Spring 2022
years of educating nurse leaders
from the dean
Dear friends and colleagues, As I sit down to write this letter, it strikes me how appropriately named this publication is: Voice. For years now, these pages have chronicled the vital stories of our community. They have been a record of who we are as a school, a means of speaking to the full scope of what nursing can be, a platform to amplify the stories that deserve to be heard. And with 2022 marking the Connell School’s 75th anniversary— an important milestone and cause for celebration—giving voice to the stories of our community seems more important than ever. Photograph: Caitlin Cunningham
The spring 2022 issue of Voice is inspiring. It is full of exactly the type of stories that deserve to be heard. In the pages that follow, you will read about our ongoing efforts to design and teach a more inclusive curriculum. You will learn about newly tenured faculty member Nadia Abuelezam’s research to help understand and address health disparities. And you will get an in-depth look at our advanced generalist master’s degree—the only program of its kind in Greater Boston— which offers unique opportunities to our students. This issue also features a timeline of nursing at Boston College over 75 years, highlighting the inspiring leaders, students, clinicians, researchers, educators, and staff who have helped shape the Connell School’s remarkable history. As you read these stories, I hope that the voices of the Connell School fill you with a sense of inspiration and hope for all that’s to come. The future of nursing has never been brighter. Sincerely,
katherine e. gregory Dean
dean Katherine E. Gregory
editor John Shakespear
managing editor Tracy Bienen
art director Diana Parziale
graphic designer Monica DeSalvo
contributors Elena Britos Timothy Gower Nathaniel Moore John Shakespear Kathleen Sullivan
photographers Caitlin Cunningham Lee Pellegrini
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 Associate Director, Marketing and Communications William F. Connell School of Nursing Maloney Hall 140 Commonwealth Ave. Chestnut Hill, MA 02467
cover Nursing students throughout the school’s history. Artwork: Monica DeSalvo
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contents
6 10 14 16 Spring 2022 Features
news
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CSON joins Nurses Climate Challenge, faculty members and students receive honors and awards, and national nursing leaders speak to the CSON community
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Teaching toward a more inclusive classroom Developing curricula and pedagogy with a critical eye toward health equity, racial justice, and inclusion Truth in numbers How Associate Professor Nadia Abuelezam’s models help us understand health disparities
achievements
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BC Nursing at 75 A timeline of nursing school milestones
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CSON’s advanced generalist master’s program A degree for tomorrow’s nurse leaders
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Faculty publications
www.bc.edu/voice
Baccalaureate and direct entry master’s degree programs have full approval by the Massachusetts Board of Registration in Nursing. CCNE Accredited 2018–2028
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news CSON’s vaccination team at Cristo Rey: (seated) Sara Bowen, Vy Hoang, Emily Bower, Katlyn Noonan, Megan Fickes. (Standing) Jennifer Schmitz, Caitlin Martin, Shannon Croly, Natalie Dalla Riva, Catherine Conahan, Donna Cullinan, Celia Jotte, Nora Markey, and Brandon Onyechefule.
The Connell School launched Innovation Grants, a resource program designed to fund small research projects that are essential to supporting large external research grant applications. The first two funded projects are: ▪
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“Associations among Cannabis Policies, Cannabis Use, and Patient-Provider Communication among Cancer Survivors,” a project by principal investigator and Assistant Professor Lindsey Camp and her team: Summer Hawkins, from BC’s School of Social Work, and CSON Clinical Assistant Professor Catherine Conahan. “Strangulation and Asphyxiation: A Data-Driven Exploration of Offender Characteristics and Predictor Factors,” a project led by Clinical Assistant Professor Victor Petreca. His team includes CSON Professor Ann Wolbert Burgess and Clinical Instructor Melissa Pérez Capotosto; Michelle Patch, from Johns Hopkins School of Nursing; and BC Visiting Scholar Gary Brucato.
Victor Petreca
Petreca and his research team also received funding from the Massachusetts Department of Mental Health’s Jail/Arrest Diversion Grant Program for their project “Exploring the Biopsychosocial Factors in Diversion to Other Treatment-Based Alternatives.”
The American College of Nurse-Midwives awarded Ph.D. student Erin George its 2022 Dianne S. Moore Midwifery Research Scholarship. Danielle Walker, a student in the Ph.D. program, received the Gennaro Acampora Junior Investigator Pilot Award from the Boston Medical Center Department of Psychiatry. Danielle Walker
Photographs by Caitlin Cunningham except Victor Petreca by Peter Julian; Danielle Walker by Christine Demura; Rear Admiral Aisha K. Mix by Flavio DeBarros; Ann Wolbert Burgess and Steven Matthew Constantine by Lee Pellegrini
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Community CSON joined the Nurses Climate Challenge: School of Nursing Commitment, a global initiative to educate 50,000 health professionals about the health impacts of climate change. Clinical Assistant Professors Catherine Conahan and Donna Cullinan and CSON students conducted outreach and organized a mobile vaccination clinic at Cristo Rey Boston High School, helping Cristo Rey increase the COVID-19 vaccination rate among its student population from 50 percent to 82 percent.
Students
Cameron Howe
Last fall, Cameron Howe ’18, D.N.P. ’23, helped save the life of an elite runner who suffered a cardiac arrest at the Boston Marathon’s eighth mile. Howe and a friend administered CPR on 33-year-old Meghan Roth before the ambulance arrived. “I’m so lucky they were there,” Roth said. “They saved my life.” The story was in the Washington Post, People, and on WCVB-TV Channel 5 News.
Ph.D. student Katie Fitzgerald Jones is one of 30 clinicians named a 2022 Hospice and Palliative Nurses Foundation Emerging Leader. The International Association for Human Caring honored Ph.D. student Katherine Ladetto with its 2022 Jean Watson Student Award.
IN MEMORY
Research
Retired Professor Mary E. Duffy, who served as director of nursing research, died on March 30 at age 79. Sandra R. Mott, a retired associate professor and department chair at the Connell School of Nursing who taught at BC from 1979–2011, died on January 21 at age 79.
Faculty In March, Dean Katherine Gregory gave the keynote address at Boston College’s 71st annual Laetare Sunday celebration. Dean Gregory and Associate Professor Nadia Abuelezam were featured in the winter 2022 issue of Boston College Magazine. They discussed the lessons learned from COVID-19 and how to better prepare for the next outbreak. Abuelezam and her Connell School colleagues Andrew Dwyer and Jinhee Park were promoted to associate professor with tenure. During their Tenure Talks—which the school introduced this spring— Abuelezam, Dwyer, and Park each provided the CSON community with an overview of their research and its importance. In their new book A Killer by Design: Murderers, Mindhunters, and My Quest to Decipher the Criminal Mind, Professor Ann Wolbert Burgess and Steven Matthew Constantine, CSON’s associate director of marketing and communications, detail Burgess’s role in the evolution of criminal profiling and its application to several serial killer investigations. Burgess was featured on ABC News.com, and she commented on the Gabby Petito murder case in Newsweek and on Fox News and NewsNation Now. Clinical Instructor Melissa Pérez Capotosto was appointed to the Nursing for Women’s Health editorial advisory board. Clinical Assistant Professor Julie Dunne was appointed teaching associate at Harvard Medical School, where she will mentor health care providers in mindfulness and mindfulness-based cognitive therapy. Associate Professor Joyce K. Edmonds was named editor in chief of the Journal of Obstetric, Gynecologic, & Neonatal Nursing, the scientific journal of the Association of Women’s Health, Obstetric and Neonatal Nurses. In April, Edmonds was a visiting scholar at the University of Hawai‘i’s M noa Nancy Atmospera-Walch School of Nursing. Associate Dean for Research Christopher Lee was the only nurse who contributed to the new “Guideline for the Management of Heart Failure.” Published in 2022 by the American College of Cardiology, the American Heart Association, and the Heart Failure Society of America, the guidelines are targeted to clinicians involved in the care of people with cardiovascular disease. Ann Wolbert Burgess and Steven Matthew Constantine
Rear Admiral Aisha K. Mix
Events In March, Rear Admiral Aisha K. Mix, chief nurse officer at the U.S. Public Health Service, presented the Spring 2022 Pinnacle Lecture: “Innovative Leadership and the Public Health Nursing Workforce of the Future.” As part of the Global Scholars Lecture Series, sponsored by BC’s Office of Global Engagement and Office of International Students & Scholars, CSON Marjory Gordon Scholars Stella Adereti and Luca Bertocchi presented “Nursing’s Impact on Health and Well-Becoming: A Global Perspective” in March. This spring, CSON continued its Grand Rounds lectures: ▪
Gaurdia E. Banister, executive director of the Institute for Patient Care at Massachusetts General Hospital, gave a talk titled “Racism in Nursing” in March.
