Voice, Spring 2018

Summer 2018

Helping Mothers-To-Be Lead Healthier Lives With a major federal grant, Dean Susan Gennaro brings a life’s work to fruition

from the dean susan gennaro

Dear Friends,

voice dean

Susan Gennaro

Last summer, Boston College announced “Ever to Excel: Advancing Boston College’s Mission,” a 10-year strategic plan focused on four ambitious directions. This summer issue of Voice includes information about how the Connell School of Nursing is meeting two of those goals— expanding support for scholarship and research that contribute to the common good and increasing Boston College’s presence in Photograph: Caitlin Cunningham Boston, the United States, and around the globe—and how they figure significantly in our work.

This issue includes an article on a study I am conducting on healthy lifestyle interventions for high-risk minority pregnant women, based on a grant from the National Institutes of Health/National Institute on Minority Health and Health Disparities. The recent presentation of our annual Dean Rita P. Kelleher Award to John Welch, M.S. ’12, a CSON alum whose work in Haiti, Liberia, and Sierra Leone has addressed the most vulnerable patients and pressing health care needs around the world, is featured as well.

Elsewhere in these pages, we bring you some highlights from the event we held for Sr. Callista Roy, who recently retired and returned to her native California. We also announce the development of a doctor of nursing practice degree program (DNP), which will welcome its first cohort of students in 2019. This new program will educate and prepare advanced practice nurses at the highest level to meet the increasingly challenging clinical needs of changing patient populations and lead effectively in a rapidly evolving health care environment.

We will keep you up to date about our plans for the DNP in future issues of the magazine, and about other ways in which the Connell School of Nursing is supporting the University’s new strategic plan.

Best wishes for a wonderful summer,

editor Maureen Dezell

managing editor Tracy Bienen

art director Diana Parziale

graphic designer Christine Hunt

contributors Zachary Jason Alicia Potter Debra Ruder

photographers Caitlin Cunningham Lee Pellegrini Tony Rinaldo

Voice is published by the William F. Connell School of Nursing and the Boston College Office of University Communications.

Address letters and comments to: csonalum@bc.edu Assistant Director, Marketing and Communications William F. Connell School of Nursing Boston College Maloney Hall 140 Commonwealth Avenue Chestnut Hill, MA 02467

cover Artwork: ©Bigstock/Tasiania Story begins page 4.

Susan Gennaro Dean

contents

8 4 Clockwise from above: Helping mothers-to-be lead healthier lives Artwork: ©Bigstock/Tasiania

Sr. Callista Roy Photograph: Caitlin Cunningham

A selfie from first-year seminar students Photograph: Courtesy Brandon Huggon

CSON will launch a DNP in 2019 Artwork: ©iStock.com/Lalith_Herath

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12

Summer 2018 news

2 John Welch, M.S. ’12, received the Dean Rita P. Kelleher Award. Rear Admiral Susan Orsega delivered the April Pinnacle lecture. More honors and awards.

Features

4

Helping mothers-to-be lead healthier lives Dean Susan Gennaro brings her life’s work to fruition with the help of a major federal grant.

8 Celebrating Sr. Callista Roy As CSON’s internationally known nurse theorist retires, colleagues and former students share thoughts and recollections.

achievements

10

Introducing the DNP The Connell School will launch a doctor of nursing practice degree in 2019.

12

Rebooting the first-year seminar Helping freshmen develop support networks as they find their paths to nursing culture.

15 Faculty publications

www.bc.edu/voice

boston college william f. connell school of nursing

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news by john shakespear

Community

Faculty

In May, Connell School students, faculty, and staff joined coaches and staff from Boston College’s athletics department to participate in Cycle for Survival in memory of Lisa Gallup ’09, who died of cancer in 2012. During the day-long event, Team FabuLisa, as it is known, rode stationary bikes for 25-minute intervals to raise more than $17,000 for Memorial Sloan Kettering Cancer Center, the world’s oldest and largest private cancer center. Lisa, who was an oncology nurse at NewYork-Presbyterian Hospital, is the daughter of Vicky and Barry Gallup, Boston College’s senior associate athletics director of football and alumni relations.

Nadia Abuelezam Photograph: Lee Pellegrini

CSON students, faculty, and staff with Barry Gallup (center) participating in Cycle for Survival in memory of Lisa Gallup ’09 Photograph: Courtesy Boston College Athletics

Students Ph.D. student Danielle Leone-Sheehan, M.S. ’12, received funding from Sigma Theta Tau, Epsilon Tau-at-Large, to pursue her dissertation, “A Qualitative Study of ICU Nurses’ Experiences of Watson’s Theory of Human Caring Caritas Process Three,” which explores the relationship between personal spiritual growth and nursing spiritual care. Leone-Sheehan was also awarded the Marlene Turkel Scholarship for the Advancement of Caring Science Research at the International Association for Human Caring conference in May in Minneapolis.

2 voice | summer 2018

Ph.D. student Kate McNair received the Young Scholars Grant for Advanced Practice Nursing from the North American Society for Pediatric and Adolescent Gynecology. Her essay, “A Case of Adolescent Vaginismus,” will be published in the Journal of North American Pediatric and Adolescent Gynecology.

Assistant Professor Nadia Abuelezam, an epidemiologist whose research interests are at the intersection of infectious disease epidemiology, mathematical modeling, and HIV/AIDS, is part of a Boston College team led by Biology Professor Kenneth C. Williams that received an NIH grant to study Monocyte Traffic and the Neuropathogenesis of AIDS. Abuelezam will compare therapeutic regimens using statistical methods and identifying biomarkers for disease.

Assistant Professor Andrew Dwyer and Associate Professor Jane Flanagan were elected distinguished fellows of the National Academies of Practice in Nursing at the group’s annual meeting in April in Atlanta.

TELL US YOUR NEWS csonalum@bc.edu Connell School faculty Joyce Edmonds and Holly Fontenot were both promoted to associate professor with tenure.

The Association of Women’s Health, Obstetric and Neonatal Nurses awarded Edmonds the 2018 Hill-Rom/Celeste Phillips Family-Centered Maternity Care Award for her research project “Understanding Nurse Attitudes about Childbirth Practices to Reduce Unnecessary Cesarean Deliveries.”

Susan Kelly-Weeder, associate dean for Graduate Programs, was elected presidentelect of the National Organization of Nurse Practitioner Faculty in April.

Events Rear Admiral Susan Orsega, chief nurse officer of the U.S. Public Health Service, spoke about how nurses can redefine the culture of health care to better serve marginalized populations in times of public health crises at the Connell School’s spring Pinnacle Lecture in April.

