Summit Magazine - Summer 2022 by Rocky Mountain University of Health Professions

SUMMIT T A K I N G

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from the president

OPPORTUNITIES Through Innovation

John F. Kennedy once said, “When written in Chinese, the word ‘crisis’ is composed of two characters—one represents danger and one represents opportunity…Along with danger, crisis is represented by opportunity.”1 For the past two years, the world fell victim to the pandemic and has presented all of us with challenges and hardships. Friends and loved ones have been lost; the delivery, efficacy, costeffectiveness, and even in some respects the quality of healthcare has been altered; businesses and families have, in many ways, been turned upside down. Yet, these pandemic hardships have introduced the world to new realms of technology, innovative ideas, and new and improved methods, processes, procedures, and work models (opportunities)—advances engendered by the crisis of the pandemic. As an example, telehealth took on an entirely different identity through most of the past two years. Access and availability to some forms of healthcare were improved, costs for care were reduced, and wait times were minimized. Routine healthcare—like wellness visits, medication consulting, skincare, eye exams, nutrition counseling, and mental health counseling—was accessible and available in the safety of one’s home. Overall, the quality of acute care was not compromised, and it may have even improved. From March through August of 2021, 8% of all outpatient visits were conducted via telehealth. A

reduction from the 13% of visits between March and August of 2020, but above pre-pandemic levels (when telehealth accounted for less than 1% of outpatient visits).2 As we begin the journey back to the future in post-pandemic America and the world, what innovative ideas, opportunities, or possibilities are you willing to champion or preserve now that the dangers of the pandemic are receding? Is your desire—your dream—to be an innovative provider of healthcare? “Innovation is not born from the dream. Innovation is born from the struggle.”3 Are you willing to step up and continue the pathway ahead as an innovator—an extraordinary provider of care, a disruptor of sorts—with the skills gained from the struggles you experienced during the pandemic? Or does ‘ordinary’ define who you have become during these past two years of danger…and opportunity? “To be innovative, we can’t merely look and mimic what others have done before. The whole idea of blazing a new path is that there was no path there before.” And as Steve Jobs said, “Innovation distinguishes between a leader and a follower…”⁴ As we move forward, may we look for opportunities in healthcare—in both education and delivery—that will set us apart from the rest of the world and that will inspire us to explore better ways of moving forward in research, preventive health, delivery, healthcare

in rural communities, and medical devices. These new and innovative approaches are the key to effecting change in healthcare and in the world. Onward!

Dr. Richard P. Nielsen Founding President & CEO Rocky Mountain University of Health Professions

References 1 “Remarks of Senator John F. Kennedy, Convocation of the United Negro College Fund, Indianapolis, Indiana, April 12, 1959,” John F. Kennedy Presidential Library and Museum, www.jfklibrary.org 2 Justin Lo, Matthew Rae, Krutika Amin, and Cynthia Cox, “Outpatient telehealth use soared early in the COVID-19 pandemic but has since receded,” (Peterson-KFF, 2022) 3 Simon Sinek, (Twitter, 2018) 4 Simon Leslie, Innovation distinguishes between a leader and a follower… (LinkedIn, 2017)

summit magazine

is published annually for alumni, faculty, students, and friends of the university. dr. richard p. nielsen founding president & ceo

stephen l. whyte

vice president of communications , marketing , & enrollment

tyler anderson senior director of university marketing & communications

stephanie bentley

assistant director of communications , managing editor

mckinsey kaanapu brand & design manager

tanner grenko university videographer & photographer

jamie muhlestein alumni relations coordinator

madison gallini graphic designer

lindsey peterson graphic designer

mark kremer writer

jennifer fletcher writer

the views expressed in this magazine are those of the authors and do not necessarily reflect official university policy

contact us send comments on this issue and story ideas for future issues to: university marketing & communications 122 east 1700 south provo, ut 84606 news@rm.edu | 801.734.6798

T H IS ISSUE FEATURES

7 9 13

PREVENTATIVE HEALTH for Pediatric Patients

AS THE WHEELS TURN:

Hitting the Road for Clinicals

RURAL

Healthcare

HIGHLIGHTS 03 Advancing Knowledge

21 Advancing Research

05 Advancing Healthcare

25 Healthcare Journey

17 Healthcare Lessons

29 University Updates

nondiscrimination policy rocky mountain university of health professions affirms its commitment to fairness and equity, and does not discriminate on the basis of race, ethnicity, color, national origin, citizenship, personal appearance, religion (including no religion) or faith, political affiliation, economic status, disability (including whether physical or mental), age, marital status, sex, sexual orientation, gender identity, gender expression, pregnancy, veteran status, predisposing genetic characteristics, domestic violence victim status, or any other protected category or group under applicable local, state, or federal law, including protection from those opposing discrimination, attempting to prevent retaliation, or participating in any resolution process. for more information visit rm.edu/compliance

A D VA N C I N G K N OW L E D G E

ENHANCING SPEECH EDUCATION WITH Augmentative & Alternative Communication Individuals faced with a multitude of speech and language disabilities use augmentative and alternative communication (AAC), making AAC in its variety of forms important for current and future speech-language pathologists. At Rocky Mountain University of Health Professions, the Master of Science in Medical Speech-Language Pathology (MS MedSLP) program understands its significance and works to educate students through a dedicated course on AAC. MS MedSLP Assistant Professor Priscilla Danielson, PhD, CCC-SLP, ATACP, explains, “This empowers our students to understand how AAC is important for clinical work in multiple settings and with a wide variety of clients. We emphasize the importance of understanding the role and function of AAC with individuals in medical, educational, and community settings.” Learning AAC as graduate students prepares “them to be clinicians who can apply curricular knowledge to diagnostic and therapeutic interventions and understand the breadth of treatment alternatives that are options for individuals and families,” says Danielson. “It also reinforces the importance of collaboration between other professionals, such as occupational therapists and physical therapists for seating, positioning, and switch access.” For Danielson and others in the program, it’s more than just educating students—it’s about preparing them to be better clinicians and provide better care for patients. “AAC is about building a community of support and participation to enable individuals whose voice is compromised to not be silenced, but encouraged, embraced, and empowered,” adds Danielson. “It’s about being able to show all patients, no matter the disability, you have something to say.”  By Stephanie Bentley

SUMMIT | SUMMER 2022

A D VA N C I N G HE A LT H C A R E

RMUoHP OPENS EYE CLINIC to Advance Local Opportunities for Eye Care

Rocky Mountain University of Health Professions (RMUoHP) has a long tradition of providing healthcare to under-served residents of Utah County through university-run community clinics for physical therapy and speech therapy, and now the University is adding to that tradition

with its own eye clinic to support the needs of the local community. “We look forward to serving the people of Provo and the surrounding area in the clinic and providing a muchneeded service to the community,” says Clinic Director Court Wilkins, OD. “We have partnered with many

of the local providers to help make the clinic and the clinical experience of the students a success.” The eye clinic was created to not only help meet the demands of needed eye care locally but also to allow future students to provide valuable service and gain critical clinical skills under the direction of local optometrists who will serve as faculty and parttime providers in the clinic. Established as a not-for-profit organization under the Rocky Mountain University Health Center Foundation, the eye clinic’s services will include ocular emergencies, diabetic eye exams, hypertension eye exams, LASIK/PRK consultation, cataract consultation, advanced dry eye care, eye disease, pediatric exams, vision therapy, myopia management, glaucoma, keratoconus evaluation with scleral contact lens fitting, cross-linking consultation, low vision, cosmetic procedures, glasses and contact lens, and comprehensive routine eye care. For future optometrists, it means not only providing excellent patient care but also improving eye care as a whole. “We will be having our students heavily involved in research and development as well. It is the way that the clinic can be used to further technology to enhance the future of eye care,” says Wilkins. RMUoHP is proud that its expansion into the field of optometry will make a swift impact on the immediate community. It represents another opportunity for students to expand their education while experiencing the joy of serving others. 

