Tova Walsh, PhD, MSW, is a Robert Wood Johnson Foundation (RWJF) Health & Society Scholar at the University of Wisconsin in Madison. Her research focuses on the role expectant and new fathers play in the health and well-being of their partners and children, and the influence of parenthood on men's health and well-being. Walsh has used interview, focus group and survey data to examine the experiences of service members returning to family life after deployment.
On Veterans Day, we honor the service and sacrifice of U.S. military veterans. Recognizing that it is not just the individual who serves our country, but his or her entire family, we honor, too, our military families, whose support is essential for our servicemen and women to carry out their duties.
When a service member deploys, partners, children and other family members re-organize their lives to accommodate the physical absence of a loved one. They live each day bearing the burden of separation. When their deployed loved one returns home, they share not only in the joy of long-awaited reunion, but also in the joy and challenges of the extended process of the veteran’s reintegration to home, family and community. The youngest members of our military families are least able to understand or express the impact of these experiences, and yet are deeply affected by these transitions and the accompanying shifts in emotions on the part of the adults who they depend upon for care, love and security.
This is part of the November 2014 issue of Sharing Nursing’s Knowledge.
DNP Programs Increasing
New research by the RAND Corporation, conducted for the American Association of Colleges of Nursing (AACN), finds that the percentage and number of nursing schools offering doctorates in nursing practice (DNPs) has increased dramatically in recent years, but that some schools still face barriers to adopting programs that confer the degree.
Ten years ago, AACN member schools endorsed a call for moving the level of preparation necessary for advanced nursing practice from the masters to doctoral level, establishing a target of 2015. More recently, the Institute of Medicine’s landmark report on the future of nursing called for doubling the number of doctorally prepared nurses in order to help meet the demands of an ever more complex health care system.
According to RAND’s data, nursing schools are following through. Since 2006, the number of schools offering DNP degrees has grown by more than 1,000 percent, from 20 schools in 2006 to 251 in 2013.
The report finds that approximately 30 percent of nursing schools with Advanced Practice Registered Nursing (APRN) programs now offer degree paths in which baccalaureate-prepared nurses move directly to DNP programs, and that such BSN-DNP programs will likely be in another fifth of nursing schools with APRN programs in a few years.
This is part of the November 2014 issue of Sharing Nursing’s Knowledge.
“As a nurse, I understand the risk that I take every day to go to work, and he’s no different than any other patient that I’ve provided care for. So I wasn’t going to say, ‘No, I’m not going to provide care for him. I didn’t allow fear to paralyze me. I got myself together. I’d done what I needed to get myself prepared mentally, emotionally, physically, and went in there.”
--Sidia Rose, a nurse at Texas Health Presbyterian Hospital, Treating Ebola: Inside the First U.S. Diagnosis, 60 Minutes, CBS News, Oct. 26, 2014
“...I grabbed a tissue and I wiped his eyes and I said, ‘You’re going to be okay. You just get the rest that you need. Let us do the rest for you.’ And it wasn’t 15 minutes later I couldn’t find a pulse. And I lost him. And it was the worst day of my life. This man that we cared for, that fought just as hard with us, lost his fight. And his family couldn’t be there. And we were the last three people to see him alive. And I was the last to leave the room. And I held him in my arms. He was alone.”
--John Mulligan, a nurse at Texas Health Presbyterian Hospital, Treating Ebola: Inside the First U.S. Diagnosis, 60 Minutes, CBS News, Oct. 26, 2014
“Someone asked a nurse, what do you make? I make sure your seriously ill father is cared for. I make sure that when you’re incontinent you’re cared for. It’s this everyday, profound yet intimate work that people do. People don’t understand it. It requires incredible cognitive and emotional intellect to do it. You are with someone at the most difficult and challenging and joyous moments of their lives.”
--Diana Mason, PhD, RN, FAAN, professor, Hunter-Bellevue School of Nursing and president, American Academy of Nursing, Nurses Want to Know How Safe is Safe Enough With Ebola, NPR.org, Oct. 14, 2014
RWJF Scholars in the News: Simulating combat conditions for medical and nursing students, enriched maternity care, GMO confusion and more.
