer to enter the debate. The debate reveals the answer.


Rigid Rules or Open Hearts

Recently I listened to a story of a nursing administrator changing a policy on the progression rule in the nursing program from essentially a “shall” to a “may” be dismissed if the student fails a second class. This a common rule for nursing programs, and for those that may not know, almost all nursing programs have a rule that any grade below a B- or C is failing. Despite the fact policy should not be changed by administrators without a full faculty vote, as required by faculty governance, the concept of flexibility is important. It is the type of compassionate policy we need in nursing programs.

In my days as an administrator, I made exceptions for three students. One student was an athlete who had given up the sport to be able to study nursing. The faculty had increased the requirement for progression, and under the new requirement, the student didn’t meet it. I was a little shocked when the faculty complained up the chain but successfully pointed out that students remained under the policy when they entered the program and not the ones instituted after. Of equal importance, a student that gives up an athletic scholarship to be a nurse deserves a little extra support. The student went on to graduate, get an MSN, and is now a Family Nurse Practitioner. As an alumnus, the person is also a consistent supporter of the university and works to help other students through the program.

The second student was a single mom who just needed a little understanding from the faculty. Occasionally when you have children, you do have to pick them up at school or daycare when they get sick. Despite the fact that there are few moms and dads that have not had to leave work to pick up a sick child, as faculty, we seem to show little understanding for students with children. That student became an ER nurse and has continued to impress me with her work and the life she has been able to make for her children with her income and benefits as a nurse.

The final student didn’t really need any exceptions, but a Priest came to me and asked me to look out for the student because there had been a couple of family tragedies, and he thought that the person might need some extra support through the program to ensure the student’s success. After graduation, when talking to the student, I told them that the Priest had come to me and that all of my support was at his request. Even when students think people may not know of their situation, there are those that will go out of their way to make sure they are supported. As faculty and administrators, we should always do all we can to help every nursing student. We should also always be willing to take calls from family, clergy, or others trying to help a young person have a successful academic experience.

Academic rules should never be so rigid that they make it impossible to see the person and their situation. I know it makes administration a little more complex and may result in more challenges, but we need registered nurses. I think more nursing school administrators should champion the needs of the students and recommend compassionate policies. Faculty governance should always support a system to adjust policies rapidly without being bypassed. Yet, I firmly believe every nursing administrator that makes a compassionate exception should not only be supported but applauded. W cannot become so rigid that we stop seeing the humanity of our students.


Nursing’s Mean Girls

If you are a nurse in the United States you probably have heard about the “mean girls”. They are a group of good old girl nurses that have reigned terror over the profession for many years. They are the ones that so narrowly defined nursing theory as to make it somewhat useless in our interdisciplinary healthcare world. They are the ones that narrowly defined admissions in a way that has forced many universities to go to blinded holistic admissions to avoid all manner of bias. They are the ones that have controlled our professional organizations in a way that doesn’t allow dissenting views or any views not consistent with the good old girls’ perspective even when the evidence is against them. And, they are the ones that control our journals and seem to think that protecting nursing is more important than integrity and evidence. In short, they are bullies.

We will not be able to remain the most trusted profession if we don’t clean up our own house. We need to take a thorough look at our educational standards. It is time for nursing to have its own Flexner report and it should not be managed by our professional organizations who have consistently shown they are unwilling to make difficult decisions or stand up to for-profit universities that are widely known to be diploma mills. Sadly, to compete many nursing programs have lowered standards to compete. Let me give a few examples.

  • DNP Scholarly Projects started out as rigorous work. Many were well-designed quality assurance projects, some were qualitative research, and others were small quantitative research projects. Now, much of what is produced is less than the Master’s Thesis that used to be required.
  • RN-BSN programs are often not equivalent to BSN programs at the same university. The best programs are still excellent, but many have turned into diploma mills. We all know it, but we keep silent.
  • Simulation was supposed to be based on a well-designed and rigorous study that showed how it can be equally effective to clinical experience. Yet, we went from rigorous simulation to universities using online modules and calling it simulation. When students do not do well the solution doesn’t seem to be to change the didactic content but to change the simulation to something less complicated.
  • Online courses when well done are useful to some students, but many are poorly done with no significant didactic content and excessive discussion boards that are barely reviewed.
  • Clinicals are getting harder and harder to find. This isn’t the fault of the education system, but rather the hospitals that not only limit access but limit what students can do and then wonder why they can’t manage a full load of patients on day one.
  • How we count clinical hours is not standardized. A credit hour of clinical range from 30-75 hours. Clinical can be hands-on with patients, shadowing a nurse, simulation either high or low fidelity, online simulation, or even writing a paper about clinical or another topic.
  • Ped, OB, and psych are now optional or electives at some schools with zero clinical in those areas.
  • Medication calculations are now considered a high-stakes test by some and there have been some who have proposed to much emphasis is placed on it. Yet we just saw a nurse convicted for a medication error. The FDA gets over 100,000 reports of medication errors a year. The right dose, at the right time, to the right patient is as basic as it gets.

Maybe the Carnegie Foundation will be willing to fund nursing to do a similar process and if they will not then we need to establish a coalition of the willing.



Analysis of Nurse Practitioners’ Education Preparation, Credentialing, and Scope of Practice in U.S. Emergency Departments

I work with a team of nurse researchers that want to see the quality of nursing education improved and especially in areas that are associated with emergency preparedness. We began our work with a systematic review of the literature that examined the evidence to support nurse practitioner (NP) education and training and whether they align with current practices in the emergency department. We then explored the current alignment of nurse practitioner education and training, licensure, and certification with the scope of practice in U.S. emergency departments (EDs). Next we will be looking at types of services provided by nurse practitioners in the emergency department.

The evidence is leading us down a path that is not what I expected. The first paper revealed evidences that:

  • The use of NPs cuts the wait time in EDs by as much as half.
  • The presence of NPs reduced the number of people that left without being seen.

What we did not find were studies that compared NPs with advanced emergency training to those that were trained in primary care. Consequently, we took a deeper dive into educational preparation, certification and scope of practice of NPs working in the ED. This is where I didn’t find what I expected. There has been substantial growth in number of NPs used in EDs, but there are only 14 programs that educate NPs as Emergency NPs. Like everything else in NP education the programs range from postgraduate certificates to doctoral degrees and the specialty courses begin as low as only 10 credit hours and 158 additional clinical hours. To be clear 158 clinical hours is less than 4 weeks of full time work. The surprising findings:

  • There is no clear consensus on what is required for education, training, and certification to practice as an NP in the ED.
  • The use of NPs in the ED is not consistent with the Consensus Model.
  • There are multiple paths to certification and they vary greatly from 100 hours of continuing education over 5 years to a postgraduate program to a fellowship.
  • There is a misalignment between education preparation and training with the practice parameters for NPs working in the ED.

How do we justify unsupervised practice in settings where we lack the appropriate certification? Why is it that we still do not have any significant standardization of training and education requirements for entry into practice in specialty areas? I think nursing education needs reform that focuses on the evidence and sadly we do too little to find the evidence.


A New Semester Begins for Nursing Students

Most universities are making decision on how to handle this semester and rising number of COVID cases. Almost all are acknowledging that their best efforts will fail to prevent the spread on campus. It is highly likely that students will be impacted by the end of the semester. I’m not suggesting that each student will get COVID, but it is likely a friend, family member, or instructor will and that will have an impact on the student’s performance.

This is a good time to make it easier for students to work ahead. It is much easier to work ahead than it is to catch up once one is behind. Faculty can make this easier by:

  • Open all assignments the first of the semester.
  • Eliminate busy work or redundant assignments.
  • Provide exam study guides the first of the semester to facilitate better preparation.
  • Respond to emails quickly.
  • Make office hours productive and flexible.

Students can be proactive by:

  • Asking faculty to make all assignments available.
  • Setting up a schedule the beginning of the semester to get work done.
  • Setting aside one extra hour a day for reading and homework.
  • Working collaboratively with classmates to share notes and create study groups (online or in small masked groups).
  • Doing easier assignments quickly and don’t put them off.
  • Being an active participant in group projects.
  • Going to office hours – most students do not take advantage of this and it is a good way to quickly identify shortcuts, priorities, and get help.

