Browsing by Subject "Public health nursing"

Now showing 1 - 12 of 12
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    Interview with A. Marilyn Sime
    (University of Minnesota, 2010-04-15) Tobbell, Dominique A.; Sime, A. Marilyn
    A. Marilyn Sime begins by discussing her background, including her education. She discusses her experiences as a baccalaureate student at the University of Minnesota; working as a nurse at the University Hospital in the late 1950s; working as a nurse in Minot, ND, in the 1950s; her experiences as an instructor at the University of Minnesota; teaching in the baccalaureate program; and her doctoral research. She compares her responsibilities at the different places she worked, particularly Minot and the University Hospital. She describes nursing curriculum changes in the 1960s; technologies she interacted with in the critical care unit; how physicians treated nurses; the efforts of the School of Nursing to secure funding for building Unit F; the concern in the 1960s over the shortage of health care workers; challenge exams for RNs in the 1970s; the Boston University School of Nursing; the rural nursing program at the University of Minnesota; and the Block Nurse Program at the University of Minnesota. She discusses team nursing; faculty organization issues and discontent with Edna Fritz’s leadership; the effects of the School of Nursing being part of the College of Medical Sciences in the 1960s and the changes with the reorganization of the health sciences in the School of Nursing becoming more autonomous in 1970; and relations between the health science units and their faculty after the reorganization. She talks about the practical nursing program; changes in the graduate nursing curriculum and the development of doctoral program; funding; issues of gender; the women’s health movement; the development of the nurse midwifery program; the public health nursing program; the relationship between the University Hospital and the School of Nursing; the Minnesota Nursing Association, the American Nursing Association, and the National League of Nursing; and nurse practitioners. She remembers Katherine Densford, Edna Fritz, Isabel Harris, Irene Ramey, and Lyle French.
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    Interview with Barbara Leonard
    (University of Minnesota, 2011-10-20) Tobbell, Dominique A.; Leonard, Barbara
    Dr. Barbara Leonard begins her interview by discussing her education and her interest in public health nursing. In particular, she describes her early experiences with vaccination and her clinical rotations in college. She then reflects on her work toward a master’s degree in public health at the University of Minnesota, including her coursework, mentors, the creation of the Public Health Nurse Practitioner Program, and the changes to and restructuring of nursing programs in the School of Public Health. She also discusses the following: the impact of the Rajender Consent Decree, relations between the School of Public Health and the School of Nursing; curriculum reform within the School of Nursing; the positioning of nursing programs within the School of Public Health; the favorable economic position of the health sciences in the 1960s and 1970s; and knowledge and skills-based competition among healthcare professionals. The interview then turns toward the following topics: Lee Stauffer as dean of the School of Public Health; transitions in the scope of public health regarding prevention and healthcare delivery; relations among divisions within the School of Public Health; the leadership of Alma Sparrow; her pursuit of a Ph.D. in Healthcare Administration; and her interests in maternal and child health and particularly children with chronic disease.
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    Interview with Lee Stauffer
    (University of Minnesota, 2010-12-08) Tobbell, Dominique A.; Stauffer, Lee
    Lee Stauffer begins by discussing his background, including his education and employment history. He describes his experiences working for Gaylord Anderson, becoming dean of the UMN School of Public Health, working as a sanitarian, inspecting student housing for the UMN, as assistant to the public health engineer, as a student in the School of Public Health, and as dean of the School of Public Health. He discusses Gaylord Anderson, Lyle French, Richard Bond, Ancel Keys, Robert Howard, Alma Sparrow, Henry Blackburn, Richard Chilgren, Edith Leyasmeyer, and Neal Vanselow. He describes the School of Public Health in the 1950s and 1960s; the Environmental Health summer institute courses and the ground water development training program; the relationship between divisions in the School of Public Health; the position of the School of Public Health within the College of Medical Sciences; space; funding; concern about a shortage of health care workers in the 1950s and 1960s and federal support to increase enrollment in the School of Public Health; the controversy about the salary difference between himself and the dean of the School of Nursing, Isabel Harris; the nursing Ph.D. program; the public health nursing program; the Rural Health Care Committee; the state legislature; the Department of Family Practice and Community Health; continuing medical education; the Medical School’s relationship with private practitioners; the health sciences reorganization in 1970; the effort to establish a School of Allied Health; the environmental activism movement and activism on campus during the 1960s and 1970s; the Pilot City Health Project; the Program in Human Sexuality; the Center for Health Services Research; the focus on health care delivery in the 1970s; budget retrenchment in the late 1970s/early 1980s; the public health administration program; and recruiting minority students.