John Welch, M.S. ’12, senior nurse anesthetist at Boston Children’s Hospital and former chief clinical officer for Ebola response at Partners in Health, received the 2018 Dean Rita P. Kelleher Award for alumni achievement at the Connell School’s annual reunion in June.

Susan Kelly-Weeder Photograph: Lee Pellegrini

Joyce Edmonds Photograph: Caitlin Cunningham

Assistant Professor Carina Katigbak was awarded funding from Brandeis University’s Boston Roybal Center for Active Lifestyle Interventions for her study, “Together, We Move: A MultiComponent Intervention to Increase Physical Activity for Ethnic Minority Older Adults,” which will assess a cognitive behavioral intervention delivered via WeChat—a widely used Chinese social networking application.

Associate Professor Judith ShindulRothschild received Boston College’s Reverend John R. Trzaska, S.J., Award for mentorship during the Ever to Excel Awards Ceremony in April.

Last fall, CommonWealth magazine, Nursing Times, The American Journal of Managed Care, and PatientEngagementHIT. com sought comments on nurse/patient staffing from Shindul-Rothschild, who has collaborated on several studies published in peer-reviewed journals that suggest a correlation between nurse/patient ratios and patient outcomes.

John Welch (right) with a colleague in Liberia Photograph: Courtesy John Welch

In memory Dorothy McCabe ’62, former director of the Massachusetts Nurses Association’s Division of Nursing, died on April 12, 2018.

Image: Courtesy Hanacore

boston college william f. connell school of nursing

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Helping mothers-to-be lead healthier lives With a major federal grant, Dean Susan Gennaro brings a life’s work to fruition by debra bradley ruder Photograph: Tony Rinaldo

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voice | summer 2018

As a busy NICU nurse in Charleston, South Carolina, in the late 1970s, Susan Gennaro saw new mothers sobbing by their babies’ incubators. She didn’t have time to care for everyone who was struggling, but Gennaro wondered whether and how she might be able to identify which parents needed the most support, and what kind. She spent years studying the experiences of families with preterm infants in the U.S. and term infants in Africa. “My research has always been about mothers and babies. That’s who I am,” she explains.

Most recently, Gennaro, dean of Boston College’s Connell School of Nursing and a fellow of the American Academy of Nursing, has turned her attention to another maternal-child health issue: promoting the mental and physical health of pregnant minority women experiencing emotional distress—and helping their babies too. With a $3.3 million grant from the National Institutes of Health/National Institute on Minority Health and Health Disparities, she is co-leading a study of a cognitive behavior therapy intervention aimed at reducing anxiety, depression, and stress through prenatal care.

“Even though the federal government recommends screening all pregnant women for depression, health care providers don’t have an intervention to use if screening is positive,” says Bernadette Mazurek Melnyk, vice president for health promotion and dean of the College of Nursing at The Ohio State University, Gennaro’s co-principal investigator and longtime colleague. “Susan and I share a deep passion for improving outcomes for high-risk vulnerable women and their children.”

Gennaro spoke with Voice about her ambitions for the study.

Voice: What are the main questions you hope to answer with this study?

Gennaro: We really want to know whether or not, after six sessions of the COPE-P intervention, we can improve participants’ mental health and lower their anxiety and stress.

Can we help increase healthy behaviors? Will they eat better? Will they exercise more? And will they have better birth outcomes—for example, will we see any difference in how many of their kids go to the NICU? Will the intervention affect whether or not they breastfeed, or for how long? Will the belief that a participant is a competent person and a good mother with less anxiety, depression, and stress help her make different choices, so that she’s leading a healthier life?

I can’t help but think that if a pregnant woman were feeling better about life in general, and herself in particular, that the kind of patience she might have to be a mother might be very different. One thing I learned early on to do for new mothers is to pick up their baby (if they let you) and hold it over your shoulder to have the baby calm down, and to tell the mother what a beautiful baby she has. And then to hand it back so that she’s holding the baby upright, alert, awake, and calm, and thinking, “Oh, here’s somebody who thinks I’m a good mother and have a beautiful baby.”

Illustration: ©Bigstock/Tasiania boston college william f. connell school of nursing

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Healthy lifestyle intervention for high-risk minority pregnant women » WHY Even when they are receiving prenatal care, minority women are at higher risk than majority women for stress, anxiety, depression, and poor birth outcomes such as preterm birth and low birth weight. Interventions are needed to support them.

STUDY ESSENTIALS

» WHAT Five-year, randomized controlled trial funded by the National Institutes of Health/ National Institute on Minority Health and Health Disparities. Will evaluate the effectiveness of Creating Opportunities for Personal Empowerment during Pregnancy (COPE-P), a prenatal health-promotion intervention to improve healthy lifestyle behaviors (like nutrition and exercise), psychosocial wellness, and birth/ postnatal outcomes in high-risk pregnant minority women.

» WHO Goal is to enroll 364 Black and Latina women who have been screened for high anxiety, stress, or depression in Bronx, N.Y. (Jacobi Medical Center), and Columbus, Ohio (Total Health and Wellness).

» HOW All study participants will receive six sessions of group prenatal care for 18 weeks.

Control group will get standard prenatal care (nutrition, breastfeeding, etc.), along with discussions led by a midwife. Intervention group will get prenatal care plus COPE-P, a cognitive behavioral skills-building therapy designed to encourage minority pregnant women experiencing emotional distress to reframe negative thinking and enhance self-esteem, set goals, cope with stress, and problem solve. COPE-P is adapted from similar interventions developed

by Melnyk.

» WHEN Participant recruitment began in March 2018, with data analysis/conclusions expected in fall 2022.

6 voice | summer 2018

Voice: You’ve devoted much of your nursing career to studying stress—such as anxiety and depression—in families with premature infants. Why did you decide to look more generally at prenatal care?

Gennaro: In academia we’re always talking about your research trajectory, which makes it sound like you start here and have a linear path to there, but that’s not how research works. Things can zag. Other opportunities arise along the way.

I did several studies during my years on the nursing faculties at UPenn and New York University looking at anxiety, depression, and immune response in women before and after giving birth to preterm infants. While collecting data at Jacobi Medical Center in the Bronx about nine years ago, we realized the women in our study had horrible nutrition, high stress, high depression. We also realized we had young women who might not otherwise have anything to do with the health care system. They were coming in for prenatal care, but what were we doing to make their lives healthier? So we worked closely with a group of midwives to think about how do we help each one—not just to have a healthy baby but also to be a healthier person in terms of eating, exercising, and feeling less stressed and more in control?

Voice: And that led to designing this new study?

Gennaro: Right. We talked to clinicians and researchers knowledgeable about what mothers want, and we did focus groups. We found out—and this comes as no surprise— that women like to be with other women. We like to share recipes. We like to share childcare tips. We like to hear what works for you. We decided to put an intervention into group prenatal care—so I’m hearing from women who live where I live, shop where I shop, and have about the same amount of money I have. Maybe I can’t afford to buy fresh fruit, but what about frozen fruit?

