Voice, Spring 2016 by Boston College

Spring 2016

william f. connell school of nursing

coming home healthier DETECTING BULLIED YOUTHS THROUGH CLINICAL SCREENING

young veterans get fit alongside student -athletes

from the dean susan gennaro

Dear Friends,

dean

As nurses, we are well aware that

Susan Gennaro

lives are not lived in isolation.

editor

We know the importance of

Maureen Dezell

connections. This issue of Voice

managing editor

clearly demonstrates ways in which

Tracy Bienen

connections help the Connell School of Nursing as we create new and innovative programs that shape our science, our practice, our teaching, and our learning. The Collegiate Athlete Warrior Initiative has given our students Photograph: Gary Wayne Gilbert

voice

a unique opportunity to connect

with soldiers who have served in war, who in turn connect with our student-athletes. Meanwhile, Connell School faculty are collaborating with other scholars as they teach across disciplines in Boston College’s Core Renewal Pilot Project, and a sequence of courses that take a broad view of global public health. Lichuan Ye, a specialist in sleep disorders, is making connections across

art director Diana Parziale

graphic designer Christine Hunt

contributors Timothy Gower Patrick L. Kennedy Alicia Potter John Shakespear

photographers Caitlin Cunningham Frank Curran Gretchen Ertl Gary Wayne Gilbert Josh Levine Lee Pellegrini John Quackenbos

disciplines and institutions as she develops a toolkit to help hospitalized patients address one of their major complaints: “Why, when I am so sick and need to sleep, are people constantly waking me up?” I hope you enjoy reading about some of our newest connections. They illustrate what makes the Connell School of Nursing such an exciting place to learn, teach, practice, and do research.

Yours,

Susan Gennaro Dean

Voice is published by the William F. Connell School of Nursing and the Boston College Office of Marketing Communications. Letters and comments are welcome: csonalum@bc.edu Communications Specialist William F. Connell School of Nursing Boston College 140 Commonwealth Avenue Chestnut Hill, MA 02467

cover Timothy Joy ’16, a Boston College football player and veteran’s workout buddy. Story begins page 6.

contents

6 Clockwise from above: Megan Cooley ’17 and Kelsey Golden ’18 Photograph: Caitlin Cunningham

Chiamaka Okorie ’17 Photograph: Frank Curran

Artwork: Ultimate Symbol Artwork: Christine Hunt

Spring 2016 news

4 Connell School faculty and students

Features

Coming home healthier: Young

garner top awards and honors from

veterans get fit alongside Boston

foundations, health institutions, and

College student-athletes in a new

professional nursing organizations

Connell School wellness program

16 Faculty publications

11 Joining forces: CSON faculty discover the power of collaboration

14 Do not disturb: Haley Nurse Scientist Lichuan Ye aims to put a sleep quality toolkit in patients’ hands www.bc.edu/voice

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news by john shakespear

Faculty The Donaghue Foundation, which supports research that improves quality of care in nursing homes, awarded Associate Professors Marie Boltz and Jane Flanagan a grant for their project “Post-Acute Outcomes in Nursing Home Residents with Dementia.” The American Professional Society on the Abuse of Children honored Professor Ann Wolbert Burgess with its 2015 Outstanding Professional Award, which is given each year to a society member who has made outstanding contributions to addressing child maltreatment.

Above: Sara Looby, Ph.D. ’08 Photograph: Josh Levine

TELL US YOUR NEWS csonalum@bc.edu

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Assistant Professor Holly Fontenot received the Women’s Health Research Award from the Nurse Practitioners in Women’s Health for her project “Patterns of HPV Vaccination in a Sample of Urban Young Females.” She presented her findings at the organization’s October 2015 conference in Salt Lake City. Professor Dorothy Jones received a grant from Stand Up to Cancer. She—along with faculty from the Connell School, Dana Farber Cancer Institute, and Massachusetts General Hospital Cancer Center—will develop a series of three Web-based Certification for Nursing Education modules to prepare nurses with the skills and knowledge to manage patient responses and challenges that can accompany the administration of emerging immunotherapies to treat cancer. The first module will be available in July 2016. CSON Assistant Professor Jinhee Park and Michael Naughton, Boston College Ferris Professor and chairman of the Physics Department, received one of the University’s Research Across Departments awards for their project “Development and Validation of the Infant Sucking Measurement System.” Park also received a Boston College Research Incentive Grant for “Assessment of Psychometric Properties of the Child Oral and Motor Proficiency Scale.” Associate Professor Melissa Sutherland received a Fulbright Scholar Award to fund her teaching and research at the Pontificia Universidad Católica de Chile in spring 2017. Associate Professor Patricia Tabloski was invited to serve on the American Nurses Association’s Professional Issues Panel Advisory Group for Palliative and Hospice Nursing. Assistant Dean of Continuing Education Jean Weyman was recognized as a distin guished alumna of the University of Indiana’s School of Nursing at an award ceremony in April.

Assistant Professor Yaguang Zheng and colleagues at the University of Pittsburgh presented study findings at the American Heart Association’s Epidemiology/ Lifestyle 2016 Scientific Sessions in March. The researchers learned that people who routinely and frequently weigh themselves become more confident about managing their eating in various situations or under different conditions.

Alumni The PBS website Next Avenue named Jennie Chin Hansen ’70, Hon. ’08, to its first-ever “Inf luencers in Aging” list. Hansen served as chief executive officer of the American Geriatrics Society and was president of AARP during the national health care debate. The Boston Globe in December featured Deirdre Houtmeyers ’83, Woods College M.S. ’00, president and CEO of St. Mary’s Center in Dorchester, and her work there on behalf of women and children who have experienced trauma and are living in poverty. Sara Looby, Ph.D. ’08, was one of six people Massachusetts General Hospital recognized with its 2016 Claf lin Distinguished Scholars Award. Looby is an assistant professor of medicine at MGH and a nurse scientist at the hospital’s Munn Center for Nursing Research. Marguerite Minshall ’13 was awarded a SuperStar Award by MedStar Health. MedStar Georgetown University Hospital named Colleen Nuzzolese ’11 Associate of the Year for 2015. Barbara Wolfe, Ph.D. ’95, who served 12 years as the Connell School’s associate dean for research, was named dean of the University of Rhode Island’s College of Nursing and a member of the URI Academic Health Collaborative Executive Oversight Committee.

Left: Renee Bichette ’17 Photograph: John Quackenbos

Below: Kathleen Rice Simpson Photograph: Gretchen Ertl

Below left: Chiamaka Okorie ’17 Photograph: Frank Curran

Students The Jonas Center for Nursing and Veterans Healthcare named CSON doctoral students Kim Pomerleau Angelini ’11; Erin Flaherty ’10, M.S. ’12; Pam Linzer ’95; and Aimee Milliken as Jonas Nurse Leader Scholars for their research on veterans’ health care needs. Renee Bichette ’17, a member of Boston College’s fencing team, placed seventh in the NCAA fencing championship. Ph.D. students Meredith Kells ’05, M.S. ’07, and Aimee Milliken represented the Connell School at the Eastern Nursing Research Society’s doctoral student research poster exhibit and competition. Kells’s poster was titled “Nasogastric Tube Feeding for Individuals Diagnosed with Anorexia Nervosa: Effective Intervention or Short-term Fix?” Milliken’s was titled “It Just Took the Pressure Off: Experiences of Caregivers in the Veterandirected Home and Community-based Services Program (VD-HCBS).” Chiamaka Okorie ’17 was awarded Boston College’s 2016 Martin Luther King, Jr. Memorial Scholarship, which is presented annually to a junior who has demonstrated superior academic achievement, extracurricular leadership, community service, and involvement with the African-American community and African-American issues.