Local optometrists provide service at the onsite eye clinic. 5

By Stephanie Bentley

SUMMIT | SUMMER 2022

E X P E RT ADV I C E

FOCUSING ON PREVENTATIVE HEALTH for Pediatric Physical Therapy Patients Most of the patients seen by pediatric physical therapist Alexandra Buwalda, DPT, PCS, are just babies, still in the early stages of physical development. The majority of the babies that come to her private practice suffer from plagiocephaly or torticollis, and their conditions range from mild to severe.

Plagiocephaly is a condition when a baby develops a flat spot on one side of the head or the whole back of the head due to prolonged positioning in the same position (either developing when still in the womb or shortly after birth). Torticollis, also known as wryneck, is when the muscles in a baby’s neck

are twisted or tight and cause their head to tilt to one side or the other. Her patients may be young, but Buwalda focuses on their long-term success. “One of my treatment goals is making sure the patient is ready to function within their community, together with their peers, and ultimately making it so they do not need physical therapy (PT) services any longer,” explains Buwalda. “With the right information and education, families are able to prevent certain issues from developing in their children.” Buwalda’s career as a pediatric physical therapist spans 30 years of experience working with children largely under the age of one in her private practice, where she practices either out of a sensory gym or visits patients in their own homes. She’s learned that the key to successful child development is parent understanding and involvement. “More often than not, parents always notice asymmetry or flatness of their baby’s head very early on, either right after birth or shortly after,” explains Buwalda. “Parents are often told (by their pediatricians mainly) that it is not a big issue, or that they will grow out of it. They are only referred to physical therapy when the condition is well established.” Unfortunately, as Buwalda explains, most parents don’t know what to do when their babies develop head asymmetry or flatness, and they are unaware of any prevention methods.

SUMMIT | SUMMER 2022 It’s her hope that the information provided through the brochure will be supplied to families in tandem with a clear explanation from their healthcare provider. Through her own practice and professional associations, Buwalda works hard to share what she’s learned to both patients and peers. “Typically, we see clients who already have an issue, so a physical therapist is not the best healthcare professional to provide preventative health. Whoever sees the patient for routine checkups, such as their height and weight checks and their immunizations—they are the best provider to expand preventative care.”

PT students learn how to work with pediatric patients.

These experiences prompted Buwalda to go beyond treatment—sparking a desire to look more at preventative healthcare to help developing children before problems arise. What she found is significant and goes beyond just health. “The main difference is cost, as preventative medicine is much cheaper than standard healthcare when the condition has already presented

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shorter treatment duration, and therefore more cost effective.” Wanting to put her research into practice and make a difference for current and future patients, Buwalda developed a prevention program for newborn infants to allow for earlier and more effective treatment, as well as to make treatment more cost-effective for patients and their families.

The work Buwalda does—her passion and dedication to educate on preventative healthcare and improve pediatric physical therapy—ensures that her clinical impact reaches far beyond her own examination room.  By Jennifer Fletcher ----------------------------------Alexandra Buwalda, DPT, PCS, is a 2021 graduate of the Transitional Doctor of Physical Therapy in Pediatric Science program at Rocky Mountain University of Health Professions. A pediatric physical therapist, she owns and runs her own physical therapy clinic in New York.

with the right information and education, families are able to prevent certain issues from developing in their children.”

itself,” says Buwalda. Preventing a condition from developing, since it precludes any long-term treatment, is highly cost effective. Also significant is the strong correlation between early detection and preventative care. “Early detection—although not quite preventative care—is part of good practice with better outcomes,

As part of the prevention program, she created a brochure with information on preventing or decreasing the severity of plagiocephaly and torticollis through parental guidance for infants zero to three months of age. The focus, Buwalda explains, “is on explaining and demonstrating a variety of positions and handling techniques during wake time, safe sleeping practice, and educating families about the use of equipment such as car seats.”

Dr. Alexandra Buwalda 8

ST U D E N T S U CC E SS

AS THE WHEELS TURN

RMUoHP Students Take to the Road for Clinical Rotations Shelby Perkins’ bedroom window might as well be a slideshow: Wyoming’s Grand Tetons, Washington’s Rocky Coast, even her parents’ Kentucky backyard. But while the scenery is ever-changing, the window, itself, remains the same. “At least every day when I went home, even if I was in a different state, my bed was going to be the same bed, and my own permanent space was traveling with me,” explains Perkins, a 2021 graduate of the Master of Physician Assistant Studies (MPAS) program at Rocky Mountain University of Health Professions. This space, of course, is her trusty 19.6 foot travel trailer which, along with her partner, Brendan, and dog, Aurora, served as her constant companion during her clinical rotations for the MPAS program. Clinical rotations are a period of professional and personal growth for MPAS students. Students take a year to apply their skills within assorted clinical environments to become practiced healthcare providers. These rotations are a vital transition to practice as a fullfledged physician assistant (PA), but, like any transition, they are often served with a side of chaos. “I did my rotations in Utah, in Wyoming, in Kentucky where I’m originally from, and then in Seattle for my final clinical rotation.” Four different states all from the comfort of her travel trailer—her life in a nineteen-and-a-half foot box on wheels. Energetic and engaging, with bright eyes and dirty-blonde hair, Perkins doesn’t see this as much of a hardship. “You know, to me it was not as big of a transition as it may seem,” she assures. “I’m a very outdoorsy person. I’m 9

a rock climber. I like backpacking, canyoneering. When you’re staying in state parks and traveling on the road, it kind of makes clinicals feel like an outdoor vacation experience.”

to drive 3 hours; and it’s winter so you better have time to get set up and know what you’re having for dinner.” It’s a logistical challenge that trailer nomads tackle with a few tricks of the trade.

Thomas Hollowell, her classmate and fellow travel trailer enthusiast, likely couldn’t agree more.

“Walkie-talkies.” Perkins says definitively when asked about her travel strategy. “Walkie-talkies are the name of the game. I would drive the Accord, and Brendan would be in the 4-Runner towing the trailer. When you drive through patchy service, walkie-talkies were our trick to staying connected.”