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    Interview with Mariah Snyder
    (University of Minnesota, 2012-06-13) Tobbell, Dominique A.; Snyder, Mariah
    Snyder begins by briefly describing her early life, education, and entrance into nursing. She describes her years as a staff nurse in surgery and orthopedics at Saint Mary’s Hospital in Rochester, MN. Within this topic, she discusses new technology in the hospital, doctor/nurse relationships, nurse training, and international nurse exchanges. She then describes her return to graduate school, for her masters at the University of Pennsylvania. She explores her reasons for going out of state, compares nursing programs, and discusses her training. Snyder describes her teaching positions at Vanderbilt University, the University of Wisconsin-Eau Claire, and then her eventual arrival at the University of Minnesota where she taught and pursued a PhD in education. Framed within her time in the Nursing School at Minnesota, she explores: the Nursing School at Powell Hall, the changing culture of nursing, grants, regional coordination of nursing, the relationship between diploma and baccalaureate programs, the building of Unit F, the push for a doctoral program in nursing the differences between the DNP and the DNS, the Ph.D. program’s reception within the school of nursing, full membership appointments, Nursing School leadership, and long range planning in the nursing school. She describes her research and then discusses the relationship of the Nursing School with other segments of the University. She goes on to discuss different nursing organizations, minority recruitment, and the Nursing School’s relationship with the state legislature. Finally, she discusses her role in athletics at the University, and it’s relationship to women and status in nursing.
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    Interview with Robert L. Kane
    (University of Minnesota, 2013-12-11) Klaffke, Lauren E.; Kane, Robert L.
    Dr. Robert Kane begins his interview with a description of his early life and education. He reflects on his medical training, his time with the Indian Health Service, and his efforts to establish a Department of Family and Community Medicine at the University of Utah. Dr. Kane then discusses his move to RAND in Santa Monica, CA, his work on what would become Value-Based Purchasing, his work on the needs for geriatric manpower, his work establishing the Division of Geriatrics at UCLA, and various lines of research that connected to his work at RAND and UCLA. The conversation turns toward Dr. Kane’s time at the University of Minnesota. He describes the following topics: his goals in becoming dean of the School of Public Health; his reorganization of the School, including moving and eliminating departments and divisions; funding for the School; his work with the Legislature; shifts in public health research; methods of evaluation he tried to establish in the School; division loyalty within the School; and his reasons for stepping down as dean. Reflecting on the larger contexts of the AHC and the University, Dr. Kane discusses all of the following: financial problems in the AHC; the sale of University Hospital to Fairview; Neal Vanselow and Cherie Perlmutter’s leadership in the AHC; and problems with collaboration in the AHC. He describes efforts to admit minority students; the regional importance of the School; deans of the School after he stepped down; Ken Keller’s Commitment to Focus plan; William Brody and Frank Cerra’s tenures as vice president of the AHC; and the joining of the positions of medical school dean and vice president for the AHC. He concludes with the need for more healthcare delivery research at the University and John Finnegan’s tenure as dean of the School.
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    Interview with Robert Veninga
    (University of Minnesota, 2011-02-03) Tobbell, Dominique A.; Veninga, Robert
    Robert Veninga begins with describing his background, including his education. He discusses some of his experiences as a faculty member in the School of Public Health (SPH), as assistant dean, and as associate dean. He describes his research in speech communication, the SPH in the 1960s, the relationship between the SPH and the Minnesota Health Department, the SPH’s collaboration with community agencies, the Summer Institute, the relationship between divisions in the SPH, relations between the SPH and other health sciences divisions and their deans, major challenges for the SPH in the 1970s, funding, the shift from an emphasis on teaching to one on research in the 1970s, Public Health Nursing, the effort in the 1970s to establish a school of allied health, the Center for Long Term Care Administrative Education, the Interdisciplinary Studies Program, the Center for Health Services Research, the Program in Human Sexuality, retrenchments in the 1980s, space, the Hospital and Health Care Administration program’s move to the Carlson School of Management, and recruitment of minority students and faculty. He talks about Gaylord Anderson, Lee Stauffer, Lyle French, Bright Dornblaser, Edith Leyasmeyer, and Robert Kane.