Events Perinatal Clinical Nurse Specialist Kathleen Rice Simpson, editor in chief of MCN: The American Journal of Maternal/ Child Nursing, delivered CSON’s spring Pinnacle Lecture on April 4. Simpson spoke about her research on nurse staffing and missed nursing care during labor and birth.

In memory Marilyn A. Chard ’54 died on October 20, 2015, at the age of 84. Alice (Logue) Lawler ’54 died on May 15, 2016, at the age of 84. Her daughter, Donna Cullinan, is an assistant clinical professor at the Connell School. Lucille Robinson ’50 died on April 20, 2016, at the age of 93. boston college william f. connell school of nursing

COMING HOME HEALTHIER Young veterans get fit alongside Boston College studentathletes in a new Connell School wellness program By Alicia Potter Photographs by Caitlin Cunningham

four years ago, while she was teaching at Uniformed Services University of the Health Services in Bethesda, Maryland, Susan Sheehy ’69, Ph.D. ’10, met an Afghanistan War veteran about to head home after two and a half years of medical care at Walter Reed National Military Medical Center. Yet the young man, a double amputee, was not excited to go, she recalls. At Walter Reed, he explained, he and the other vets understood and encouraged each other. But back in his small Arkansas town, he’d likely be pitied. “He asked, ‘What’s going to happen to me?’” says Sheehy, a former Army nurse who served at U.S. military hospitals in Germany during the Vietnam War. “And that just haunted me. Every day, it was on my mind: What’s going to happen to him and all these warriors when they go home?” Last summer, Sheehy returned to the Connell School of Nursing as a visiting scholar to work with Professor Ann Wolbert Burgess on an answer to that question. They’ve identified one in a first-of-its-kind health and fitness program that brings together veterans and college athletes. In January, they launched “The Collegiate Athlete Warrior Initiative,” a 12-week pilot program that matches veterans of the Iraq and Afghanistan Wars with Boston College

voice | spring 2016

student-athletes for rigorous workouts that are developed and overseen by a former Olympic trainer. Twice each week, the vets also participate in hour-long workshops that emphasize nutrition, stress management, and wellness, as well as general-interest talks on everything from Shakespeare to public speaking, led by Boston College faculty. The program, says Burgess, returns veterans to a structured regimen and supportive community while addressing the complex health challenges—such as disability, weight gain, and sleep disturbances—that can affect their transition to civilian life. Its goal is to get veterans “back on a healthy track,” says Sheehy. “But we’re not just giving them workouts—we’re

A veteran works out in Boston Collegeâ&#x20AC;&#x2122;s Flynn Recreation Complex.

boston college william f. connell school of nursing

Field hockey goalie Leah Settipane ’16 and a veteran each balance on an exercise ball while throwing a medicine ball back and forth.

supporting a whole lifestyle that they can continue on their own.” From January through April, the program enrolled four veterans and four studentathletes from Boston College’s football, swimming and diving, field hockey, and softball teams. The pairing of soldiers and student-athletes, says Burgess, is “a natural” for several reasons. Both are young (the average age of a soldier wounded in post-9/11 combat is 22 years old, according to the Veterans Administration); both have achieved high fitness standards; and both are used to working out in groups. The veterans, Sheehy adds, “don’t want to be babied. When they work out with a Division I athlete, they get a workout buddy who can challenge and motivate them.” The yearlong initiative is funded by a grant from the Wounded Warrior Project, a nonprofit for veterans injured in post-9/11

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military action. Sheehy and Burgess worked closely with the organization to design the program and establish physiologic benchmarks for the veterans. Since its launch, they’ve collected data on the veterans’ progress, which will become part of a research study to assess the program’s effectiveness. Burgess, an internationally recognized expert on trauma and the study’s principal investigator, hopes to enroll at least 26 more veterans over Boston College’s summer session and fall semester, with an eye toward rolling out the program to other colleges and universities later this year. “We’d really like to see nursing take this on across the country as a service to veterans,” she says.

The Wounded Warrior Project fiercely guards the privacy of its veteran participants, and none of the four (two men and

two women) who trained and worked out at Boston College during spring semester could be interviewed for this article, nor could their faces be photographed. Sheehy recruited the veterans through the VA Boston Healthcare System, the Woods College of Advancing Studies at Boston College, and the Boston College Athletic Department, which invites veterans involved with the Wounded Warrior Project to campus for sporting events. Burgess tapped the four student-athletes— Timothy Joy ’16, Leah Settipane ’16, Megan Cooley ’17, and Kelsey Golden ’18—from a forensics course she taught last fall at the Connell School and through the Boston College Athletic Department. (Burgess also taught a new course, Warriors in Transition, which covers U.S. military history and the effects of combat, during the spring semester.) Before pairing each student with a veteran, she and Sheehy

Settipane, a communication major who holds the Boston College record for the most wins by a field hockey goalie, says that exercising together quickly sparked a sense of camaraderie among the veterans and students. “Once we got into the workouts,” she reports, “it became really easy to communicate with each other and everyone just opened up.” Joy agrees. He says that, while he doesn’t ask about his partner’s wartime experiences, “if he wants to share them, then I am there to listen.”

held an orientation to familiarize the athletes with the culture of wounded soldiers, the effects of deployment, and the goals of the program. As volunteers, the students can count this experience as part of the University’s service learning initiative. Joy, a marketing major and linebacker for the Eagles, reports he felt a personal connection to the project: he has a cousin who did three combat tours in Iraq in the Marines and suffers from severe PTSD as well as several friends who were in the military and deployed to Iraq or Afghanistan and now have PTSD. “These people have gone through things that we can’t even imagine,” says Joy. “When I heard about the program, I had to help out.” Each Tuesday and Thursday morning, the veterans and athletes work out together for

To monitor the veterans’ progress, Sheehy records their weight each week, and every other week she measures their body mass index; fat, muscle, and water percentages; and visceral body fat using a special digital machine that analyzes body composition. For their own information, the veterans also document their calorie intake, sleep hours, and steps per day through Fitbit activity trackers. The Department of Veterans Affairs estimates that 80 percent of U.S. veterans are overweight or obese. As a result, reducing body mass index (BMI) and visceral body fat percentage is the program’s highest priority, says Sheehy. Over the three-month period, she hopes to see each of the veterans reach a body mass index of 25 or less (an ideal BMI is between 18.5 and 24.9, according to the Centers for Disease Control and Prevention) and a visceral body fat measurement of 10 percent or less (between six and 12 percent is considered healthy, reports Sheehy).