I knew about the COPE intervention, and Bern Melnyk, who developed it, was willing to see if it would make a difference in this population. I’ve done a lot of work with Black women, but not so much with Hispanic women.

We had no funding for a pilot study, so we did a small one with pregnant Hispanic women at Jacobi in 2014 to see what worked, what didn’t work, and was the intervention (reading materials, etc.) culturally appropriate. We got good results, and then we wrote this grant proposal that got funded in September 2017.

Voice: How will this intervention help participants think more positively about themselves and their parenting skills?

Gennaro: We hope to teach the women how to shift their thinking when negative situations arise so they feel better and make healthier choices. The idea is, how does she believe that she can make changes in her life, that she has power, can set goals, react to triggers (like arguments or anxiety) in more healthy ways than, say, drinking wine or eating chocolate cake? How does she turn off that little voice in her head? When she hears her mother saying, “You’re going to be a terrible mother,” how does she tell herself, “I can be a good mother”?

There might be a lot of really depressing things happening in a woman’s life, but when she is able to see them with a different perspective, when she doesn’t feel so helpless, when she feels like there are things she can do to take care of herself (like taking a brisk walk every day), then she starts to do those things, right?

This is not unlike groups such as Weight Watchers: there’s a lot of reframing, believing in yourself, the importance of you. Social support also makes a big difference.

research sites in New York and Ohio. So, I hope that— at least for those women—there’ll be a big difference.

I’m on the Nurse Advisory Council for the March of Dimes, and I think there are lots of people who would have an interest if this worked.

Voice: How do you think this research might help decrease disparities in birth outcomes based on race and ethnicity?

Gennaro: If we can improve the physical and mental health of pregnant minority women, we are hopeful we will see differences in birth outcomes. Clearly, eating better and exercising appropriately might inf luence things like vaginal

“

We want to take this opportunity to have these mothers become healthier, as this can have a wonderful lifetime effect on health.

Voice: If COPE-P helps improve lifestyle behaviors and lower anxiety and depression in these women, how do you envision scaling it up?

Gennaro: This intervention could be easily integrated into routine care for pregnant minority women. It doesn’t take a lot more time than regular prenatal care, and they can get it from their OB provider. We designed it so it doesn’t require a mental health provider, because there aren’t enough of them in the world. If this intervention were to work, I believe we would be able to change how care is given at our

and cesarean delivery rates, since babies (who are too big) cause problems. Mental health clearly is a factor in how labor and delivery progress, as anxiety and stress affect the amount of pain you experience.

Being able to manage stress and decrease anxiety and depression might also create differences in infant outcomes, for example around breastfeeding.

We care about birth outcomes, but women are more than vessels who carry infants. We want to take this opportunity to have these mothers become healthier, as this can have a wonderful lifetime effect on health.

Voice: You’ve described how nursing research helps people understand changes they can make in their lives...

Gennaro: The National Institute of Nursing Research, which I’m very grateful to because it has funded my previous research, says nursing research is about subjects such as symptom management, end-of-life and palliative care, evidence-based clinical practice, and health promotion. Our study falls firmly in the area of mental and physical health promotion. How do you help people live healthy lives? For nursing, it’s not just about, “Let me cure the disease,” it’s about, “Let me help your journey and your experience.” ▪

Illustrations: ©Bigstock/Tasiania boston college william f. connell school of nursing

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celebrating

SR. CALLISTA ROY On December 6, 2017, the Connell School community gathered in Gasson 100 to celebrate the standout achievements of Professor and Nurse Theorist Callista Roy, C.S.J.—who recently retired from Boston College to return to her beloved California—and bid farewell to a friend who was also a revered teacher, trusted colleague, and inspirational nurse leader.

by maureen dezell Photograph: Caitlin Cunningham

Among Sr. Roy’s many accomplishments is the visionary theory she conceived of as a graduate student in the 1960s. The Roy Adaptation Model, which states that the goal of nursing care is to promote patient adaptation, is now a basis of nurse education, research, and practice worldwide.

At the gathering, many colleagues and former students shared thoughts and fond recollections. Here are a few excerpts.

1963 Earns B.S.N. from Mount Saint Mary’s College, Los Angeles

Born on October 14, the feast day of Saint Callistus I, in Los Angeles

8 voice | summer 2018

1970

1958

1964

Enters the Sisters of Saint Joseph of Carondelet

Begins to develop the future Roy Adaptation Model

Publishes the conceptual framework for the Roy Adaptation Model in Nursing Outlook

1966–77

1971

Earns master’s degrees in nursing (1966) and sociology (1973) and a Ph.D. in sociology (1977) from the University of California, Los Angeles

Promoted to chair, Mount Saint Mary’s College nursing department

1950

Susan Gennaro Dean, Connell School of Nursing “What can you say about a legend? We all know Callista as an excellent teacher, a generous colleague, and outstanding scholar. But I have experienced Callista Roy, the rock star. She came to an event we were hosting for our students and our Swiss and Chilean collaborators in the Global Health Care Initiative. Callista walked into the room, and there was immediately dead silence. A collective gasp. Then, a standing ovation—the very definition of a nursing rock star!”

Deborah Washington M.S. ’93, Ph.D. ’12 Director of Diversity, Nursing and Patient Care Services, Massachusetts General Hospital

“People who possess the spirit of a teacher never dismiss or def late a student’s vision of being the first one to solve X, or to see a better way of finding the third planet from the sun. Sister also models the heart and soul of a great doctoral program—an education that brings a mind to the frontier of new knowledge. I took countless f lights toward big ideas with Sister. She never stopped me or brought me back to earth too soon.

The wind was never taken out of my sails.

“Sister Callista Roy is a game changer.

And she is my game changer. This Black woman who grew up in a small town in the Jim Crow South continues to thrill to the sound of being addressed as ‘Dr. Washington, Ph.D., RN.’ Sister, thank you.”

“You already know about the accolades. The countless areas of distinction. But I want to talk about the spirit of a teacher. That’s how I know Sister.

Ellen Mahoney Associate Professor, Connell School of Nursing “I want to highlight parts of Callista’s legacy that go far beyond numbers: her impact as a person and her work on behalf of persons suffering with illness and their families; her inf luence on nursing students and nurses globally; and her effect on the discipline of nursing and on her colleagues near and far—especially on our CSON community, Callista’s extended family.

“A colleague ref lected recently: ‘Callista is the heart and soul of this place.’