▪
Randy Jones, professor and associate dean for partner development and engagement at the University of Virginia School of Nursing, discussed “Narrowing the Gap in Decision-Making in Prostate Cancer” in April.
▪
Laura Hayman, professor at the University of Massachusetts Boston’s Manning College of Nursing and Health Sciences, gave a lecture titled “Promoting Cardiovascular Health across the Life Course: Social Determinants Matter” in May. Recordings of these lectures are available at bc.edu/csongrandrounds. Katherine O’Neill ’73 will receive CSON’s Dean Rita P. Kelleher Award at an event on June 4. A past president of the Massachusetts School Nurse Organization and fellow of the National Academy of School Nursing, O’Neill also served on the board Katherine O’Neill of directors of the National Association of School Nurses and as a founding member of the Massachusetts School Nurse Research Network. Learn more at bc.edu/kelleher.
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TEACHING Toward a More Inclusive Classroom
by Elena Britos
In an era marked by the Black Lives Matter movement and the COVID-19 pandemic, awareness of the inequities within health care is steadily growing. Research from the Centers for Disease Control and Prevention and the New England Journal of Medicine indicates that structural racism is a fundamental driver of health disparities. Following the murder of George Floyd and worsening pandemic conditions in 2020, Nursing Outlook published an editorial by nursing school deans at the University of Pennsylvania and Duke University calling out racism as a disease that nurses and nurse educators must address to improve patient outcomes and create better workplaces. To meet its goal of creating classrooms where students learn how to promote health equity, the Connell School of Nursing (CSON) has been working to develop on-campus resources for students of color, and to make sure that both classroom content—what is taught—and pedagogy—how it is taught—equip all students to address health disparities in their careers.
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it, but I didn’t make connections with faculty,” she says. “So I left pre-med after organic chemistry. Later, I wanted to be that mentor for the students who felt they were just getting by.” When González-McLean returned to campus in 2013 to work at the Connell School, she made it her mission to nurture a supportive learning environment for all future health care workers. Although CSON’s existing Keys to Inclusive Leadership in Nursing (KILN) program provided support to some 60 students each year, she felt the school’s efforts to serve underrepresented students like Aldana could be more robust. She envisioned a residential community where nursing students of color
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could choose to live together, take classes together, and have meaningful, guaranteed dialogue with faculty and campus leaders.
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EXPANDING the Student Experience When Karen Aldana ’23 arrived at BC as a first-year, she quickly became aware that the majority of her nursing school classmates were white. For Aldana, who believes representation is crucial in the field of nursing and at BC, finding community on campus was a priority. “What made that easier was the Seacole Scholars Program that Julianna González-McLean started our freshman year,” Aldana says.
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At the time, González-McLean was CSON’s assistant dean of student services for diversity and inclusion. She co-created the Seacole Scholars Program as an intentional Living and Learning Community for
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first-year nursing students from underrepresented backgrounds, inspired in part by her own experience as a BC undergraduate in the mid-2000s. Back then, her dream was to be a psychiatrist. “I knew I could do
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Today, González-McLean is continuing this work at George Washington University School of Nursing as associate dean for diversity, equity, and inclusion, and Aldana is the resident assistant for the Seacole Scholars Program. Now an established community member and a mentor to boot, Aldana says the program has been essential to her BC experience. “It was helpful to have that community of individuals who identified similarly to me—who I could be comfortable with and express my feelings around. I made more friends because of it.”
EVALUATING the Curriculum Making education inclusive also means choosing the right course materials. The Connell School’s Baccalaureate Program Committee (BPC) has been partnering closely with Boston College’s Center for Teaching Excellence (CTE) to do exactly this. The committee is composed of nursing faculty, some of whom joined forces with the CTE’s Kim Humphrey to create a system for evaluating coursework.
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An instructional designer, Humphrey has been a key resource during the ongoing evaluation process. While CTE instructional designers are not subject
boston college william f. connell school of nursing
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matter experts, they are teaching specialists who provide confidential support to BC faculty. Humphrey hopes to help teachers develop a critical eye toward their own biases (which can stem from class background, race, age, gender, and beyond) and expand their imagination of how various students might experience the classroom. With this in mind, Humphrey created a curriculum review instrument to put faculty teaching under a microscope. This tool can, for example, help teachers have inclusive discussions about topics like disease processes that disproportionately impact non-white populations. Framing health inequity as a product of systemic racism can both give students a more nuanced understanding of illness and help them connect with future patients on a more holistic level. The classroom, Humphrey says, is a place where oppression can either be reproduced or undone.
Guiding faculty toward new teaching norms will create classrooms where both students and educators feel empowered to learn, says Kim Humphrey, an instructional designer in BC’s Center for Teaching Excellence.
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“Instructors ask different questions about inclusive teaching and come from different perspectives and backgrounds,” Humphrey says. For this reason, their approaches to designing course materials vary. Ultimately, she hopes that guiding faculty toward new teaching norms will create classrooms where both students and educators feel empowered to learn.
EVOLVING Classroom Learning In 2021, Dorean Behney Hurley, a clinical instructor and BPC member, requested that CTE audit her core Pathophysiology course, which she has taught for more than 10 years. “It’s one of the very first classes that nursing students take, so I thought it was important that we should start from that perspective,” Hurley says. Over the fall 2021 semester, Hurley met regularly with Humphrey, GonzálezMcLean, and other CSON staff and faculty to comb through each section of her course material to update the course’s case studies and presentations to be as bias free as possible. One of Hurley’s goals was to make the images she shows to students more inclusive. “If you look in a lot of the textbooks, a lot of the references are only shown on white skin,” she says. Diversifying images is just one step in calibrating the nursing classroom toward inclusion, however. As the curriculum evaluation went on, Hurley began to talk about race and illness differently. This was particularly true during her unit on hypertension—a disease that disproportionately impacts non-white individuals.
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y “Where in the past I may have said, ‘This is what a person who has this disease looks like,’ I would now say, ‘This is a product of structural racism,’” she says. Her teaching is backed by the research of medical experts and by organizations like the American Heart Association, which cites structural racism as “a fundamental cause of persistent health disparities in the United States.” Hurley also adjusted her syllabus policies to be more inclusive, allowing greater f lexibility for students given the effect the pandemic could have on their lives. “I want to build relationships with students,” she says. “I want them to come to me if they need help.” Student course surveys are already ref lecting positive feedback to the changes, she says—a promising start. Clinical Assistant Professor Jacqueline Sly, who is CSON’s former assistant department chair and a family nurse practitioner, credits much of her own teaching success to working with a largely non-white hospital population in Brockton, Massachusetts. Her work there motivates her to give students the curriculum they need to understand health disparities and improve patient outcomes. She cites CSON’s mission to educate nurses who provide scientifically based, humanizing health care as a reason to center health equity in the classroom. Like Hurley, Sly has worked with González-McLean and the CTE to identify where she can improve her teaching. “When you work on dismantling racism, you’re also stepping into racism, and that can feel like stepping into conf lict,” she says. “Sometimes it’s hard, emotional work.”
With the 2022 spring semester unfurling, Dean Katherine Gregory wants to keep expanding the conversation about inclusive teaching and inequity in nursing. Gregory, who earned a Ph.D. in nursing from Boston College and served as a faculty member from 2006 to 2014, is intimately familiar with the learning environment at CSON. In July 2021, though, she became dean at an unprecedented time. “Like any new leader, I have spent the majority of my time listening and learning to partner across the University to be effective,” Gregory says. Academic excellence is Gregory’s number one priority as dean, and she sees anti-racist education as a cornerstone of this goal. “At the grassroots level, we have been very fortunate to have members of CSON lead book clubs, podcast groups, and ref lection seminars to increase knowledge and competency with concepts related to diversity, equity, and inclusion,” she says. Gregory credits the partnership with CTE as one of the most effective methods the school has of weaving anti-racism through the nursing curriculum. With that work ongoing, she is setting her sights on the global CSON network. “We don’t exist in isolation here in Chestnut Hill,” she says. “If we do better here, our alums will do better wherever they choose to practice.” She hopes alumni will reach out with ideas for enriching CSON’s mission and share their own experiences related to health inequities in the field.