You might not assume it from his clean-cut looks and low-key demeanor, but Hollowell is something of a veteran world traveler. “I’ve lived abroad most of my adult life. I ran a company in Morocco for seventeen years, so I’ve always been a little off the beaten path.” During clinical rotations, “off the beaten path” took the form of a 23-foot Escape

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life is more about the experiences you have than the things that you own.”

trailer towed behind his Toyota Tundra. “I wanted my rotations to be rural for the most part, so I asked them to put me on the road—I like to travel anyway,” elaborates Hollowell. And travel he did, with his partner, Fazia, and their two dogs, between clinical sites in Utah, Wyoming, Texas, and Oregon. Like Perkins, his clinical journey spanned three time zones; and sometimes the journey was a long one. “You basically have to give yourself, not twice as long, but I’d say 65-73% longer on the road,” Hollowell explains with clinical specificity. “You’re not going to go for 12 hours every day. You’re going

Communication only became more crucial once they arrived at their fleeting homestead. “I’m lucky enough to have my partner,” Perkins gushes over Brendan, her constant companion on the road. “He was with me throughout my entire PA school journey, and it was really great to have someone there when it came to set up, tear-down, and getting from site to site.” Like any good PA student, she eventually got the process down to a science. “We definitely had our own tasks that we would knock out. At one point we got the pack-up dance to, like, 20 minutes.” Hard work? Certainly. Stressful? Perhaps. But, according to Perkins, this lifestyle had everything to do with maintaining her mental health during demanding clinical rotations. “Living in a camper put me in situations where I could easily pursue my hobbies, get outside, and be surrounded by nature. I still got to live my life and use the travel as an adventure.” And where was her favorite place for adventuring? Much closer than you might think.

SUMMIT | SUMMER 2022 “Our favorite place to stay was Deer Creek State Park near Provo. The reservoir is just beautiful, with great views. The water is right there. People can rent paddleboards, jet skis, kayaks, and it’s a pretty drive through the canyon to campus.” Hollowell also cites the camping lifestyle as key to his overall wellness. “It gave me the space I needed to retreat. I’m a social person, but I need my own space to study, to create my own environment. In a trailer you kind of build your own little tiny life.” This was especially therapeutic in the face of clinical exams. “I would wake up early almost every morning, around five.

I would make my tea, sit where it’s quiet, study for maybe an hour-and-a-half, and pet my dogs. The trailer made it a very relaxing time for me.” Restorative, relaxing, recreational— welcome to life on wheels—with just a few exceptions. “There are chores and maintenance for the trailer—it’s like a mini-farm or something,” continues Hollowell. Often the elements make everything that much more challenging. Hollowell cringes and his eyes widen as he recounts a particularly difficult stretch. “It was October in Montana and the temperature was maybe negative 15 degrees Fahrenheit. So every night or two I would have to haul 20 gallons of

water in 5-gallon drums to our heated internal water tank.” Sometimes this even called for lastminute accessorizing. “I even had to go to TrueValue, buy chicken coop heat lamps, and put them under the trailer just to keep the pipes from freezing," explains Hollowell. Perkins describes a similar battle with the cold. “Space heaters are a game changer, especially because our bed is on the opposite side of the trailer from the propane furnace.” She laughs, “We would not have survived without our space heaters.” A lifestyle of space heaters and electric blankets, however,

Shelby Perkins studies outside her trailer while on clinical rotations. 10

ST U D E N T S U CC E SS has more to teach than just innovative ways to keep warm. “I think one of the biggest things I have learned is that you don’t need as much as you think you do,” Perkins explains. This reevaluation of her needs engendered a reevaluation of her overall lifestyle. “I’ve

lot of those feelings and realize I didn’t need so much. Life is more about the experiences you have than the things that you own.”

For Hollowell, those meaningful experiences often sprang from his interactions with novel places and people. “When you get traveling this way on a plane or just stay in helps you see that with the same area you don’t necessarily challenge a place comes a culture and yourself to adapt… people and a perspective that Traveling this way helps you see that with a place you can begin to understand.” comes a culture and learned to be super-mindful about what people and a perspective that you can I consume, and the unexpected value of begin to understand.” essential items.” His time on the road reads like a map She continues, “As a society, we’re connecting splashes of anthropological constantly wanting things, and I think insight. He grins recalling the goat this experience taught me to let go of a market on the side of that gas station

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in New Mexico, the experiences of the Native American inmates in a Montana penitentiary, the RV park host in Texas who let them camp for almost 5 weeks at no charge. “We even met up with the father of a friend whom we knew from abroad. His wife had passed away, and we wanted to visit. We bonded as he showed us around his city, took us to dinner—it’s nice to connect with those whom you may not have had a chance to meet before.” Adaption, communication, connection—unintended souvenirs picked up from months on the road. “I think people can adapt much more than we give ourselves credit for, and understand people much more than we give ourselves credit for,” Hollowell explains. And in the context of one’s PA clinical rotations, this understanding carries a particular weight. “This work isn’t just about medicine, or the rotation, because half of medicine is communication, half of medicine is understanding humans. If you listen, the patient usually gives you the tools to help them.” The road has always been a teacher for anyone brave and curious enough to listen to it. It’s an asphalt arena for testing limits, grappling with difference, challenging perspectives, as time and miles conspire at their own education just outside the window.

Thomas Holloway sets up his trailer site while on clinical rotations.

After a year on the road, Perkins looks out of her 19.6-foot trailer (neither she nor Hollowell are quite ready to give up the lifestyle) and her view is, of course, different. For the time being they’ve parked in Seattle, Washington, where she currently works as a hospitalist float PA assigned to the burn team. She’s a long way from where she grew up, from Rocky Mountain University of Health Professions, from the person she was when she started this journey, but— thanks to the trailer and what’s inside it—she’s never far from home.  By Mark Kremer

CO M M U N I TY I M PACT

Rocky Mountain University 12

A D VA N C I N G R E S E A R C H

RURAL

He alt hc are

SUMMIT | SUMMER 2022 “It was here where I saw the profound effect that healthcare in a rural community can have. Knowing the majority of people beforehand made providing care easier and more personal for myself. I was able to have instant connection with people from the community and became more invested in their outcomes.”

Working as a Healthcare Provider in Rural Communities With only 15 percent of the US population living in rural communities, rural healthcare can be overlooked as most healthcare professionals work in more urbanized areas of the country. But for some graduates of Rocky Mountain University of Health Professions (RMUoHP), rural is the reality. Prior to earning her Doctorate in Nursing from RMUoHP, Kaleigh Krebs, DNP, RN, FNP-BC, had experience working in a critical access hospital in rural Nebraska as a registered nurse. “Being a rural healthcare nurse came with many challenges,” says Krebs. “Lack of resources and immediate access to higher level acuity care, and limited staff ” are at the top of that list. Krebs is currently working remotely at RMUoHP as a full-time Assistant Professor and Co-Director of Clinical Education for the College of Nursing while simultaneously working with Premier Speciality Network—a company that focuses on bringing speciality care to rural communities. “At Premier Specialty Network we are currently starting a Rheumatology clinic

McKay continues, “Although rural healthcare lacks the scope of larger facilities, it is a personalized experience for both patients and providers that has become more rewarding the longer I am here.” Dr. Chad McKay

in Western Nebraska,” says Krebs. “This is a very exciting opportunity and will benefit so many in the area. Access to speciality care can be very difficult to navigate. Most patients in rural areas will have to travel many miles and wait long periods of time to get an appointment in Rheumatology.” She adds, “By bringing the clinic to them (those in rural areas), hopefully patients will have better outcomes and timely appointments where they are seen by a speciality provider.” Chad McKay, DNP, FNP-BC, who recently graduated from RMUoHP’s Doctor of Nursing Practice-Family Nurse Practitioner (FNP) program, explains that while there can be many difficulties in working in more rural areas it can also be so rewarding.