Faculty and students need to remember that good health begins with good nutrition, adequate sleep, regular exercise, and mindfulness. Even though we are all sick and tired of COVID-19 we do need to remember the basics of good health. Stay safe, wear a mask, and do not hesitate to politely hand an extra mask to someone not wearing one or point out that it has slipped done below their nose. This should be as easy as point out when someone has food on their face or toilet tissue stuck to their shoe. It is the only polite thing to do.


Expected to Respond: The Plight of Nurses

From the hospital to the classroom nurses are being asked to do more. When I say asked I actually mean ordered. It really is not a choice for a nurse to care for more patients than can be done safely. It is not a choice for many to decline over time. It is not even a choice to demand proper safety equipment. As more states implement Crisis Standards of Care where does it leave the bedside nurse?

Recently, I visited a couple of emergency rooms. I had the opportunity to talk to a travel nurse. She told me she did not leave her job to be a travel nurse for the money, but rather because she was tired of being taken out of the emergency room to work on COVID units. She had only wanted to be an ER nurse from the time she was in college and that was all she had done until the pandemic. The travel agency promised her she would only be assigned to emergency rooms and they had been true to their word – hospitals take note.

The surprising thing I noticed in both hospitals was that most of the personnel were only wearing surgical masks. No one was wearing either a KN95 or an N95 even though we routinely hear from the experts that even when we are out in public we should be wearing higher quality masks. How could it possibly be that I can now order KN95 and N95 masks online, but the nurses are still not all wearing the ideal personal protective equipment in hospitals? Is it any wonder nurses are fed up and burned out?

According to a 2021 survey of nurses by the American Association of Critical-Care Nurses:

  • 92 percent of respondents said they believe the pandemic has depleted nurses at their hospitals, and because of this, their careers will be shorter than they planned
  • 66 percent of respondents said they feel their pandemic experiences have led them to consider leaving nursing
  • 76 percent of respondents said unvaccinated people threaten nurses’ physical and mental well-being
  • 67 percent of respondents said they believe taking care of COVID-19 patients puts their own families’ health at risk

Gualano et al. (2021) looked at the research on burnout in those working in emergency departments and intensive care. They found high levels of stress, anxiety and depression. Globally the rate of burnout in the emergency room and intensive care ranges from 49 to 58 percent. Sadly, this is not new. A study from 2016 showed that burnout was high in nurses due to short staffing, excessive workload, and overtime. As Lasater et al. (2021) put it, “chronic hospital nurse understaffing meets COVID-19” and the result is that half of the nurses give their hospital an unfavorable grade on patient safety and 70% would not recommend their hospital. Part of the reason is a chronic shortage of not only staff, but supplies and properly functioning equipment.

Many people want to cite a preexisting shortage of nurses for the current situation, but the truth is colleges and universities are producing record numbers of nurses that should be able to meet the need if they all stayed in nursing. The shortage that has existed for decades is not because of an inadequate number of nurses. It is due to nurses leaving the hospital and voting with their feet as their voices are not only not being heard but actively silenced.

It has been a common practice to fire or discipline nurses that spoke publicly but nurses are starting to stand their ground and take such cases to court. The federal appellate court recently ruled that firing one nurse for speaking out about safety issues violated the law. If your hospital has a policy that bars you from speaking they are going to lose in court and it is past time. Media policies are an effort to hide safety issues forced on nurses by the administration and are part of the reason hospitals have gotten by with unsafe nurse staffing and overtime requirements for years. COVID brought this to a boiling point as already overworked nurses were fired for speaking out about safety concerns.

1st Circuit panel made clear that an employer cannot bar an employee from engaging in “concerted actions” — such as outreach to the news media — “in furtherance of a group concern.” That’s true even if the employee acted on her own, as Young did in writing her letter. The key in her case was that she “acted in support of what had already been established as a group concern,” the court said.

Meyer – Kaiser Health News

Who of us will ever forget the nurse yelled at by a supervisor to take off her mask during the early days of the pandemic because it would scare the patients with absolutely no concern for the safety of the nurse or the nurse’s family. We should all be grateful that nurses went public as did so many others. It should not be the case that we are expected to advocate for the patients and ourselves only in private. We have years of evidence that does not work.

Many administrators and government officials put Crisis Standards of Care in place to help address the issues of too many patients and too little staffing and supplies. Crisis standards of care are peer-reviewed guidelines that help health care providers and health care systems decide how to deliver the best care possible under the extraordinary circumstances of a disaster or public health emergency when there are not enough resources. Indeed, they provide some limited protection in most states. However, what they continue to fail to address is the moral injury to the healthcare workers that are making decisions about life and death, quality of care, and even saying “I can’t work another shift without rest.” It makes sense to implement crisis standards of care, but two years into this pandemic someone should have addressed the long-term psychological, behavioral, social, and spiritual harm to healthcare workers when such policies are implemented.

I’m not sure how we get hospitals to move away from their profit-making business model and to a model of high-quality compassionate care, but what I do know is that what you are doing right now is not good for patients or nurses. We must all stand together and support nurses at the beside. I am curious if any nurses working in the emergency room or intensive care have had any tasks reassigned during this pandemic.

Open to the path
The sun lights the way ahead
Clear of distraction



Social justice in nursing and public health preparedness: Issue 1

I was recently asked what I mean by social justice in nursing and public health preparedness. When I think of social justice in nursing and public health preparedness I think about the concept of a strong back and a soft front which I first read about in 2010.

We need a strong back to navigate this field of investigation and to enter into deep, transformative relationships with clients…It takes a strong back to listen, become a part of the story, be expected by the client to help (yet be uncertain just how to do so), and to sincerely proceed even in the midst of not knowing—and allow your open, soft heart to work in tandem with your strong back. The strong back provides for stillness in the face of client winds that violently shake branches but do not disturb roots. — Bein, Andrew. The Zen of Helping: Spiritual Principles for Mindful and Open-Hearted Practice (p. 10-11). Wiley Publishing.

I am reminded of my work at the Administration of Children and Families focusing on Disaster Case Management for the poor and underserved. Much of the disaster services were designed for those that have much. And many of the recovery actions focused first on the wealthy, landowners, and large businesses. For example, with Katrina and New Orleans, we saw the wealthy sections rebuilt quickly and in the poor sections there were limited attempts to rebuild. The city and Corp of Engineers blocked many efforts with justifiable reasons, but the reasons always seemed to favor those with power and wealth. We also saw generational poverty when houses were handed down without legal paperwork resulting in many not being able to even prove their home was their home.

We see it even now with COVID. We only need to look at who receives vaccines first to know that all things are not equal. Some take greater risk, but many at the top of the list had no greater risk (Congress as an example). But how many high school graduates who have to go to work every day to keep the water running, the trash picked up, the grocery shelves stocked were on any of the priority lists? What about vaccines being given out at Publix? Are there any Publix stores in poor neighborhoods?

Last week I was reminded of a strong back and a soft front listening to a talk by Joanna Macy and Joan Halifax. In short, they said we also need a focus on social action, social justice, and social transformation to eliminate institutional and structural violence. Imagine if we eliminated institutional and structural violence in the way we approach policy, education, practice, and research. What if we ask:

  • How is the design and implementation of these systems keeping people from meeting their basic needs?

We know that after a disaster, or illness, the greatest needs fall in the bottom two rungs of Maslow’s hierarchy and needs and yet the majority of the resources after a disaster go to the people that have the ability to meet those needs for themselves. Thus with every disaster, those at the lower socioeconomic level, those already marginalized, those already facing discrimination have their situation exponentially exacerbated.

I don’t recall if it was Joan Halifax or Joanna Macy that ended by saying:

It is a moral imperative not to be morally disengaged.


Zen and catholicism

There is nothing like having a Priest pull up your profile and then post it saying you aren’t Catholic because you love Zen to get one thinking about books to read or reread and all the reasons I love Zen. I think Richard Rohr captures it best.