Around the country, print, broadcast and online media outlets are covering the groundbreaking work of Robert Wood Johnson Foundation (RWJF) leaders, scholars, fellows, alumni and grantees. Some recent examples:
An article on dcmilitary.com describes a recent training exercise conducted for medical and nursing students at the Uniformed Services University of the Health Sciences (USU). The students cared for “patients” under simulated combat conditions that included mock explosions and casualties, operational problems, and reality-based missions. Arthur Kellermann, MD, MPH, dean of the F. Edward Hébert School of Medicine of USU, noted that while the exercise is focused on enhancing leadership and patient care skills, students are also practicing cultural sensitivity and problem-solving abilities. “All of this is wrapped into an incredibly challenging series of unfolding scenarios,” Kellermann said. “They are constantly being thrown problems. They have to adapt and learn to work with one another in a variety of ways and a variety of combinations.” Kellerman is an alumnus of the RWJF Clinical Scholars and Health Policy Fellows programs. Read more from Kellermann on the Human Capital Blog.
A study by Sara Rosenbaum, JD, examines the challenge of maintaining and coordinating “enriched health care” for pregnant women in California who purchase subsidized coverage from Covered California, the state’s health care exchange, and are also eligible for the state’s Medicaid program (Medi-Cal) and the Comprehensive Perinatal Services Program (CPSP) it offers. Science Daily reports that CPSP makes enriched maternity care available to pregnant women facing elevated health, environmental and social risks due to their economic status. Researchers compared maternity care under the two programs and identified a number of care coordination and integration challenges. Rosenbaum is an RWJF Investigator Award in Health Policy Research recipient.
Steven J. Palazzo, PhD, MN, RN, CNE, is an assistant professor in the College of Nursing at Seattle University, and a Robert Wood Johnson Foundation (RWJF) Nurse Faculty Scholar (2013 – 2016. ) His research focuses on evaluating the effectiveness of the Teen Take Heart program in mitigating cardiovascular risk factors in at-risk high school students.
Difficult problems demand innovative solutions. Teen Take Heart (TTH) is a program I’ve worked to develop, in partnership with The Hope Heart Institute and with support from the RWJF Nurse Faulty Scholars Program, to address locally a problem we face nationally: an alarming increase in obesity and other modifiable cardiovascular risk factors among teenagers. The problem is substantial and costly in both economic and human terms. We developed TTH as a solution that could, if it proves effective in trials that begin this fall in my native Washington state, be translated to communities across the country.
The State of Obesity: Better Policies for a Healthier America, released recently by the Trust for America’s Health and RWJF, makes it clear that as a nation we are not winning the battle on obesity. The report reveals that a staggering 31.8 percent of children in the United States are overweight or obese and only 25 percent get the recommended 60 minutes of daily physical activity. The report also finds that only 5 percent of school districts nationwide have a wellness program that meets the physical education time requirement.
Earlier this month, the U.S. Department of Health and Human Services (HHS) announced it is investing $283 million in the National Health Service Corps (NHSC), which provides scholarship and loan repayment services to health care providers who work in underserved areas.
The funds were authorized under the Affordable Care Act and will be used to boost the number of health care providers in underserved areas, which will increase access to care.
“Thanks to the Affordable Care Act, programs like the National Health Service Corps increase the primary care workforce in communities that need it most,” HHS Secretary Sylvia Burwell, AB, BA, said in a release. “These investments are another example of how the law is working to deliver accessible, affordable, quality care.”
The NHSC was founded in 1972 and provides care to nearly 10 million people across the nation.
In fiscal 2014, more than 5,100 loan repayment and scholarship awards were made to clinicians and students and 38 states received grants to support loan repayment programs, according to Mary Wakefield, PhD, RN, FAAN, head of the Health Resources and Services Administration.
“Primary care clinicians are the backbone of our health system, and thanks to the Affordable Care Act, programs like the National Health Service Corps increase the primary care workforce in medically underserved urban, rural and Tribal communities,” Wakefield said.
Read the news release.
For more information about NHSC programs, please visit NHSC.hrsa.gov.