For Melody Sheldon, ClinScD, CCCSLP, graduate of the doctorate program in speech-language pathology at RMUoHP, one of the most rewarding aspects of rural healthcare is the opportunity to cover a vast array of positions. “For a new therapist in a private practice setting, the reward will be the development of skills across the board,” says Sheldon. “An additional reward is the excitement of so many different exposures; aphasia, apraxia, dysarthria, dyslexia, and the list goes on.” Despite the many advantages, there are also challenges that come with having to fulfill multiple roles as a therapist.

“Growing up in a small town I couldn’t wait to grow up, move to a big city, and be surrounded by fun and exciting things all the time,” McKay says. However, after growing up and working in two large hospitals, McKay eventually decided to take his family and move back to rural Utah where he began to work in the emergency department. Dr. Kaleigh Krebs

Dr. Melody Sheldon 14

R U R A L H E A LT H C A R E

CONSIDERING A MOVE to Rural Healthcare?

Dr. McKay: Understand the limitations and differences between a rural and urban area. Although the joys of more space, less traffic, and a strong community feel are appealing to some, it might not be for everyone. But taking the time to explore different rural areas may be beneficial to see if it is a lifestyle that would be worth diving into. Dr. Krebs: Rural healthcare is an amazing place to start as a new graduate. You will see so many different diseases and get to work with providers that genuinely care for their communities. It can be challenging, but the opportunity to learn and grow in this environment is something you won’t find anywhere else. If you decide to make the transition, find a mentor with rural health experience that can guide you along the way.

As a rural healthcare provider, “you are more likely to see the patient across a continuum of care: from hospital, home health, and outpatient setting,” explains Sheldon. “The wide range of patient types require skills in multiple areas. Support services are stretched to a breaking point and subsequently each therapist has to take on more responsibilities.” But Sheldon appreciates being able to see and feel the impact of her service in a rural setting. “One difference between rural and urban healthcare settings is the appreciation of services,” says Sheldon. “In a rural setting I feel valued. I often receive calls directly from physicians asking for my services or opinion. In turn, the physicians and other healthcare providers are easy to access via phone, text, or email.”

The Journey to Rural Communities as Healthcare Providers While Sheldon, McKay, and Krebs all had different educational and career pathways, each has come to enjoy being healthcare providers in rural communities.

“I live in a small town in Western Nebraska, so rural healthcare is all I really know,” says Krebs. “Everyone deserves quality healthcare, so it was never really an option or thought in my mind to work anywhere else. It’s a very gratifying experience to give back to your community in this way.” While McKay spent part of his career working in larger hospitals, he felt the call to return to rural Utah to be closer to his family, and discovered how rewarding and meaningful working in rural healthcare can be. “I was able to gain invaluable insight to rural healthcare through my experiences working in a critical access emergency department and doing clinical hours for school in rural family practice clinics,” says McKay. “Being able to see both the emergent and long-term management of a rural population gave me the determination to stay working in rural healthcare as a long-term goal.” Unlike McKay and Krebs, who started with some experience in rural areas, Sheldon got her first experience with a rural community once she and her husband moved to Oregon, where her husband was born and raised. “It wasn’t an interest to work in rural healthcare so much as a choice of living environments,” explains Sheldon. After moving, she began working part-time in public schools. “In 1989, there was only one speech therapist serving the adult population in the medical setting in our area and she did not have any experience in treating swallowing disorders,” explains Sheldon. “I approached several of the facilities where the therapist worked and offered my services.” Collaborating together, the therapist worked with the aphasic patients and Sheldon covered the patients with swallowing difficulties. Sheldon slowly expanded her work by contracting with nearby facilities up and down the Oregon Coast. She also

SUMMIT | SUMMER 2022 provided care for children whose parents requested private speech therapy. “As my clientele grew, I opened my own office and hired additional therapists to help,” says Sheldon. “I eventually became a Medicare provider in the early 90’s and was one of five Comprehensive Outpatient Rehabilitation facilities in Oregon.”

Using Education to Improve Rural Healthcare Despite having only recently earned her doctorate, Sheldon has seen how her higher education has impacted how other healthcare professionals view her as well as what skills she is able to utilize. “The therapists that work for me are benefiting the most from my advanced degree in that I am utilizing the information gained from the leadership and supervision coursework,” says

Sheldon. “My therapists are much more likely to ‘hit the books’ and research topics of interest making sure to use evidence-based practice.” For McKay, his doctorate and FNP certification is allowing him to meet more needs in a rural setting. “Nurse practitioners are being utilized in all aspects of healthcare, and their impact in rural areas is highly beneficial. Having more healthcare providers in primary care and other settings gives a statistically vulnerable population greater access to care,” explains McKay. “Living in a rural area, there are more opportunities for nurse practitioners to wear multiple hats and practice in family clinics, inpatient care, and emergency medicine.” His commitment and care in rural Utah continues on.

“I plan on honing my skills and preparing to learn as many skills to make myself as marketable as possible,” says McKay. “I do hope to stay working in a rural setting and continue strengthening relationships with other healthcare providers and patients.” Ultimately, he aspires to “become a competent provider that anyone would feel comfortable to see in any situation they may be in.” As for Krebs, she hopes to grow the amount of speciality care available in rural communities. “My goal is to expand the Rheumatology clinic into as many rural health facilities as we can in Western Nebraska and parts of South Dakota,” says Krebs. “I’m passionate about bringing specialty care to these areas that have not had access to them in the past.”  By Jennifer Fletcher

H E A LT H C A R E L E SS O N S

LESSONS LEARNED & MOVING FOWARD Living in a Prolonged COVID World The COVID-19 pandemic has impacted every aspect of healthcare, from frontline workers to therapists working with patients on overall well-being. As the world continues to deal with COVID-19 and its impact, healthcare providers across various disciplines discuss how they not only continue to move forward but do so forever changed by the experiences they’ve had and insights they’ve gained during the pandemic.

Reflecting on the early months of the COVID-19 pandemic, Michaela Medved, MA, TSSLD, CCC-SLP, ClinScD, and a 2018 graduate of RMUoHP’s Doctor of Speech-Language Pathology program, shares the stress and sacrifice required of healthcare workers. Working at a level-one trauma hospital meant Medved was in regular contact with COVID patients, as patients needed crucial services offered by speech-language pathologists.

“At the height of the pandemic, when strains of the virus were attacking the respiratory system, we had to pay greater attention to who was ready to be evaluated to eat by mouth and who needed to stabilize from a respiratory standpoint prior to having a swallowing evaluation.” Like her dedication and service to help and care for others never waned, the stress of working amidst the virus was a constant. “I am a mother and wife and with each surge of cases, I feared that I would be bringing COVID home with me. Even on the coldest days in the winter of 2020 and 2021, I would change in my garage, spray myself down and Lysol my shoes, put my scrubs in a garbage bag and run full speed to the shower before making contact with anyone in my household,” recalls Medved.