Each week, the veterans also complete a Beck Depression Scale, a 21-question survey that measures their depression levels. And they keep journals to record their moods and levels of pain and fatigue. Among the information that Burgess is studying in these “soft measures,” she says, are indications that the veterans are “adding new and positive things to their life—friends, volunteering, social activities.”

the warriors ’ workouts

75 minutes at the Flynn Recreation Complex on campus. Maria Hutsick, a former head trainer for the U.S. Olympic Women’s Ice Hockey Team and currently a trainer at Medfield High School in Medfield, Massachusetts, leads the group.

Maria Hutsick and Ann Burgess met last fall with Col. Paul Lewis, a nurse researcher specializing in soldier wellness at Fort Bragg, North Carolina, to develop the program’s workout regimen. Each workout includes: 10 MINUTES of warm-ups 35 MINUTES of strength and conditioning training, such as weight-lifting and bodyresistance exercises. 30 MINUTES of a cardiovascular activity of the vets’ choosing—usually walking, running, stationary bike, the elliptical machine, or competitive games of basketball and volleyball. To accommodate the veterans’ physical limitations and medical conditions, Hutsick modifies the workouts as needed. The vets then complete at least two “more flexible” workouts on their own each week.

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Ultimately, the Collegiate Athlete Warrior Initiative will function as a “standardized template” that other colleges and universities can adopt with their own student-athletes and faculty, according to Sheehy. She says physiologic measurements collected from affiliate programs will be added to a database overseen by a consortium of the participating schools. (Eight colleges and universities in the U.S. and three in the United Kingdom have already expressed interest in starting programs, she adds.) She and Burgess are currently applying for additional grants to fund the program’s expansion. Burgess and Sheehy say they will follow up with the veterans enrolled in the Boston College program at six and 12 months to see how they’re doing on their own. The student-athletes also plan to stay involved. Sheehy reports that Golden, a diver on the swim team, and Joy have offered to work with the next cohort of veterans. Joy, who had enlisted in the Army before this program began with an interest in joining the Green Berets, says that he hopes to stay in touch with his current workout partner, a former Green Beret medic, to learn from his experience and follow his progress.

a whole - body approach

“We all have one goal,” says Joy, “and that’s to help these vets get better.”

All the veterans and Boston College students, including Tim Joy ’16, play basketball during a March cardio workout.

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Following their Tuesday and Thursday workouts, the vets take part in a wellness program. Its aim: to improve their mental health and overall quality of life, says Burgess. Workshops are arranged to cover 12 areas of wellness, including nutrition, sleep, relationships, and communication. Speakers for the Tuesday workshops include Professor of Communication Stacy Schwartz, who is also a health and nutrition coach, on curbing food cravings; O’Connor Family Professor Michael Pratt of the Boston College Carroll School of Management on finding meaningful work; and Connell School Associate Professor Judith Shindul-Rothschild on practicing self-care to improve mental health. Burgess had originally planned to conduct a traditional support group for the Thursday programming. However, several veterans told her

during interviews for the program that they “didn’t want to sit around and talk about war,” she says. As an alternative, Burgess put together a “Lunch & Learn” series in which faculty from different Boston College schools speak about an area of expertise that’s applicable to the veterans’ personal or professional lives, or in some cases, a topic that’s simply “unexpected,” says Burgess. For instance, Morrissey College of Arts and Sciences Associate Dean Rory Browne, an international expert on zoos, discussed 21st-century animal conservation; Lynch School of Education Professor Emeritus John Dacey led an exercise on finding out if you’re creative; and Professor of English Caroline Bicks applied excerpts from Shakespeare’s plays to everyday life. The talks, Burgess explains, “help veterans to focus in, ask questions, and learn something new.”

Joining forces CSON faculty discover the power of collaboration By Timothy Gower

On a cold, rainy Tuesday morning in March, room 212 in Cushing Hall fills with students, as Contemporary Issues in Public Health meets for the first time since spring break. “Welcome back,” says Assistant Professor of Nursing Joyce Edmonds. “We’re going to talk about sexual health today.” As Edmonds touches on issues such as sexually transmitted diseases and access to condoms in countries experiencing outbreaks of the Zika virus, Assistant Professor of Social Work Summer Sherburne Hawkins sits in the front row, listening and taking notes as Edmonds speaks. After class, four other students preparing a presentation on gun violence for class the following week make their way to the front of the room, seeking advice. But instead of approaching Edmonds, they surround Hawkins, who co-teaches the course and would be lecturing on that topic. “Make sure your slides are really clear,” Hawkins gently advises the students. “Your questions should lead to good, open discussion.” Co-teaching isn’t new, but in a growing trend at Boston College, more professors find themselves sharing the lectern with teachers and scholars from other departments and schools. Connell School faculty are collaborating with colleagues from other academic

fields in two new, highly visible programs—Boston College’s Core Renewal Pilot Project and a sequence of courses exploring global public health. As they develop new coursework and approaches to complex issues from distinctly different perspectives, the professors are offering students a more layered and nuanced educational experience. At the same time, faculty say, partnering with experts from other academic fields gives them new insights into their own scholarship.

Collaborative teaching and learning across disciplines is fundamental to Boston College’s renewal of its Core curriculum—the slate of courses selected from across the humanities, natural sciences, and social sciences that every undergraduate must take in order to graduate, says David Quigley, the University’s provost

Artwork: Christine Hunt Images: iStock.com/pepifoto, iStock.com/ksass, iStock.com/Antagain

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and dean of faculties. “Integration has long been a foundational element of Jesuit pedagogy and spirituality,” says Quigley, who served as co-chair for the committee overseeing the Core renewal, which began work in 2012 and introduced nine new team-taught Core pilot courses (open to freshmen only) during the 2015–16 academic year. “Our thinking…was informed by a commitment to helping students draw connections between the various forms of disciplinary knowledge that constitute our liberal arts Core.” Toward that goal, in 2014 the Core Renewal Committee began soliciting proposals from Boston College faculty interested in developing and teaching the new pilot courses. Proposed offerings could either be a single course or two courses linked by a common theme, to be taught by faculty members from different disciplines. English Professor Laura Tanner and her longtime friend, Associate Professor of Nursing Jane Ashley, decided to propose teaching a pair of combined courses, and met to discuss what theme might unite them. Tanner’s teaching and scholarship examine how fiction writers depict the human body. “Our interests merged on that topic,” recalls Ashley. “Where Laura is more focused on imagery and word choice, my interest is in pathophysiology, psychosocial implications [of disease], and how to take care of somebody with an illness or trauma.”

