Browsing by Subject "Undergraduate nursing education"
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Item Interview with A. Marilyn Sime(University of Minnesota, 2010-04-15) Tobbell, Dominique A.; Sime, A. MarilynA. 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.Item Interview with Barbara Leonard(University of Minnesota, 2011-10-20) Tobbell, Dominique A.; Leonard, BarbaraDr. 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.Item Interview with Eugenia Taylor(University of Minnesota, 2010-05-27) Tobbell, Dominique A.; Taylor, EugeniaEugenia Taylor begins by discussing her background, including growing up in Montana, her education, her early nursing career, and why she became a nurse. She discusses her experiences as a diploma student, as a baccalaureate student at the UMN, getting her MA in education, and as faculty member at the UMN. She talks about the UMN School of Nursing faculty and deans, including Katherine J. Densford, Edna Fritz, and Isabel Harris. She discusses the practical nursing program and its position within the School of Nursing; the rural nursing program; licensed practical nurses (LPNs) versus registered nurses (RNs); nursing education; the Child Bearing-Child Rearing program; Building F; the Shyamala Rajender decree, sex discrimination, and women at the UMN; the Disaster Nursing Program in the 1950s/1960s; the School of Nursing and the reorganization of the health sciences in the late 1960s; the nurse midwifery program; the nursing Ph.D. program; the Area Health Education Commission; and the School of Nursing’s regional work. She describes changes in nursing education curriculum in the 1960s; the creation of a School of Nursing dean and the appointment of Isabel Harris as the School’s first dean; nursing education in the Twin Cities; nursing licensing; nursing aids; physicians assistants; nurse practitioners; relations in the School of Nursing between faculty with Ph.D.s and those without; and nursing research laboratories.Item Interview with Ida Martinson(University of Minnesota, 2010-07-07) Tobbell, Dominique A.; Martinson, IdaIda Martinson begins by discussing her background, including her education and why she became a nurse. She discusses working at St. Luke’s Hospital as a diploma student, working with Christian Family Service Center, studying tuberculosis nursing in Japan as part of the University of Minnesota Student Project for Amity among Nations, going to the University of Illinois for her Ph.D., working in the University of Minnesota School of Nursing as faculty, and going to the University of California, San Francisco. She describes relations between nurses and physicians; the medical technologies she interacted with at St. Luke’s Hospital; and having a joint faculty appointment in the Department of Physiology and in the School of Nursing at the University of Minnesota. Other topics discussed include relations between diploma and baccalaureate nurses; interactions between the School of Nursing and other health sciences schools at the University of Minnesota; interactions with insurance companies; her research in Asia; the building of Unit F; regional planning and nursing workforce in the 1970s; and the Midwest Nursing Research Group. Martinson describes her research, including her doctoral research, doing research in Taiwan, and the Home Care for the Dying Child Project. She discusses doing clinical work when she was a baccalaureate student; School of Nursing curriculum revisions; concern over the shortage of health care workers in the 1960s; the federal Nurse Scientist Program; the School of Nursing’s efforts to develop a nursing doctoral program during the 1970s and early 1980s; the reorganization of the health sciences in 1970; public health nursing; sabbaticals; working with the Human Subjects Research Committee; her work in China; nurse practitioners; the Nurse Midwifery Program; the Program for Human Sexuality and attending a Sexual Attitude Reassessment; efforts by the health sciences faculty to establish a health sciences bargaining unit; the development of the 4 Block Nurse Program; and a nursing exchange program with China. She talks about the faculty at the University of Minnesota while she was a student, Katherine Densford, and other School of Nursing deans.Item Interview with Katherine Lillehei(University of Minnesota, 2010-10-27) Tobbell, Dominique A.; Lillehei, KatherineKatherine Lillehei begins by describing her background, including her education and why she went into nursing. She discusses her experiences as a nursing student at the University of Minnesota, working at the General Hospital, working at the University Hospital, and as a private duty nurse. She describes the relationship between nurses and physicians; the heart/lung machine; the Society of Thoracic Surgeons Lillehei lectures; the experiences of wives of surgeons; the elimination of the practical nursing degree program at the University of Minnesota School of Nursing; and commuting back and forth to New York City while her husband worked at the New York Hospital. She discusses her husband, C. Walton Lillehei, touching on topics such as his experiences with cancer and the atmosphere in the Department of Surgery while he was there. She talks about Richard Varco, Owen Wangensteen, Earl Bakken, Maurice Vischer, Katherine Densford, Ellen Fahy, and other School of Nursing Deans.Item Interview with Mariah Snyder(University of Minnesota, 2012-06-13) Tobbell, Dominique A.; Snyder, MariahSnyder 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.Item Interview with Ruth Weise(University of Minnesota, 2010-07-28) Tobbell, Dominique A.; Weise, RuthRuth 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.Item Interview with Sandra Edwardson(University of Minnesota, 2012-05-30) Tobbell, Dominique A.; Edwardson, SandraSandra 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.Item Interview with Theresa "Tess" Sullivan(University of Minnesota, 2010-10-07) Tobbell, Dominique A.; Sullivan, TheresaTheresa Sullivan begins by describing her education and her decision to become a nurse. She discusses her experiences as a student at the University of Minnesota School of Nursing during 1940s, her clinical experience, and working as a nurse at the University Hospital in the 1940s. She discusses World War II; changes in nursing and medical practice since the 1940s; nurses’ relationships with interns; how physicians and surgeons treated nurses; diploma nurses; the atmosphere around the Medical School in the 1950s; the Medical School faculty’s relationship with their students; the position and power of the Medical School within the health sciences and the University more broadly; attitudes of local medical community toward the Medical School; and the relationship between the Medical School and the state legislature. She talks about her husband, Dr. Albert Sullivan; Earl Bakken and the development of the pacemaker; Walton C. and Katherine Lillehei; John Najarian; and Katherine Densford.Item Interview with Thomas Kottke(University of Minnesota, 2010-03-25) Tobbell, Dominique A.; Kottke, ThomasThomas Kottke begins by discussing his background, including his education and why he became a physician. He discusses his time as a medical student at the University of Minnesota; going to McGill University for his residency; some of his experiences as a faculty member at the University of Minnesota Medical School, and getting the Preventive Cardiology Academic Award and his work on tobacco control and smoking. He described his impressions of the new Medical School curriculum as a student, his experience at a Sexual Attitude Reassessment Seminar, his experiences on the Council of Deans and Directors as a student representative, the perceived shortage of doctors in the 1960s, the relationship between the Medical School and the Mayo Clinic, and the reorganization of the health sciences in 1970. He discusses the Council for Health Interdisciplinary Participation (CHIP), family medicine, the recruitment of minority students, women students, and the affiliated hospitals. He discusses his father, Frederick Kottke, and his father’s connections with Democratic Congressional members, including Hubert Humphrey.