SUMMIT | SUMMER 2022 Now even as the heaviest burdens of the pandemic seem to be lifting, Medved still prays for strength to continue to care for those who need it. “More than a year later, I say a prayer of protection each time I walk into a room where I have a patient with COVID.” Yet those challenges don’t even begin to cover the breadth of obstacles brought forth by a worldwide virus. “When working with pediatric patients in an outpatient setting—having to do therapy in a mask is challenging both for me and my patients, particularly children who have sensory and developmental needs, which make mask-wearing a challenge.” Despite all of the obstacles faced and the task of moving forward as the world adjusts to the long-term realities of COVID, Medved’s learned experiences are not isolated. Healthcare workers across the world have already worked through the worst, but continue to trudge through the prolonged presence of COVID in their professional lives. Kristen Kohlbrand, BSN-RN, a student in the RMUoHP Doctor of Nursing Practice-Family Nurse Practitioner (DNP/FNP) and Emergency Nurse Practitioner Certificate programs, works as a nurse at Weston County Health Services in Wyoming.

Dr. Kristen Kohlbrand

local, or someone would let me know they were able to get access to help through the community that was built there, and it made it worth the effort and would remind me why I really do love healthcare,” explains Kohlbrand. “I have since had a doctor join the page to help with information and we have the goal for the long haul if we can ever get away from COVID, to use it for getting health promotion information out to the community.”

Dr. Michaela Medved

“The pandemic has made it very difficult to be in healthcare, but it also has made me realize the huge part that healthcare providers can play in educating and informing the community. Community members don’t just look to us when they are sick at the clinic or hospital, we need to be in the community educating before they ever come in.” Seeing the need for community members to have local access to health information, Kohlbrand decided to take action. “I started a community information and resources Facebook page early in the pandemic to bring information to the community and also to bring together community members to help those who needed help with groceries, childcare, or anything else with the lockdowns.” She adds, “Through the DNP program, we have learned a lot about community health and prevention, and I felt this was a good way to use what I learned towards actually helping people, not just to get a grade. There were times I didn’t think it was worth even being in healthcare anymore and considered a change in profession, but then I would get messages from people who were extremely thankful for the pandemic information coming from someone

For Ellen Hudgins, OTD, OTR/L, a 2014 graduate of the RMUoHP Doctor of Occupational Therapy - Administration & Practice Management program and president and co-owner of Progressive Therapy in Virginia, the pandemic helped her and other occupational therapists remember the significance of holistic health. “As occupational therapists, we are trained to evaluate patients with a holistic lens. The pandemic really brought this to the forefront,” explains Hudgins. “As an occupational therapist, now more than ever, we must be aware of the patient’s physical and mental status. Our patients have lost loved ones…they have been sick, and they have experienced financial struggles.

Dr. Ellen Hudgins 18

H E A LT H C A R E L E SS O N S This is when therapeutic use of self is our greatest modality.” As the pandemic continues, whether prominently or quietly, the perspective gained will be remembered by Hudgins and others. “We will remain focused on assessing the ‘whole’ patient moving forward.” The pandemic has also encouraged healthcare providers to find tailored ways to help patients. Medved, who also works as a clinical assistant professor at Yeshiva University in New York, explains how COVID brought forth opportunities that will benefit future healthcare providers. Having not been back on campus since March 2020, Medved reflects, “On one hand, I miss teaching in person, and connecting with my students in a common space, but simultaneously I am thankful that technological advances allow for teaching to continue on a remote platform. Telepractice has surged, and I believe it is a wonderful option for many patients, and now students are having the opportunity to learn this skill whereas in the past it was a rare occurrence.” As healthcare continues to shift to address the divots caused by COVID, Kohlbrand adds that the pandemic has also shifted the patient mindset. “One aspect of nursing that I feel has forever changed because of COVID is that patients have become much more interested in participating in their own healthcare decisions. Yes, we joke with our co-workers about patients ‘doing their own research,’ but I really think we can turn this into a good thing where we will be able to work with patients to make the best healthcare decisions for them that they will actually follow through with.” Sometimes, that means it falls to healthcare providers to help manage misinformation, even when faced with backlash. 19

Kohlbrand explains, “The biggest challenge to overcome has been the amount of misinformation and misplaced hate towards healthcare workers. We are fighting daily to save patients only to be told that healthcare workers are intentionally killing patients.” For Kohlbrand, some of those experiences were deeply personal and hurtful. She reflects on some patients who were extremely sick but refused treatment because they were told that those treatments are what are killing people. “In the beginning, I was irritated that they were refusing because we were just trying to help, then I had a huge shift in thinking after I realized how scared they must be. Whether they honestly believed that these treatments would kill them or not, just having that thought in the back of your mind while you are struggling to breathe has to be terrifying.” Moving forward—with the baggage of what has come with the pandemic— requires greater empathy. “This experience has allowed me to be more empathetic with patients, and always take their concerns into consideration when treating all patients, not just COVID patients,” says Kohlbrand.

“It’s a work in progress,” she adds, “as we develop relationships with community members and help them to see that we really do care about helping them.” As an occupational therapist, Hudgins agrees. “Now more than ever we must focus on evidence-based practice. Many of our patients have lost their jobs, and some have reductions in income…. we need to provide care yielding the best outcomes in a cost-effective manner. Despite financial struggles and lost revenue, I have learned that we must remain kind, and we must continue loving mankind.” For all healthcare workers, the COVID-19 pandemic has been an overwhelming challenge, with seemingly insurmountable obstacles at times. But as evidenced by Hudgins, Kohlbrand, Medved, and the thousands of healthcare workers throughout the world, they continue forward with learned experiences to improve patient care for all.  By Stephanie Bentley

SUMMIT | SUMMER 2022

A D VA N C I N G R E S E A R C H

BREAKING THROUGH the Research Barrier for Young Professionals

Research can be daunting for any professional, but new professionals face time-consuming hurdles as they finish their graduate degrees, earn their certifications, and enter into the healthcare field as confident practitioners. Despite these obstacles, some budding professionals recognize that research provides the basis for evidencebased care and improved patient outcomes and want to be involved. Under the mentorship of Hina Garg, PT, MS, PhD, CEEAA, an associate professor in the Doctor of Physical Therapy (DPT) program, program director of the Multiple Sclerosis PT & Wellness Center at the Community Rehabilitation Clinic (CRC), and interim director of the Office of Research and Sponsored Projects, students from the DPT program at Rocky Mountain University of Health Professions (RMUoHP) share how, despite the lack of experience or clinical practice from years of working in physical therapy, they have gained the confidence and skills to participate in research studies, and to even make a difference early in their careers—contributing to research right here at RMUoHP.

