Monthly Archives: March 2016

Be a Voice for Patient Safety

The problem is becoming more and more serious. In 1999 Americans learned from the study, To Error is Human by the Institute of Medicine that 98,000 patients die every year from preventable errors in hospitals. In 2013, a study in the Journal of Patient Safety found an increasing number between 210,000 and 440,000 patients are dying from preventable errors each year in hospitals.

This striking statistic is causing many to acUnited Safetyt. Each year, to help health care organizations increase safety, The National Safety Patient Foundation promotes an annual education and awareness week campaign. Patient Safety Awareness Week educates healthcare staff and patients about the importance of preventing errors within hospitals.

As a nurse it is important to start early, practicing good safety habits to keep patients safe and healthy. Patient safety research shows that most errors occur during change-of-shift report.  As a result, a standardized change-of-shift report was created to reduce nurse to nurse communication errors. The following is done:

    1. Require two nurse signatures
    2. Adhere evaluations

These two simple tasks can prevent many complications and can help patients get the correct care they need. For nurses it is important to increase communication during these pivotal moments of  in between care and shift changing.

As a patient it is also important to talk to your healthcare professional to make sure you understand your own care.  Make sure your nurse or hospital staff explain to you any medication, treatments or procedures. Ask the following :

  1. Name of your medication
  2. Purpose of your medication
  3. Time for your medication to be taken
  4. How to take your medication
  5. Side effects of the medication

If you feel your nurse or hospital staff have not answered these questions ask them to do so.

Together, patients and healthcare professionals can eliminate the problem of unsafe healthcare. As everyone works together with better communication, everyone can prevent errors in hospitals every day, and not just during Patient Safety Awareness Week.

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Culture Connections Pt. 3 – Finland

Brooke Stacey peered out of the sauna door as the rest of the group shuffled toward the lake. She did not want to leave the warm room for the chilly outdoors, but everyone else was going. After a few steps Stacey caught up with the group, now standing on the dock.

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Warm again and all smiles, the group enjoys a Finnish sunset. Students learned the immense value Finns put on relaxation as the stayed at their host’s summer home.

“Okay, we jump in now,” said their Finnish host. Stacey could not believe it. Even though it was spring, the water was freezing. How can this be healthy? she thought as she eyed the water lapping up against the dock. Then came the countdown: “3, 2, 1, jump!” Her legs, with a mind of their own, propelled her over the edge into the coldest water she had ever been in. She came up gasping for air, but despite the cold, a wide smile spread across her face as she thought, This is Finland!

During their clinical practicum last year, Stacey and other BYU College of Nursing students dove into the Finnish culture and healthcare system. Working side-by-side with Finnish nurses, they learned valuable lessons and made important comparisons between their native healthcare system and the foreign one they were experiencing.

“One of the biggest problems with healthcare in the U.S. is that we are problem solvers, not people solvers,” says Stacey, a Virginia native in her sixth semester. “The Healer’s art follows Christ’s example. He cared deeply for the individual and looked at the whole person, not just their problems.”

Each BYU student went out with a community nurse to visit patients. In Finland much of the healthcare is done in patients’ homes—even immunizations. That’s one of the reasons Finland has a 95 percent immunization rate, according to a study done by the National Public Health Institute in Helsinki.

Alex Rahn, a sixth-semester student from Alpine, Utah, remembers driving out to patients’ homes and being impressed by the individual care given to each patient. They visited a person who had attempted suicide, an elderly woman who was lonely, and a man who had recently had a stroke. The nurse knew each of the patients by name and did not even have to knock before she went into some of their homes. She provided them tailored care and got a detailed look into their lives. Rahn felt that in America, these people would simply have been more names on an already long list of patients.

“In the United States patient care is very rigid,” says assistant teaching professor Dr. Leslie Willden Miles (AS ’83, BS ’99), who accompanied the students. “You go in, do the procedure you are supposed to, and get out. In Finland you sit down, have a warm drink, and chat. It is a little more engaging.”

Seeing such quality care for patients made many students wish for a similar system in the United States. A complete transplant of the Finnish healthcare system might not be possible, but the students realized they could bring a Finnish touch to their nursing approach. “We cannot just throw out the system we have—that would be impractical,” Rahn says. “But there are aspects I can implement in my care. I just need to take the time to talk to my patients, ask questions, explain things, and show a genuine concern for them on a personal level.”

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BYU students and Finnish students together for a learning experience. The students start Skyping each other several months in advance to better understand each other and prepare for their meeting.