“Another wondered: ‘Who’s going to ask the questions?’ Who’s going to keep us grounded in the focus of the discipline and the mission of our school and University? Sister told an interviewer that her greatest achievement was yet to come, which she believes will come from her students. I believe we’ll see plenty more from her as well.” ▪

1983–85 Selected as a Robert Wood Johnson postdoctoral fellow in neuroscience at the University of California, San Francisco

1987 Charter member of the Nursing Research Study Section, Division of Research Grants (now the National Institutes of Health Center for Scientific Review)

1991 Establishes the Boston-based Adaptation Research in Nursing Society, later called the Roy Adaptation Association; receives the Martha E. Rogers Award from the National League for Nursing

2007

2013

The American Academy of Nursing names her a Living Legend

Publishes Generating Middlerange Theory: Evidence for Practice (Springer)

2018 1989

1999

2010

2016

Awarded a Fulbright Senior Scholarship to study in Australia

Sigma Theta Tau International publishes Roy Adaptation Model-based Research: 25 Years of Contributions to Nursing Science

One of 10 inaugural inductees into the Sigma Theta Tau International Nurse Researcher Hall of Fame

The Roy Adaptation Model celebrates its 50th anniversary; the Roy Adaptation Association turns 25

boston college william f. connell school of nursing

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INTRODUCING THE

DNP

by Alicia Potter Illustration: iStock.com/Lalith_Herath

In fall 2019, the Connell School of Nursing (CSON) will launch a doctor of nursing practice (DNP), a new degree program designed for students who wish to become advanced practice clinicians educated at the highest level. The

DNP-educated nurse “translates existing research into practice,” according to Susan Kelly-Weeder, Ph.D., FNP-BC, FAANP, who is associate dean for graduate programs and will be a core faculty member of the DNP. The new degree will be offered alongside the existing Ph.D. in nursing, which focuses on developing original research to advance nursing science.

In addition to learning the advanced practice nursing role, DNP students will develop a comprehensive understanding of epidemiology, leadership, and health care policy, says KellyWeeder. That knowledge base, she observes, has become essential to providing care to patients with increasingly complex needs within an ever-changing health care system.

Susan Hassmiller, Ph.D., RN, FAAN, senior advisor for nursing at the Robert Wood Johnson Foundation (RWJF), believes that preparation at the doctoral level will also give advanced practice nurses a larger role in health care decision-making.

Hassmiller, who is also director of the Future of Nursing: Campaign for Action, a joint initiative of AARP and RWJF to improve health care through nursing, says that advanced practice nurses “will have the clinical expertise, leadership skills, and business acumen to become key contributors in

10 voice | summer 2018

today’s health care systems, whether it’s running their own practice or joining professionals with comparable degrees in medicine or health care to lead an organization.”

The Connell School is actively reshaping nursing education in order to prepare all future entrylevel advance practice nurses at the doctoral level. Master’s-prepared nurse practitioners will continue to practice as nurse practitioners as long as their certification remains up to date.

According to the American Association of Colleges of Nursing (AACN), 25,000 students are now enrolled in more than 300 DNP programs in the U.S., with 124 more programs in development.

The National Organization of Nurse Practitioner Faculties, a key proponent of the changes, recently convened 38 leaders from 20 practice, licensure, accreditation, certification, and educational

organizations at a DNP summit in Washington, D.C., to design an action plan for shifting all entry-level nurse practitioner education to DNP programs by 2025.

The Connell School’s DNP curriculum is based on the AACN’s most recent Essentials of Doctoral Education for Advanced Nursing Practice, which defines the core competencies required. The DNP program will build on the strengths of the Connell School’s master’s degree programs, augmenting the current offerings with additional content in patient care, organizational leadership, and health care systems. A minimum of 1,000 post-baccalaureate clinical hours will be required, says Kelly-Weeder.

DNP students will choose from six specializations: adult-gerontology primary care, family primary care, nurse anesthesia, pediatric primary care, psychiatric/ mental health, and women’s health—just as those in the current master’s programs do. The credit requirements will vary depending on point of entry and specialization, with most students having the opportunity to complete the degree within three years.

“As we continue to educate advanced practice nurses at this level, we’ll see more innovative thinking as well as significant improvements in health care delivery for the nation,” says Kelly-Weeder. ▪

Doctor of Nursing Practice (DNP)

Doctor of Nursing (Ph.D.)

RN or NP  DNP

Direct Entry

Nurse Anesthesia

Clinical practice

Clinical practice

Clinical practice

Nursing research

RESEARCH OBJECTIVE

To apply existing research

To apply existing research

To apply existing research

To develop new knowledge

POINTS OF ENTRY

Current RN certification with A.S.N or B.S.N. or post M.S. for experienced NPs

B.A./B.S. in field other than nursing

B.S.N. and minimum of one year of critical care experience or post M.S. for experienced CRNAs

B.S.N., M.S.N., or related master’s degree

FOCUS

Minimum of 1,000 hours (post B.S.N.)

Individualized for post M.S. NPs

Minimum of 1,000 advanced practice hours in addition to pre-license curriculum

DISSERTATION

No

No

No

Yes

SCHOLARLY PROJECT

Yes

Yes

Yes

No

POSTGRADUATION POSITIONS

Nurse practitioner

Nurse practitioner

Nurse anesthetist

Nurse scientist, nurse faculty

CLINICAL HOURS

Minimum of 1,000 hours (post A.S.N. or B.S.N.)

Individualized for post M.S. NPs

None

Learn more at www.bc.edu/csondnp boston college william f. connell school of nursing

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Rebooting the first-year seminar

by Zachary Jason Photographs: Courtesy Brandon Huggon

Every first-year student’s transition to college is a time of excitement, stress, and searching—for extracurriculars, friends, mentors, and a major. Entering undergraduates at the Connell School, meanwhile, have already chosen their career paths. Their first semester schedules include two Core Curriculum courses (perhaps in philosophy, theology, or history) and a pair of required and rigorous science courses, Anatomy & Physiology I and Life Science Chemistry, each of which includes a weekly three-hour lab. And while these courses provide foundational knowledge, they often strike students as disconnected from the practice of nursing. “Between the workload and the increased expectations, freshmen can feel isolated from the nursing school,” says Sean Clarke, associate dean for undergraduate programs at the Connell School.

Hence the overhaul of NURS1010: Professional Development Seminar, a one-credit, one-semester, pass-fail, peer-led program established in 2011, and bolstered in fall 2017 to help novice undergraduates “understand what the journey in nursing looks like and to become part of the nursing culture,” says Clarke. Organized around weekly, open-ended small-group sessions, alumni panels, and faculty and staff presentations on effective study strategies, campus culture, and

12 voice | summer 2018

career fields in nursing, the program’s goal is to help freshmen develop a support network of classmates and faculty, and a strong sense of a path forward over their next four years and beyond.