Reading List

  • McDaniel, Richard. Catholicism and Zen, 2013
  • Macinnes, Elaine. Zen Contemplation for Christians, 2003.
  • Macinnes, Elaine. The Flowing Bridge: Guidance on Beginning Zen Koans, 2007.
  • Kennedy, Robert. Zen Spirit, Christian Sprit: The Place of Zen in Christian Life, 1995.
  • Chetwynd, Tom. Zen and the Kingdom of Heaven. Boston: Wisdom Publications, 2001.
  • Eusden, John Dykstra. Zen and Christian: The Journey Between. New York: Crossroad, 1981.
  • Graham, Dom Aelred. Zen Catholicism. New York: Crossroad, 1999.
  • Hackett, David G. The Silent Dialogue. New York: Continuum, 1996.
  • Hart, Brother Patrick (ed). Thomas Merton/Monk: A Monastic Tribute. Kalamazoo, MI: Cistercian Publications, 1983.
  • Inchausti, Robert. Thomas Merton’s American Prophecy. Albany: State University of New York Press, 1988.
  • Lipski, Alexander. Thomas Merton and Asia: His Quest for Utopia. Kalamazoo: Cistercian Publications, 1983.
  • Kadowaki, JK, SJ. Zen and the Bible: A Priest’s Experience. London: Routledge and Kegan Paul, 1982.

Websites

Videos


Nurses giving injections

covid-19 vaccine blessings

This week I had the pleasure to be a volunteer vaccinator. Day 1 I supervised nursing, pharmacy, and medical students who had volunteered to be vaccinators during their holiday break. Day 2 I was one of the people blessed to be giving vaccines to frontline healthcare workers. The entire event was well organized to make sure not a single vaccine went unused and that the vaccinators were not pulled from the frontline staff, but rather faculty and students. Everyone was prescreened and consented. They were then entered into medical records and the appointment for the 2nd vaccine schedule with an appointment card handed to each person. When each got to the vaccine station everything was triple checked and they were again ask about history of fainting or allergic reactions. Each vaccine was appropriately labeled and rechecked for dosage.

In my career I’ve been part of flu vaccine clinics and many emergency responses, but this felt different. This time the people I vaccinated were my friends, colleagues, and neighbors that had been risking their lives for others for the last 11 months. They were tired and stressed, but when the needle went in their arms it was as if months of fatigue and stress melted away. The expression was a cross between relief and gratitude. And yet, with each vaccine my sense of respect and love grew for them. They served knowing the risk and when they got vaccinated not one responded as if it were owed to them, but rather they were grateful. These men and women who had given their all for months were grateful to us because as one young man said to me, we were told that all of you volunteered your time to help us. I almost cried looking at what months of wearing a mask had done to the bridge of his nose and he was thanking of us. It gave new meaning to selfless.

When I became a nurse I felt that it was a calling. Most days I can’t imagine having ever done anything else, with maybe the exception of viticulture. I hope when you look at these physicians, nurses, housekeepers, and other frontline healthcare workers you see the love of God. They did their jobs when no one knew if there would be a vaccine. They did their jobs as people continued to not wear masks and acted irresponsibly. And, they did their jobs with inadequate PPE, squabbling politicians, policies made by people who knew and cared nothing about public health, deaths of coworkers, and through myriad lunatic conspiracy theories.

When I imagine the love of God the mental image will be of the masked face of a healthcare worker.


Wisdom from prudence

Prudence is my friendly road runner

Most of my friends have been introduced to Prudence. She is my favorite neighbor and stops by everyday for lunch. I give her dried meal worms and she drops empty snail shells on the porch as a thank you. During this year filled with social isolation I’ve had more conversations with her than anyone else.

Today, in addition to discussing when I thought COVID vaccines would be available to the neighborhood (she thinks it is important to keep bird lovers healthy and safe) we discussed things that make us emotional. It surprised me that seeing FedEx trucks loaded with vaccine made me cry tears of joy and filled me with pride in a country that worked so hard to create it. Prudence says that is how she feels when FedEx shows up with more meal worms. But today, I was surprised that I was moved to tears watching nurses being vaccinated. I thought of my many friends that have worked tirelessly during this pandemic while people like me were safely working from home.

There are ways that all of us who were safe at home can give back to our communities. We can help our neighborhoods plan. Sometimes it is the little things we do for each other that makes us all more prepared.

Make a Plan

  • Ask your family members to commit to getting vaccinated.
  • Ask your pastor/priest/roshi to help spread the word and provide public information.
  • Have your parish nursing community help with public messaging.
  • Talk to your neighbors when you see them outside.
  • Make sure older neighbors have a ride.
  • Keep yourself updated on local distribution plans.
  • Talk to your health care provider if you don’t know who to ask about vaccines.
  • Get your students and faculty involved.
  • Have a vaccine buddy you commit to go with to get vaccinated.
  • Commit to being responsible for getting one additional person vaccinated.

I have never been more pleased with the healthcare community for all it is doing. I hope in 6 months I will look back and say I have never been more proud of our country as all who are able chose to get vaccinated.

My conversation with Prudence ended with her suggesting a new bowl would be a great Christmas gift since I broke the one she is using. She wanted me to tell you “Vaccines Save Lives.”


Rejoice: COVID-19 vaccinations begin

The third Sunday of Advent is a day to Rejoice. This year it feels especially true as I cried watching the first trucks loaded with COIVID-19 vaccines pull away from the facility headed toward you. I was grateful for the scientist who used their intelligence to imagine new vaccines that can be produced quickly and safely. I was grateful for the FDA that insisted on following the safety procedures even in a crisis so we could all have faith the vaccines are safe. I was grateful to FedEx, UPS, and Boyles that are doing the deliveries, and for the U.S. Marshalls that are escorting them. I was grateful for all of those that have served on the committees that planned how to distribute the vaccine when it arrives in communities all across the country. And I am grateful for all of those that are working in their communities to be advocates for vaccinations.

Two days this week I am volunteering to administer COVID-19 vaccinations. It will be the first time since March that I have been inside in a room with a large group of people I don’t know except to go to the grocery store. While I have concerns about doing indoor vaccination I think it is worth the risk to keep hospitals and communities from using nurses that are caring for patients. I also believe it is a small way to give back to all of the frontline personnel that did so much for all of us during this pandemic. When this over we owe them so very much more.

The first day I’m eligible I plan to show up, roll up my sleeve, and get vaccinated. It is important for everyone to get vaccinated. We need to reach a minimum of 70% of the population vaccinated to achieve herd immunity and that means the majority of us have to play our role as good citizens. It is what Americans do. We show up when we are needed and we come together. We see the whole as more important than any one individual. And we enter each crisis as a community. I don’t want this crisis to be any different.

To me it is simple:

  • Love yourself enough to stay healthy by being vaccinated.
  • Love your community enough to reduce risk and be able to fully participate.
  • Love your country enough to help end this pandemic, end the isolation, and make it possible for everyone to get back to work, school, and church.

I miss seeing my friends and my students. I miss taking the time to talk to the people in the grocery store. I miss restaurants, concerts, plays, and travel. Most importantly, I miss a time when the daily news didn’t involve numbers of the dead, ICU availability, and new positive tests. I hope each of you will do your part and get vaccinated.

I know that many fear vaccinations and there have been things in our past that add to that fear. There are others that believe conspiracy theories, it will most likely be impossible to change their views. By their nature, conspiracy theorists are not rational. They can no more control their irrationality than a person who is afraid can control their fear. The difference is the person who is afraid may recognize the fear as not in their best interest, but the person that believes conspiracy theories will not. Therefore, it is important to walk with the people that are afraid and be their strength and comfort. We should not equate people who are afraid with those who buy into conspiracies. I hope that each of my friends who has influence and trust in their community will take the time and effort to walk with those that are afraid or lack trust. Lend them your compassion and your strength.

The light at the end of the tunnel may just be UPS and FedEx headlights. Give them a warm welcome and for the next few months pull to the side and let them through traffic.


Nurses Must Stand Together Against COVID-19 and Unjust Demands

Nurse X quit her job as a nurse in an ER. She was wearing a N95 mask in the ER lobby. A supervisor said she didn’t need it and asked her to take it off…He told her to quit. She did. Her child needs a mother. It’s only a matter of time before you see more healthcare workers making this choice if they don’t have proper PPE.

I am hearing disturbing stories of supervisors forcing nurses to remove their masks. Nurses have always been advocates for our patients. I don’t know a single nurse that is not willing to go toe to toe with a physician, administrator, or even a family member in advocating for their patients. Yet when nurses need to advocate for themselves they would rather quit than take a stand. The fear of retaliation is stronger than the fear of being unemployed. The dirty little secret of nursing is that we have a reputation for eating our young and not standing together when a colleague is targeted by a supervisor or peer.