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The nurse and literature scholar proposed a pair of linked courses, The Body in Sickness and Health and Reading the Body, respectively, which the Core Renewal Committee invited them to teach in fall 2015. Despite their different academic perspectives, the two were able to use the Artwork: Christine Hunt body and the transitions it undergoes Images: iStock.com/CSA-Printstock, iStock.com/jamielawton, across the lifespan to offer students iStock.com/Oktay Ortakcioglu, iStock.com/Paul Velgos important messages about identity, empathy, and the importance of caregiving, experience always kept those themes says Ashley. She praises how “fearless” the grounded in the real world, says Tanner. first-year students were in tackling “That helped the students to apply the challenging issues. After the class had issues we explored to their own lives,” she read about and discussed childbirth, for adds. Tanner also felt that working with a example, Ashley and Tanner took the colleague from another discipline forced students to the CSON nursing lab to her to take a fresh look at her own work, observe a simulated delivery by the lab’s and “push the boundaries of my thinking “SimMom.” a bit. It was a challenging, exciting, paradigm-shifting endeavor.” “That was very interesting,” says freshman Mindy Kim, a biochemistry major, recalling that at least one of her classmates was upset by the simulation. Yet Kim says the intensity of the trip to the birthing lab made a deep impression on her. “Clearly a few people were uncomfortable with the simulation,” says Ashley. But when the class met to discuss the experience, she adds, “some of the students said it was the most amazing thing they had ever seen…it really made them think and got them talking about childbirth and parenting.” While the two courses broached big ideas about life and death, Ashley’s nursing

As Connell School Dean Susan Gennaro recalls, the idea of developing a sequence of public health courses grew out of a brainstorming session organized by former Boston College Provost Bert Garza (a physician), who sought the University deans’ ideas on courses the professional schools might offer liberal arts students interested in developing skills and expanding their intellectual horizons. Gennaro, School of Social Work Dean Alberto Godenzi, and Maureen Kenny, dean of the Lynch School of Education, as well as several faculty from each of their schools, met in July 2013 to talk about

Despite their different academic perspectives, the nursing and literature faculty members were able to use the body and the transitions it undergoes across the lifespan to offer students important messages about identity, empathy, and the importance of caregiving.

collaboration. That meeting led to the creation of a three-course sequence in global public health for undergraduates, with each class to be co-taught by educators from different fields.

Students also make two-minute video public service announcements on topics that have in the past included curbing sugar intake, binge drinking, and the perils of stress.

Hawkins and Associate Professor of Nursing Melissa Sutherland team-taught the first course in the sequence in 2014. Public Health in a Global Society is an introductory public health course that the two professors designed to have a strong global perspective, which Sutherland says can emerge in surprising ways.

Hawkins believes that the blend of perspectives she and Edmonds offers gives students a more comprehensive view of public health issues than either could deliver alone. “Joyce and I have different, but complementary, backgrounds,” says Hawkins, a social epidemiologist. “My view of public health is at 30,000 feet, where I use big data— with sample sizes often in the millions— to evaluate the impact of policies on health disparities. With Joyce’s background in nursing, she shares her experience working with individual patients and in community settings.”

For example, in the fall of 2015 (when Sutherland taught the course with Assistant Professor of Social Work Erika Sabbath) Boston College made national headlines when over 140 students became ill with symptoms of norovirus after eating at a Chipotle restaurant near campus. Students were eager to discuss the story, but Sutherland and Sabbath challenged them to think beyond their backyard. “That outbreak affected their world, but what would a norovirus outbreak mean if you were in a low-resource country?” asks Sutherland, who along with Sabbath used the incident as a springboard to talk about the global impact of foodborne disease. Hawkins and Edmonds teamed up to introduce the second course in the sequence, Contemporary Issues in Public Health. This course built on the material and methods of Public Health in a Global Society in various ways, such as introducing students to methods for collecting and using public health data as well as strategies for identifying and remedying health disparities within a population.

However, it takes logistics and planning for two teachers from different arenas to create a coherent message. “One might think that co-teaching means less work,” says Edmonds. “Not so! It’s challenging to co-teach with someone from another discipline. What’s important to [Hawkins] might be a little different from what’s important to me. There’s a lot more communication required.” Edmonds meets weekly with Hawkins to discuss what’s happening in the classroom. “It’s a work in progress.” Spring semester 2016 saw the introduction of the final offering in the trio of courses, Public Health Practice in the Community. Assistant Professor of Nursing Tam Nguyen and Nelson Portillo, an assistant professor of the practice from the Lynch

School of Education—who both have extensive experience in community-based research—were tapped to teach the class. “These students are quite serious about public health,” says Nguyen. “We’re teaching them hands-on skills they can use to apply public health concepts they learned in courses one and two in reallife situations.” That includes students’ working 10 to 20 hours a week on site at programs such as the nonprofit Allston Brighton Health Collaborative, where one team of students is studying ways to help people who don’t drive or have easy access to public transit get to medical appointments. Another team is working with FriendshipWorks, an organization that provides social support for the elderly, while a third is assessing community health care needs for the organization Health Research in Action. Uniting faculty from different disciplines to create the Global Public Health Program has paid off: enrollment in the three courses is high—more than 425 since the first course was offered in spring 2014—with the vast majority of students from the Morrissey College of Arts and Sciences. And at least three graduates who took the classes are now pursuing master’s degrees in public health at other institutions. Gennaro hopes the program will expand to a minor and that global public health will eventually be offered as a major at Boston College. If that happens, says Godenzi, it will be thanks to the work of “smart people from different schools coming together and formulating new ideas and collaborations.” n

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DO NOT DISTURB Haley Nurse Scientist Lichuan Ye aims to put a sleep quality toolkit in patients’ hands by Patrick L. Kennedy

Beeping monitors, a snoring roommate, and a clattering trash caddy out in the hallway regularly wake up hospital patients. Interruptions for vital sign checks, medication, phlebotomy visits, even baths keep patients awake much of the night. “Patients don’t come to the hospital for a good night’s sleep,” says Lichuan Ye. “But we’re trying to change that.” That’s why the Agency for Healthcare Research and Quality awarded a two-year R21 grant to Ye, an associate professor at the Connell School of Nursing and the Boston College Haley Nurse Scientist. Working with a co-investigator and staff at Brigham and Women’s Hospital (BWH), Ye is developing a prototype of a sleep promotion toolkit, or “SLEEPkit,” that will engage patients in their own care and educate clinicians on how to improve sleep quality. The fact is, says Ye, quality sleep doesn’t just increase patients’ comfort, it’s essential to their recovery and healing. It’s widely known that without sufficient sleep our immune systems suffer. But in hospital settings she has found that lack of sleep can also lead to delirium and even injurious falls, especially among the elderly. Based on that, it’s likely that poor sleep actually prolongs hospital stays and increases health care costs, says Ye, who earned an Excellence in Nursing Research Award from the American Nurses Association–Massachusetts in 2014 for her work on this issue.

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This R21 grant is the latest of several grants Ye has been awarded to study sleep quality in clinical settings since she earned her Ph.D. from the University of Pennsylvania School of Nursing in 2008. (Her B.S.N. and M.S. are from Sichuan University, West China School of Medicine.) She has also researched sleep apnea, and wrote the chapter on that condition in the Oxford Handbook of Sleep and Sleep Disorders. Many nurses know intuitively that patients need better sleep, says Ye. They hear complaints, and some devise makeshift solutions to problems. Perhaps they’ll dim the lights, mediate a roommate dispute over the TV volume, or ask staff at the nearest station to lower their voices at night. But hospitals generally don’t have procedures and protocols to promote better sleep. Nor do they have the kind of data that illustrates just how poorly patients sleep, and why. “We’re hoping to use an informatics strategy to address this issue,” says Ye.