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    Interview with Ruth Stryker-Gordon
    (University of Minnesota, 2010-12-03) Tobbell, Dominique A.; Stryker-Gordon, Ruth
    Ruth Stryker-Gordon begins by discussing her background and why she went into nursing. She describes her experiences as a nursing student at the UMN, as a tuberculosis field nurse with the Minnesota State Health Department and doing TB screening in rural Minnesota. She also discusses her experiences as a school nurse, as a pediatric nurse, as assistant director of nursing at St. Barnabas and introducing ward clerks; working at the Sister Kenny Institute; getting her MA in education; and serving on the Board of Licensure for Nursing Home Administrators. She discusses Katherine Densford; Sister Elizabeth Kenny; her husband, Kenneth Gordon; Lee Stauffer; Edith Leyasmeyer; Robert Kane; Owen Wangensteen; Richard Varco; nurses that worked on Indian Reservations (Bureau of Indian Affairs nurses); male nurses; women of color nurses; women faculty in the School of Public Health; recruiting minority students; and faculty of color. She describes iron lungs; living in Powell Hall as a nursing student; the introduction of penicillin; relations between nurses and physicians; interactions between the Sister Kenny Institute and the UMN Medical School; the Shyamala Rajender Decree and pay discrepancies between male and female faculty; and relations between divisions of the School of Public Health. She discusses changes in nursing in the 1960s; faculty in the School of Public Health at the UMN; developing curriculum in nursing home administration; the Kellogg Centers for long-term care administrative education; the School of Public Health division of Hospital and Health Care Administration, its Independent Study Program, and its Masters in Hospital Administration program; the Public Health Nursing program; nursing homes; and funding and space issues in the School of Public Health.
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    Interview with Ruth Weise
    (University of Minnesota, 2010-07-28) Tobbell, Dominique A.; Weise, Ruth
    Ruth Weise starts with describing her background, including her education and why she went into nursing. She discusses her experiences as a student at the University of Minnesota, working as a staff nurse, teaching operating room nursing, why she left the University of Minnesota, and her work at St. Barnabus Hospital. She describes working with iron lungs, surgeons’ treatment of nurses, working in the operating room and with different technologies, and the Area Health Education Centers program. She discusses the relationship between diploma and degree nurses at the University of Minnesota; curriculum changes in the 1940s and 1950s; changes in the School of Nursing between the 1950s and 1970s; the move in nursing to working with communities; the relationship of the University of Minnesota School of Nursing to other nursing programs in the region; the closing of nursing diploma schools, changes in the School of Nursing after the reorganization of the health sciences in 1970; the perceived shortage of health care professionals in the 1950s through 1970s; public health nursing; and the move to have nursing faculty with Ph.D.s and what it was like to not have a Ph.D. in this context. She remembers Katherine Densford, Isabel Harris, Edna Fritz, Irene Ramey, and Ellen Fahey.
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    Interview with Sandra Edwardson
    (University of Minnesota, 2012-05-30) Tobbell, Dominique A.; Edwardson, Sandra
    Sandra Edwardson begins by describing her upbringing and education in Minnesota, followed by her pursuit of a graduate degree in nursing, and her reasons for entering the nursing field, particularly maternal and child nursing. She then discusses nursing shortages, working as a nurse for the Indian Health Service in Mississippi during the Civil Rights era, and contrasts the treatment of Native Americans in Mississippi and Minnesota. Edwardson goes on to describe moving back to Minnesota where she taught at Saint Olaf College for a number of years and then decided to pursue her Ph.D. at the University of Minnesota in Hospital and Healthcare Administration. As part of her recollections surrounding her experience as a Ph.D. student, she describes the environment for women, her work with Dr. Vernon Weckworth as her advisor, and her dissertation research on Homecare for the Dying Child. She then covers the following topics: becoming an instructor in the Independent Study Program, becoming an assistant professor in the School of Nursing, the creation of a doctoral program in nursing at the University and doctoral education in nursing at large, teaching in the Nursing Administration program, working with the Institutional Review Board, and obtaining both research and building funding. She discusses the deanships of Inez Hinzvark and Ellen Fahy, her experience as assistant dean under Fahy, conflicting attitudes regarding nursing philosophies within the School of Nursing, regional planning for nursing, retrenchment and planning strategies at the University, the creation of the Master of Nursing degree at the University of Minnesota, the creation of the National Institute for Nursing Research, the transfer of the public health nursing program from the School of Public Health to the School of Nursing, her transition to interim dean and later to dean, the Rajender Consent Decree, and then her move from associate to full professor. She goes on to describe the tenures of some of the vice presidents of the Academic Health Center and particularly Frank Cerra’s creation of the Dean’s Council, collaboration within the health sciences, community research projects, the recruitment of minority students, the creation of a nurse practitioner program in the School of Nursing, the relationship between the School of Nursing and the University hospitals, the development of the Doctor of Nursing Practice degree, and her relationship with the Regents, the University president, and the State Legislature.