The Largest and Least Heard Healthcare Profession

Nursing has 3.8 million women and men many of whom now fear for their lives just by going to work. While I see physicians on the news virtually every hour of the day I have rarely seen people discussing what is happening with nurses or having nurses as guest experts. People continually vote nurses the most trusted profession, but apparently, we are not respected for our expertise. The consequence is when nurses are being forced to take off their PPE (mask) by their supervisors or be fired or threatened with being reported the general public is not hearing our stories.

Many nurses feel they cannot quit their jobs so they remove the mask knowing the risk while others quit their jobs and walk away from the work they love. I have yet to hear of one nurse that refused to take off the PPE and instead told the supervisor to fire them if that is what they must do, but they will not practice in an unsafe manner.

What many people do not realize is that many hospitals have social media policies that prohibit nurses from publicly saying anything against their employer. If the nurse does not remain anonymous they can be fired. Essentially, to be a nurse one must give up their freedom of speech. They must give up the right to safety. They must be willing to risk their lives to stay employed while apparently, the employer has no obligation to provide a safe working environment.

If we have plenty of PPE as the President says almost daily, where is it. Why are nurses and physicians being forced to wear the same N95 mask for days? Is there anyone or even a single expert or one bit of evidence that says that it is safe to wear the same mask for days? We all know the answer is no there is not.

Do Not Quit

I firmly believe that nurses should not walk away from their patients and their jobs. I also believe nurses must learn how to say NO. No, I will not take off the mask I bought because you can’t seem to find them. No, I will not move to a unit when I have health and family obligations that I made known when I was hired. No, I will not wear the same mask for days because we all know that it is not safe. No, I will not be silent if my employer will not keep me safe.

What I will do is file an OSHA complaint, write my Representative, and talk to the press. I will contact a union and ask them to help us organize. I will continue to buy my own PPE and refuse to remove it. I will speak out. I will cancel my memberships to my professional organizations if they don’t start advocating for us in a way that is visible to the country.

Nurses Must Stand Together

I  suggest that we take this opportunity to come together as one strong profession and take our place as the largest healthcare profession in the county. It is time to make our voice heard and to let the country and the healthcare system know what we expect and we expect to be safe at work. It is also a good time to change our culture and trust our colleagues as much as the public trusts us. This is not a time we can afford for nurses to quit. If a nurse is told to take off PPE then absolutely ever nurse in the facility should stand together and say either that nurse is allowed to wear the PPE or we will all quit. If we speak with one strong voice the hospitals and healthcare systems will have no choice, but to step up and keep our colleagues safe.

PPE Shortage

I keep hearing that we have a shortage of PPE. We apparently had enough medical supplies including gowns and mask to send 17.8 tons to China last month to help them, but we don’t have any to keep nurses and physicians safe. We have yet to use the Defense Appropriations Act to force companies to make more PPE. And, we have safety standards that seem to be weakened by the day. We have policies that prevent many companies from selling medical supplies to the U.S. Most significantly, we have a government that is not doing enough to address the problem.

Stand up, speak out, and be heard. Caring for patients requires healthy nurses and physicians.


Let May Registered Nurse Graduates Practice Now

Each May over 100,000 nursing students graduate from programs across the country. Most of those students are now being pulled out of clinical and their classes have moved online. Some are being told their graduation may be delayed. The faculty will make every effort to deliver the content, but it will not be the same as the in-person classes. As anyone who has developed an online class knows it is an extreme amount of work that can’t be done in a few days.

Considering the current 8% nationwide vacancy rate for nurses and that the additional need over the next few months may exceed 100,000 nurses, it would help with the surge needs of hospitals to grant the May graduates their degrees now and waive the NCLEX. I know that some will think this is radical and how will we ensure quality. The truth is most students pass on the first try (88.18%) and if you add a second try (72.85) it is near 100% total pass rate. While students may go back and study more they do no more clinical. Thus the clinical skills they have at graduation are the ones they will have when they enter practice even if they take the exam a second time. If we can get the students out now, it may be a substantial help to hospitals that are likely to become quickly overburdened. Additionally, most of these nurses will be in the age group less impacted by COVID-19.

A second option would be to allow them to graduate now, practice for 6 months as an RN and at the end of that time take the NCLEX. As a faculty member, I prefer option 1 because we know that the longer the student delays the NCLEX the less likely they are to pass on the first attempt. Universities are assessed based on that pass rate and it would be unfair to penalize them, or the students, as the result of a national emergency.

I can hear the uproar now from people saying they need to be oriented, we don’t enough people now, and so on. However, much of the orientation could be condensed. Much of HIPAA is waived during a public health emergency so do they really need that training right now? Most have used the electronic medical record in school, so it could be taught very quickly. They are all required to have the necessary vaccines, CPR, and many other items just to enter their clinical practice settings. The truth is there is a lot of redundancy between what a hospital requires for the new employees and what schools require for students in clinical.

It is time for the National Council of State Boards of Nursing and all Boards of Nursing to take bold action. We should think out of the box and while we are at it break it down and throw it in the recycling bin. If we continue to practice as normal and hold tight to our policies we will do more harm than good if the worst-case scenario occurs with COVID-19. It is the time to act and let our May graduates have their degrees right now. If we wait until we are facing the worst-case scenario it will be too late. We must put the patient first.

Let May graduates practice. Let them join the fight against COVID-19.


The Ministry of Nursing in a Time of COVID-19

I woke up this morning and said a prayer for all the nurses and healthcare workers leaving the safety of their homes for hospitals and clinics around the country. Today your practice should be guided by the science and the best available evidence. When you practice know that it is also an art and for the coming months as you pass through this difficult time help to draw a beautiful picture of compassion and love for those in your care.

One of my favorite books is Spirituality in Nursing by O’Brien. It speaks to me as a nurse and my favorite passage reminds me of what it means to care for the sick. I hope you can carry it with you as you care for those with COVID-19.

I had been invited to attend an early morning church service at “Gift of Peace,” a home for persons with terminal illness operated by Mother Teresa’s Missionaries of Charity. On arrival, I settled quitely into a back corner of the small chapel. There were no pews; the sisters sit or kneel on the floor. As I began to observe the saricclad Missionaries of Charity entering the chapel I noticed, with some astonishment, that none were wearing shoes; they were all barefoot. I knew that the sisters wore sandles when they cared for patients but these had apparently been put aside as they came to kneel before their Lord. Not wanting to violate the spiritual élan of the service, I proceeded, as inconspicously as possible, to slip out of my own sandals. Somehow, becoming shoeless in church, a condition I had not experienced before, provided a powerful symbol for me. I felt that I was truly in the presence of God, of the Holy Mystery, before whose overwhelming compassion and care it seemed only right that I should present myself barefoot, in awe and reverence. Near the end of the service, as I went forward and stood before the altar in bare feet to receive the sacrement of the Eucharist, I sensed in the deep recesses of my soul that I was indeed “standing on holy ground.” That memory will, I pray serve as a poignant reminder that whenever I stand before a suffering patient, I am there also, just as surely in the presense of God, and I must take care to remove whatever unnecessary “shoes” I happen to be wearing at the time. I  need to allow the “bare feet” of my spirit to touch the “holy ground” of my caregiving, so that I shall never fail to hear God’s voice in the “burning bush” of a patient’s pain. –Sister Macrina Wiederkehr

Nursing is your ministry. Never doubt that you were called by God to care for the sick and in the coming months, you are going to see more than you imagined. If we don’t flatten the curve you may see more than it is possible to treat. You may not be able to offer a ventilator to every person that needs one. When your heart is breaking and you are exhausted slow down and take off you “shoes” and know that in the “burning bush” that is your patient God has called you to be present at that moment. It is at that moment your art and your ministry are one with your patient. You will not be able to save them all, but they will forever know that you cared.

New York is already reaching out to retired nurses and faculty to help them with surge capacity. I believe it is time for every state to do the same and make sure they have a mechanism to identify nurses that can serve.