And since the vast majority of nursing students will be the first in their families to work in health care, Clarke observes, “The sooner we immerse them in what they signed up for, the better nurses we’ll prepare.”

The seminar core Small discussion groups, each run by a junior and senior volunteer, make up the essence of the first-year seminar. “Hearing stories from a student who just recently went through what you’re going through is much more impactful than hearing it from a faculty member,” says Amy Gribaudo, assistant director of undergraduate programs. This year, 30 juniors and seniors co-led 105 freshmen in groups of six to eight.

From their first week on the Heights until they took their first final exams, freshmen met for an hour once a week during the fall semester at study lounges, Hillside Café, the Stokes Amphitheater, or another location chosen by the group leader. They talked about course selection, study skills, self-care, and incorporating Jesuit values into both nursing practice and daily life. Junior leader Julia Cardwell, a native of Maryland, said that she not only coached her group in adjusting to more demanding classes and finding study partners who share their learning styles (e.g., sonic vs. visual), she also created what she called an “open, inviting space” in which students shared their homesickness and personal stories of what brought them to nursing. Freshmen often texted and e-mailed their leaders, asking for advice. (The mentor role, notes Cardwell, has “given me added affirmation and confidence as a nurse.”) In addition to attending small group sessions, students met one-on-one each week with a different member of the group over coffee, lunch, or a homework study session.

Cultivating camaraderie John Snider ’21, from eastern Maine, said that early on, the seven other students in his small group were his “go-tos” for “studying and venting and occasionally commiserating about the journey.” When he arrived at Boston College, he said he “felt like I had to be this perfect person all the time. But when you open up to the group, you realize everyone feels that pressure. And the mentors help you realize you don’t have to be that....

The group was a space to breathe.”

The entire first-year class gets together for an ice cream social in October and a holiday gathering in December. But the entire cohort gathered seven other times during the semester—for presentations on time management and sleep from the Office of Health Promotion; a session on diversity and cultural sensitivity led by the student organization FACES; and for retreats and conversations about student culture, civility, and professionalism organized by the Center for Student Formation.

Professional development In late November, on two separate evenings, the seminar hosted two panels of recent Connell School alumni, who shared accounts of their student days and their experiences as early-career nurses. Five panelists each night fielded some two dozen questions about their transitions from high school to Boston College, clinical rotations, balancing work with extracurriculars, finding a niche in nursing, and the job hunt.

“

I had to be this perfect person all the time. But when you open up to the group, you realize everyone feels that pressure. And the mentors help you realize you don’t have to be that....The group was a space to breathe.

John Snider ’21

Opposite, above, following page: Each week, every first-year seminar student submits a selfie to show that she or he got together with another student to study or socialize.

Photographs: Courtesy Brandon Huggon boston college william f. connell school of nursing

13

Unfailingly encouraging, honest, and charmingly self-deprecating, they spoke candidly about moments of anxiety, from accidentally breaking a dean’s calculator, to failing a first-year chemistry exam, to going home in tears after shifts during their first year as nurses. One alumna said she felt so overwhelmed at a hospital, “It took me six months to not feel on my way to work that I was going to vomit.”

Still, they each ref lected that their training at the Connell School made them much better prepared for the pressures of nursing than most. They had learned the value of attentive, personalized care. “Always ask your patients if they want to brush their teeth,” advised Annie O’Malley ’16, who’s now at Boston Children’s Hospital. What they learned in Core Curriculum theology courses helped a few nurses incorporate patients’ individual faiths into their care. And CSON’s rigorous curriculum helped several alums through the post-graduate NCLEX (National Council Licensure Exam), the “worst month of studying of your life,” as one alumna described it, and added: “You’ll find you’re much more prepared than you think.”

She prodded students to sign up for as wide a range of clinical rotations as possible, and to take advantage of faculty office hours and international nursing trips. Others stressed the importance of taking time to exercise, sleep, explore the city with friends, unwind. O’Malley said, “I remember sitting where you were wanting to punch anyone who told me to take care of myself. But it really, really helps.”

Outside the classroom Beyond the first-year seminar, the Connell School offers several opportunities for students to complement the curriculum and their clinical experiences with insight and perspective throughout their four years.

Second-year students can participate in the two-day SCRUBS (Sophomore Connell Retreat for Undergraduate B.S. Students) retreat in Falmouth, Massachusetts, which offers time for ref lection and prepares them for upcoming academic and professional transitions. (More than 95 percent of sophomores attended the third annual retreat in February 2018.)

All upperclassmen can apply to attend the school’s nursing service trips to Chile, the Dominican Republic, Ecuador, Nicaragua, and Haiti.

And in March 2018, some 50 undergraduates attended Shift Change, a day-long pilot retreat for seniors to contemplate the pending transition to their lives as nurses.

“Nursing is a rigorous major with a direct path into a profession,” says Amy Gribaudo, assistant director of undergraduate programs. It’s invaluable to provide opportunities at the beginning, middle, and end of student nurses’ undergraduate experience for “ref lection about themselves, their futures, and their place in the world.” ▪

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faculty publications Nadia Abuelezam Abuelezam, N. N., & Fontenot, H. B. (2017).

Depression among Arab American and Arab immigrant women in the United States. Nursing for Women’s Health, 21(5), 395–399. DOI: 10.1016/j.nwh.2017.08.003

Ann Burgess Burgess, A. W. (2018). Victimology: Theories and applications (3rd ed.). Burlington, MA: Jones & Bartlett Learning.

Burgess, A. W., & Hartman, C. R. (2017). On the origin of grooming. Journal of Interpersonal Violence, 33(1), 17–23. DOI: 10.1177/ 0886260517742048

Sean Clarke Linzer, P. B., & Clarke, S. P. (2017). An integrative review of the hands-free technique in the OR. AORN Journal, 106(3), 211–218.e6. DOI: 10.1016/j. aorn.2017.07.004 Perloff, J., Clarke, S., DesRoches, C. M., O’ReillyJacob, M., & Buerhaus, P. (2017). Association of state-level restrictions in nurse practitioner scope of practice with the quality of primary care provided to Medicare beneficiaries. Medical Care Research and Review. Advance online publication.