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“I don’t think there’s any wrong way to move forward. I think the key is moving forward together.” ▪
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While uncertainty is a natural part of the learning process, the payoff can be great. To Aldana, who was Sly’s Pharmacology student, the classroom felt more welcoming because of the open-minded environment. “Whether it related to the content or not, she gave us the space to talk about current events and how certain medications and drugs affect different populations,” Aldana says. With a year to go in her CSON education, Aldana is excited about her professional future in pediatrics and supporting premature babies in the NICU. For her, Sly’s teaching brought the outside world in.
CHARTING a Path Forward
e g y regor
We don’t exist in isolation here in Chestnut Hill. If we do better here, our alums will do better wherever they
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choose to practice. —Dean Katherine Gregory e
J a c q u e lin
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Truth in numbers: How Nadia Abuelezam’s Models Help Us Understand Health Disparities
by Timothy Gower
In recent years, structural racism’s impact on health has emerged as one of the most important issues in medicine. But epidemiologist Nadia Abuelezam, an associate professor at the Connell School of Nursing (CSON), has been thinking about how racial and ethnic identity affect well-being since the 1990s—when she was in grade school.
“I grew up in an immigrant family,” says Abuelezam, whose parents came to the United States from Palestine. As a child, she was proud of her heritage, but something puzzled her: the standardized tests she took in school required her to provide personal demographic information, but they never included a check box for “Arab American.” That early observation informs Abuelezam’s research to this day. “If everyone isn’t counted, then everyone isn’t represented in the data,” she says. “And if everyone isn’t represented, then we’re not able to properly assess and address people’s health needs.” Through mathematical modeling, Abuelezam applies her passion for numbers to find the missing data needed to fight disparities that inf luence health outcomes for underserved populations. In 2021, she received a Maximizing Investigators’ Research Award (MIRA) from the National Institute of General Medical Sciences for a project titled “Advancing Methods in Infectious
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Diseases Models: Incorporating Structural Causes.” Abuelezam will use the fiveyear, $1.9 million grant to ask and answer questions that are intensely relevant to present and future health crises. How do factors such as your ZIP code, education, job, and diet inf luence your risk for the f lu or COVID-19? If you get infected, how do these variables affect whether you have mild symptoms or end up in the hospital—or worse? How might eliminating health disparities ease the impact of infectious diseases like COVID-19 on hard-hit communities? Those who know Abuelezam’s work say she is the right researcher to confront these questions. “Nadia is one of the leading scholars of her generation in the field of population health,” says epidemiologist Sandro Galea, M.D., dean and Robert A. Knox Professor at the Boston University School of Public Health, who has collaborated with Abuelezam on several studies. “She’s a clear thinker and really committed to pursuing interesting and relevant
research. And she’s unafraid of tackling difficult questions.” Abuelezam arrived at BC as an assistant professor in 2014 and was promoted to associate professor with tenure in 2022. As she begins work on the MIRA grant, she is dialing back on an unexpected role she assumed during the height of the COVID-19 pandemic: delivering plainspoken, expert explanations about the coronavirus for media outlets including the New York Times, Wall Street Journal, MSNBC, and many others. “It was a whirlwind,” says Abuelezam, who recalls an appearance on CNN as a particular highlight of her stint in the spotlight. “For my immigrant parents to be able to turn on the TV and see me—I think it was a really proud moment for them.”
Finding Meaning in the Numbers Abuelezam grew up in Millbrae, California, just south of San Francisco. She excelled in mathematics, which became her major when she enrolled at Harvey Mudd College. “I really loved numbers and doing math, but there really never felt like there was a purpose behind it,” she says. That changed in her sophomore year, when Abuelezam attended a lecture about using mathematical models to study the spread of HIV and other infectious diseases and develop strategies to control epidemics. “I was blown away to learn how mathematics, and mathematical modeling, could actually be useful in policymaking for HIV treatment and prevention,” recalls Abuelezam. She had always been fascinated by medicine, too, though she didn’t see herself becoming a physician. The lecture helped guide her to the field of epidemiology. “It seemed to be a good mix of the two disciplines of mathematics and medicine with the ability to serve others through my work,” says Abuelezam.
“If everyone isn’t counted, then everyone isn’t represented in the data,” she says. “And if everyone isn’t represented, then we’re not able to properly assess and address people’s health needs.” —nadia abuelezam, Associate Professor
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Modeling Citizens A year later, in 2008, Abuelezam interned in rural Uganda with The AIDS Support Organization, a group that provides counseling, nursing care, and other assistance to AIDS patients and their families in that country. “That was really transformational—seeing how an infectious disease can be the underpinning of so many different aspects of life,” says Abuelezam. For her senior thesis, she developed her first mathematical model, which examined differences in access to HIV treatment in rural and urban Uganda. Abuelezam compares a mathematical model to a model airplane, which is made of plastic and glued together, but otherwise represents a real airplane—only scaled down in size. “A mathematical model is very similar. It’s a representation of a larger system using mathematical equations,” she explains. “When we model infectious diseases, we have equations that tell us how many people are ill, how many people are symptomatic, and how many people are recovering. These equations interact with one another and represent how infectious diseases spread in a larger population.” After earning a bachelor’s degree in mathematical biology in 2009, Abuelezam pursued a doctorate in epidemiology at the Harvard T.H. Chan School of Public Health. While there, she developed more
sophisticated mathematical models and applied them to the study of HIV transmission in South Africa and health disparities among Black men who have sex with men in the United States. In addition to her use of mathematical models, Abuelezam has applied other epidemiological tools to study the health of Arab Americans, who are often lumped in with other races and ethnicities when researchers compile health data. “When your lived experience is not represented, your health outcomes are not represented, and you become invisible,” she says. By digging deep into sources like statewide health surveys and birth certificates, she unearthed critical data about Arab American health that has led to a string of recent publications, many of which represent the first efforts to examine specific health outcomes in this distinct population, including a 2021 Journal of Racial and Ethnic Health Disparities study that assessed COVID-19 vaccine hesitancy among Arab Americans. A key finding: Arab American women are twice as likely as their male counterparts to be unsure about receiving the vaccine, which suggests that they could be targeted with public health messages aimed at boosting their confidence in vaccination.
“When your lived experience is not represented, your health outcomes are not represented, and you become invisible.” —nadia abuelezam, Associate Professor
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A New Perspective Abuelezam is currently focused on the MIRA project, which will develop new modeling tools for understanding how racial disparities inf luence the transmission of infectious diseases. The first step, she explains, is to create a generic model of how inf luenza spreads within a population—such as an average U.S. city or state—over time. (Abuelezam will eventually apply the same model to tracking the coronavirus that causes COVID-19, but will start with inf luenza, since there is more historical data about the f lu.) She eventually hopes to apply this model to study disparities and their health impacts in a specific Massachusetts city or town. There are various types of mathematical models; for the MIRA project, Abuelezam is developing an individual-based model. “We’ll have a representation of every individual in a population and track them as they live their lives,” she says. “If Person A in our model becomes malnourished, we then follow them and see whether they are more or less likely to acquire an infectious disease in our representation of their life. And we do that for an entire population.”
Abuelezam and her team will use their model to ask how disparities affect infectious disease transmission and severity. Would reducing unemployment help? What would be the impact of offering educational grants that allow young residents to finish high school and attend
“It changed everything,” says Abuelezam. “It’s made me think more long term about some of the outcomes that I’m going to be modeling. A lot of the decisions we’re making today with regard to COVID-19 and other infectious diseases could have consequences for future generations.
college? What about enacting tougher laws to curb redlining or the discriminatory practice of denying services (like real estate loans) to residents of certain neighborhoods based on their race or ethnicity?
That’s definitely a new perspective that I bring to my work.” ▪
The data generated by Abuelezam’s model could one day help inf luence policies that address these and other questions, shaping a better future. That future took on a new meaning for her last July, when she and her husband, Vincent Minucci, had their first child, a boy named Sami.