Patron Saints of Nurses

  • St. Agatha of Sicily
  • St. Catherine of Siena
  • St. Camillus of Lellis
  • St. Elizabeth of Hungary

Nursing Schools Closing as COVID-19 Spreads

I spent the last ten years of my U.S. Public Health Service career working in public health emergency preparedness. I was fortunate to be able to help plan for some of the issues related to surge capacity for nursing in disasters and public health emergencies. In much of our planning, we made the assumption that we would be able to add nursing faculty and students to the surge efforts. We understood that schools may close but I don’t think we believed that schools and hospitals would exclude students, especially senior students, from assisting during a national crisis.

Nursing Shortage and Disaster Preparedness

Nationwide there is an 8% RN vacancy rate. The rate is even higher in many areas and especially rural and underserved communities. Added to this the average nursing students receives virtually no training in public health emergency preparedness. However, it isn’t just RNs; When we surveyed students and administrators from across the country MD, DO, and MPH students don’t feel confident to respond and the administrators were only slightly better. Screen Shot 2020-03-16 at 1.31.42 PM

(Red = not confident, Yellow = moderately confident, Green = Confident)

Healthcare students expressed dissatisfaction in their curriculum coverage related to disaster and public health emergency preparedness. Our study found similar results to others—a combination of poor curriculum coverage of disaster topics and a lack of confidence in acting on what was learned in their future positions.  This low coverage is concerning due to documented links between disaster training and willingness to respond.

MPH students reported the most coverage and NP students the least.  However, these differences did not correlate with confidence, with NP students expressing the highest confidence in their abilities to utilize their disaster knowledge. It could be because NPs already practicing as RNs.  When we interviewed 13 expert trainers we only had one that said population health was even considered in the training they provided. In short, we don’t do adequate training in school and we don’t do it in the workplace.

Bad Assumptions

Assuming that nursing faculty and students would step up has now been proven to be a bad assumption. Nursing schools across the country are moving classes online and clinical rotations are being canceled. This may cause multiple problems.

First, some states require a certain amount of clinical to be with patients rather than in simulation. Even if the schools could add more simulation they cannot do so if students are not in residence. This will lead to a reduced graduation rate in May 2020 by thousands of nurses when we are in a crisis.

Second, if nursing students are sent home then they will not be present to assist even as a volunteer with the supervision of faculty.

Compare this to England where the National Health Service is considering temporarily registering 18,000 students to provide care on a voluntary basis.

Utilization of Volunteers

Not surprisingly, nurses are the most requested health professional for most types of disasters.  A combination of modeling supported by the Agency for Healthcare Research and Quality and past experience in deployments led to estimates for the number of nurses required to respond to a disaster ranging from a low of 436 for hurricanes to a high of 507,150 for pandemic influenza (R. Lavin & R. Knouss, personal communication, September 10, 2005).  The federal, state, and local professional responders, such as USPHS officers and DMATs, could easily deploy 436 nurses, but the concern is for how long.  All of the nurses have full-time jobs elsewhere, frequently in direct patient care settings.  However, the total number of federal nurses and DMATs combined do not equal 507,150. therefore it is necessary when considering worst-case scenarios to include citizen volunteers and to enhance the existing ability to effectively and efficiently identify, credential, and utilize those volunteers. 

I’m a little concerned that we did not consider how we would allow students, especially senior students, to assist at least as a CNA during the crisis. Instead, because of the legal concerns most hospitals and schools are choosing not to have students present at all. Not only will this not aid in the response, but it is likely to delay graduations in a time of extreme need. I hope going forward we will revisit this issue and find a way around regulations that restrict licensure during public health emergencies.

 


Rending My Nursing Heart

 

Even now, says the LORD,
return to me with your whole heart,
with fasting, and weeping, and mourning;
Rend your hearts, not your garments,
and return to the LORD, your God. JL 2: 12-13

Lent begins with a reminder to rend my heart.  As I looked into the courtyard outside my office I thought it is a lot like my heart. The mess of fall leaves has not been cleaned up and with all the rain they are now a mushy mess. Daffodils and the tulip tree are in full bloom heralding the coming spring and the hope of green grass, sunny skies, and warmer weather. Yet it is impossible to enjoy the beauty of spring without cleaning up the mess of fall.

Recently, I have had two college students to contact me. Neither are current students of mine, but both wanted advice. Their requests were simple enough to answer, but in both cases I found myself thinking what they really needed was someone that could be silent and listen. It is easy to listen quietly, but it is much harder to shut down the inner speech while listening that is screaming at me that we must change our culture in nursing education.

I knew both students had the answers and what they wanted was confirmation. Largely, they wanted someone to say it was okay to challenge a faculty member. As I listened it was hard to stay true to my belief that one should always first refer the students back to faculty to work out their issues. It is good practice for professional life. It builds professional negotiation skills and it builds honest working relationships. That is what I did after listening long enough for them to find their courage.

My question to my nursing friends is why does it happen so often? Why do students fear us? We should be the model of kindness and compassion to them, but instead, it sometimes feels more like we are the inquisitors. We blindly and harshly apply rules to students. Rules that can profoundly impact their academic success. Of equal concern is that when we show them such harshness we are modeling the behavior we claim to detest.

We absolutely should challenge students intellectually and ask them to dig deeper into issues. We should ask them to think out of the box and explore options that will require hard work. But we should also make sure they know that it is always safe to challenge us. I worry that the problem is we are not comfortable being challenged. Personally, I would much rather deal with the person that challenges me to my face than the one that walks away without speaking their mind only to then complain to anyone who will listen. I wish teaching inner courage was an expectation in every class.

Maybe my heart feels like a fall mess because I haven’t done enough to change the status quo. I know I want a better environment for the young nurses we are teaching, but I need to dig deep to find what it takes to change the culture that sees conflict as win-lose rather than an opportunity to understand divergent perspectives and grow.

Relational trust is built on movements of the human heart such as empathy, commitment, compassion, patience, and the capacity to forgive… If we embrace diversity, we find ourselves on the doorstep of our next fear: fear of of the conflict that will ensue when divergent truths meet. Because academic culture knows only one form of conflict, the win-lose form called competition, we fear the live encounter as a contest from which one party emerges victorious while the other leaves defeated and ashamed. To evade public engagement over our dangerous differences, we privatize them, only to find them growing larger and more divisive.  — Parker J. Palmer


Gratitude and a Little Sarcasm on Thanksgiving

When your Dean asks you to share something you’re grateful for in a meeting there is a certain amount of internal pressure to say something. Of course, request like that cause my brain to immediately become a vast wasteland of irrelevant thoughts. Worse yet ask me when I’m working on accreditation reports and massive sarcasm floats to the top.  I remained silent for fear of saying what I was thinking,  “I’m grateful CCNE only comes every 10 years.” Ah, sarcasm my defense mechanism to sharing my true feelings.

Now that I’m home and I have a solid draft of the CCNE self-study I have time to reflect on the year and be grateful. Let me begin with the things that are truly important as I get older. I’m grateful for the scientist and the pharmaceutical industry that invented and manufactured my ACE Inhibitor, Motrin, and Tums and the federal government that provides the vast majority of the money for the research that makes such miracle drugs possible. I’m also grateful for being a nurse and having the skills to monitor my own blood pressure and adjust my meds when CCNE self-study stress causes my blood pressure to rise from the combination of stress and stress eating french fries at lunch with all the associated comforting fat and salt.

I’m really, really, really grateful that I work with nurses who by their natures are nonviolent, compassionate, and don’t harm me when I make repeated request for the same data, but divided by the various different dates that don’t align for USNews & World Report, CCNE, the Tennessee Board of Nursing, and PhD self-study and all the other people that make requests and seem to have absolutely no idea how much time all the reporting eats up.  I would be more grateful if they would all learn to share and pull the data from one source and cut it whatever way they want for themselves so I could actually focus on curriculum and making things more efficient for students and faculty.

I’m grateful to have five cats. When I get home they could care less about data. They care about food, bird watching, letting me know about all the ladybugs they found in the house, and of course standing in front of the computer screen to remind me they are much more interesting than anything on the screen.

