Jizo stone statues

Bearing Witness: Health Professionals’ Role in Immigration Detention

I read the recent reporting on Some Public Health Service officers deployed in detention centers suffer ‘moral distress with a mixture of recognition and concern. I spent three years working inside that system, first as a Health Services Administrator at an immigration detention facility, and later as Chief of Field Operations overseeing all health services across the United States of America. I also served as a commissioned officer in the U.S. Public Health Service because I believed, and still believe, in its mission to serve the poor, the underserved, and the most vulnerable.

During my tenure, advocacy groups often criticized those of us working within immigration detention. They assumed that participation itself implied indifference or harm. That assumption does not reflect the reality I witnessed daily. Many Public Health Service officers worked under extraordinarily difficult circumstances with a clear ethical commitment to patient care. We were not policy-makers; we were clinicians and public health professionals trying to reduce suffering where it already existed.

Concrete practices mattered. We implemented telemedicine systems in 1998 to ensure access to specialty care. This included mental health services. We did this long before such models became routine elsewhere. Individuals received comprehensive history and physical examinations within seven days of arrival. This care is often more thorough than what many Americans receive in the community today. When people were released, we worked to connect them with community organizations, ensure continuity of medications, and reduce the risk of care disruption.

That commitment extended beyond U.S. borders. I participated in a deployment to Guatemala during a mass migration event involving individuals from China. Even with limited resources, we conducted full physical examinations. We performed tuberculosis screenings and provided treatment to those in need. The human cost of migration was unmistakable. It was one of the saddest times in my PHS career and the one when I felt least able to help. I still remember riding on a bus to the airport. I watched the Guatemalan countryside pass by. A woman quietly remarked that she wished these people could escape to China. Her statement captured both despair and moral complexity.

Bearing Witness and Doing Good

I am also a Buddhist priest, and my understanding of this work is shaped by the Buddhist commitments to Bearing Witness and Doing Good. Bearing witness requires entering places of suffering without turning away, without denial, and without premature judgment. Doing good is not abstract moral purity; it is the daily, imperfect act of alleviating suffering where one stands.

A teaching that has deeply informed my understanding of care partnership comes from Chodō, who spoke of Jizō Bodhisattva, the bodhisattva who vows to enter the hell realms and not abandon those trapped there. Jizō does not wait for the world to be just before offering care. He does not ask who is deserving. He goes where suffering is greatest and remains present. For me, immigration detention often functioned as a kind of hell realm, not because of the individuals working within it, but because of the profound isolation, fear, and loss experienced by those confined there.

Much of our work was precisely this: staying present, providing care, and refusing abandonment in a place many preferred not to see. That, to me, is care partnership, not rescue, not endorsement of the system, but accompaniment within it.

If we are serious about justice and human dignity, we must be able to hold two truths at once: that immigration detention raises profound moral concerns, and that compassionate, competent health professionals inside those facilities have worked, often quietly and imperfectly, to bear witness and do good in the midst of suffering.


Transforming Anger Through Mindfulness and Compassion

I suspect most people have experienced anger. Most recognize it as an undesirable emotion. At least they used to. In the last few years it seems as if rage and anger are being encouraged as desirable qualities. Most of my life I was content not to act on anger. As I’ve gotten older, I have hopefully grown wiser. I have learned to think about anger when I feel it. I hope to understand it. Then, I work to let go of the anger as part of my practice.

In Buddhist teaching, anger is not treated as a moral failure. Instead, it is viewed as a mental state. This state can be understood, examined, and transformed. It is considered one of the three unwholesome roots. Greed and delusion are the others. These roots give rise to suffering for oneself and others.

"I vow to abstain from the harboring of hatred, malice, or ill will."

What is the nature of anger? Anger arises when experience clashes with expectation: when things do not go as hoped, desired, or believed to be “fair.” Buddhism frames this not as an external problem caused by others. Instead, it sees anger as an internal reaction shaped by attachment and misunderstanding. Anger is impermanent, conditioned, and dependent on causes. Because it is conditioned, it can change.