Mathematical Models at Work Mathematical models allow scientists to change one or more variables to see how individual changes might influence the behavior of an entire system. “By turning the dial up or down for different parameters, we can see what happens to infectious disease rates, morbidity, and mortality,” says Abuelezam. She offers nutrition as an example: people who eat unhealthy diets due to poverty or lack of access to grocery stores (as in many urban neighborhoods) may have weakened immune systems. “If you don’t have a strong immune system, you may be more susceptible to acquiring and spreading infectious diseases,” says Abuelezam. “But if we reduce the number of people who are food insecure, such as by increasing the number of food banks in a city, we can ask the question, Would that decrease the amount of influenza we see out in the real world?”
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Nursing students
1945: At the urging of Richard Cardinal
Feb. 3, 1947: The Boston College School
Cushing, archbishop of Boston, the Jesuit Superior General in Rome approves a request that Boston College open a school of nursing to meet a growing need to staff Catholic hospitals and clinics. In a letter to the Jesuit provincial, BC President William Keleher, S.J., sums up the archbishop’s stance: “He will not take ‘no.’”
of Nursing officially begins classes at Boston College Intown Center, housed at 126 Newbury Street. Led by Dean Mary Ann Maher, the school’s first class is made up of 35 “graduate nurses” who have already completed two-year training programs. Several of these women enroll on the G.I. Bill after serving as nurses in World War II.
1968: Rita Kelleher steps down as dean after 20 years of service. Reflecting on the school’s progress, she tells The Heights: “They keep saying that there is something different about our students. I believe that it is their commitment to nursing.” She continues to teach at BC until 1973.
1991: The school’s library outgrows its home on the top floor of Cushing Hall and moves to O’Neill Library. Today, the collection houses more than 60,000 books.
A Timeline Since 1947, the Connell School of Nursing has educated more than 12,000 nurses, nurse practitioners, and nurse leaders. As we celebrate the school’s 75th anniversary this year, we look back on milestones from its
1988: Boston College becomes the first Jesuit university to offer a Ph.D. program in nursing.
remarkable history.
By John Shakespear, with research by University Historian James O’Toole
Ph.D. program graduates Colleen Snydeman and Mary Laurette Hughes
1991: The School of Nursing’s Global Health Initiative begins with a service trip to Ecuador. Since then, hundreds of nursing students have gone on clinical service trips to countries including Chile, the Dominican Republic, France, Haiti, Nicaragua, and Switzerland.
Dean Rita P. Kelleher
1948: The school’s first full-time faculty member, Rita Kelleher, is appointed its second dean. Beloved for her advocacy for nurses and women—and her regular facultystudent teas—Kelleher steers the school through its formative years. 1949: Thirty-three graduate nurses walk at Commencement, becoming the school’s first graduates. Excluded from BC’s Sub Turri yearbook, students begin to publish their own yearbook—The Camillian, named for Camillus de Lellis, patron saint of nurses.
June 1954: The School of Nursing’s first four male students graduate from the twoyear Graduate Nurse program.
1958: The School of Nursing establishes its master’s program. 1960: The school moves into a new building on the Chestnut Hill Campus, named Cushing Hall in honor of a record-setting donation from Cardinal Cushing.
Cardinal Cushing and Boston College President Michael P. Walsh, S.J., at the Cushing Hall groundbreaking
Sept. 1947: Twenty-seven high school graduates join the baccalaureate program. Students embark on clinical placements at hospitals in Boston, Lowell, Fall River, Worcester, and Springfield, commuting to Chestnut Hill once a week for labs in chemistry and biology. Barred from writing for The Heights because of their gender, they founded their own newspaper, The Co-Edition.
Pinning ceremony
2019: CSON welcomes the first cohort of students to the Doctor of Nursing Practice Program.
Pinnacle lecturer Loretta Sweet Jemmott, vice president and professor, Drexel University College of Nursing and Health Professions
2010: CSON establishes the biannual
Connell School of Nursing (CSON), in honor of a $10 million gift from 1959 BC graduate and longtime University benefactor William F. Connell.
Pinnacle Lecture Series to bring distinguished nurses and nurse researchers to campus.
2015: After nearly six decades in Cushing
2009: The Connell School launches the Keys
Hall, the Connell School moves down the hill into a new home in Maloney Hall.
to Inclusive Leadership in Nursing (KILN) program, which advances equity in nursing by providing financial support, faculty mentorship, and networking opportunities to more than 60 students each year.
Kirsten Grueter ’13 at a Port-au-Prince orphanage
2020: As COVID-19 sends the nation into lockdown, faculty, students, and alumni work overtime to staff overburdened hospitals and clinics and keep the BC community safe. At the peak of the PPE shortage, CSON donates equipment from its own labs to local health care centers.
2022: The Connell School of Nursing celebrates 75 years of educating nurse leaders.
Julia Klein ’18 (middle row, second from left) and fellow night-shift nurses, NYU Langone Health
2003: The school is renamed the William F.
a degree for tomorrow’s
nurse leaders by Nathaniel Moore
The Connell School of Nursing offers Greater Boston’s only advanced generalist master’s degree (AGM) in nursing. With a focus on leadership, administration, and systems change, this rigorous program prepares students from diverse backgrounds and experience levels to serve as compassionate, evidence-based nurse leaders with the skills needed to advance patient care. Hear from a faculty member and three students about the program’s unique strengths.
PATRICIA REID PONTE
BRIAN EAGAN
Clinical Associate Professor
M.S. ’21
Thanks to a career in leadership at some of the nation’s most prestigious health care facilities, including Massachusetts General Hospital, Brigham and Women’s Hospital, and Dana-Farber Cancer Institute, Patricia Reid Ponte knows what it takes for nurses to succeed in elite institutions. “To coordinate, manage, lead, and educate in this complex health care system,” she explains, “you really need a master of science in nursing that’s specially designed to give nurses the skills they need.”
Before entering the AGM program, Brian Eagan was a teacher assistant at BC’s Campus School, which serves students with extensive support needs, including complex health care needs. “I felt like I could better serve this population and others by shifting into nursing,” he says.
To prepare nurses for these diverse roles, Reid Ponte helped develop the curriculum of the AGM program, ensuring that it would effectively serve both students without undergraduate degrees in nursing and those with experience in the field. “This coursework prepares students to lead, assure quality and safety, and think creatively about innovation and the complex situations that arise when we care for people,” Reid Ponte says. “Our graduates are a good fit for any complex health care organization.”
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Eagan found his primary opportunity for hands-on learning through clinical rotations at Brigham and Women’s Hospital, Arbour Hospital, and Boston Children’s Hospital. “Each of these rotations focused on a different type of nursing, taught a different skill set, and served a different patient population,” he explains, “so they complemented each other well.” Today, Eagan works as a registered nurse in the infant-toddler surgical unit at Boston Children’s Hospital, where he completed his Child Health rotation. “My experiences at BC and in clinical rotations have definitely helped strengthen my understanding of what I can do to support children and their families. I love my job.”
SAR AH POLLAN
SANDRINE SOIVILIEN
M.S. ’21
M.S. ’21
In 2020, Sarah Pollan, a single mother of two, decided to leave her career in teaching to go into nursing. After comparing schools in New England, she enrolled in the Connell School’s AGM program. “I was drawn to BC because the program was quick and would give me a master’s degree that I knew would open doors for me,” she explains.
From an early age, Sandrine Soivilien had a passion for caring for others, starting with her grandmother. “I wanted an education that would help me care for underserved populations in Boston,” she says.
Though Pollan worked almost full time while studying, the BC community gave her the support she needed. “The professors really are great,” she says. “A lot of faculty and staff checked in to ask how I was doing, which really made a difference because I didn’t feel alone.” After graduating, Pollan joined Massachusetts General Hospital as a registered nurse in the emergency department. She believes she got the job thanks in part to the clinical experience BC offered. “I feel really lucky to have this job, and maybe I’ll go back to school to get my DNP degree.”
As an adult, she pursued this passion by attending BC’s AGM program, but, because Soivilien started during the pandemic, she struggled at first. “It was challenging to be in an accelerated program,” she says, “but the faculty and staff always supported me. Tutors helped me study, and whenever I had a personal matter that interfered with my schoolwork, the professors helped me find a way to succeed.” In 2021, Soivilien graduated and joined Boston Medical Center as a program administrative coordinator. While she studies for the NCLEX licensure exam, she cares for the vulnerable by connecting them to essential resources, a role she believes the AGM program helped prepare her for.