I’m grateful for amazing friends that have stuck with me throughout my life. I’m grateful my friends are so diverse and keep me grounded in the reality that what seems true to me isn’t always true to them. Long ago I forgot what it feels like to struggle financially, but some of my friends still do and they remind me to be a good friend means to share. I’m grateful to those of color who remind me that what I experience as a white woman is not what they experience and I need to work every day to check my own privilege. I’m grateful for those that are progressive and conservative because their friendship reminds me that good people see the world differently and their difference do not mean they are any less children of God or any less deserving of my love and respect. I’m grateful to those of faith for lifting me up when I struggle with my spirituality and am grateful to those that are atheist because they remind me it isn’t faith that makes one a moral person. Friends make the world a much more beautiful place and I love them all.

It should go without saying that I’m grateful for a good job that I love, a husband who is the love of my life, a family that brings joy, and all the may blessings that I probably fail to notice every day.

Happy Thanksgiving and may you be blessed with amazing food, family, friends, and gratitude. As I enjoy a good meal I pray:

This food comes from the Earth and the Sky,
It is the gift of the entire universe
and the fruit of much hard work;
I vow to live a life which is worthy to receive it.


Are Nursing Instructors Too Harsh

It has been 30 years since I began my nursing education and I laugh about what I once found stressful, but I’m never sure if I laugh because I think it is funny or out of a stress reaction. I wonder how many nurses from my era cried over care plans/maps or a thousand pages of reading assigned in one week? How many of us went to our clinical rotation after having been up most of the night preparing all the while wondering how we would ever do this for eight patients at a time.

Six months out of school everything seemed easy. I moved from wondering how I would ever do it all to why I ever thought it was hard. Therein lies the problem. I moved from a student who felt the stress to a nurse that was thinking “suck it up”. We all survived and are better prepared to care for patients as a result of those stressful and sleepless nights. But, are we?

When are we asking too much

Having worked at four universities I’ve never made it through a year without a student expressing concern about the workload and the lack of flexibility. Usually, the concern stems from an unexpected emergency, conflicting student activity, or the need to work to help pay tuition. Much of the workload cannot be helped nor can student conflicts. There is a minimal amount of content that must be taught for a student to successfully pass the NCLEX and a minimum number of clinical hours for a student to learn the necessary skills. It is a challenge for faculty and students.

When is the extra assignment too much

I think it would be good for faculty to ask what assignments are actually necessary to facilitate learning and which actually interfere with the ability to learn. If we have students spend all their time reading and doing exercises and no time remaining to reflect on the content is it as beneficial as it could be? Increasingly I believe the answer is no, but I have not found any evidence in the nursing literature to support or refute that belief. Much like the number of clinical hours and the need for content to practice safely and effectively we don’t seem to study it.

If I had an hour to solve a problem I’d spend 55 minutes thinking about the problem and 5 minutes thinking about solutions. – Albert Einstein

I have always thought it would be great to have time to sit and think about the book or the article I am reading, but even now I feel the need to push on to the next task. It is what my nursing education modeled for me?

A Chronicle article from January suggest that 5 pages were sufficient. Obviously, in nursing that is a ludicrous suggestion, but so is the belief that a student can read 500 pages in a week and have multiple assignments. I can imagine a world where we get together and coordinate reading and assignments so that it is reasonable and thus it is possible for the faculty to give more attention per assignment and the students to be able to read, think, and then apply.

What do we do when an assignment is missed

I have almost always had a statement in my syllabus that essentially says that the due date is the latest possible date due so if one is prone to illness, accidents, or the heartbreak of procrastination they need to plan ahead because late work will not be accepted. Of course, it was somewhat dishonest because I clearly intended to make exceptions for births, deaths, accidents, illness, marriages, and all manner of life events. Students are people too and life happens to them. The question is always whether to adjust the grade for the extra time that their peers didn’t get or in the case of a clinical experience whether to add extra work or a makeup day.

As I have gotten older I have mellowed. I don’t think there is any evidence that a single missed clinical day has a measurable impact on performance as a nurse. I do think that adding a makeup day or assignment unnecessarily stresses the student and the faculty member. If we can’t show that it makes a measurable difference and it clearly causes student and faculty stress then why do it?

There must be a creative way to build in a late assignment or absence without encouraging either. If you know the answer please share.


Is Anyone Called to Work in A Concentration Camp

When I was young I wanted to work with what I thought of as the poor and underserved. Over the course of my career, I’ve worked in four types of facilities: mental health facilities, homeless shelters, prisons, and detention facilities. They all share similarities.  I was excited when my first job out of college was at St. Elizabeths Hospital in Washington, DC working on a unit for those who had a mental illness and “no fixed address” which was the systems euphemism for homeless.

The unit and the hospital was largely still as Ervin Goffman described it in Asylums. While the harshest of treatments had long ago ended they were still given donated clothing or hospital purchased clothing to patients and generally not returning their clothing. The food was dismal and best. There were times when the food was so limited that patients checked out against medical advise. The conditions for staff were also not what most would expect. Nursing was chronically understaffed and depended heavily on per diem nurses. There were long periods when nurses were forced to work overtime that could be an additional shift or even an additional day or more. Anyone who thinks forcing people to work multiple shifts of overtime a week improves quality of care or compassion is delusional. I don’t know if any of us complained about or filed protest through official channels or even thought to do so. I do know that many of us donated our used clothing and brought food that we cooked and shared with patients.

I volunteered in shelters and tried to understand what could be done to change a society that allowed so many people experiencing homelessness to go without the medical, mental health, and social services care they needed. There was only one answer, we are still a puritanical society that sees the plight of those experiencing homelessness as just punishment for sloth. I suspect many believe mental illness is a myth and so when the mentally were deinstitutionalized under President Regan with the promise of outpatient care that never materialized people complained and shouted at the wind, but we still don’t have adequate outpatient care?

Mental illness is nothing to be ashamed of but stigma and bias shame us all. – Bill Clinton

After three years I ask for and received a transfer to the Federal Bureau of Prisons in Tucson, AZ leaving the care of one group of people held against their will to care for another. FCI Tucson was in many ways a model facility. It was clean, efficiently run, had fully staffed medical and dental clinics, lab, psychology, and pharmacy. The food was good and most of the staff ate the same food as the “inmates”. Those that worked in UNICOR were paid and a commissary was available to purchase things that were not provided. In fact, many of those who were there for illegal reentry into the U.S. would send some of their money home. It wasn’t what I had in mind when I thought of working with the poor and underserved, but there were many similarities to large psychiatric facilities through the prisons seemed better funded and better staffed. We seemed to treat those in prison with more respect and compassion that either those with a mental illness or those experiencing homelessness.

I was in prison and you came to visit me … I tell you the truth, whatever you did for one of the least of these brothers of mine, you did for me.”
(Matthew 25:36, 40)

It was at FCI Tucson that I began to realize that to make big changes one had to be able to change national policy. The Federal Bureau of Prisons is not luxurious, but most of their federally run facilities comply with the American Correctional Association and National Commission on Correctional Healthcare guidelines. In fact, while I was at FCI Tucson we sought and were accredited by the Joint Commission. If one wanted to be an administrator there was a training program that had to be completed and thus there were standards. Every person working there had to complete annual training and sign off confirming they knew the rules. There will always be bad actors, but they were the exception. In my time there if I ask for anyone to be sent out to the local hospital it was not debated. It happened and generally happened quickly.

In 1997, I became the Health Services Administration at the Buffalo Federal Detention Center. Medical care was run by the Division of Immigration Health Services (DIHS). Many of the people were pending deportation after serving time in prison. When I arrived the medical clinic was still under construction. I hired a physician, two nurse practitioners, an RN, an LPN, two medical records techs, a pharmacist, and a pharmacy tech. We had a dentist and a psychologist that came in on a regular basis. Additionally, we invested in telemedicine equipment which at the time was new and gave us access to other providers. Within fifteen months of opening, we were accredited by the ACA, NCCHC, and Joint Commission. In my time there we had no deaths and provided high-quality care. My biggest complaint was the inability to get patients brought to us in a timely fashion and too often being told someone had been removed from the facility when in fact they were still there.

I became the Chief of Field Operations responsible for administrative oversight of the eleven health clinics in Immigration detention facilities (not contract facilities). I visited most of them and did a thorough review of any deaths. Most of the healthcare staff were U.S. Public Health Service officers and so most were passionate about their work and caring for those in detention. There were exceptions and some people over time became judgmental about the plight of those detained, but in my worst nightmare, the worst case I reviewed, the worst thing ever reported to me doesn’t equal what is happening today with the detained children. More importantly, if any of what is happening now was reported Immigration and DIHS would have immediately sent teams to investigate.