The SLEEPkit app will give clinicians daily feedback on sleep quality, with minimal effort, and put a toolkit into patients’ own hands. The toolkit Ye is developing is an app, inspired by software her BWH co-investigator, Patti Dykes, created to help patients who are prone to falls. It will be accessible via a bedside iPad or on a patient’s own smartphone. Each morning, patients using the device will fill out a simple survey that describes how well they slept—or didn’t—and why. Based on that input, Ye says, “the software makes an assessment, and generates an actionable plan.” If a patient slept poorly because of pain or another complication related to a condition, for example, clinicians can adjust treatment. And if the disturbances are environmental, nurses can do things like dim the lights or speak more quietly in the hallway. But the bigger culprit in causing sleep disturbance, Ye’s research shows, is nighttime patient care activity. “Some patients complain the blood pressure cuff will inf late or def late every two hours and wake them up,” says Ye. “That [frequency] is probably unnecessary for most of them. Can’t we just change the setting?” In many hospitals, nurses wake patients when they check vitals every two hours, she notes. “Would it be possible to do it every four hours instead?” And if patients who must be woken up to take a prescription medication also need blood work done during the night, Ye asks, “Is there any possibility to cluster their care?” Could the nursing staff consolidate visits to minimize nighttime disruptions? Another common complaint Ye hears is, Why does someone have to come at 2:oo or 4:00 a.m. to give me a bath? “It sounds ridiculous, but we’re doing that all the time because that’s the only time we have time!” Yet if such interruptions are contributing to fitful sleep and, therefore, hindering recovery, then the costs outweigh the benefits. “Just skip it,” says Ye of the 2:00 a.m. bath. “How about the nurse puts a sign on the door, ‘Do Not Disturb,’ so the nurse assistant won’t go in?”

Over this past winter and spring, Ye and her Boston College student research assistants have been interviewing patients and clinicians as they develop survey questions and possible intervention strategies to plug into the new app. By the fall, Ye expects to test a prototype with a cohort of 120 oncology patients at BWH. The information gleaned from the SLEEPkit app will provide clinicians with daily feedback, with minimal extra effort on their part. By putting into patients’ hands a toolkit that will collect their complaints and generate a simple set of steps that nurses can take in response, Ye aims to fold that assessing and planning work neatly into a hospital unit’s existing routine: a nurse won’t have to ask patients a series of questions every morning and devise a plan based on their answers because the software will have done that already. And putting patients in charge will also help address yet another cause of sleep disturbance, says Ye: anxiety and other emotional distress— sometimes about their condition, and sometimes about why clinicians or assistants are waking them up and what they’re doing. “And it’s easy to address that,” Ye says. If, while filling out the SLEEPkit survey, a patient indicates that anxiety is affecting their sleep, then the software will do two things: it will provide links to recommended reading about their condition and care, and it will suggest that nurses and doctors have a conversation with the patient to explain what they’re doing and why. This will encourage better patient-clinician communication. “Just a couple minutes can make a significant difference,” says Ye. In that sense, simply having the opportunity every morning to speak up regarding sleep quality will help many patients sleep better at night.

Artwork: Christine Hunt Images, left: Ultimate Symbol, iStock.com/Juan Monino Images, above: Ultimate Symbol, iStock.com/Stephen Krow

boston college william f. connell school of nursing

faculty publications Marie Boltz Resnick, B., & Boltz, M. (2016). Incorporating function and physical activity across all settings. Annual Review of Gerontology and Geriatrics, 36(1), 293–321. DOI: 10.1891/0198-8794.36.293 Boltz, M., Chippendale, T., Resnick, B., & Galvin, J.E. (2015). Anxiety in family caregivers of hospitalized persons with dementia: Contributing factors and responses. Alzheimer Disease & Associated Disorders, 29(3), 236–241. DOI: 10.1097/WAD.0000000000000072 Liu, W., Galik, E., Boltz, M., Nahm, E.-S., Lerner, N., & Resnick, B. (2015). Factors associated with eating performance for long-term care residents with moderate-to-severe cognitive impairment. Journal of Advanced Nursing, 72(2), 348–360. DOI: 10.1111/jan.12846 Renz, S.M., Boltz, M.P., Capezuti, E., & Wagner, L. (2015). Implementing an SBAR communication protocol: A quality improvement project. Annals of Long-Term Care, 23(7), 21–25. Liu, W., Galik, E., Nahm, E.-S., Boltz, M., & Resnick, B. (2015). Optimizing eating performance for long-term care residents with dementia: Testing the impact of functionfocused care for cognitively impaired. Journal of the American Medical Directors Association, 16(2), 1062–1068. DOI: 10.1016/j.jamda.2015.06.023 Liu, W., Galik, E., Boltz, M., Nahm, E-S., & Resnick, E. (2015). Optimizing eating performance for older adults with dementia living in long-term care: A systematic review. Worldviews on Evidence-Based Nursing, 12(4), 228–235. DOI: 10.1111/wvn.12100 Chippendale, T., & Boltz, M. (2015). Living legends: Effectiveness of a program to enhance sense of purpose and meaning in life among community-dwelling older adults. American Journal of Occupational Therapy, 69(4), 270010p1–270010p11. DOI: 10.5014/ ajot.2015.014894

voice | spring 2016

Van Cleave, J.H., Szanton, S.L., Shillam, C., Rose, K., Rao, A.D., Perez, A., O’Connor, M., Walker, R., Buron, B., Boltz, M., Bellot, J., & Batchelor-Murphy, M. (2016). Hartford gerontological nursing leaders: From funding initiative to national organization. Journal of Professional Nursing, 32(1), 25–32. DOI: 10.1016/j. profnurs.2015.06.004 Boltz, M., Buckwalter, K., Cortes, T., Evans, L., & Fulmer, T. (2015). The Hartford Institute for Geriatric Nursing policy brief. Elder justice: Preventing and intervening in elder mistreatment. oltz, M., & Galvin, J.E. (Eds.). (2016). Dementia B care: An evidence-based approach. Switzerland: Springer International Publishing AG. oltz, M., Capezuti, E., Fulmer, T., & Zwicker D. B (Eds.) (2016). Evidence-based geriatric nursing protocols for best practice. (5th ed.). New York, NY: SpringerPublishing Company. Resnick, B., & Boltz, M. (Eds). (2016). Annual review of gerontology and geriatrics: Optimizing physical activity and function across settings. (Vol. 36, 2016). New York, NY: SpringerPublishing Company. Boltz, M., & Galvin, J. (2016). Principles of dementia care. In M. Boltz & J.E. Galvin (Eds.), Dementia care: An evidence-based approach. (1–5). Switzerland: Springer International Publishing AG. Rowe, M.A., Farias, J., & Boltz, M. (2016). Interventions to support caregiver well-being. In M. Boltz & J.E. Galvin (Eds.), Dementia care: An evidence-based approach. (215–230). Switzerland: Springer International Publishing AG. Boltz, M. (2016). Transitions in care for the person with dementia. In M. Boltz & J.E. Galvin (Eds.), Dementia care: An evidence-based approach. (233–244). Switzerland: Springer International Publishing AG. Boltz, M., Resnick, B., & Galik, B. (2016). Preventing functional decline in the acute care setting. In M. Boltz, E. Capezuti, T. Fulmer, & D. Zwicker (Eds.), Evidence-based geriatric nursing protocols for best practice. (5th ed.). (197–210). New York, NY: SpringerPublishing Company.