What sparked your interest Q or desire to get involved in research at RMUoHP? Emily Gard: I knew I wanted to get involved in research in some capacity before inquiring about research opportunities, but I didn’t have any experience and wasn’t entirely sure what clinical research entailed. Dr. Garg was eager to help me get involved, and I have learned so much from all the opportunities I 21

have had to work with her on various research projects. After getting involved in the pelvic health project, she helped me get involved in additional research opportunities through the Multiple Sclerosis (MS) PT & Wellness Center at the Community Rehabilitation Clinic. Cade Mooney: I have always had a research interest. I love the process of finding the most up-to-date and accurate answers to my questions. I studied writing at the undergraduate level and in doing so deepened my passion for academic authorship. I believe the progression and improvement of healthcare relies on research to provide clinicians with the best information to support them in evidence-based practice. I want to contribute to that cause. After matriculation to RMUoHP, I looked for ways to get involved and saw a call for Research Assistant applications. Luckily, I applied and got the job! Jessica Raymond: I completed an independent undergraduate senior thesis in the Honors College at Oakland University. The process of developing a research question, designing a study, creating an internetbased questionnaire, submitting an Institutional Review Board (IRB) application, conducting the research, analyzing and interpreting the data, and presenting my findings was a great opportunity for learning. I also had to modify my study design and amend my IRB application due to the onset of the pandemic at the beginning of my data collection. This was difficult for me to do at first, but it helped me to learn how to adapt to a constantly changing environment, which is common both in research and inpatient care. I spent

about two years on the whole process of my thesis, and I had an excellent mentor who helped to guide me along the way. When I heard about the research assistant position at RMUoHP, I immediately reached out to apply. I had loved my past experience with research and I was excited to get involved with more projects. In the past six months that I have been involved in research at RMUoHP, I have had the opportunity to work on several projects and collaborate with other students and faculty members at other universities.

How do you manage to do research despite your few years of experience and your busy schedule? The opportunity to be mentored by Dr. Garg was the main facilitator in being able to be involved in research as a student. She taught me so much about research processes and how to better incorporate evidencebased care in clinical settings. The experiences and opportunities I had through involvement in projects at the Community Rehabilitation Clinic and through the University have definitely increased my confidence in my ability to participate in clinical research in the future. As part of my Research Assistant position, I have the full support of my mentor, Dr. Garg. I am still learning much of the research process and Dr. Garg is willing and able to fill in where my knowledge is lacking. This support has been vital in developing my confidence as a researcher. At first, my involvement added some stress

SUMMIT | SUMMER 2022 regarding time management because of the academic rigor of the DPT program. There is quite a steep learning curve in a research position. I worried I wouldn’t feel confident in my responsibilities unless I devoted countless hours to my job. With patience and a few crucial conversations with Dr. Garg, I realized the research process is more a marathon than a sprint. I found balance with my schedule in limiting my research tasks to a set number of hours per week and communicating with my mentor and coworkers frequently and efficiently. At times I can feel like I have too much on my plate. I am enrolled in an accelerated doctoral

program, which can be a challenge in itself. However, juggling research, school, and work in my undergraduate career helped to prepare me for this. I know that I will continue to be busy throughout my career, so I think that learning ways to manage my time now is really important. I generally manage my time by creating to-do lists and prioritizing tasks that need to be completed. I also limit distractions in my life, such as social media and watching television. However, I do still make sure to schedule time for myself to relax and refresh in ways such as going to the gym, having a movie night, or going for a hike. It is so important to take time away from work and school to make sure that I am getting everything

that I need so that I can remain happy, healthy, and do my best work.

What have been the personal and professional benefits that have come from your involvement in research? Being involved in research as a student has given me opportunities to learn alongside clinicians and students who I would not have otherwise met, attend conferences, and learn more about research processes in general. It has also improved my ability to implement evidencebased practices in clinical settings throughout my clinical internships.

A D VA N C I N G R E S E A R C H The personal and professional benefits I’ve enjoyed from my involvement in research are difficult to enumerate. Some benefits include: 1. gaining research-specific experience in study design, literature review, data collection and cleaning, background and methodology authorship, abstract presentation, etc., 2. opportunities to develop my personal and professional skills through work with patients with various diagnoses, 3. leadership of research teams and volunteer groups; and 4. rubbing shoulders with some of the most knowledgeable people I’ve ever met. I was recently awarded funding through the Academy of Physical Therapy Research to attend the APTA Combined Sections Meeting in San Antonio, Texas. That opportunity afforded me invaluable exposure to research platforms and continuing education sessions. I was able to network with many like-minded clinicians involved in all areas of PT practice and research. The things I learned and the people I met have expanded my perspective on the possibilities of rehabilitation and emerging research to support PT practice. I believe that my current participation in research is helping to enhance my skills and confidence as a future evidence-based practitioner. I am now more familiar with the process of research, how to read through articles, and how to find high-quality evidence to support my clinical decisions. I have also been able to build close relationships with DPT students in other cohorts and faculty members. This enhances my PT education, as I have people to inspire me and guide me through these next steps as I become a physical therapist and into my future goal of doing a pediatric residency. 23

How will your research impact your career moving foward?

I hope to be involved in clinical research in pediatric and neurologic settings throughout my career, and this desire has really stemmed from opportunities to get involved in research at our university and pro bono clinic. I am very grateful to have had these experiences throughout the DPT program at RMUoHP because they have impacted who I am becoming as a clinician. I think my research involvement during my time at RMUoHP will open many professional doors for me. I have already made various connections with new and seasoned therapists and researchers. These new relationships have already proven impactful in furthering my education and identifying prospective career options after graduation. My literature review experiences have exposed me to the disparities in available research between rehabilitation specialties. I have begun to explore more research questions, and even developed a study of my own. I think this process has solidified my desire to continue contributing to the validation and evidence-based practices of the physical therapy field. I am currently pursuing career opportunities with a research component and eventually expect to pursue a PhD. I think that research is a part of the job of any healthcare provider. Evidence-based practitioners must know how to sift through research, find the most relevant information for each patient, and understand how to utilize this evidence in the treatment of patients. My experience writing manuscripts, sifting through research articles for scoping literature reviews, developing study designs, and critiquing my own work

helps me to improve my critical thinking skills and become more confident in my ability to synthesize evidence and provide the best possible treatment to each patient. Even if I do not go into research following graduation, this experience is invaluable to the care that I will provide to my future patients.  ---------------------------Emily Gard, who earned her bachelor’s degree in exercise science from George Fox University in Oregon, just graduated from the DPT program in April of this year. After earning his bachelor's degree in writing & rhetoric studies from the University of Utah in 2018 and enrolling at RMUoHP last year, Cade Mooney will graduate from the DPT program in April 2023. Jessica Raymond, who earned her bachelor’s degree in health science from Oakland University in Michigan, will graduate from the DPT program in April 2024. By Stephanie Bentley

SUMMIT | SUMMER 2022

CONTINUING

EDUCATION FOR HEALTHCARE PROFESSIONALS

Alumni receive 15% off with code ALUM!%15 learn.rm.edu Rocky Mountain University 24

H E A LT H C A R E J O U R N E Y

SHIFTING GEARS

Rehabilitating Cars to Rehabilitating Patients After fifteen years of rehabilitating classic cars, Joshua Carter, PT, DPT, decided his true passion lay in rehabilitating his fellow man. Carter started his mechanical work at Brigham Young University (BYU) maintaining fleet vehicles. The job helped Carter pay for school while getting his bachelor’s degree in physical education with an emphasis in exercise physiology. After receiving his degree at BYU, Carter worked for a friend’s shop, helping him restore classic Mustangs. Before he knew it, Carter owned his own auto shop specializing in classic vehicle restoration and collision repair. He managed this shop for fifteen years.