I left DIHS in 2001 after 9/11 when to run the command center for Secretary Thompson’s at the Department of Health and Human Services. I never returned to DIHS and was grateful as I had become increasingly concerned about what I saw as a push to limit the care provided and a move to more contract facilities and more contract staff. Physicians were feeling overworked and nurses were being asked to take on more and more of the care. While I didn’t think nurses were being asked to do anything out of their scope of practice it was a constant battle to not cross that line.  I also knew I was pushing the envelope. I was told at one point, “You will do the right thing no matter the consequences.” It was not meant to be a compliment. The person was angry and my life was becoming more difficult.

In 2007, I went to work for the Administration for Children and Families (ACF) as the director of the Office of Human Services Emergency Preparedness. I worked closely with the Office of Refugee Resettlement( ORR). The reason for the visits was twofold, assess their emergency preparedness and see how they did case management. ORR was considered to have an excellent case management program that moved people from being a new refugee that didn’t speak English to being fully self-sufficient in six months. It was a huge effort that was supported by faith-based organizations. I visited a few of the facilities for unaccompanied children and I did find them depressing, but they were clean, each child had a bed with linens and blankets, age-appropriate clothing, plenty of food, medical care (which I didn’t think was at the level I would have liked), and education though it certainly was not equivalent to elementary or secondary schools in the community. There were around 40 facilities and 1600 beds. They were chronically underfunded even then. What they could do was limited by the funding. Congress and the White House knew it. In fact, the faith-based organizations that ran many of the facilities also knew about the underfunding.

This is my long way of saying I could not believe what I was hearing when the detention facilities were referred to as concentration camps and there was inadequate food, no basic sanitary supplies, inadequate medical care, and children taking care of children. The places I worked and visited were not great, but I called the people working there colleagues and friends. Would we have ever allowed this to happen? I even argued with people the term “concentration camp” was inflammatory and not helpful. When I saw the court recording, the pictures, and heard statements of lawyers I was shocked.

How could healthcare people not speak out? I hope that some of this information is getting out because they are leaking it. Yet, I don’t want to be too quick to forget what it is like to be the nurse in the facility. Each day you go in and see as many people as you can thinking if you aren’t there who will be there to provide the care. You go home and you pray for your patients. Yet the most obvious thing to do is sometimes the hardest. How do stand up to those in charge and say, not on my watch?

I’m outraged, but my outrage doesn’t change the current situation. CDR Jonathan White testified before the Energy and Commerce Committee on February 7, 2019. In his verbal responses, he was clear that people were warned about separating children and parents. He did not address all of the unaccompanied children that cross the border, but I’m sure he was equally concerned about them. Then in April 2019 before the Senate Homeland Security and Governmental Affairs, there was further testimony from CDR White and others.  He appears to care about the welfare of the children and is trying to reunify children that came with parents or family member. In fact, for over a year ago HHS officials have warned about the situation. CDR White clearly states that the problem isn’t of data exchange, but that children were separated. The ORR program was designed for the truly unaccompanied children and not for children separated by the U.S. when apprehended. You can see the disgust on CDR White’s face when he says the issue is that it happened at all. Since July 2018 HHS has been warning the administration and Congress yet there is no positive action.

The Catholic tradition teaches that human dignity can be protected and a healthy community can be achieved only if human rights are protected and responsibilities are met. Therefore, every person has a fundamental right to life and a right to those things required for human decency. Corresponding to these rights are duties and responsibilities–to one another, to our families, and to the larger society.

My question to all of those screaming about the atrocities is what have you actually done to change it? Have you actually written a letter to your representative? Have you donated money to one of the not-for-profits that provide the care at most of the facilities for unaccompanied minors? And to Congress, other than the horrific legislation offered by Senator Graham that ignores the dangers faced by the asylum seekers, Senator Cruz’s Protect Children and Families Through the Rule of Law Act which is more about removal quickly back to the danger they fled, and U.S. Senator John Cornyn (R-TX) and U.S. Representative Henry Cuellar (D-TX-28) who proposed the HUMANE Act has anyone drafted legislation that would actually address the problems in the “concentration camps”?  Is there anyone in the House or Senate that is working together to fix laws that allow this to continue?

If you really think this is inhuman, a concentration camp, and must be stopped then why not work day and night to pass legislation that will stop it? Isn’t that more productive that tweeting? I want to see a Tweet with a link to the legislative fix. I want to see posts about people volunteering with their local churches and community organizations to help support the needs of refugee families. In our parish, it took the hard work of five families to get one family to self-sufficiency. More volunteers are needed in almost every city in the country.

As for the rest of us, here is an interesting fact, anyone in the U.S., any citizen can draft legislation and a member of Congress can introduce it. I will write it if AOC will promise to introduce the legislation. I bet she even has some aides that could help. Likewise, what about all those running for President, where is your draft legislation to fix this?

We don’t need more hypocrisy. We need action that recognizes that our Puritan history must be weeded from our hearts, laws, and policies.

For I was hungry, and you gave me to eat; I was thirsty, and you gave me to drink; I was a stranger, and you took me in. (Matthew 25:35)

 


Nurses on Twitter

Whether you like it or not social influence now matters in your professional life. You can stay stuck in the past and ignore Facebook, Twitter, Instagram, LinkedIn, and ResearchGate, but you do at the risk of becoming obsolete. I recently saw a post by a philosopher who thought it was better when all of the intellectual discussion stayed within academia and peer-reviewed journals. What he didn’t realize is that elitism is no longer acceptable and is a view largely held by the privileged who never had to fight to be heard. The days of predominately white men controlling what is discussed, studied, taught, and identified as important are over.

While there are politicians that think social media has too much influence I would argue that what they may be objecting to is that we can now be heard by the masses and politician, clergy, and the famous no longer are the sole owners of the bully pulpit. The average person on the street can reach as many people as the pastor of the church. The elementary school teacher can use social media to let the entire community know there isn’t enough money to buy all of the school supplies. The healthcare community can spread the word about healthy lifestyles and policy that may adversely impact your access to care unless you act.  Who of us doesn’t get posts in our neighborhoods about break-ins and crimes so we know to be on the lookout? Each of us can call out politicians for their lies. We are able to form a community with people we would rarely if ever see and we are stronger and more equal as a result.

Social media also matters in your research influence. It is impossible to attend every conference and network with all the people you would like to meet, but almost every conference now has a #hashtag. If you look it up you can follow the tweets of the conference and network with people even when you can’t be present. It grows your network of people with whom you share a research, policy, or practice interest. When you do meet people in person they will know your name. In emergency management, we always say you don’t want people to hear your name for the first time in the middle of a disaster. As a researcher, you don’t want people to hear your name for the first time when you need their help.

The various platforms have their limitation but they each have their strengths and purposes. For example, I only used LinkedIn for professional contacts. I will accept any professional request. I use Facebook mostly for friends and people I want to stay in touch with from previous jobs and neighborhoods.  I only accept a friend request from friends, colleagues, and people I know or have met at conferences, events, or interacted with in other ways. ResearchGate is only about my academic work. Twitter is like a huge town hall or community meeting. I can connect with people that share interest across nursing, disaster research, health policy, public health, politics, faith and all manner of social activism. Each platform has a purpose and I use each in a different way. I now regularly run into people at conferences that I know through social media. That connection has improved my networking at conferences and the attendance when I’m presenting.

Understanding and maximizing tools are important. Almost all of the social media tools have limits. The limits on Twitter make management important and it also makes etiquette important. Twitter only allows individuals to follow 5000 accounts unless you have more than 5000 followers. Once you reach that number there is a metric that essentially allows one to follow 10% more people than follow them. The result is that some people reach the 5000 and then can’t follow anyone else even if it is their research partner unless they first unfollow someone.  Here are some quick tips to maintain your numbers

Follow

  • People that will follow back – the truth is if they aren’t following you back they probably think the relationship is less important than you do. A less kind view is that they only care about their own success and not about the success of anyone else.
  • Those that share an interest and will interact.
  • Those who have influence in your profession or provide information you may not otherwise see.
  • Those you may want to connect with related to work, research, and social issues.
  • The people that are trying to make the world better even if they may never follow back. Some days you need to be inspired and know there are people out there that try hard.
  • Key influencers in your area of interest.