AGM OVERVIEW
“The program requires so much hard work and dedication, but it’s so gratifying.” ▪
Background
Direct Entry For students with a non-nursing bachelor’s degree
B.S.N.-prepared students
bc.edu/csongrad
Coursework
• 56 credits 20 courses including clinical practicum
• 32 credits 11 courses including a two-credit clinical practicum
• 3-13 credits 1-5 bridge courses
A.S.N.-prepared students
A personalized portfolio review will determine the number of courses needed.
• 32 credits 11 courses including a two-credit clinical practicum
boston college william f. connell school of nursing
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faculty publications Nadia Abuelezam
Ann Wolbert Burgess
Awad, G. H., Abuelezam, N. N., Ajrouch, K. J., & Stiffler, M. J. (2022). Lack of Arab or Middle Eastern and North African Health Data Undermines Assessment of Health Disparities. American Journal of Public Health, 112, 209– 212. DOI: 10.2105/AJPH.2021.306590
Welner, M., Burgess, A. W., & O’Malley, K. Y. Psychiatric and Legal Considerations in Cases of Fetal Abduction by Maternal Evisceration. Journal of Forensic Science, 66(5), 1805–1817. DOI: 10.1111/1556-4029.14788
Jull, J., Köpke, S., Smith, M., Carley, M., Finderup, J., Rahn, A. C., … Stacey, D. (2021). Decision Coaching for People Making Healthcare Decisions. The Cochrane Database of Systematic Reviews, 11, CD013385. DOI: 10.1002/14651858.CD013385.pub2
Abouhala, S., Hamidaddin, A., Taye, M., Glass, D. J., Zanial, N., Hammood, F., Allouch, F., & Abuelezam, N. N. (2021). A National Survey Assessing COVID-19 Vaccine Hesitancy Among Arab Americans. Journal of Racial and Ethnic Health Disparities, 1–9. Advance online publication. DOI: 10.1007/s40615-021-01158-6
Catherine Conahan
Joyce Edmonds
Meng, Q., Xie, S., Gray, G. K., Dezfulian, M. H., Li, W., Huang, L., … Muthuswamy, S. K. (2021). Empirical Identification and Validation of Tumor-Targeting T Cell Receptors from Circulation Using Autologous Pancreatic Tumor Organoids. Journal for Immunotherapy of Cancer, 9, e003213. DOI: 10.1136/jitc-2021-003213
Edmonds, J. K., Weiseth, A. L., & Gregory, K. (2021). Perinatal and Neonatal Quality Indicators. Journal of Perinatal and Neonatal Nursing, 35(3), 199–200. DOI: 10.1097/JPN.0000000000000583
Cuevas, A. G., Greatorex-Voith, S., Abuelezam, N., Eckert, N., & Assari, S. (2021) Educational Mobility and Telomere Length in Middle-Aged and Older Adults: Testing Three Alternative Hypotheses. Biodemography and Social Biology, 66(3–4), 220– 235. DOI: 10.1080/19485565.2021.1983760
Grossman, J. E., Muthuswamy, L., Huang, L., Akshinthala, D., Perea, S., Gonzalez, R. S., … Hidalgo, M. (2021). Organoid Sensitivity Correlates with Therapeutic Response in Patients with Pancreatic Cancer. Clinical Cancer Research, 28(4), 708–718. DOI: 10.1158/1078-0432.CCR-20-4116
Abuelezam, N. N., & El-Sayed, A. M. (2021). Objective and Subjective Poor Mental Health Indicators among Arab Americans in Michigan: A Population-Based Study. Ethnicity and Health, 26(2), 225–234. DOI: 10.1080/13557858.2018.1494822
Andrew Dwyer
Cuevas, A. G., Abuelezam, N. N., Chan, S. W., Carvalho, K., Flores, C., Wang, K., … Falcon, L. M. (2021). Skin Tone, Discrimination, and Allostatic Load in Middle-Aged and Older Puerto Ricans. Psychosomatic Medicine, 83(7), 805–812. DOI: 10.1097/PSY.0000000000000969 Fontenot, H. B., Mattheus, D. B., Lim, E., Michel, A., Ryan, N., Knopf, A., Abuelezam, N. N., … Zimet, G. (2021). Undergraduate Nursing Students’ COVID-19 Vaccine Intentions: A National Survey. PLoS ONE, 16. DOI: 10.1371/journal.pone.0261669 Michel, A., Ryan, N., Mattheus, D., Knopf, A., Abuelezam, N. N., Stamp, K., … Fontenot, H. B. (2021). Undergraduate Nursing Students’ Perceptions on Nursing Education During the 2020 COVID-19 Pandemic: A National Sample. Nursing Outlook, 69(5), 903–912. DOI: 10.1016/j.outlook.2021.05.004 Abuelezam, N. N., El-Sayed, A., Galea, S., & Gordon, N. P. (2021). Understanding Differences within Ethnic Group Designation: Comparing Risk Factors and Health Indicators between Iranian and Arab Americans in Northern California. BMC Public Health, 21(1), 1074. DOI: 10.1186/s12889-021-11121-z
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Hesse-Biber, S., Memnun, S., Jing, J., Sarah, V. S., & Dwyer, A. A. (2022). Impact of BRCA Status on Reproductive Decision-Making and Self-Concept: A Mixed-Methods Study Informing the Development of Tailored Interventions. Cancers, 14(6), 1494. DOI: 10.3390/cancers14061494 Dwyer, A. A., Uveges, M., Dockray, S., & Smith, N. (2022). Exploring Rare Disease Patient Attitudes and Beliefs Regarding Genetic Testing: Implications for Person-Centered Care. Journal of Personalized Medicine, 12(3), 477. DOI: 10.3390/jpm12030477 Mehmet, B., McDonald, I. R., Saldarriaga, S., Pineros-Leano, M., & Dwyer, A. A. (2022). What’s Missing in Sex Chromosome Aneuploidies? Representation and Inclusion. Journal of Pediatric Nursing, 62, 202–204. DOI: 10.1016/j.pedn.2021.11.030 Dwyer, A. A., Hesse-Biber, S., Shea, H., Zeng, Z., & Yi, S. (2022). Coping Response and Family Communication of Cancer Risk in Men Harboring a BRCA Mutation: A Mixed Methods Study. Psycho-Oncology, 31(3), 486-495. DOI: 10.1002/pon.5831 Dwyer, A. A., Calzone, K. A., Dewell, S., Badzek, L., & Patch, C. (2021). Correspondence on “Ensuring Best Practice in Genomics Education and Evaluation: Reporting Item Standards for Education and Its Evaluation in Genomics (RISE2 Genomics)” by Nisselle et al. Genetics in Medicine. DOI: 10.1016/j.gim.2021.11.023
George, E. K., Weiseth, A., & Edmonds, J. K. (2021). Roles and Experiences of Registered Nurses on Labor and Delivery Units in the United States During the COVID-19 Pandemic. Journal of Obstetric, Gynecologic & Neonatal Nursing, 50(6), 742–752. DOI: 10.1016/j.jogn.2021.08.096
Jane Flanagan O’Reilly-Jacob, M., Perloff, J., SherafatKazemzadeh, R., & Flanagan, J. (2022) Nurse Practitioners’ Perception of Temporary Full Practice Authority During a COVID-19 Surge: A Qualitative Study. International Journal of Nursing Studies, 126, 104141. DOI: 10.1016/j.ijnurstu.2021.104141
Katherine Gregory Reale, S.C., Lumbreras-Marquez, M. I., King, C. H., Burns, S. L., ... Gregory, K.E., Huybrechts, K. F., & Bateman, B. T. (2021). Patient Characteristics Associated with SARS-CoV-2 Infection in Parturients Admitted for Labour and Delivery in Massachusetts During the Spring 2020 Surge: A Prospective Cohort Study. Paediatric and Perinatal Epidemiology, 35(1), 24–33. DOI: 10.1111/ppe.12743 Belfort, M. B., Qureshi, F., Litt, J., Enlow, M. B., De Vivo, I., & Gregory, K. E., & Tiemeier, H. (2021). Telomere Length Shortening in Hospitalized Preterm Infants: A Pilot Study. PLoS One, 16(1), e0243468. DOI: 10.1371/journal.pone.0243468 Shelly, C. E., Filatava, E .J., Thai, J., Pados, B. F., Rostas, S. E., Yamamoto, H., Fichorova, R., & Gregory, K. E. (2021). Elevated Intestinal Inflammation in Preterm Infants with Signs and Symptoms of Gastroesophageal Reflux Disease. Biological Research for Nursing, 23(3), 524–532. DOI: 10.1177/1099800420987888 Pathrose, S. P., Spence, K., Taylor, C., Psalia, K., Schmied, V., Dahlen, N., Gregory, K. E., Peters, K., & Foster, J. (2021). A Cross-Sectional Survey of Enteral Feeding Tube Placement and Gastric Residual Aspiration Practices: Need for an