Bond, S.M., Bolton, R., & Boltz, M. (2016). The frail hospitalized older adult. In M. Boltz, E. Capezuti, T. Fulmer, & D. Zwicker (Eds.), Evidence-based geriatric nursing protocols for best practice. (5th ed.). (443–456). New York, NY: SpringerPublishing Company. Capezuti, E., Parks, A.J., Boltz, M., Malone, M.L., & Palmer, R.M. (2016). Acute care models. In M. Boltz, E. Capezuti, T. Fulmer, & D. Zwicker (Eds.), Evidence-based geriatric nursing protocols for best practice. (5th ed.). (621–632). New York, NY: SpringerPublishing Company. Boltz, M., & Sooklal, A. (2016). Care of the older adult in the emergency department. In M. Boltz, E. Capezuti, T. Fulmer, & D. Zwicker (Eds.), Evidence-based geriatric nursing protocols for best practice. (5th ed.). (669–690). New York, NY: SpringerPublishing Company. Bub, L., Boltz, M., Malsch, A., & Fletcher, K. (2015). The NICHE program to prepare the workforce to address the needs of older adults. In M.L. Malone, E.A. Capezuti, & R.M. Palmer (Eds.), Geriatrics models of care: Bringing ‘best practice’ to an aging America (57–70). Switzerland: Springer International Publishing AG.

Stewart Bond Brody, A.A., Edelman, L., Siegel, E.O., Foster, V., Bailey, D.E., Bryant, A.L., & Bond, S.M. (In press). Evaluation of a peer mentoring program for early career gerontological nursing faculty and its potential for application to other fields in nursing and health sciences. Nursing Outlook. Advance online publication. DOI: 10.1016/j. outlook.2016.03.004 Bond, S.M., Bryant, A.L., & Puts, M. (2016). The evolution of gero-oncology nursing. Seminars in Oncology Nursing, 32(1), 3–15. DOI: 10.1016/j. soncn.2015.11.002 Bond, S.M., Bolton, R., & Boltz, M. (2016). The frail hospitalized older adult. In M. Boltz, E. Capezuti, T. Fulmer, & D. Zwicker (Eds.), Evidence-based geriatric nursing protocols for best practice. (5th ed.). (443–456). New York, NY: SpringerPublishing Company.

Sean Clarke Duffield, C., Roche, M., Twigg, D., Williams, A., & Clarke, S. (2016). A protocol to assess the impact of adding nursing support workers to ward staffing. Journal of Advanced Nursing. Advance online publication. DOI: 10.1111/jan.12965 Déry, J., Clarke, S.P., D’Amour, D., & Blais, R. (2016). Education and role title as predictors of enacted (actual) scope of practice in generalist nurses in a pediatric academic health sciences center. Journal of Nursing Administration, 46(5), 265–270. DOI: 10.1097/ NNA.0000000000000341 Poghosyan, L., Boyd, D.R., & Clarke, S.P. (2016). Optimizing full scope of practice for nurse practitioners in primary care: A proposed conceptual model. Nursing Outlook, 64(2), 146– 155. DOI: 10.1016/j.outlook.2015.11.015 Ismail, F., & Clarke, S.P. (2016). Canadian nursing supervisors’ perceptions of monitoring discipline orders: Opportunities for regulator-employer collaboration. Journal of Nursing Regulation, 6(4), 68–72. DOI: S21558256(16)31005-5

Susan DeSanto-Madeya DiLibero, J., DeSanto-Madeya, S., & O’Donoghue, S. (2016). Improving accuracy of cardiac electrode placement: Outcomes of clinical nurse specialist practice. Clinical Nurse Specialist, 30(1), 45–50. DOI: 10.1097/ NUR.0000000000000172 DiLibero, J., O’Donoghue, S.C., DeSantoMadeya, S., Felix, J., Ninobla, A., & Woods, A. (2016). An innovative approach to improving the accuracy of delirium assessments using the confusion assessment method for the intensive care unit. Dimensions of Critical Care Nursing, 35(2), 74–80. DOI: 10.1097/ DCC.0000000000000167

Joyce Edmonds Stoll, K., Hauck, Y., Downe, S., Edmonds, J.K., Gross, M.M., Malott, A., McNiven, P., Swift, E., Thompson, G., & Hall, W.A. (2016). Cross-cultural development and psychometric evaluation of a measure to assess fear of childbirth prior to pregnancy. Sexual and Reproductive Healthcare. Advance online publication. DOI: 10.1016/j.srhc.2016.02.004

Edmonds, J.K., Hacker, M.R., Golen, T.H., & Shaw, N.T. (2016). Nurses count: Tracking performance to improve Cesarean delivery rates. BIRTH, 43(1), 3–5. DOI: 10.1111/ birt.12216 Edmonds, J.K., Hawkins, S., & Cohen, B.B. (2015). Variation in vaginal birth after Cesarean by maternal race and detailed ethnicity. Maternal and Child Health Journal. Advance online publication. DOI: 10.1007/s10995-015-1897-5

William Fehder Fehder, W.P., & King, T.L. (2015). The central nervous system. In M.C. Brucker & T.L. King (Eds.), Pharmacology for women’s health (2nd ed.). (683–725). Burlington, MA: Jones and Bartlett.

Jane Flanagan Flanagan, J., Stamp, K.D., Gregas, M., & Shindul-Rothschild, J. (2016). Predictors of 30-day readmission for pneumonia. Journal of Nursing Administration, 46(2), 69–74. DOI: 10.1097/NNA.0000000000000297

Susan Gennaro O’Connor, C., & Gennaro, S. (2015). Prenatal and intrapartum strategies to prevent prematurity: A case study. March of Dimes Online Continuing Education Module. Ruiz, R.J., Gennaro, S., O’Connor, C., Dwivedi, A., Gibeau, A., Keshinover, T., & Welsh, T. (2016). CRH as a predictor of preterm birth in minority women. Biological Research for Nursing, 18(3), 316–321. DOI: 10.1177/1099800415611248 Gennaro, S., Melnyk, B.M., O’Connor, C., Gibeau, A.M., & Nadel, E.L. (2016). Improving prenatal care for minority women. MCN: The American Journal of Maternal/ Child Nursing, 41(3), 147–153. DOI: 10.1097/ NMC.0000000000000227 Gennaro, S. (2015). Scientists and social media [Editorial]. Journal of Nursing Scholarship, 47(5), 377–378. DOI: 10.1111/jnu.12161 Gennaro, S. (2015). Peer review: We can’t do without you [Editorial]. Journal of Nursing Scholarship, 47(6), 485–486. DOI: 10.1111/ jnu.12172

Flanagan, J., & Jones, D. (2015). A living legend’s legacy [Editorial]. International Journal of Nursing Knowledge, 26(3), 103–104. DOI: 10.1111/2047-3095.12107

Gennaro, S. (2016). Print or online publishing: Changing technology [Editorial]. Journal of Nursing Scholarship, 48(1), 3–4. DOI: 10.1111/ jnu.12188