Getting such a hands-on look at Finnish healthcare required the students and faculty to plan and prepare beforehand. Months before the trip, College of Nursing students paired up with English-speaking students at the Mikkeli University of Applied Sciences. They did assignments together and discussed differences in healthcare over Skype during the Finnish students’ class time. When the BYU students arrived in Finland, they went to Mikkeli and met their Skype partners, who played a big role in showing the BYU students the ins and outs of their healthcare and country.

Just by living in Finland for a couple of weeks, students discovered what a big role the Finnish community plays in the country’s healthcare. While the students were in Savonlinna they participated in the Women of the Castle Run, a government-sponsored 5k for the women in the town. “It was a huge community effort to be healthy,” Rahn says. “The community made a great effort to promote the event, and the students who participated in the race even made it in the newspaper.”

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BYU Nursing students after their “Women of the Castle” 5k. Students saw first hand how large an emphasis the Finnish government puts on well-being and exercise.

Students remarked that a healthy lifestyle is integrated into the Finnish culture itself, with a huge emphasis on relaxation; almost everyone has a sauna in their house and a summer home for vacations. “Here [in the United States] we will vacation to ‘relax,’” Stacey says, “but honestly we go on intense vacations where we go to Disneyland and hit every single ride. There [in Finland] they just go to their summer house and chill by the lake and in the sauna.”

As the Finland trip came to a close, the students realized that they need to understand their patients’ cultures in order to give them extraordinary care. “That is why we did all those activities while we were there,” Miles says. “You have to be engaged in a culture to learn—you cannot just do a train-ride view through it.”

Culture Connections Pt. 2 – Cara Wiley’s Journal

Cara Wiley, a senior academic advisor for the BYU College of Nursing, was selected as the recipient of a Kennedy Center grant to represent all the university’s academic advisement centers in learning about students’ international experiences. Below are excerpts from her travel log as she accompanied a second group of students on their trip to the Czech Republic.

Cara and nursing students pause for a quick photo on their Prague tour. Students prepared for the trip by reading up on Prague history.

Cara and nursing students pause for a quick photo on their Prague tour. Students prepared for the trip by reading up on Prague history.

Day One: We landed and made our way to the hostel. After getting the lay of the land, we ate some traditional Czech food for dinner. The students are all excited to be here.

Day Two: Today we toured around Prague. To learn more about Prague’s history before the trip, the students read Prague Winter by Madeleine Albright and each learned about a specific place in the country. Then the students became our tour guides as we viewed the locations. It was neat because the students were not trying to absorb all the historical information around them—they had learned it before. Instead, they could put the pieces together, enjoy where they were, and reflect on their experiences.

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A memorial now stands where the town of Lidice used to be. From this sobering story, nursing students recognized how big an influence historical events have on a culture.

Day Three: The routes of the Czech public transit system were changed two weeks ago, and we had no idea how to get where we wanted to go. Nothing here is in English—it is not like other places in Europe. We resorted to just asking people on the street because we had no idea what the signs said. We finally got to Lidice, and it was a sobering experience, both for the students and for me. The Nazis completely leveled Lidice in WWII because they thought the people were harboring fugitives who had assassinated a Nazi SS leader. Looking at the ruins of the town, I thought about how important it is that the students have not just a generational perspective but a cultural perspective as well. They need to understand what the past was like for these people and how to talk to them about it. It seems there are some memories the citizens do not want to share and there are other topics they are willing to discuss. The more empathy the students gain, the better their nursing practices will be.

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Nursing students feeling rested and relaxed in Karlovy Vary. Relaxation therapy is a major part of Czech culture and healthcare.

Day Four: Today we went to a medical spa town called Karlovy Vary. In the Czech healthcare system, doctors can write prescriptions for patients to have relaxation therapy or other spa treatments, like massages, hypnotherapy, and oxygenation therapy. We would call it going to a day spa, but Czechs consider it to be legitimate medicine. One of the coolest things I did was a respiratory treatment: you breathe in steam infused with herbs to loosen pollutants in your lungs. I had a cold, and the treatment helped me to breathe easier. In the Czech Republic, homeopathic treatment is taken just as seriously as any major medicine would be in the United States. These treatments are different than those traditionally done at American day spas. Another interesting fact that we learned: in the Czech healthcare system, all spa items are completely covered by health insurance.

Day Five: We attended church with a branch of The Church of Jesus Christ of Latter-day Saints at the embassy and spent the rest of the day learning about Czech culture. One of the cities we went to was Kutná Hora. There are lots of churches there, but the most interesting one was a church elaborately decorated with bones. Although the church was a bit unsettling, the students loved looking around and naming the different bones.

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Nursing students meet up for a break during Czech clinicals. They were amazed at the modern technology at the Prague hospital.