Carter loved that his shop could ease customers’ stress after a collision. Carter explains, “I helped people who were going through a difficult situation by putting them at ease and repairing their vehicle, getting them back on the road. That was quite rewarding for me.” As rewarding as it was to help his customers, Carter realized he didn’t enjoy the business side of being in business. “I got to the point where I didn’t really want to pick up the phone anymore. Many people assume owning a business gives you freedom. I was becoming more of a slave, working late nights and weekends to catch up, worrying about work when I wasn’t working.”

On top of all that, Carter was wearing out physically. Restorations required a lot of physical work, sanding for days, welding in odd positions for hours, and Carter’s back, wrists, and hands were giving out. Carter decided it was time for a career change. Physical therapy (PT) was his true passion, but he knew PT school was a full-time commitment. Carter was in his late thirties with seven children still at home. How would he maintain a home and family if he went back to school full-time and quit his job? Carter would also have to take all the prerequisites and the GRE before starting the program. Despite his doubts that a career change would be possible, Carter still felt going back to school and becoming a physical therapist was the right decision. And once he committed to his decision, everything around him started to fall into place. Although he had several years of school and volunteering ahead of him, Carter’s family fully supported his decision. In fact, Carter’s parents had been suggesting that he get a more sustainable career for years. His extended family was also on board. They even helped out financially to put his mind at ease. Carter’s wife was the most supportive. “I owe my wife at least half of my degree for doing double duty for so many years,” says Carter.

The Carter family in its early years in front of the auto shop. 25

With his family on board, Carter went back to school and started volunteering at clinics. Rocky Mountain University of Health Professions’ (RMUoHP) pro bono Community Rehabilitation Clinic (CRC) was one of the clinics where Carter volunteered. During his time

SUMMIT | SUMMER 2022 there, he became good friends with several RMUoHP professors. It was those professors that influenced him to apply to RMUoHP. Carter was soon accepted into RMUoHP and eagerly started classes. During that first semester, Carter wondered if he had gotten in over his head. He had sacrificed so much and worked so hard to get to PT school, but he failed the very first anatomy lab test. He had invested everything into this path. What if he wasn’t cut out for it? Carter could not accept this doubt. Carter shares, “I re-focused and spent more time in the lab and never looked back.” After re-focusing, Carter decided to become a self-appointed student teacher in the anatomy lab. He spent as much time as he could focusing on teaching his classmates. This method helped him learn the material better than he ever had before. Carter used this method throughout the rest of his studies. He provided help whenever possible. The more he helped his classmates, the better he understood the material himself. More challenges came Carter’s way. He soon realized that he was not as computer savvy as the rest of the class. While they preferred online resources, Carter felt more comfortable making flashcards. He made thousands of handmade flashcards out of folded-up post-it notes. Then instead of using these flashcards late at night like his other classmates, Carter found it was easier to get up extra early in the morning to study. Despite their differences, Carter valued collaboration with his classmates. He looked forward to working on projects together and teaching each other during classes and labs. His class became a second family to him. He built relationships with the students and professors that still mean a lot to him today. During Carter’s final clinical rotation at Utah Valley Hospital, his clinical instructor took a new position in

DPT graduate Josh Carter and his family.

inpatient rehab, so he applied for her job. Carter got the position and has been there ever since he completed the Doctor of Physical Therapy program at RMUoHP. At Utah Valley Hospital, Carter gets to work closely with incredible nurses, doctors, and techs who are all united in helping their patients and advancing healthcare. The hospital also provides Carter experience working with various

“

life will never get easier or simpler if you are waiting for the right time.”

patients and diagnoses while serving on the orthopedic, renal, oncology, and overdose floors. He gets to help new patients every day and spends more time with them than any other medical staff.

gets to come home and spend quality time with his family. Looking back at his experience, Carter still can’t believe he did it; but he is glad he did. Carter shares, “Life will never get easier or simpler if you are waiting for the right time. Surround yourself with the proper support and dive in. It won’t be easy. There will be sacrifices, but investing in oneself is always a good idea. It was worth it.” Today, Carter is restoring an old Austin Healey in his garage, but at his own pace and without the extra stress he used to carry around. The emotional reward Carter experiences rehabilitating patients is similar to what he felt when a customer saw their rehabilitated car for the first time but without the sore joints–now he leaves those to his patients.  By Jamie Muhlestein

As a PT, Carter no longer has long nights in the office or the constant worrying. He gets to work regular hours with no extra school or phone calls. His time off is genuinely time off where he

A D VA N C I N G K N OW L E D G E

Educational Pathways of Future Healthcare Providers

Diversity of undergraduate degrees before healthcare graduate programs at RMUoHP*

Master of Physician Assistant Studies 16%

Exercise Science

10%

Biology

Athletic Training

Kinesiology

Nutrition

Neuroscience

Psychology

Public Health

2% Electrical Engineering

2% Spanish

36% Other

2% Marketing

Music

SUMMIT | SUMMER 2022

Doctor of Physical Therapy

Master of Science in Medical Speech-Language Pathology 67%

Communication Science & Disorders

47%

Exercise Science

20%

Kinesiology

Psychology

Athletic Training

Speech

Biology

Communications

Health Science

3% Allied Health 3% Kinesiology

1% Accounting/Finance

3% Political Science

1% Dance

3% Other

19% Other *Data from 2021 enrollments

Rocky Mountain University 28

U N I V E RS I TY U P DAT E S

PROGRAM UPDATES

Advancing Healthcare Education

College of Health Sciences & Lifelong Learning

Doctor of Philosophy (PhD) in Health Sciences The PhD program added student sessions to stay connected with faculty and network with other professionals; for example, the PhD-AT program hosted AT experts to speak on topics of “Book Authorship: Trials and Tribulations,” “Historical Perspective of the BOC Exam and Future Trends in Re-Certification,” and “Exertional Heat Illness Best Evidence.” The program is also excited to host its first onsite immersive learning experience since the onset of the pandemic. Master of Science in Athletic Training Practice (MSATP) MSATP students are coming on campus in July to take part in the program’s summer immersion. The program partners with Cogentsteps for the emergency care immersion to perform a functional exercise response drill that will be conducted to simulate a mass casualty event with the goal to apply learned disaster/emergency response skills to a scenario at a sporting event. Master of Science in Health Science (MSHS) Dr. Denise Pickett-Bernard was hired as the Functional Nutrition Concentration Track Director. Dr. Pat St. Louis has joined the faculty as a co-instructor for the Integrated Biomechanics Course. Dr. Jenn Caputo and Dr. Sam Johnson will be co-instructing the fall course Research Methods. Kim Issac will be taking over for Kim Foss as instructor of the Preventative Measures course. The Health and Wellness Coaching Track has undergone a name change to “Health Promotion & Wellness.” 29

Certificates and Continuing Education Academic courses for non-degree seeking students include FN630 Functional Nutrition, ATH730 Emergency Procedures and Care, WE710 Theories and Application of Wellness Coaching, HPE740 Learning Theory and Design, and HPE760 Instructional Technology. Self-paced and session courses for CEUs include “Stress Management: Lowering the Inner Volume” (free), “Image Ordering for the PT” (free), “Positive Change with Motivational Interviewing” (cost, 2 CEU), “Wound Management: An EB Approach” (June 13-July 10, cost, 6 CEU), and “Cancer Exercise Specialist Advanced Qualification-CETI” (cost, 20 CEU). For more information and other online and onsite course offerings, visit learn.rm.edu.