Evidence-Based Clinical Practice Guideline. Advances in Neonatal Care, 21(5), 418–424. DOI: 10.1097/ANC.0000000000000822 Riley, J., Cherkerzian, S., Benjamin, C., Belfort, M. B., Sen, S., Drouin, K., & Gregory, K. E. (2021). Clinical Characteristics and Breastfeeding Outcomes in Term Dyads Following In-Hospital Supplementation with Donor Human Milk or Formula. Breastfeeding Medicine, 16(9), 717–724. DOI: 10.1089/bfm.2020.0337 Pados, B. F., Briceno, G., Feaster, V., & Gregory, K. E. (2021). Preterm Infants Born Prior to 32 Weeks Gestation Experience More Symptoms of Gastroesophageal Reflux in the First 6 Months of Life than Infants Born at Later Gestational Ages. Pediatric Medicine, 4, 12. DOI: 10.21037/pm-20-100 Lugo-Martinez, J., Xu, S., Levesque, J., Gallagher, D., … Gregory, K. E., Good, M., Tandon, A., Genetti, D., Warren, T., & Bar-Joseph, Z. (2022). Integrating Longitudinal Clinical and Microbiome Data to Predict Growth Faltering in Preterm Infants. Journal of Biomedical Informatics, 128, 104031. DOI: 10.1016/j.jbi.2022.104031 Blaine, T., Marchetti, J., Shelley, C., Cherkerzian, S., Hanley, N., Murphy, L., & Gregory K. E. (2022). Effective Use of Extended Dwell Peripheral Intravenous Catheters in Neonatal Intensive Care Patients. Advance online publication. Advances in Neonatal Care. DOI: 10.1097/ANC.0000000000000989 Thai, J. D., Cherkerzian, S., Filatava, E. J., Luu, N., Yamamoto, H. S., Fichorova, R. N., Belfort, M. B., & Gregory, K. E. (2022). Intestinal Inflammation Is Significantly Associated with Length Faltering in Preterm Infants at NICU Discharge. Journal of Pediatric Gastroenterology and Nutrition. DOI: 10.1097/MPG.0000000000003455
Elizabeth Howard Howard, E. P., Martin, L., Heckman, G., & Morris, J. N. (2021). Does the Person-Centered Care Model Support the Needs of Long-Term Care Residents with Serious Mental Illness and Intellectual and Development Disabilities? Frontiers in Psychiatry, 12, 704764. DOI: 10.3389/fpsyt.2021.704764 Brady, J. A., Howard, E. P., & Burke, P. J. (2021). Evaluation of a Tool to Measure the Demands of Immigration. Journal of Nursing Measurement, 29(3), E192–E212. DOI: 10.1891/JNM-D-20-00058
Corrine Jurgens Faulkner, K. M., Jurgens, C. Y., Denfeld, Q. E., Chien, C. V., Thompson, J. H., Gelow, J. M., … Lee, C. S. (2022). Patterns and Predictors of Dyspnoea Following Left Ventricular Assist Device Implantation. European Journal of Cardiovascular Nursing, zvac007. DOI: 10.1093/eurjcn/zvac007
Bayoumi, E., Lam, P. H., Enders, R., Arundel, C., Sheriff, H. M., Brar, V., … Ahmed, A. (2021). Beta-Blocker Use and Outcomes in Nursing Home Residents with Heart Failure with Reduced Ejection Fraction. The American Journal of Medicine. DOI: 10.1016/j.amjmed.2021.11.004 Santos, G. C., Liljeroos, M., Hullin, R., Denhaerynck, K., Wicht, J., Jurgens, C. Y., & Schaefer-Keller, P. (2021). SYMPERHEART: An Intervention to Support Symptom Perception in Persons with Heart Failure and Their Informal Caregiver: A Feasibility Quasi-Experimental Study Protocol. BMJ OPEN, 11(7), e052208. DOI: 10.1136/bmjopen-2021-052208
Denfeld, Q. E., Faulkner, K. M., Davis, M. R., Habecker, B. A., Chien, C. V., Gelow, J. M., … Lee, C. S. (2021). Exploring Gender Differences in Trajectories of Clinical Markers and Symptoms After Left Ventricular Assist Device Implantation. European Journal of Cardiovascular Nursing, 20(7), 648–656. DOI: 10.1093/eurjcn/zvab032 Obeng-Kusi, M., MacDonald, K., van Lierde, M-A., Lee, C. S., De Geest, S., & Abraham, I. (2021). No Margin for Non-Adherence: Probabilistic KaplanMeier Modeling of Imatinib Non-Adherence and Treatment Response in CML (ADAGIO study). Leukemia Research, 111, 106734. DOI: 10.1016/j.leukres.2021.106734
Susan Kelly-Weeder
Karen Lyons
Kells, M., Gregas, M., Wolfe, B., Garber, A., & Kelly-Weeder, S. A. (2021). Factors Associated with Refeeding Hypophosphatemia in Adolescents and Young Adults Hospitalized with Anorexia Nervosa. Nutrition in Clinical Practice, 62(2). DOI: 10.1002/ncp.10772
Lyons, K. S., Gorman, J. R., Larkin, B. S., Duncan, G., & Hayes-Lattin, B. (2022). Active Engagement, Protective Buffering, and Depressive Symptoms in Young-Midlife Couples Surviving Cancer: The Roles of Age and Sex. Frontiers in Psychology, 13, 816626. DOI: 10.3389/fpsyg.2022.816626
Idzik, S., Buchholz, S., Kelly-Weeder, S. A., Finnegan, L., & Bigley, M. B. (2021). Strategies to Move Entry-Level Nurse Practitioner Education to the Doctor of Nursing Practice Degree by 2025. Nurse Educator, 46(6), 336–341. DOI: 10.1097/NNE.0000000000001129
Gorman, J. R., Lyons, K. S., Barsky Reese, J., Acquati, C., Smith, E., Drizin, J. H., … Harvey, S. M. (2022). Adapting a Theory-Informed Intervention to Help Young Adult Couples with Reproductive and Sexual Concerns after Cancer. Frontiers in Psychology, 13, 813548. DOI: 10.3389/fpsyg.2022.813548
Hill, R. H., Lyons, K. S., Kelly-Weeder, S., & Pados, B. (2022). Effect of Frenotomy on Maternal Breastfeeding Symptoms and the Relationship between Maternal Symptoms and Problematic Infant Feeding. Global Pediatric Health, 16(9), e2333794X211072835. DOI: 10.1177/2333794X211072835
Christopher Lee Faulkner, K. M., Chien, C. V., Denfeld, Q. E., Gelow, J. M., Lyons, K. S., Grady, K. L., … Lee, C. S. (2022). Longitudinal Effects of Left Ventricular Assist Device Implantation on Global and Domain-Specific Cognitive Function. Journal of Cardiovascular Nursing, 37(1), 31–40. DOI: 10.1097/JCN.0000000000000709 Pucciarelli, G., Lyons, K. S., Simeone, S., Alvaro, R., Lee, C. S., & Vellone, E. (2022). Protective Role of Caregiver Preparedness on the Relationship Between Depression and Quality of Life in Stroke Dyads. Stroke, 53(1), 145–153. DOI: 10.1161/STROKEAHA.120.034029 Denfeld, Q. E., Habecker, B. A., Camacho, S. A., Roberts Davis, M., Gupta, N., Hiatt, S. O., … Lee, C. S. (2021). Characterizing Sex Differences in Physical Frailty Phenotypes in Heart Failure. Circulation: Heart Failure, 1(14), e008076. DOI: 10.1161/CIRCHEARTFAILURE.120.008076