Don’t Follow

  • Large accounts and news media. Those accounts will most likely show up in your timeline anyway. It is the Donald Trump phenomena. Unless you block him he will show up in your feed so why follow. He certainly doesn’t need the followers to be able to follow anyone he wants and unless you are famous he probably never sees your replies.
  • People who have mistaken Twitter for Tender or another dating app. If a man or woman has to tell you the are honest, or God-fearing, or loyal they probably aren’t.
  • Don’t be afraid to unfollow or block people that are rude, believe conspiracy theory over science, or generally make your blood pressure rise. I should want to convince anti-vaxxers of the error of their ways, but God either didn’t give me that level of patience or I have failed to develop it.
  • Don’t follow people or companies that follow/unfollow/follow/unfollow… It is an effort to get you to follow back or they are using it as advertising. That is different from people that follow you and accidentally hit unfollow and refollow within minutes or people that are unfollowing non-followers because of the limits.
  • Don’t feed the trolls. Block them.
  • I also block people that keep getting recommended to me by Twitter, but who clearly have no interest in collaborating or interacting. It is the only way I’ve figured out to get their names to stop popping up.

Maintain Lists

  • The accounts you don’t want to follow but want to check on a regular basis.
  • People you NEVER want to interact with because of their behavior online.
  • The hashtags that are of interest to you.
  • Researchers or leaders in your area.

My Favorite Nursing Hashtags

  • #VolForLife
  • #NurseTwitter
  • #NursingEducation
  • #NurseEd
  • #NursePractitioner
  • #NP
  • #FullPracticeAuthority
  • #CRNA
  • #NPsLead
  • NursesWhoTweet
  • #NurseLife
  • #FutureOfNursing

Nurses to Follow

I wanted to add nurses to follow, but there are so many amazing nurses involved in policy, research, practice, and social justice that I didn’t want to leave anyone out. If there is a downside to nurses on twitter is that many are not good about following back. If they don’t it is fine to unfollow and then check their pages from time to time.

I wish we were as good about making lists of people to follow as some other groups are because there is power in numbers and we are the largest healthcare profession. If we all joined together we would make nursing issues trend on a daily basis and bring our special talents to issues that matter to us. Imagine 100,000 or 500,000 nurses tweeting about immigration health in the detention facilities, or full practice authority, or NINR funding or the unacceptable infant mortality rate in the US. Imagine.

 


When You are Ready to Retire: Teach

A friend recently called for advice about making the move to academia. Many nurses and other professionals in government civil service and uniformed services have doctoral degrees in their chosen professions and of those, a significant number have worked in policy, research and development, and administration. If they entered public service right out of college they are relatively young when they reach the years of service necessary to retire. I was 48 so I had time for another 20-year career and I couldn’t think of anything I would rather do than teach.

Why Make the Move

A life of service is hard to leave. Any person that has dedicated their life and professional career to the service of the country is unlikely to be fully satisfied in corporate America or staying at home. When you chose government service you clearly do not do it for the money and that is a characteristic that is unlikely to change. You may like having money, but most likely it is not the key driver for making a decision. The retirement check gives you the freedom to follow the heart and the ability to take a salary less than what you were making in the government and still break even.

When I left active duty I applied for four jobs. Three jobs were in academia and one was with the state government. I almost immediately had three interviews and three job offers. I took the one that paid the least but was most likely to be an easier transition. As my husband told me, I was used to people “kissing my ass” and doing what I said without question and in academia neither would happen. That would turn out to be a very pleasant change. There is little that is more limiting to personal growth than blind loyalty or loyalty out of fear of position.

You may have given a lot, but a lot was given to you.  If you are retiring you have given your entire adult life to service to the country. But, your country has been giving too. My Ph.D. was fully funded, every training course I took was paid for by the government, and every effort was made to help me succeed. I may have given, but I received in equal or greater measure. When the Ph.D. program in nursing began at the Uniformed Services University one of the hopes was that after completing service to the country those they educated would then teach as a way of giving back. Never forget the country you served also served you.

There is a difference between what is taught and what one needs to succeed. Senior officers and government official hire and train hundreds if not thousands of young people fresh out of college. They have seen what makes those young people successful and what leads to difficulties in their professional lives. It is true that what is taught in college is essential knowledge and if done well gives a young person the necessary skills to adapt, but in many cases, it is the skills of listening, respect, professional presentation, and teamwork that are missing. As an officer or a senior official, you know how to blend this information into impactful lessons in a way a person who spent their life in academia will not.

I am easily able to explain to students why it is important to always be early for work and to think before you speak. I have a dozen real-life stories of things that have happened. I also have stories of people that thought they were on the right path but didn’t recognize that they had strong talent that would take them further if they had the courage to chose a different path or make a career change. One of our Presidental Management Fellows who was a nurse turned out to be the best champion of the Combined Federal Campaign our office ever had. She was missing her calling in fundraising and went on to be very successful. Not every student in nursing wants to be a nurse. It is okay to point out other paths they may take after finishing their degree. It isn’t necessary to change majors. It is fine to take a nontraditional path.

Academia needs people with well-developed leadership skills. There are things universities do well, but teaching leadership is not one of them. From day one as an officer leadership is taught and emphasized. It is not about learning to administer, which is definitely emphasized, but about leading. Don’t misunderstand, there are some amazing Deans, Provosts, and Presidents of universities, but there are even more that have little formal leadership training. What makes a great researcher isn’t always what makes a great leader.

If you work for the federal government until retirement you will have been sent to courses on strategic planning, financial management, personnel management, and leadership. You have probably managed large numbers of people, large and small budgets, grants, pilot projects, policy development and implementation, and a plethora of special projects. You have in your toolbox things the average academic does not have and in addition, you have been tested under different leaders and multiple administrations with all the political appointees they bring with them who may are may not have any knowledge of the area they oversee. Most importantly you have grown a thick skin and learned how to work fast and under pressure.

I was privileged to work with an amazing President, Provost and Graduate Dean when I first came to academia. They hired me for my leadership skills and not my academic history. The department had been without a Chair for a couple of years and the one before me had left quickly. I had looked for the job that needed my skills and was also willing to let me teach. When those three job offers came in there was no doubt which one I wanted and which was the best fit. It was the small school where I could learn academia and help them to address several years without a department chair. It was a win-win.

Transition Planning

It is a good idea to start your transition plan one to two years before you retire. Here are 10 must for your transition plan:

  1. A curriculum vitae is a must and it should look like one in academia. There are many things in government that are the same as academia, but academics will not understand government speak and if you don’t use academic terminology you will hurt yourself.
  2. If you are not publishing you need to start. I would highly recommend two to three peer-reviewed articles a year. It may seem intimidating, but it is easier than it sounds.
  3. Never turn down an invited presentation. All of the invited presentations you did now need to be on your CV. You are most likely going to have to search for them.
  4. Make sure your CV includes the number of people you supervised, budgets managed, and major accomplishments by position.
  5. You didn’t get to retirement without serving on many committees, task forces, and probably at the national level. You need them all on your CV.
  6. Start teaching by working as an adjunct instructor or lecturer. You do not need to be paid but you do need a letter of appointment. If you have ever taught a government course, precepted students, or developed training it needs to be on your CV.
  7. If you haven’t practiced clinically in a while you may want to renew that skill. Most places will want to know that you still understand the clinical setting even if they will not expect you to teach clinical courses. Volunteering is a good way to make sure you are current.
  8. Attend professional conferences where you are likely to run into academics. Use all of the skills you ever learned about networking. You need to start a new Rolodex.
  9. Start looking at university requirements for tenure and rank and make sure you are writing to those requirements.
  10. You need a good mentor for the transition and you need to reconnect with your dissertation advisor. Both can couch you on negotiating rank, salary, and start-up packages. If any university tells you that a retired Captain O-6 or senior executive service needs to start as an Assistant Professor you need to look elsewhere and this is especially true for women as it is more likely to happen to you than your male counterparts.

Teaching is a great opportunity to continue your life of service and it will remind you on a daily basis why you chose your profession all those years ago.