DOI: 10.1177/1077558717732402 Boamah, S. A., Spence Laschinger, H. K., Wong, C., & Clarke, S. (2017). Effect of transformational leadership on job satisfaction and patient safety outcomes. Nursing Outlook. Advance online publication. DOI: 10.1016/j.outlook.2017.10.004 Clarke, S. P. (2017). Research for academic credit in the healthcare workplace. Nursing Management, 48(6), 18–20. DOI: 10.1097/01.NUMA. 0000516489.58802.d4 Déry, J., Clarke, S. P., D’Amour, D., & Blais, R. (2018). Scope of nursing practice in a tertiary pediatric setting: Associations with nurse and job characteristics and job satisfaction. Journal of Nursing Scholarship, 50(1), 56–64. DOI: 10.1111/ jnu.12352 Lavoie, P., & Clarke, S. P. (2017). Simulation in nursing education. Nursing, 47(7), 18–20. DOI: 10.1097/01.NURSE.0000520520.99696.9a Edmonds, J. K., O’Hara, M., Clarke, S. P., & Shah, N. T. (2017). Variation in Cesarean birth rates by labor and delivery nurses. Journal of Obstetric, Gynecologic, and Neonatal Nursing, 46(4), 486– 493. DOI: 10.1016/j.jogn.2017.03.009

Clarke, S. P. (2017). What you need to know about the NCLEX-RN®. Nursing Management, 48(10), 21–23. DOI: 10.1097/01.NUMA.0000524821.

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Susan DeSanto-Madeya DeSanto-Madeya, S. A., & Safizadeh, P. (2017).

Family satisfaction with end-of-life care in the intensive care unit: A systematic review of the literature. Dimensions of Critical Care Nursing, 36(5), 278–283. DOI: 10.1097/DCC. 0000000000000262 Einstein, D. J., DeSanto-Madeya, S. A., Gregas, M., Lynch, J., McDermott, D. F., & Buss, M. K. (2017). Improving end-of-life care: Palliative care embedded in an oncology clinic specializing in targeted and immune-based therapies. Journal of Oncology Practice, 13(9), 729–737. DOI: 10.1200/ JOP.2016.020396

Julie Dunne Dunne, J. P. (2017). Mindfulness in anorexia nervosa: An integrated review of the literature.

Journal of the American Psychiatric Nurses Association, 24(2), 109–117. DOI: 10.1177/ 1078390317711250 Kelly-Weeder, S. A., Kells, M., Jennings, K., Dunne, J. P., & Wolfe, B. E. (2017). Procedures and protocols for weight assessment during acute illness in individuals with anorexia nervosa: A national survey. Journal of the American Psychiatric Nurses Association, Advance online publication.

DOI: 10.1177/1078390317717790 Wolfe, B. E., Dunne, J. P., & Kells, M. R. (2016).

Nursing care considerations for the hospitalized patient with an eating disorder. Nursing Clinics of North America, 51(2), 213–235. DOI: 10.1016/j. cnur.2016.01.006

Andrew Dwyer Bouilly, J., Messina, A., Papadakis, G., Cassatella, D., Xu, C., Acierno, J. S., Tata, B., Sykiotis, G., Santini, S., Sidis, Y., Elowe-Gruau, E., Phan-Hug, F., Hauschild, M., Bouloux, P.M., Quinton, R., Lang-Muritano, M., Favre, L., Marino, L., Giacobini, P., Dwyer, A. A., Niederländer, N. J., & Pitteloud, N. (2018). DCC/NTN1 complex mutations in patients with congenital hypogonadotropic hypogonadism impair GnRH neuron development. Human Molecular Genetics, 27(2), 359–372. DOI: 10.1093/hmg/ddx408

Xu, C., Cassatella, D., van der Sloot, A. M., Quinton, R., Hauschild, M., De Geyter, C., Flück, C., Feller, K., Bartholdi, D., Nemeth, A., Halperin, I., Pekic Djurdjevic, S., Maeder, P., Papadakis, G., Dwyer, A. A., … & Pitteloud, N. (2017). Evaluating CHARGE syndrome in congenital hypogonadotropic hypogonadism patients harboring CHD7 variants. Genetics in Medicine.

Advance online publication. DOI: 10.1038/ gim.2017.197 Chavez, K. S., Dwyer, A. A., & Ramelet, A. S. (2018). International practice settings, interventions, and outcomes of nurse practitioners in geriatric care: A scoping review.

International Journal of Nursing Studies, 78, 61–75.

DOI: 10.1016/j.ijnurstu.2017.09.010 Xu, C., Messina, A., Somm, E., Miraoui, H., Kinnunen, T., Acierno, Jr., J., Niederländer, N. J., Bouilly, J., Dwyer, A. A., … & Pitteloud, N. (2017).

KLB, encoding β-Klotho, is mutated in patients with congenital hypogonadotropic hypogonadism.

EMBO Molecular Medicine, 9(10), 1379–1397. DOI: 10.15252/emmm.201607376 Mabire, C., Dwyer, A., Garnier, A., & Pellet, J. (2018). Meta-analysis of the effectiveness of nursing discharge planning interventions for older inpatients discharged home. Journal of Advanced Nursing, 74(4), 788–799. DOI: 10.1111/ jan.13475 Zoni, S., Verga, M. E., Hauschild, M., AquaroneVaucher, M.-P., Gyuriga, T., Ramelet, A. S., & Dwyer, A. A. (2018). Patient perspectives on nurse-led consultations within a pilot structured transition program for young adults moving from an academic tertiary setting to community-based type 1 diabetes care. Journal of Pediatric Nursing, 38, 99–105. DOI: 10.1016/j.pedn.2017.11.015 Dwyer, A. A. (2018). A window of opportunity [Une fenêtre d’opportunité / Ein Fenster der Gelegenheit]. Paediatrica Suisse, 28(5), 20.

Cassatella, D., Howard, S., Acierno, J., Xu, C., Papadakis, G., Santoni, F. A., Dwyer, A. A., … & Pitteloud, N. (2018). Congenital hypogonadotropic hypogonadism and constitutional delay of growth and puberty have distinct genetic architectures. European Journal of Endocrinology. Advance online publication. DOI: 10.1530/EJE-17-0568

boston college william f. connell school of nursing

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faculty publications Maione, L., Dwyer, A. A., Francou, B., GuiochonMantel, A., Binart, N., Bouligand, J., & Young, J. (2018). Genetics in endocrinology: Genetic counseling for congenital hypogonadotropic hypogonadism and Kallmann syndrome: New challenges in the era of oligogenism and nextgeneration sequencing. European Journal of Endocrinology, 178(3), R55–R80. DOI: 10.1530/ EJE-17-0749 Cohen, S. S., & Dwyer, A. A. (2018). PENS position statement on bullying prevention. Journal of Pediatric Nursing, 39, 91–93. DOI: 10.1016/j. pedn.2017.12.007

Joyce Edmonds Edmonds, J. K., & Zabbo, G. (2017). Women’s description of labor onset and progression before hospital admission. Nursing for Women’s Health, 21(4), 250–258. DOI: 10.1016/j.nwh.2017.06.003 Lagrew, D. C., Lowe, L. K., Brennan, R., Edmonds, J. K., Corry, M. P., Edmonds, J. K., Gilpin, B. G., Frost, J., Pinger, W., Reisner, D. P., & Jaffer, S. (2018). National partnership for maternal safety consensus bundle on safe reduction of primary cesarean births: Supporting intended vaginal births. Obstetrics and Gynecology, 131(3), 503–513.