Day Six: Today we did orientation for the clinical practicum. It was interesting to learn a little bit more about the Czech healthcare system and to share some things about ours. One of the biggest differences is with maternity leave. When Czechs take maternity leave, it can be for two to three years; in the United States, we get six to eight weeks. The Czechs were shocked and did not understand how we could do that as families.

Day Seven: We started the clinical practicum experience today. The hospital we are in is supposed to be one of the top-ranked in the world, but it is still so small compared to what we have in the U.S. However, they do have a lot of innovative technologies that we do not have. One of the students got to watch a brain surgery with a new machine the FDA has not approved for use in the U.S. yet. The students talked a lot about how the procedures were different in the Czech. I am pleased the students got to experience a different healthcare system and culture, and I am glad I got to see how much they learned.

Culture Connections Pt. 1 – The Czech Republic

Whitney R. Bunker (BS ’15) listened attentively as a white-haired patient fumbled over the words to a song he had learned from American soldiers long ago. He quietly began to sing “My Bonnie Lies over the Ocean” with a thick Czech accent, and Bunker pieced the puzzle together: he was sad because his wife, his “bonnie,” had died. Bunker held his hand, glad to have made a small but powerful connection with her patient.

Last year BYU College of Nursing students studied in the Czech Republic for the first time as part of a clinical practicum. Bunker, among 10 nursing students, paired up with Czech nursing students from the College of Nursing in Plzeň and traveled to several different cities throughout the country, where they had both cultural and clinical experiences that provided perspective and enhanced the way they nurse. “We got to see firsthand what makes the Czech Republic such a special place, and learned what it takes to connect with someone from a different culture,” says Bunker.

“The key thing our students pick up on is that there are other ways of communicating with the patients,” says associate teaching professor James Kohl. “It does not always have to be audible; it can be in smiles, frowns, or gestures. We do not have to rely just on spoken communication to know what the patient needs.”

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Nursing students stand on the steps of an old Czech building in Prague. Their experience helped them learn the value and importance of understanding other cultures.

Formerly a part of communist Czechoslovakia (a satellite state of the Soviet Union), the Czech Republic and its healthcare system have undergone dramatic changes since the country became independent in 1993. “In less-developed countries, the students are out of their comfort zones with regards to food, beds, and environmental conditions,” says teaching professor Dr. Sheri P. Palmer (AS ’81, BS ’84). But in the Czech Republic, where the healthcare system is advanced, “the students had to get out of their comfort zones to build relationships with people they did not fully understand at first.”

One of the first things Bunker noticed as she got off the airplane was the many people smoking cigarettes. “It was hard for some of us to get used to—to understand why everyone smokes,” says Bunker, a Utah native. “In the U.S., and especially in Provo, antismoking has been pushed so much that there are not nearly as many people who smoke as in the Czech.”

In addition to smoking, Czechs love their beer. The students found this to be all too true at their first stop in the city of Plzeň, the beer capital of the world. Bunker recalls that a bottle of beer was cheaper than a bottle of water. These differences in standards turned out to be a great learning opportunity for the students.

“The students were able to see that people, even those who have different values, are still good people,” Palmer says. “I think that is so important to realize as a nurse. It helps you treat each patient with the best care possible.”

Students identified some key differences in the healthcare system as well. “The biggest difference we saw was a lack of nurses,” Bunker says. “And the nurses who were there had huge workloads and appeared to be underpaid.” Bunker gave a presentation on nursing and healthcare in America to a group of doctors and nurses in a hospital in Jablonec. When she showed the slide about the salary for American nurses, the room filled with the loudest collective gasp she had ever heard.

Taija Leonard helps a Czech nurse. Students learned quickly that language wasn’t the only way to communicate with those around them.

Czech nurses also have a lot of restrictions on patient care. “Nurses [in the United States] can move patients around, put them on different diets, or even stop oxygen because they are saturating well enough,” Palmer says. Nurses in the Czech have to get a doctor’s order before they can do anything, so they usually end up doing paperwork or dispensing medications. “They still have a super important job and a lot of responsibility,” she says, “but it is a little bit different than in the U.S.”

Despite the difficulties these Czech nurses face, big cities in the Czech have developed medical care that rivals healthcare in the United States. Students were amazed that a system still recovering from communist rule could give such great care to its patients.

“In Jablonec one of the nurses stuck out to me,” Bunker says. “She had an amazing amount of work to do, but she was very dedicated to her job. She had fewer resources, such as people and supplies than a U.S. nurse would have, but she was still optimistic. I think I learned the most from her and from other nurses we got to meet. I learned what dedication to your job means and how important it is to have good team relationships among all the nurses.”