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    Interview with Vernon Weckwerth
    (University of Minnesota, 2010-12-14) Tobbell, Dominique A.; Weckwerth, Vernon
    Vernon Weckwerth begins his interview by discussing his upbringing during the Great Depression near the Red River Valley of Minnesota, his early education, and the rather circuitous route he took to the University of Minnesota. He discusses his graduate education, his return to Minnesota, and his professorship in health care administration in the School of Public Health. Weckwerth highlights some of his work in hospital administration within the context of the University’s land-grant mission and the creation of the Independent Study Program (ISP) to serve rural populations. As he relates his creation of ISP, Weckwerth elaborates on his educational philosophy and town/gown issues. Though his degrees were not in public health, Weckwerth took all of the public health courses offered by the University. He relates his interest in public health in terms of his rural upbringing and how he entered the field professionally. He then discusses the leadership of Gaylord Anderson, Lee Stauffer, and Edith Leyasmeyer in the School of Public Health. He also covers the following: his interpretation of dean appointments, his philosophy of public health as a field, the relationship of the School of Public Health to other departments, biostatistics, his role in the national heart study, the creation of the family practice program, the reorganization of the AHC, his experiences with the state legislature and community and professional organizations, his role in creating a doctoral program in nursing, the spread and closing of ISP, and his time on the faculty senate.
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    Missingness in longitudinal research: attrition analysis and imputation approaches in a school-based, longitudinal study of young adolescents .
    (2010-08) Harpin, Scott Butler
    Participant attrition and missing data are omnipresent validity threats in longitudinal research. Study attrition is especially concerning in longitudinal studies with vulnerable populations, such as students in public schools located within poor urban communities where residential mobility is often a fact of life. The current study is a secondary data analysis of the Lead Peace demonstration study. "Lead Peace" is a middle school service learning program of the Minneapolis Public School District. Student outcomes associated with Lead Peace program involvement are being evaluated by the University of Minnesota Prevention Research Center with a cohort of middle school students followed over three years beginning in the 2006-2007 school year. This evaluation included student surveys administered at four points: the beginning of 6th grade (T1), the end of 6th/beginning of 7th grade (T2), the end of 7th grade (T3), and the end of 8th grade (T4). The current study utilized data from T2, T3 and T4 surveys. The purpose of this study was two-fold: (1) to compare sub-samples of young adolescents completing surveys at one or more of three time points, and (2) to test methods for handling missing data in longitudinal studies. The primary aim was to examine similarities and differences between students who completed surveys at T2, T3 and T4 and those who did not complete surveys at one or two of these data collection points. The secondary aim was to contrast estimates from multivariate models predicting youth violence involvement using three different datasets, one that included all students present for all surveys (complete-cases) and two that included imputed data from those missing at time points T3 and T4. The primary aim was addressed through a series of comparison tests contrasting a group of students who completed all three surveys with groups who in-migrated and groups who out-migrated during the study period. Groups were compared on variables including gender, ethnicity, number of years living in one's neighborhood, number of schools in current school year, substance use, a variety of pro-social connectedness factors, bullying and violence involvement. The study's secondary aim was addressed by creating three different longitudinal datasets, one that includes all students present for all surveys (complete-case analysis) and two that include imputed data for those students missing at time points T3 and T4. Two types of data imputation, regression-imputation and multiple imputation, were used to create a second and third dataset. Comparisons were made of point estimates, standardized beta values, and standard errors generated by each dataset for a longitudinal regression model of relationships between T2 youth violence involvement, T3 neighborhood connectedness measures, and T4 youth violence involvement. Findings related to primary aim suggested that out-migrating and in-migrating groups of students were similar to those who started and stayed the duration of the Lead Peace study. Students who entered the study at T3 tended to have increased levels of disruptive behavior in their first year, but became more similar to the group of students present the entire time in the second year of surveys. Students who joined Lead Peace for only the T4 data collection point exhibited the greatest number of different characteristics across comparisons from those who were present at all time points. Data imputation models performed as hypothesized, with each having merits and drawbacks. In each dataset, T2 violence involvement predicted T4 violence involvement at statistically significant levels (p = 0.00 in each multivariate model). T3 neighborhood civic contribution predicted decreased T4 violence involvement (p = 0.03) only in the multivariate model employing the regression-imputation dataset. All other longitudinal multivariate relationships tested were not significant in multivariate models. T he current study offers a framework for understanding attrition in longitudinal research with public school students from low-income urban neighborhoods. Within these settings, students who leave a longitudinal study may be similar to students who stay for the duration of a study. In contrast, students who join a longitudinal study exhibit several differences in psychosocial and behavioral characteristics than those present for the duration of a study. Findings from this study's attrition analysis will inform investigators who are considering study designs and are making generalizations about study samples in similar research settings. The current study also adds to the growing evidence of the utility of data imputation methods to handle missing data in longitudinal research. Finally, findings offer mixed evidence of pro-social "neighborhood connectedness" as a protective factor buffering youth from violence involvement.