Zen master Eihei Dōgen emphasized careful attention to mind states as they arise. In Shōbōgenzō, he writes that practice requires intimate awareness of cause and effect. It includes those mental states that appear small or passing. Yet, they carry far-reaching consequences. Anger, when left unexamined, becomes one such cause with enduring effects. The effects can spread beyond the immediate moment and have far reaching impact that are unseen.

The Buddha consistently taught that anger harms the one who carries it most. It clouds perception, narrows judgment, and fuels actions that often lead to regret. The Dhammapada famously observes that hatred is never ended by hatred. It is only ended by non-hatred or compassion. This is an empirical claim grounded in human experience rather than moral exhortation.

A parallel teaching appears in Jewish scripture. In Deuteronomy 28:47–48, the text warns that when one serves out of distress and inner turmoil rather than clarity and purpose, the result is bondage rather than freedom. Rabbinic tradition interprets unchecked anger and hatred as forms of inner enslavement. A person is no longer acting freely. They are ruled by destructive emotions. Thus, the person is enslaved by anger.

Rather than suppressing anger or acting it out, Buddhism emphasizes that mindful awareness is the appropriate response. When anger arises, practitioners are encouraged to notice it directly: its physical sensations, emotional tone, and accompanying thoughts. Naming it, “anger is present,” creates a small but meaningful distance between the feeling and the self. This space allows wisdom to replace the reactive nature of anger.

Loving-kindness (metta) and compassion are presented as direct treatments for anger. Importantly, these practices begin with oneself. Recognizing one’s own suffering reduces the tendency to project blame outward. From this foundation, compassion can extend to others, including those who may have triggered the anger. This does not mean excusing harm; it means responding without hatred.

Buddhist teachings on anger are basically pragmatic. Anger is not condemned, but it is not indulged either. Dōgen taught that freedom lies in seeing clearly how suffering is created moment by moment and choosing not to perpetuate it. Jewish ethical teaching similarly holds that mastery over anger is essential to human dignity and moral freedom.

Across traditions, anger is understood not simply as an emotion, but as a condition that, if left unchecked, binds the individual. Awareness, discipline, and compassion are crucial tools. These tools help one return to freedom internally and ethically. They do so without denying the realities that provoke anger in the first place.

Some practice approaches may include:

  1. Pause and Sit with the Body
    When anger arises, stop before responding. Notice where it manifests physically—tightness in the jaw, heat in the chest, contraction in the abdomen. In Soto Zen, returning to the body anchors the mind and interrupts escalation. This is not analysis; it is direct observation.
  2. Name the State Precisely
  3. Silently acknowledge: “Anger is present.” Avoid narratives such as “I am angry because…” Naming the state without ownership creates space between awareness and reaction. This aligns with non-identification rather than suppression.
  4. Cultivate Loving-Kindness After Clarity Returns
    Once the feeling of anger has softened, extend simple wishes of well-being to yourself first. Then, if possible, extend them to others involved. This is a practice of repair, not excuse.
  5. Commit to Non-Transmission
    A practical vow: “I will not pass this anger on.” Even when anger is justified, one can choose not to perpetuate it through words or actions. This is freedom expressed in conduct.

I always remind myself to return to the breath and not the story. Allowing attention to rest on breathing as it is. I do not attempt to calm anger away. I simply stay with inhalation and exhalation until the intensity naturally shifts. In Soto Zen, stability precedes insight. The practice has been helpful to me.

In Soto Zen practice, freedom is not defined by the absence of anger. It is defined by the capacity to meet anger without being compelled by it. Dōgen taught that each moment of mind is a time of cause and effect. Even small, unexamined reactions can shape far-reaching consequences. When anger arises and is met with awareness, restraint, and compassion, the chain of suffering is interrupted rather than extended. This is not passivity or denial; it is disciplined clarity. Across Buddhist and other religious ethical traditions alike, mastery of anger is seen as a practice of dignity. It restores moral agency by allowing individuals to act from wisdom rather than impulse. It helps individuals choose freedom even when provoked.