Holly Fontenot

Gennaro, S. (2016). Why write? [Editorial]. Journal of Nursing Scholarship, 48(2), 117. DOI: 10.1111/jnu.12200

Wigle, J., Fontenot, H.B., & Zimet, G.D. (2016). Global delivery of human papillomavirus vaccines. Pediatric Clinics of North America, 63(1), 81–95. DOI: 10.1016/j.pcl.2015.08.004 Fontenot, H.B., Domush, V., Zimet, G.D. (2015). Parental attitudes and beliefs regarding the ninevalent human papillomavirus vaccine. Journal of Adolescent Health, 57(6), 595–600. DOI: 10.1016/j.jadohealth.2015.09.003 Fontenot, H.B., Fantasia, H.C., Sutherland, M.A., & Lee-St. John, T. (2016). HPV and HPV vaccine information among a national sample of college and university websites. Journal of the American Association of Nurse Practitioners, 28(4), 218–223. DOI: 10.1002/2327-6924.12312

Pamela Grace Grace, P.J. (2016). Book review—Exploring evidence-based practice: Debates and challenges in nursing, by Martin Lipscomb. Nursing Philosophy, 17(2), 149–153. DOI: 10.1111/ nup.12108 Milliken, A., & Grace, P.J. (2016). Nurse ethical awareness: Understanding the nature of everyday practice. Nursing Ethics. Advance online publication. DOI: 10.1177/0969733015615172 Grace, P.J., Willis, D.G., Roy, Sr., C., & Jones, D.A. (2016). Profession at the crossroads: A dialog concerning the preparation of nursing scholars and leaders. Nursing Outlook, 64(1), 61–70. DOI: 10.1016/j.outlook.2015.10.002

boston college william f. connell school of nursing

Moreno-Fergusson, M.E., & Grace, P.J. (2016). Ethical analysis of a qualitative researcher’s unease in encountering a participant’s existential ambivalence. Annual Review of Nursing Research, 34(1), 51–65. DOI: 10.1891/0739-6686.34.51

Lipkis-Orlando, R., Carroll D.L., Duffy, M.E., Weiss, A., & Jones, D.A. (2016). Initial psychometric evaluation of the staff perception of the disruptive patient behavior scale. Journal of Nursing Administration, 45(5), 250–256. DOI: 10.1097/NNA.0000000000000339

Alyssa Harris

Flanagan, J., & Jones, D. (2015). A living legend’s legacy [Editorial]. International Journal of Nursing Knowledge, 26(3), 103–104. DOI: 10.1111/2047-3095.12107

Harris, A. (2016). A second look: Parentadolescent sexual communication interventions. Nursing for Women’s Health, 20(2), 211–217. DOI: 10.1016/j.nwh.2016.01.002 Harris, A. (2016). African American parentson sexual communication among a college sample. Journal of Pediatric Nursing, 31(3), 199– 206. DOI: 10.1016/j.pedn.2015.12.006 Harris, A. (2016). A second look: Salpingectomy and ovarian cancer prevention. Nursing for Women’s Health, 19(6), 543–549. DOI: 10.1111/1751-486X.12250

M. Katherine Hutchinson Sutherland, M.A., Fantasia, H.C., & Hutchinson, M.K. (2016). Screening for intimate partner and sexual violence in college women: Missed opportunities. Women’s Health Issues, 26(2), 217–224. DOI: 10.1016/j.whi.2015.07.008 Katigbak, C., Foley, M., Robert, L., & Hutchinson, M.K. (2016). Experiences and lessons learned in using community-based participatory research to recruit Asian American immigrant research participants. Journal of Nursing Scholarship, 48(2), 210–218. DOI: 10.1111/jnu.12194.

Dorothy Jones Grace, P.J., Willis, D.G., Roy, Sr., C., & Jones, D.A. (2016). Profession at the crossroads: A dialog concerning the preparation of nursing scholars and leaders. Nursing Outlook, 64(1), 61–70. DOI: 10.1016/j.outlook.2015.10.002 Ives-Erickson, J., Duffy, M.E., Jones, D. (2015). Development and psychometric evaluation of the patient care associates’ work environment scale. Journal of Nursing Administration, 45(3), 139–144. DOI: 10.1097/ NNA.0000000000000173

voice | spring 2016

Carina Katigbak Katigbak, C., Foley, M., Robert, L., & Hutchinson, M.K. (2016). Experiences and lessons learned in using community-based participatory research to recruit Asian American immigrant research participants. Journal of Nursing Scholarship, 48(2), 210–218. DOI: 10.1111/jnu.12194 VanDevanter, N., Zhou, S., Katigbak, C., Naegle, M., Sherman, S., & Weitzman, M. (2016). Knowledge, beliefs, behaviors, and social norms related to use of alternative tobacco products among undergraduate and graduate nursing students in an urban US university setting. Journal of Nursing Scholarship, 48(2), 147–153. DOI: 10.1111/jnu.12192

Tam Nyguen Nguyen, T.H., Paasche-Orlow, M., Kim, M.T., Han, H.-R., & Chan, K.S. (2015). Modern measurement approaches to health literacy scale development and refinement: Overview, current uses, and next steps. Journal of Health Communication: International Perspectives, 20(2), 112–115. DOI: 10.1080/10810730.2015.1073408 Kim, K.B., Kim, M.T., Lee, H.B., Nguyen, T.H., Bone, L.R., & Levine, D. (2016). Community health workers versus nurses as counselors or case managers in a self-help diabetes management program. American Journal of Public Health. Advance online publication. DOI: 10.2105/AJPH.2016.303054

Jinhee Park Park, J., Thoyre, S.M., Estrem, H., Pados, B.F., Knafl, G.J., & Brandon, D. (2016). Mothers’ psychological distress and feeding of their preterm infants. MCN: The American Journal of Maternal/Child Nursing. Advance online publication. DOI: 10.1097/ NMC.0000000000000248

Pados, B.F., Thoyre, S., Estrem, H.H., Park, J., Knafl, G.J., & Nix, B. (2016). Effects of milk flow on the physiological and behavioural responses to feeding in an infant with hypoplastic left heart syndrome. Cardiology in the Young. Advance online publication. DOI: 10.1017/ S1047951116000251 Pados, B.F., Park, J., Thoyre, S.M., Estrem, H., & Nix, W.B. (2016). Milk flow rates from bottle nipples used after hospital discharge. MCN: The American Journal of Maternal/Child Nursing. Advance online publication. DOI: 10.1097/ NMC.0000000000000244 Thoyre, S.M., Hubbard, C., Park, J., Pridham, K., & McKechnie, A. (2016). Implementing coregulated feeding with mothers of preterm infants. MCN: The American Journal of Maternal/ Child Nursing. Advance online publication. DOI: 10.1097/NMC.0000000000000245 Estrem, H.H., Pados, B.F., Thoyre, S., Knafl, K., McComish, C., & Park, J. (2016). Concept of pediatric feeding problems from the parents’ perspective. MCN: The American Journal of Maternal/Child Nursing. Advance online publication. DOI: 10.1097/ NMC.0000000000000249 Pados, B.F., Park, J., Estrem, H., & Awotwi, A. (2016). Assessment tools for evaluation of oral feeding in infants younger than 6 months. Advances in Neonatal Care, 16(2), 143–150. DOI: 10.1097/ANC.0000000000000255 Park, J., Thoyre, S., & Knafl, G.J. (2015). Four measures of change in physiologic state during the feeding period of very premature infants. Biological Research for Nursing, 17(5), 503–509. DOI: 10.1177/1099800414566229