Buck, H., Lyons, K. S., Barrison, P., Cairns, P., Mason, T., Tofthagen, C., & Kip, K. (2022). Caregivers’ Loss of the Dyadic Experience After Their Care Partners’ Death. Western Journal of Nursing Research, 44(2), 133–140. DOI: 10.1177/0193945921990426 Lyons, K. S., Flatley, C., Gorman, J. R., Hanan, D. M., & Hayes-Lattin, B. (2022). Challenges Experienced and Resources Identified by Young to Midlife Couples 1–3 Years Post-Cancer Diagnosis. Psycho-Oncology, 31, 116–121. DOI: 10.1002/pon.5788 Winters-Stone, K. M., Boisvert, C., Li, F., Lyons, K. S., Beer, T. M., Mitri, Z., … Campbell, K. L. (2022). Delivering Exercise Medicine to Cancer Survivors: Has COVID-19 Shifted the Landscape for How and Who Can Be Reached with Supervised Group Exercise? Supportive Care in Cancer, 30, 1903–1906. DOI: 10.1007/s00520-021-06669-w Hill, R. H., Lyons, K. S., Kelly-Weeder, S., & Pados, B. (2022). Effect of Frenotomy on Maternal Breastfeeding Symptoms and the Relationship between Maternal Symptoms and Problematic Infant Feeding. Global Pediatric Health, 16(9), e2333794X211072835. DOI: 10.1177/2333794X211072835
boston college william f. connell school of nursing
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Dewan, M., Lyons, K. S., Song, M., & Hassouneh, D. (2022). Factors Associated with Depression in Breast Cancer Patients in Saudi Arabia. Cancer Nursing, 45(2), E524–530. DOI: 10.1097/NCC.0000000000000996 Faulkner, K. M., Chien, C. V., Denfeld, Q. E., Gelow, J. M., Lyons, K. S., Grady, K. L., … Lee, C. S. (2022). Longitudinal Effects of Left Ventricular Assist Device Implantation on Global and Domain-Specific Cognitive Function. Journal of Cardiovascular Nursing, 37(1), 31–40. DOI: 10.1097/JCN.0000000000000709 Pucciarelli, G., Lyons, K. S., Simeone, S., Alvaro, R., Lee, C. S., & Vellone, E. (2022). The Protective Role of Caregiver Preparedness on the Relationship between Depression and Quality of Life in Stroke Dyads. Stroke, 53(1), 145–153. DOI: 10.1161/STROKEAHA.120.034029 Song, M., Bessette, H., Hayman, L., Lyons, K. S., Winters-Stone, K., Roberts Davis, M. C., & Musil, C. (2022). Using a Virtual Platform for Conducting Grandfamily Research. Nursing Research, 71(2), 138–146. DOI: 10.1097/ NNR.0000000000000575 Winters-Stone, K. M., Lyons, K. S., Beer, T. M., Skiba, M. B., & Hung, A. (2021). A Pilot Feasibility Study of Exercising Together© During Radiation Therapy for Prostate Cancer: A Dyadic Approach for Patients and Spouses. Pilot and Feasibility Studies, 7(1), 216. DOI: 10.1186/ s40814-021-00952-7 Dewan, M. F., Gorman, J. R., Hayes-Lattin, B., & Lyons, K. S. (2021). Open Communication and Physical Intimacy in Young-Midlife Couples Surviving Cancer. Oncology Nursing Forum, 48(6), 669–679. DOI: 10.1188/21.ONF.669-679 Hansen, L., Chang, M. F., Hiatt, S., Dieckmann, N. F., Mitra, A., Lyons, K. S., & Lee, C. S. (2021). Symptom Classes in Decompensated Liver Disease. Clinical Gastroenterology and Hepatology, S1542-3565 (21) 01261-1. DOI: 10.1016/j.cgh.2021.11.023
Cherlie Magny-Normilus Magny-Normilus, C., Whittemore, R., Wexler, D. J., Schnipper, J. L., Nunez-Smith, M., & Fu, M. R. (2021). Barriers to Type 2 Diabetes Management among Older Adult Haitian Immigrants. Science of Diabetes Self-Management and Care, 47(5), 382–390. DOI: 10.1177/26350106211040435 Magny-Normilus, C., Nolido, N., Samal, L., Thompson, R., Crevensten, G., & Schnipper, J. L. (2021). Clinicians’ Attitudes and System Capacity Regarding Transitional Care Practices within a Health System: Survey Results from the Partners-PCORI Transitions Study. Journal
of Patient Safety, 17(8), E727–E731. DOI: 10.1097/PTS.0000000000000664 Magny-Normilus, C., Nolido, N. V., Borges, J. C., Brady, M., Labonville, S., Williams, D., … Schnipper, J. L. (2021). Effects of an Intensive Discharge Intervention on Medication Adherence, Glycemic Control, and Readmission Rates in Patients with Type 2 Diabetes. Journal of Patient Safety, 17(2), 73–80. DOI: 10.1097/PTS.0000000000000601 Hassan, S., Magny-Normilus, C., Galusha, D., Adams, O. P., Maharaj, R. G., Nazario, C. M., … Nunez-Smith, M. (2021). Glycemic Control and Management of Cardiovascular Risk Factors among Adults with Diabetes in the Eastern Caribbean Health Outcomes Research Network (ECHORN) Cohort Study. Primary Care Diabetes, 16(1), 107–115. DOI: 10.1016/j.pcd.2021.06.011 Schnipper, J. L., Samal, L., Nolido, N., Yoon, C., Dalal, A. K., Magny-Normilus, C., … Crevensten, G. (2021). The Effects of a Multifaceted Intervention to Improve Care Transitions within an Accountable Care Organization: Results of a Stepped-Wedge Cluster-Randomized Trial. Journal of Hospital Medicine, 16(1), 15–22. DOI: 10.12788/jhm.3513 Fu, M. R., Axelrod, D., Guth, A., McTernan, M. L., Qiu, J. M., Zhou, Z., … Wang, Y. (2021). The Effects of Obesity on Lymphatic Pain and Swelling in Breast Cancer Patients. Biomedicines, 9(7), 818. DOI: 10.3390/biomedicines9070818
Tam Nguyen Sáinz-Ruiz, P. A., Sanz-Valero, J., Gea-Caballero, V., Melo, P., Nguyen, T. H., Suárez-Máximo, J. D., & Martínez-Riera, J. R. (2021). Dimensions of Community Assets for Health. A Systematised Review and Meta-Synthesis. International Journal of Environmental Research and Public Health, 18(11), 5758. DOI: 10.3390/ijerph18115758
Monica O’Reilly-Jacob Hoyt, A., O’Reilly-Jacob, M. K., & Souris, M. (2022). Certification Alignment among Nurse Practitioners Practicing in Acute Care. Nursing Outlook. DOI: 10.1016/j.outlook.2021.12.009 Yakusheva, O., Rambur, B., O’Reilly-Jacob, M. K., & Buerhaus, P. (2022). Value-Based Payment Promotes Better Patient Care, Incentivizes Health Care Delivery Organizations to Improve Outcomes and Lower Costs, and Can Empower Nurses: Part 2. Nursing Outlook. DOI: 10.1016/j.outlook.2021.12.012 O’Reilly-Jacob, M., Perloff, J., SherafatKazemzadeh, R., & Flanagan, J. (2022) Nurse Practitioners’ Perception of Temporary Full
Practice Authority During a COVID-19 Surge: A Qualitative Study. International Journal of Nursing Studies, 126, 104141. DOI: 10.1016/j.ijnurstu.2021.104141 Fitzgerald Jones, K., O’Reilly-Jacob, M. K., & Tierney, M. (2021). Eliminating the Buprenorphine DEA X Waiver Is Critical to Promote Health Equity. Nursing Outlook, 70(1), 5–7. DOI: 10.1016/j.outlook.2021.10.003
Britt Pados Hill, R. H., Lyons, K. S., Kelly-Weeder, S., & Pados, B. (2022). Effect of Frenotomy on Maternal Breastfeeding Symptoms and the Relationship between Maternal Symptoms and Problematic Infant Feeding. Global Pediatric Health, 16(9), e2333794X211072835. DOI: 10.1177/2333794X211072835 Hill, R. R., Hines, M., Martens, A., Pados, B. F., & Zimmerman, E. (2021). A Pilot Study of Non-Nutritive Suck Measures Immediately Pre- and Post-Frenotomy in Full Term Infants with Problematic Feeding. Journal of Neonatal Nursing. DOI: 10.1016/j.jnn.2021.10.009