DOI: 10.1097/AOG.0000000000002471

Jane Flanagan Read, C. Y., Shindul-Rothschild, J., Flanagan, J. M., & Stamp, K. D. (2018). Factors associated with removal of urinary catheters after surgery. Journal of Nursing Care Quality, 33(1), 1–9. DOI: 10.1097/ NCQ.0000000000000287 Shindul-Rothschild, J., Flanagan, J. M., Stamp, K. D., & Read, C. E. (2017). Beyond the pain scale: Provider communication and staffing predictive of patients’ satisfaction with pain control. Pain Management Nursing, 18(6), 401–409. DOI: 10.1016/j.pmn.2017.05.003 Flanagan, J. M. (2017). On methods. International Journal of Nursing Knowledge, 28(4), 163. DOI: 10.1111/2047-3095.12193 Flanagan, J. M. (2018). Regarding nursing languages: Moving beyond how we feel.

International Journal of Nursing Knowledge, 29(1), 1–2. DOI: 10.1111/2047-3095.12199 Flanagan, J. M. (2018). Editorial: The integrative review. International Journal of Nursing Knowledge, 29(2), 81. DOI: 10.1111/2047-3095.12208

Flanagan, J. M., Harris, A., & Jones, D. A. (2018).

Advanced practice registered nurses: Accomplishments, trends, and future development. In L. A. Joel (Ed.) Advanced practice nursing: Essentials for role development, 4th ed.

(387–394). Philadelphia, PA: F. A. Davis Company.

Flanagan, J. M. (2018). Ethical issues in advanced practice nursing in caring for adults and older adults. In P. J. Grace (Ed.) Nursing ethics and professional responsibility in advanced practice, 3rd ed. (293–310). Burlington, MA: Jones and Bartlett Learning.

Holly Fontenot Fantasia, H., Harris, A. L., & Fontenot, H. B. (2017). Incorporating features of the Bedsider website into contraceptive counseling. Women’s Healthcare, 5(2), 37–45.

Wheldon, C. W., Sutton, S. K., Fontenot, H. B., Quinn, G. P., Giuliano, A. R., & Vadaparampil, S. T. (2017). Physician communication practices as a barrier to risk-based HPV vaccine uptake among men who have sex with men. Journal of Cancer Education. DOI: 10.1007/s13187-017-1223-6 Abuelezam, N. N., & Fontenot, H. B. (2017).

Depression among Arab American and Arab immigrant women in the United States. Nursing for Women’s Health, 21(5), 395–399. DOI: 10.1016/j.nwh.2017.08.003 Stupiansky, N. W., Liau, A., Rosenberger, J., Rosenthal, S. L., Tu, W., Xiao, S., Fontenot, H. B., & Zimet, G. D. (2017). Young men’s disclosure of same sex behaviors to healthcare providers and the impact on health: Results from a US national sample of young men who have sex with men.

AIDS Patient Care and STDs, 31(8), 342–347. DOI: 10.1089/apc.2017.0011 Kornides, M. L., Fontenot, H. B., McRee, A.-L., Panozzo, C. A., & Gilkey, M. B. (2018).

Associations between parents’ satisfaction with provider communication and HPV vaccination behaviors. Vaccine, 36(3), 2637–2642. DOI: 10.1016/j.vaccine.2018.03.060 Apaydin, K. Z., Fontenot, H. B., Shtasel, D., Mayer, K. H., & Keuroghlian, A. (2018). Primary care provider practices and perceptions regarding HPV vaccination and anal cancer screening at a Boston community health center. Journal of Community Health. Advance online publication.

DOI: 10.1007/s10900-018-0486-0 McNair, K. T., & Fontenot, H. B. (2018).

Understanding the two-dose HPV vaccine schedule. Nursing for Women’s Health, 22(2), 175– 180. DOI: 10.1016/j.nwh.2018.02.004

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Susan Gennaro Gennaro, S. (2017). From where I sit. Journal of Nursing Scholarship, 49(5), 469. DOI: 10.1111/ jnu.12325 Gennaro, S. (2017). Why do I do research? Why should you do research? Journal of Nursing Scholarship, 49(4), 359. DOI: 10.1111/jnu.12306 Gennaro, S. (2017). Duplicate publication. Journal of Nursing Scholarship, 49(2), 125–126. DOI: 10.1111/jnu.12282

Pamela Grace Grace P. J. (Ed.) (2018) Nursing ethics and professional responsibility in advanced practice, 3rd ed. Burlington, MA: Jones and Bartlett Learning.

Grace, P. J. (2018). Enhancing nurse moral agency: The leadership promise of the doctor of nursing practice preparation. OJIN: The Online Journal of Issues in Nursing, 23(1).

Allyssa Harris García, M., & Harris, A. L. (2017). PrEP awareness and decision-making for Latino MSM in San Antonio, Texas. PloS One, 12(9), e0184014. DOI: 10.1371/journal.pone.0184014 Fantasia, H. C., Harris, A. L., & Fontenot, H. B. (2017). Incorporating features of the Bedsider website into contraceptive counseling. Women’s Healthcare, 5(2), 37–45.

Flanagan, J. M., Harris, A., & Jones, D. A. (2018). Advanced practice registered nurses: Accomplishments, trends, and future development. In L. A. Joel (Ed.) Advanced practice nursing: Essentials for role development, 4th ed.

(387–394). Philadelphia, PA: F. A. Davis Company.

M. Katherine Hutchinson Sutherland, M. A., & Hutchinson, M. K. (2017).

Intimate partner and sexual violence screening practices of college health care providers. Applied Nursing Research, 39, 217–219. DOI: 10.1016/j. apnr.2017.11.031

Dorothy Jones Flanagan, J. M., Harris, A., & Jones, D. A. (2018). Advanced practice registered nurses: Accomplishments, trends, and future development. In L. A. Joel (Ed.) Advanced practice nursing: Essentials for role development, 4th ed.

(387–394). Philadelphia, PA: F. A. Davis Company.

Britt Pados

Catherine Read

Patricia Tabloski

Thoyre, S. M., Pados, B. F., Park, J., Estrem, H., McComish, C., & Hodges, E. A. (2018). The Pediatric Eating Assessment Tool: Factor structure and psychometric properties. Journal of Pediatric Gastroenterology and Nutrition, 66(2), 299–305.