I wrote this blog post. I was still considering whether to post it on Facebook by Luang Phor Jaran Thitathammo https://www.facebook.com/share/p/1Ah2QMPsXK/. This is a person I would like to share a cup of tea with. I would love to have a long conversation or maybe just sit together.



Mountain Stream

Eiheiji: Finding Breath and Gratitude in Stillness

In the still, cool morning,
Bells and birds call together.
Footsteps echo through cedar and stone—
Liberating is the Way.

Sitting with monks in shared breath,
Voices rising in harmonious chant,
The Dharma flows like the mountain streams,
Unseen, yet resounding— ever present.

This heart bows in deep gratitude,
For each chant, each step, each drift of incense.
One visit, ten thousand gates—
I will always return to this moment.


The Hidden Costs of Punitive Tariffs on Families

Who among us wants to be poorer? Who does not recognize the suffering that tariffs cause? The resurgence of punitive tariffs—imposed under the guise of economic protection—is, in practice, a regressive tax on working families and small businesses. These tariffs increase the cost of essential goods, destabilize international relationships, and disproportionately harm those with the fewest resources. They are, in every economic sense, self-defeating.

And yet, as we witness this policy—both economically misguided and morally troubling—it is easy to reach for anger, to arm ourselves with outrage, and to divide the world into allies and enemies.

A quote I return to in such moments reminds me:

“Day by day we all meet events that seem to be most unfair, and we feel that the only way we fight is with our minds. We arm ourselves with our anger and our opinions, our self-righteousness, as though we were putting on a bulletproof vest. And we think this is the way to live our life. All that we accomplish is to increase the separation, to escalate the anger, and to make ourselves and everyone else miserable.”

It is one thing to condemn injustice; it is another to let that condemnation harden our hearts and turn on our neighbors. Even as we call out damaging policies, and recognize moral failures in leadership, we must resist the reflex to meet aggression with aggression, contempt with contempt. The real work is to stand firm in truth and justice while staying soft toward one another.


The Cost of Silence: Betraying Free Speech

Last week, I experienced censorship of my work, but it was more alarming how easily people gave up their free speech rights. Many were silent out of legitimate fear, but the scary part was those trying to bully others into complying with the loss of their right to free speech. Free speech is not just a constitutional right—it is the foundation of the free society most of us have enjoyed our entire lives. I say most because we know that not all Americans have or have had equal rights. Without free speech, truth is silenced, dissent is criminalized, and fear replaces open discourse. The ability to speak, question, and challenge authority is what prevents oppression from taking root.

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. –First Amendment of the Constitution

History offers us dire warnings about what happens when people fail to stand up for free expression. During World War II, entire societies became complicit in the silencing, persecution, and extermination of their fellow citizens. Ordinary people, who may not have been inherently evil, allowed fear, obedience, or ideology to dictate their actions. They turned in their neighbors, not always out of hatred, but often out of submission to authority, social pressure, or a wish to avoid personal risk.

Yesterday, I was told that one reason for not allowing some speech is that people were reporting the content on their fellow employees—content on a private page, not representing themselves as speaking for their employer, and on off-duty time. We all too quickly forget the history lessons and think they could not happen to us, but they have. There are too many examples of limiting free speech to list, but just a few are:

  • Nazi Germany: Book burnings and the suppression of what was perceived as inappropriate art and literature. These cultural policies aimed to eradicate Jewish, leftist, and other dissenting voices.
  • United States: During the McCarthy era, there was significant censorship and blacklisting related to alleged communist sympathies, and people were pressured to report on their friends to save themselves, leading to an era of fear.
  • Social Media: Platforms were pressured to moderate content, leading to debates about censorship versus free speech, especially as it relates to hate speech, misinformation, and political influence.