Jinhee Park Estrem, H. H., Park, J., Thoyre, S., McComish, C., & McGlothen-Bell, K. (2022). Mapping the Gaps: A Scoping Review of Research on Pediatric Feeding Disorder. Clinical Nutrition ESPEN, 48, 45–55. DOI: 10.1016/j.clnesp.2021.12.028 Proctor, K. B., Tison, K., Estrem, H. H., Park, J., Scahill, L., Vickery, B. P., & Sharp, W. G. (2021). A Systematic Review of Parent Report Measures Assessing the Psychosocial Impact of Food Allergy on Patients and Families. Allergy, 1–13. DOI: 10.1111/all.15140
Patricia Reid Ponte Reid Ponte, P. (2021). An Interview with Janeane N. Anderson Regarding Patient-Provider Communication and Health Disparities. The Journal of Nursing Administration, 51(11), 541–542. DOI: 10.1097/NNA.0000000000001070 Reid Ponte, P. (2021). An Interview with Judy Davidson: Nurse Suicide Risk Detection and Prevention. The Journal of Nursing Administration, 51(9), 420–421. DOI: 10.1097/NNA.0000000000001039
Patricia Tabloski Kolanowski, A., Cortes, T. A., Mueller, C., Bowers, B., Boltz, M., Bakerjian, D., … Gerdner, L. (2021). A Call to the CMS: Mandate Adequate Professional Nurse Staffing in Nursing Homes. The American Journal of Nursing, 121(3), 24–27. DOI: 10.1097/01.NAJ.0000737292.96068.18 Continued on page 21
boston college william f. connell school of nursing
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faculty publications Jones, R. N., Tommet, D., Steingrimsson, J., Racine, A. M., Fong, T. G., Gou, Y., … Inouye, S. K. (2021). Development and Internal Validation of a Predictive Model of Cognitive Decline 36 Months Following Elective Surgery. Alzheimer’s & Dementia (Amsterdam, Netherlands), 13(1), e12201. DOI: 10.1002/dad2.12201 Tabloski, P. A., Arias, F., Flanagan, N., Webb, M., Gregas, M., Schmitt, E. M., … Fong, T. G. (2021). Predictors of Caregiver Burden in Delirium: Patient and Caregiver Factors. Journal of Gerontological Nursing, 47(9), 32–38. DOI: 10.3928/00989134-20210803-03
Patricia Underwood Underwood, P., Hibben, J., Gibson, J., DiNardo, M. (2021). Virtual Visits and the Use of Continuous Glucose Monitoring for Diabetes Care in the Era of COVID-19. Journal of the American Academy of Nurse Practitioners, 34(3), 586–596. DOI: 10.1097/JXX.0000000000000659
Melissa Uveges Dwyer, A. A., Uveges, M., Dockray, S., & Smith, N. (2022). Exploring Rare Disease Patient Attitudes and Beliefs Regarding Genetic Testing: Implications for Person-Centered Care. Journal of Personalized Medicine, 12(3), 477. DOI: 10.3390/jpm12030477 Schwartz, T. S., Christensen, K. D., Uveges, M., Waisbren, S. E., McGuire, A. L., Pereira, S., … Holm, I. A. (2022). Effects of Participation in a U.S. Trial of Newborn Genomic Sequencing on Parents at Risk for Depression. Journal of Genetic Counseling, 31(1), 218–229. DOI: 10.1002/jgc4.1475 Fisher, M. C., Gray, T. F., Uveges, M. K., Heinze, K. E., Pellathy, T. P., Parillo, E., … Nolan, M. T. (2022). Strategies for Success in a Nursing Ph.D. Program and Beyond. Journal of Professional Nursing, 39, 187–193. DOI: 10.1016/j.profnurs.2022.01.004
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Kalevor, S., Uveges, M. K., & Meyer, E. C. (2022). Using Everyday Ethics to Address Bias and Racism in Clinical Care. AACN Advanced Critical Care, 33(1), 111–118. DOI: 10.4037/aacnacc202256 Uveges, M. K., & Holm, I. A. (2021). Current Trends in Genetics and Neonatal Care. Advances in Neonatal Care, 21(6), 473–481. DOI: 10.1097/ANC.0000000000000834 Carhuapoma, L., Thayer, W. M., Elmore, C., Gildersleeve, J., Singh, T., Shaukat, F., … Jones, R. A. (2021). Employing a Mobile Health Decision Aid to Improve Decision-Making for Patients with Advanced Prostate Cancer and Their Decision Partners/Proxies: The CHAMPION Randomized Controlled Trial Study Design. Trials, 22(1), 631. DOI: 10.1186/s13063-021-05602-0 Blout, C. L., Shah, N., Machini, K., Perez, E., Zouk, H., Christensen, K. D., … Green, R. C. (2021). Returning Actionable Genomic Results in a Research Biobank: Analytic Validity, Clinical Implementation, and Resource Utilization. American Journal of Human Genetics, 108(12), 2224–2237. DOI: 10.1016/j.ajhg.2021.10.005 Uveges, M. (2021). Introduction to Section V: The Impact of Genetic Information. In I. G. Cohen, N. A. Farahany, H. T. Greely, & C. Shachar (Eds.), Consumer Genetic Technologies (pp. 231–232). Cambridge, England: Cambridge University Press.
Brittney van de Water Chiang, S. S. S., Brooks, M. B., Jenkins, H. E., Rubenstein, D., Seddon, J. A., van de Water, B. J., … Yuen, C. M. (2021). Concordance of DrugResistance Profiles between Persons with DrugResistant Tuberculosis and Their Household Contacts: A Systematic Review and MetaAnalysis. Clinical Infectious Diseases, 73(2), 250– 263. DOI: 10.1093/cid/ciaa613
LUNCH & LEARN WEBINARS Earn your contact hours at our new lunchtime webinar series. New topics added each month.
21 voice | spring 2022
Barton, S. J., Sandhu, S., Doan, I., Blanchard, L., Dai, A., Paulenich, A., … Bettger, J. P. (2021). Perceived Barriers and Supports to Accessing Community-Based Services for Uganda’s Pediatric Post-Surgical Population. Disability and Rehabilitation, 43(15), 2172–2183. DOI: 10.1080/09638288.2019.1694999
Judith Vessey Wentzell, K., Walker, H. R., Vessey, J. A., & Hughes, A. S. (2021). Engaging Social Media Influencers to Recruit Hard-to-Reach Populations. Nursing Research, 70, 455–461. DOI: 10.1097/NNR.0000000000000544
Lisa Wood Jones-Fitzgerald, K., Fu, M. R., McTeirnan, K., Eunjung, K., Yazicioglu, S., Axelrod, D., … Wood, L. J., & Wang, Y. (2022). Lymphatic Pain in Breast Cancer Survivors. Lymphatic Research & Biology. DOI: 10.1089/lrb.2021.0017 Gona, C., Palan-Lopez, R., Wood, L., Gotora, R., & Gona, P. (2021). African Immigrant Health: The Health Promotion Beliefs of Zimbabwean Immigrants in the United States. Journal of Immigrant and Minority Health. DOI: 10.1007/s10903-021-01318-0 Bose, E., Wood, L., & Wang, Q. M. (2021). Topographical Data Analysis to Identify HighDensity Clusters in Stroke Patients Undergoing Post-Acute Rehabilitation. Topics in Stroke Rehabilitation, 28(7), 498–507. DOI: 10.1080/10749357.2020.1841439 Jones-Fitzgerald, K., Weschler, S., Zulewski, D., & Wood Magee, L. J. (2021). Pharmacological and Non-Pharmacological Management of Chemotherapy-Induced Peripheral Neuropathy: A Scoping Review of Randomized Controlled Trials. Journal of Palliative Medicine. DOI: 10.1089/jpm.2021.0512
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SAVE THE DATE
Kelleher Award Ceremony
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Saturday, June 4, 2022
Katherine O’Neill ’73 receives the Dean Rita P. Kelleher Award at reunion. A discussion and reception follow. O’Neill is past president of the Massachusetts School Nurse Organization, a fellow of the National Academy of School Nursing, and a founding member of the Massachusetts School Nurse Research Network.
Learn more and RSVP
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bc.edu/kelleher