DOI: 10.1097/MPG.0000000000001765

Read, C. Y., Shindul-Rothschild, J., Flanagan, J. M., & Stamp, K. D. (2018). Factors associated with removal of urinary catheters after surgery. Journal of Nursing Care Quality, 33(1), 1–9. DOI: 10.1097/ NCQ.0000000000000287

Evans, J. & Tabloski, P. (2017). Redefining retirement for nurses: Finding meaning after retirement. Indianapolis, IN: Sigma Theta Tau International.

Pados, B. F., Thoyre, S. M., Knafl, G. J., & Nix, W. B. (2017). Heart rate variability as a feeding intervention outcome measure in the preterm infant. Advances in Neonatal Care, 17(5), E10–E20.

DOI: 10.1097/ANC.0000000000000430

Shindul-Rothschild, J., Flanagan, J. M., Stamp, K. D., & Read, C. E. (2017). Beyond the pain scale: Provider communication and staffing predictive of patients’ satisfaction with pain control. Pain Management Nursing, 18(6), 401–409. DOI: 10.1016/j.pmn.2017.05.003

Pados, B. F., Estrem, H. H., Thoyre, S. M., Park, J., & McComish, C. (2017). The Neonatal Eating Assessment Tool: Development and content validation. Neonatal Network, 36(6), 359–367.

DOI: 10.1891/0730-0832.36.6.359

Read, C. E., & Ward, L. D. (2018). Misconceptions about genomics among nursing faculty and students. Nurse Educator. Advance online publication. DOI: 10.1097/NNE. 0000000000000444

Estrem, H. H., Thoyre, S. M., Knafl, K. A., Pados, B. F., & Van Riper, M. (2018). “It’s a long term process”: Description of daily family life when a child has a feeding disorder. Journal of Pediatric Health Care. Advance online publication. DOI: 10.1016/j.pedhc.2017.12.002

Judith Shindul-Rothschild

Jinhee Park Winkler, M., Park, J., Pan, W., Brandon, D. H., Scher, M. M., & Holditch-Davis, D. (2017). Does preterm period sleep development predict early childhood growth trajectories? Journal of Perinatology, 37(9), 1047–1052. DOI: 10.1038/ jp.2017.91 Pados, B. F., Estrem, H. H., Thoyre, S. M., Park, J., & McComish, C. (2017). The Neonatal Eating Assessment Tool: Development and content validation. Neonatal Network, 36(6), 359–367.

DOI: 10.1891/0730-0832.36.6.359 Brandon, D. H., Silva, S. G., Park, J., Malcom, W., Kamhawy, H., & Holditch-Davis, D. (2017).

Timing for the introduction of cycled light for extremely preterm infants: A randomized controlled trial. Research in Nursing and Health, 40(4), 294–310. DOI: 10.1002/nur.21797 Thoyre, S. M., Pados, B. F., Park, J., Estrem, H., McComish, C., & Hodges, E. A. (2018). The Pediatric Eating Assessment Tool: Factor structure and psychometric properties. Journal of Pediatric Gastroenterology and Nutrition, 66(2), 299–305.

DOI: 10.1097/MPG.0000000000001765

Read, C. Y., Shindul-Rothschild, J., Flanagan, J. M., & Stamp, K. D. (2018). Factors associated with removal of urinary catheters after surgery. Journal of Nursing Care Quality, 33(1), 1–9. DOI: 10.1097/ NCQ.0000000000000287 Shindul-Rothschild, J., Flanagan, J. M., Stamp, K. D., & Read, C. E. (2017). Beyond the pain scale: Provider communication and staffing predictive of patients’ satisfaction with pain control. Pain Management Nursing, 18(6), 401–409. DOI: 10.1016/j.pmn.2017.05.003

Schmitt, E. M., Gallagher, J., Albuquerque, A., Tabloski, P., Lee, H. J., Gleason, L., Weiner, L. S., Marcantonio, E. R., Jones, R. N., Inouye, S. K., & Schulman-Green, D. (2017). Perspectives on the delirium experience and its burden: Common themes among older patients, their family caregivers, and nurses. The Gerontologist.

Advance online publication. DOI: 10.1093/ geront/gnx153

Judith Vessey DiFazio, R. L., Miller, P. E., Vessey, J. A., & Snyder, B. D. (2017). Health-related quality of life and care giver burden following spinal fusion in children with cerebral palsy. Spine, 42(12), E733–E739. DOI: 10.1097/BRS.0000000000001940 Ruggerio, K. M., Hickey, P. A., Leger, R. R., Vessey, J. A., & Hayman, L. L. (2017). Parental perceptions of disease-severity and health-related quality of life in school-age children with congenital heart disease. Journal for Specialists in Pediatric Nursing, 23, e12204. DOI: 10.1111/jspn.12204

Rothschild, A. J., & Shindul-Rothschild, J. (2017).

Benzodiazepines do not cause suicide or suicide attempts. Primary Care Companion for CNS Disorders, 19(5). Advance online publication. DOI: 10.4088/PCC.17lr02171

Melissa Sutherland Sutherland, M. A., & Hutchinson, M. K. (2017).

Intimate partner and sexual violence screening practices of college health care providers.

Applied Nursing Research, 39, 217–219. DOI: 10.1016/j.apnr.2017.11.031 Angelini, K., Sutherland, M. A., & Fantasia, H. C. (2017). College health center utilization among a sample of senior college women. The Journal for Nurse Practitioners. Advance online publication.

DOI: 10.1016/j.nurpra.2017.07.014 Lagunas, L. F., & Sutherland, M. A. (2017). Salud global, nuevos desafíos para investigación en enfermería (Global health, new challenges to nursing research). Ciencia Y Enfermería (Nursing Journal of Concepcion), 23(1). DOI: 10.4067/s071795532017000100007

boston college william f. connell school of nursing

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non-profit org. u.s. postage paid boston, ma permit #55294

140 Commonwealth Avenue Chestnut Hill, MA 02467 www.bc.edu/cson

Join us Mindhunter

Pinnacle Lecture Series

Monday, September 17, 2018, 4:30 p.m.

Robsham Theater

Tuesday, October 16, 2018, 5:00 p.m.

Yawkey Center, Murray Room

Professor Ann Burgess, an internationally recognized pioneer in the assessment and treatment of victims of trauma and abuse, and John Douglas, co-author of Mindhunter, the book on which the hit Netflix crime drama is based, will discuss FBI cases represented in the drama—and talk about how to profile a serial killer.

Lorna Finnegan, president of the board of directors at the National Organization of Nurse Practitioner Faculties and executive associate dean at the University of Illinois at Chicago College of Nursing, will present the Connell School’s Pinnacle lecture.

www.bc.edu/mindhunter

www.bc.edu/pinnacle