The same moral failure exists today in those who refuse to stand up for free speech. When people stay silent in the face of censorship—whether by governments, corporations, or social movements—they become modern-day collaborators in oppression. The excuses may differ, but the outcome is the same: ideas are suppressed, individuals are punished for dissent, and society inches toward authoritarianism.

This impingement on freedom of speech does have limits we should all know – we can’t make real threats of harm or incite violence, slander, yell fire in a crowded theatre, etc. Right to free speech doesn’t mean parents cannot limit what is said in their house or employers cannot restrict what is said in the workplace. However, the threats to freedom of speech that have been weaponized by this administration started years ago and in a quieter way. We saw pressure not to allow people with certain ideologies to speak on college campuses, people who wanted to censor words that could be used in professional journals because they were not politically correct enough, and pressure not to publicly disagree with anything related to policies about DEI without being labeled a racist. In fact, the APA Style Manual has long been seen by some as ideological police in writing.

True freedom demands courage. It requires us to defend even speech we dislike, stand against those who seek to silence others, and reject the creeping normalization of censorship. If we do not, we risk becoming the enablers of oppression, just as those who betrayed their neighbors in history’s darkest moments did.

If we believe in a free society, we must act like it. That means speaking up, even when it’s uncomfortable. Because the moment we let fear dictate our words, we become what we claim to oppose.


How Catholic Charities Elevates Compassion in Crisis

I had the profound honor of working with Catholic Charities, USA, during my time as the Director of the Office of Human Services Emergency Preparedness and Response at the Administration for Children and Families. CCUSA exemplifies charity and efficiency, setting a standard for how compassion can drive action. My time with them was transformative—not only in learning the intricacies of disaster response but in rediscovering the essence of humanity and the depth of my own compassion.

When we responded to Hurricanes Gustav and Ike in Louisiana, CCUSA’s generosity extended far beyond logistical support. They invited me to stay at their retreat house, offering me a room once used by the Sisters, full access to their kitchen, and the sacred stillness of the Bishop’s chapel. They encouraged me to spend as much time as I needed there, creating a space where I could reflect deeply and connect with something greater than myself. Their kindness and faith left an indelible mark on my heart and spirit.

Through their example, I came to realize that my focus on government processes had obscured the very humanity those systems were meant to serve. CCUSA reminded me that addressing suffering is not about policy alone—it is about people. Their unwavering mission to uplift others taught me to see the world with new eyes and an open heart.

God bless Catholic Charities, USA, and the vital work they do. They embody the spirit of compassion, and to attack them is to misunderstand the very essence of service and humanity. They changed my life, and for that, I will forever be grateful. Through their work with us a national disaster case management program was created to help the poor and underserved in the darkest of times.


Where to Begin

My cousin wanted to know where he could learn more about Buddhism and meditation. My first thought is to read Zen Mind Beginners Mind by Shunryu Suzuki. However, knowing how busy many people are and how much some young people dislike reading, I found a free online recorded version. If you are interested, this is a good starting point.

Zen is not for the faint of heart. Everyone must sit in silence; sometimes, silence reveals one’s true self, fears, and hidden thoughts.

Begin by focusing on the breath. Sit quietly and pay attention to your breathing. This foundational practice requires no prior experience and can be deeply calming. While I sit for 30-40 minutes at a time, some recommend starting by sitting zazen for 5-10 minutes. The focus one finds while sitting should then be carried into daily activities, such as eating, walking, or cleaning.

Sitting is not magic and is not about achieving perfection. As with many practices, having a community’s support, which we call a sangha, is very helpful. If there is no local community, many zen centers have online communities.

We call sitting our practice. We practice without judgment. Imagine life is like gardening. Zen practice is like gardening. It is about care, patience, and being present in the process. Our practices teach us to nurture life with mindfulness and to accept what arises, trusting that the garden will grow naturally into something beautiful with gentle attention.


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.


Please join Heidi Rogers and she facilitates an Earth Week 2022 panel discussion on Harnessing the Lancet Countdown for Clinical and Public Health Practice. Registration is free. Click HERE to register. #EarthWeek2022 #ClimateChange


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.