College of Medical & Professional Sciences

Doctor of Medical Science (DMSc) Faculty Dr. Laura McClary gave a presentation on “Interpreting Abnormal Laboratory Results” at the American Academy of PAs We Are Family Medicine conference in February and a presentation on “Approach to Anemias” at the Indiana Academy of PAs 2nd Annual Virtual Spring CME Event in February. Program Director Dr. Bartley Rust continues to serve as an author for the Physician Assistant Education Association (PAEA) PACKRAT exam and participated in the PAEA Exam Development Summit in March. Psychiatry Concentration Track Director Dr. Tim McCreary gave a presentation on “Fundamentals of Cognitive Behavioral Therapy for Primary Care and Mental Health Care Settings” at the Utah Academy of PAs John Allen Memorial Conference in April and a presentation on “Motivational

Interviewing for Advanced Practice Clinicians” at the American Academy of PAs Annual Conference in May. Master of Physician Assistant Studies (MPAS) The MPAS program is back to full-time onsite instruction and the clinical team has been successful in building back clinical operations after the COVID shutdown. Updates to the curriculum include point-of-care ultrasound training and added ultrasound labs throughout the didactic training of the MPAS program. Brad Doll, an MPAS 2017 graduate, was hired as full-time faculty. The program’s sixth cohort is nearing the completion of clinical training and will graduate in August, and the eighth cohort began in May. Master of Science in Medical SpeechLanguage Pathology (MS MedSLP) The MS MedSLP received the official announcement and is now accredited by the Council for Academic Accreditation in Programs for Communication Disorders. Faculty Dr. Priscilla Danielson has begun a strong family support network for individuals who use Augmented or Alternative Communication (AAC) systems. The Center for Communication Disorders (CCD) is gearing up for summer camps and groups (Aphasia, Readers Theatre, AAC, Fluency, Literacy). Master of Science in Clinical Mental Health Counseling (MHC) and Master of Science in School Counseling (MSC) In the last year, the Counseling program enrollments have increased from 45 to 130 total students. Three new master’s degrees have been added to the Mental Health Counseling and School Counseling programs: (1) Addiction Counseling, (2) Clinical Rehabilitation

SUMMIT | SUMMER 2022 Counseling, and (3) Marriage, Couples, and Family Counseling. Prompted by COVID and at the request of students, the program has moved online with three two-day residencies throughout the seven-semester program. Additional faculty with additional experience and expertise has been added. The national counseling specialized accreditation (CACREP) self-study has been submitted.

College of Nursing

All Nursing programs underwent a curriculum redesign in 2021 to update and streamline program content, ensure relevance and competitiveness, and match recent guideline updates for graduate-level and APRN education. Curriculum changes were approved by NWCCU and CCNE and were first implemented in fall 2021. Doctor of Nursing Practice (DNP) Curriculum changes include leadership focus courses and emphasis on the final Scholarly Project. All Master of Science in Nursing (MSN) tracks continue easily into the DNP so students can continue to the terminal degree while preparing for APRN certification and licensure. Emergency Nurse Practitioner (ENP) The ENP program welcomed the first group of MSN students with dual certification including ENP in fall 2021. Family Nurse Practitioner (FNP and FNPC) The FNP and FNPC programs welcomed the first group of MSN FNP students in fall 2021. The updated curriculum for FNP programs includes more focused clinical and didactic courses. Psychiatric Mental Health Nurse Practitioner (PMHNP) The PMHNP program welcomed the first group of MSN PMHNP students in fall 2021. The updated curriculum for the PMHNP programs includes a new psychotherapy course.

College of Rehabilitation Sciences

Doctor of Occupational Therapy-Entry Level (eOTD) Dr. Bryan Gee is now the chair of the newly-developed Department of Occupational Therapy and the founding director of the entry-level Doctor of Occupational Therapy (eOTD) program, planned to start in 2023 pending acquiring candidacy status from the Accreditation Council for Occupational Therapy Education (ACOTE). The Department of Occupational Therapy is actively conducting the required tasks to apply for program candidacy status with the ACOTE for the eOTD program and the Master of Occupational Therapy Bridge Program. Dr. Ronald Honey has been hired as the Academic Fieldwork Coordinator and an assistant professor. Doctor of Occupational Therapy-PostProfessional (OTD) The program has added a new concentration in Health & Wellness Coaching, led by Dr. Jane Ewoniuk. In addition to directing the Leadership elective track, Dr. Ellen Hudgins is now the Advanced Practice Concentration Track Director. Dr. Kimberly Masker is now the Hand Therapy Concentration Track Director. Mrs. Raegan Furman is now the Education Concentration Track Director. The program also instituted a research practicum course, resulting in faculty and student collaborations with subsequent presentations and publications. Doctor of Physical Therapy (DPT) Dr. Tyler Luszeck, a Board Certified Clinical Specialist in Neurologic Physical Therapy, was hired as faculty in the DPT program and teaches in the Neuro, Prosthetics and Orthotics, and Applied Physiology courses. After a year of part-time work for the DPT program, both Dr. Kelsey Kushlan and Dr. Megan Pratt were promoted to full-time faculty members. The Pediatric Course and the Health Promotion and Wellness Course have switched semesters so the Health Promotion and Wellness is now in semester four.

Doctor of Physical Therapy (Transitional)-Pediatric Sciences (tDPT) Dr. Janet Tankersley was hired as the associate program director. The program has added an online option, which will allow for potential recruitment of international pediatric physical therapists. Six tDPT graduates are currently pursuing advanced doctoral study and pediatric research preparation in RMUoHP’s PhD program. Two tDPT graduates were accepted for Neonatology Fellowship education beginning in fall 2022. Doctor of Speech-Language Pathology (SLPD) Dr. Kenneth Simpson, SLPD Program Director, who formed the SLPD (previously ClinScD SLP) program as well as the MS MedSLP program and served on numerous RMUoHP committees, retired in August 2021, and received Professor Emeritus status in April 2022. Dr. Sandra ShigetomiToyama was hired as the new SLPD Program Director and Dr. Sandra Combs was hired as the new Program Capstone Coordinator. To support the SLPD program’s expanded enrollment, Dr. Courtney Moore was hired as the Assistant Program Director, and Dr. Kelly Robinson was hired as the new Assistant Capstone Coordinator. Physical Therapy Fellowship in Neonatology Fellowship capstone research recently presented to national conferences by graduates included “Behavioral and Physiological Effects of Hydrotherapy and Vestibular Intervention for Neonates with Fetal Opioid Exposure: A Case Series on Nonpharmacological Strategies” by Dr. Elizabeth Dias Hoffman and “Neonatal Therapist Stress, Burnout, and Bullying in NICU Settings” by Dr. Sara Tenenholtz. 

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