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    Studying the playbook: mediating variables in relationships between sports team participation and health-risk behaviors among alternative high school students from 2001–2010.
    (2012-07) Johnson, Karen Elizabeth
    Using a resilience framework, the purpose of this dissertation research was to: (a) describe relationships over the past decade between weekly school sports team participation and health-risk behaviors in three categories (substance abuse, sexual risk-taking, violence involvement) among student attending alternative high school in Minnesota; (b) explore potential mediating variables (school connectedness, adult connectedness, friend connectedness, emotional distress) in associations between sports team participation and health-risk behaviors; and, (c) explore gender and race/ethnicity as potential moderators of associations between weekly school sports team participation and health-risk behaviors. The 2001, 2004, 2007, and 2010 Minnesota Student Surveys (MSS; n = 14,096) for alternative school students were used for repeated cross-sectional analyses exploring relationships between sports and health-risk behaviors over the past decade. Separate logistic regression models for each health-risk behavior were used to examine associations by year between school sports team participation and health-risk behaviors. Meditating variables in relationships between sports team participation and two categories of health-risk behaviors (substance use and sexual risk-taking) were assessed using multiple mediator models for 2010 MSS data, only. Specific indirect effects of each mediator, adjusted for other mediators in the model, as well as the total indirect effect of all mediators on relationships between school sports team participation and each health-risk behavior were assessed. Substance use was examined over the past year for repeated cross-sectional analyses and over the past month for mediation analyses. Results from repeated cross-sectional analyses suggested that, across survey year and race/ethnicity, weekly sports team participation was significantly associated with decreased substance use among alternative high school students. Sports team participation was more protective against substance use for males than females. Findings were mixed for sexual risk-taking outcomes. Females participating in weekly sports were significantly less likely to report ever having sexual intercourse. Male sports participants were more likely to report having three or more sexual partners in the past year, although differences became nonsignificant in final adjusted models. Among sexually active males, sports participants were more likely than nonparticipants to report using a condom at last intercourse. Results were also mixed for violence-related behaviors, with weekly sports team participation being a risk factor for some outcomes (e.g., gun carrying) but not significant for others (e.g., attempted suicide). No gender or racial/ethnic differences were found in mediation analyses using 2010 MSS data. Results from mediation analyses suggested adult connectedness mediated protective relationships between sports team participation and substance use, while friend connectedness attenuated the strength of these protective associations. Adult connectedness and school connectedness mediated protective relationships between sports team participation and sexual risk-taking behaviors, while friend connectedness again diminished the strength of these relationships. Significant direct effects remained for several outcomes, indicating mediating variables included in each model did not fully explain relationships between sports team participation and substance use and risky sexual behaviors. In conclusion, findings suggest sports team participation buffers against social-environmental risks that make alternative school students particularly vulnerable to engaging in substance use and risky sexual behaviors. The context of sports team participation, particularly social connectedness, matters. This underscores the importance of ensuring students in alternative schools have opportunities to participate on sports teams, and that these opportunities are deliberately shaped to promote healthy behaviors. Future studies should try to identify additional mediating factors explaining relationships between sports team participation and health-risk behaviors, and develop ways to promote positive elements of sports team participation that promote healthy behaviors.