Catherine Read Read, C.Y., Pino Betancourt, D.M., & Morrison, C. (2016). Social change: A framework for inclusive leadership development in nursing education. Journal of Nursing Education, 55(3), 164–167. DOI: 10.3928/01484834-20160216-08 Read, C.Y., & Ward, L.D. (2016). Faculty performance on the genomic nursing concept inventory. Journal of Nursing Scholarship, 48(1), 5–13. DOI: 10.1111/jnu.12175

Sr. Callista Roy

Patricia Tabloski

Danny Willis

Grace, P.J., Willis, D.G., Roy, Sr., C., & Jones, D.A. (2016). Profession at the crossroads: A dialog concerning the preparation of nursing scholars and leaders. Nursing Outlook, 64(1), 61–70. DOI: 10.1016/j.outlook.2015.10.002

Tabloski, P. (2016). Setting the stage for success: Mentoring and leadership development. Journal of Professional Nursing. Advance online publication. DOI: 10.1016/j. profnurs.2016.03.003

Judith Shindul-Rothschild

DeWitty, V.P., Tabloski, P.A., Millett, C.M., Hambrick, M.E., Shreffler, M., Downing, C.A., & Huerta, C.G. (2016). Diversifying the pipeline into doctoral nursing programs: Developing the doctoral advancement readiness self-assessment. Journal of Professional Nursing. Advance online publication. DOI: 10.1016/j.profnurs.2016.03.002

Willis, D.G., Sullivan-Bolyai, S., Knafl, K., & Zichi-Cohen, M. (2016). Distinguishing features and similarities between descriptive phenomenological and qualitative description research. Western Journal of Nursing Research. Advance online publication. PII: 0193945916645499

Flanagan, J., Stamp, K.D., Gregas, M., & Shindul-Rothschild, J. (2016). Predictors of 30-day readmission for pneumonia. Journal of Nursing Administration, 46(2), 69–74. DOI: 10.1097/NNA.0000000000000297

Kelly Stamp Dunbar, S.B., Clark, P.C., Stamp, K.D., Reilly, C.M., Gary, R.A., Higgins, M., Kaslow, N. (2016). Family partnership and education interventions to reduce dietary sodium by patients with heart failure differ by family functioning. Heart & Lung: The Journal of Acute and Critical Care. Advance online publication. doi.org/10.1016/j. hrtlng.2016.04.001 Harris, A.L., & Stamp, K.D. (2016). Students’ perspectives of same-day clinical assignments: A qualitative descriptive project. Nursing Education Perspectives, 37(3), 159–161. DOI: 10.5480/13-1232 Flanagan, J., Stamp, K.D., Gregas, M., & Shindul-Rothschild, J. (2016). Predictors of 30-day readmission for pneumonia. Journal of Nursing Administration, 46(2), 69–74. DOI: 10.1097/NNA.0000000000000297 Stamp, K.D., Dunbar, S.B., Clark, P.C., Reilly, C.M., Gary, R.A., Higgins, M., & Ryan, R.M. (2015). Family partner intervention influences self-care confidence and treatment self-regulation in patients with heart failure. European Journal of Cardiovascular Nursing. Advance online publication. DOI: 10.1177/1474515115572047

Melissa Sutherland Sutherland, M.A., Fantasia, H.C., & Hutchinson, M.K. (2016). Screening for intimate partner and sexual violence in college women: Missed opportunities. Women’s Health Issues, 26(2), 217–224. DOI: 10.1016/j.whi.2015.07.008

Judith Vessey Betz, C.L.., Cowell, J.M., Faulkner, M.S., Feeg, V.D., Greenberg, C.S., Krajicek, M.J., Lipman, T.H., Lobo, M.L., Nehring, W.M., Craft-Rosenberg, M., & Vessey, J.A. (2016). Advancing the development of the Guidelines for the Nursing of Children, Adolescents, and Families: 2014 revision: Process, development, and dissemination. Journal of Pediatric Health Care 30(3), 284–288. DOI: 10.1016/j. pedhc.2015.11.003 Duffy, L.V., & Vessey, J.A. (2016). A randomized controlled trial testing the efficacy of the Creating Opportunities for Parent Empowerment program for parents of children with epilepsy and other chronic neurological conditions. Journal of Neuroscience Nursing 48(3), 166–174. DOI: 10.1097/ JNN.0000000000000199 DiFazio, R.L., Vessey, J.A., Miller, P., van Nostrand, K., & Snyder, B. (2016). Postoperative complications after hip surgery in patients with cerebral palsy: A retrospective matched cohort study. Journal of Pediatric Orthopedics 36(1), 56–62. DOI: 10.1097/BPO.0000000000000404 Branowicki, P.A., Vessey, J.A., Jackson Temple, K.L., & Lulloff, A.J. (2015). Building bridges from hospital to home: Understanding the transition experience for the newly diagnosed pediatric oncology patient. Journal of Pediatric Oncology Nursing. Advance online publication. DOI: 10.1177/1043454215616606

Yaguang Zheng Zheng, Y., Sereika, S.M., Ewing, L.J., Danford, C.A., Terry, M.A., & Burke, L.E. (2016). Association between self-weighing and percent weight change: Mediation effects of adherence to energy intake and expenditure goals. Journal of the Academy of Nutrition and Dietetics, 116(4), 660–666. DOI: 10.1016/j.jand.2015.10.014 PMID: 26727241 Goode, R.W., Ye, L., Sereika, S.M., Zheng, Y., Mattos, M., Acharya, S.D., Ewing, L.J., Danford, C., Hu, L., Imes, C.C., Chasens, E., Osier, N., Mancino, J., & Burke, L.E. (2016). Sociodemographic, anthropometric, and psychosocial predictors of attrition across behavioral weightloss trials. Eating Behaviors, 20, 27–33. DOI: 10.1016/j.eatbeh.2015.11.009 Burke, L.E., Ewing, L.J., Ye, L., Styn, M., Zheng, Y., Music, E., Loar, I., Mancino J., Imes, C.C., Hu, L., & Sereika, S.M. (2015). The SELF trial: A self-efficacy-based behavioral intervention trial for weight loss maintenance. Obesity, 23(11), 2175–2182. DOI: 10.1002/oby.21238 Burke, L.E., Ma, J., Azar, K.M.J., Bennett, G.G., Peterson, E.D., Zheng, Y., Riley, W., Stephens, J., Shah, S.H., Suffoletto, B., Turan, T.N., Spring, B., Steinberger, J., & Quinn, C.C. (2015). Current science on consumer use of mobile health for cardiovascular disease prevention: A scientific statement from the American Heart Association. Circulation, 132(12), 1157–1213. DOI: 10.1161/ cir.0000000000000232

boston college william f. connell school of nursing

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Join us Pinnacle Lecture Series fall 2016 Yawkey Center, Murray Room

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