Sara Shostak, PhD, MPH, is an associate professor of sociology at Brandeis University and author of Exposed Science: Genes, the Environment, and the Politics of Population Health. She is an alumna of the Robert Wood Johnson Foundation (RWJF) Health & Society Scholars program (2004-2006).
Human Capital Blog: Your book, Exposed Science, won two awards from the American Sociological Association: the Eliot Freidson Outstanding Publication Award from the Medical Sociology Section and the Robert K. Merton Book Award from the section on Science, Knowledge, and Technology (SKAT). Congratulations! What do these awards mean for you and your work?
Sara Shostak: Thank you! I am deeply honored that Exposed Science won those awards. This kind of recognition from one’s colleagues is tremendously meaningful on a personal level, especially as there are many scholars in these sections whose work has inspired me for years.
More broadly, the dual awards signal something important about the connection between these two domains of inquiry—medical sociology and the sociology of science. That is, science and the politics of science are important foci of analysis for sociologists concerned with population health. The conditions under which scientists do their research—the political economy of knowledge production—is a critical context for what we do and do not know about human health and illness.
Population health researchers often observe that in the United States, health disparities research tends to focus on differences between racial and ethnic groups, while in the United Kingdom the focus tends to be on variations by social class (or what U.S. researchers more often call socioeconomic status). Scholars of science, knowledge, and technology can help us understand how and why these differences emerged, and with what consequences. My book raises questions also about how any of these determinants get operationalized in laboratory-based research. All of these aspects of how science is done have direct implications for public policy, as well.
For the 25th anniversary of the Robert Wood Johnson Foundation’s Summer Medical and Dental Education Program (SMDEP), the Human Capital Blog is publishing scholar profiles, some reprinted from the program’s website. SMDEP is a six-week academic enrichment program that has created a pathway for more than 22,000 participants, opening the doors to life-changing opportunities. Following is a profile of Gloria Sanchez, MD, a member of the 1993 class.
Can a person thrive in a community ravaged by poverty? Are seemingly impossible dreams attainable?
Gloria Sanchez, MD, grapples with these questions every day, both in her medical practice and while teaching aspiring physicians.
Sanchez is associate program director of the Department of Family Medicine at Harbor–UCLA Medical Center, a publicly funded hospital in Los Angeles. She also oversees UCLA’s PRIME MSIII Primary Care Longitudinal course, which trains medical students to be medical leaders in underserved communities.
The lives of patients Sanchez treats are shaped by social determinants of health—forces that dictate poor health outcomes based on ZIP code more than genetic code. Where you live, work, and play has a profound effect on individual, family, and community health, she says.
“How can someone who doesn’t have a level playing field still attain their goals?” she asks, citing research showing that the stress of social and economic disadvantage contributes to chronic disease. “Poverty can literally change your brain, and your health.”
Noting that Harbor–UCLA Family Medicine’s mission is to advocate for disenfranchised populations, Sanchez says, “That’s why I entered medicine. It may sound impossible, but I’m here to help people attain good health so they can achieve their dreams.”
Theresa Yera is a senior at the State University of New York (SUNY) at Buffalo. A project of the Robert Wood Johnson Foundation (RWJF), the Institute for Health, Health Care Policy and Aging Research, and Rutgers University, Project L/EARN is a 10-week summer internship that provides training, experience and mentoring to undergraduate college students from socioeconomic, ethnic and cultural groups that traditionally have been underrepresented in graduate education.
When I applied to the 2014 Project L/EARN cohort, I was seeking exposure to anthropological research that would lead me into a career of public health service. I wanted to pursue L/EARN because of my strong interest in anthropology and medicine. My previous experience in health care included studying for the Emergency Medical Technician (EMT) examinations, volunteering as a Campus Health Educator (CHE), and participating in qualitative and quantitative research projects for almost three years.
The training as an EMT introduced me to patient and health care provider interaction and raised questions on streamlining the process. It also trained me to think critically and quickly, sharpen my leadership skills, and develop interview questions. Patients complained of many chronic and acute health problems that stemmed from their health behaviors and environment. The CHE initiative led me to value a community approach for health problems. In CHE, I worked to end racial disparities in organ donation and increase awareness of the need for organ donation and a healthy lifestyle. I met many individuals with personal stories that explained why they either did or did not want to donate.