Getting to know a different culture helped the students not only to gain perspective on different countries’ healthcare systems but also to appreciate its citizens, customs, and historical events.

The BYU students arrived in Plzeň during the 70th anniversary celebration of when American troops liberated the city from Nazi occupation during WWII. During a community event, old Sherman tanks rolled down the narrow cobblestone streets as hundreds of Czechs, dressed in American uniforms from WWII, marched into town. Crowds lined the streets and American marching music accompanied the cheers of the crowd and the rumble of the heavy vehicles.

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Nursing students look on as the American convoy rolls through Plzeň. Students were amazed at the patriotic display they found so far from home.

“We had never seen such a patriotic display anywhere—within or outside the U.S.,” Kohl says. “Fourth of July celebrations pale in comparison to what the Czech people did to celebrate their liberation. A couple of the students told me that they had never felt more proud to be an American.”

Students realized that learning more about the country, the people, and their hardships brings an understanding that is essential to nursing with the Healer’s art. “We could spend time with catheters, IVs, or nasogastric tubes anywhere,” Kohl says. “We do not go abroad for that experience; we go abroad to meet the people and to interact with and understand them.”

 

A Heartfelt Reunion

Life was going according to plan for Megan Parr. It was June and she had just graduated from high school. When the time came to register for classes at BYU, Megan knew exactly what she wanted to do: athletic training. All signed up for her pre-reqs, Megan was ready to dive in. Looking back now, she realizes life had something else in store.

Just a couple days after choosing her classes, Megan, a Lehi-native, had a TIA that led to the discovery of a large hole in her heart. In August she had surgery to get it fixed and one of her nurses, the one who actually took her right after the procedure, was named Jenny.

“I was still coming out of sedation, but what I mostly remember was her talking to me for a while and finding out I went to BYU,” Megan says. “She asked me what I was going to study and I said athletic training. She paused for a second and then said, ‘You shouldn’t do that.’ When I asked why, all she said was that she thought I seemed like I should do nursing. Then she left to go help another patient.”

Later Jenny came back and Megan, a little less sedated, was able to ask why she would be a good nurse. Jenny explained how nurses get to help all kinds of people who are sick, people who really need help. She told Megan that nurses can be the difference between patients making it or not and that despite the huge responsibility, it was worth it.

“She talked to me for a while and I thought about it, but didn’t really take making the change into consideration,” Megan says. “Later that night the shift changed, and she came back in and re-iterated both that I should do nursing and that she taught at BYU. I just said, ‘Ok yeah, sounds good.’”

Later that night Megan had a lot of issues because of her procedure. The nurse who was there helped her with things she couldn’t have done herself. “I felt so dumb,” she says. “But I realized that Jenny was right, and that nurses really are like superheroes.” That night Megan felt prompted she should change her major to nursing, just a month before classes started.

Fast-forward several years and Megan is in her fifth semester as a College of Nursing student. It’s the first day of the ICU clinical prep class and a familiar face stands up to introduce herself to the whole class. “When she stood up I couldn’t stop thinking about how I knew her from somewhere,” Megan says. “She looked so familiar. Then she said her name was Jenny.”

Megan couldn’t hold her excitement in. Her hand shot up and she told Jenny her story. “I had to hold back the tears,” says Jenny Faulk, adjunct faculty member. “It was the biggest reward that you could possibly have. To see somebody that you cared for, whether that be a patient or your students, exceed and excel.”

Jenny has only a fuzzy memory of her exact conversation with Megan, but she feels strongly that there was a reason she was so blunt back then.

“I feel like the Savior can influence our practice,” she says. “He can guide us to direct and help meet people’s needs, even influence them like Megan. It’s an essential part of BYU Nursing, before and after graduation, to learn and lift as we practice the Healer’s art.”

Megan is currently preparing to go to Ghana as a part of her Public and Global Health nursing course this year. She couldn’t be happier with the decision she made five years ago. “It’s been amazing,” she says. “Nursing was definitely what I was supposed to do, it just took Jenny to help me figure it out.”

A Mentored Learning Experience and You

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The college begins a campaign to raise $2 million for mentored learning opportunities.

At Brigham Young University, mentored learning is an initiative that encourages significant hands-on opportunities for undergraduate students to participate in faculty research or projects which contribute to the discipline. One-on-one or small group mentoring sessions with faculty members give undergraduates an educational experience that is typically only available in graduate school. Instead of striving to become a major research university, BYU has a goal to become the best undergraduate teaching university in the nation, and undergraduate mentored learning has become a significant component of achieving this goal.

Benefits for undergraduate students who get involved in faculty research or with projects contributing to the discipline include opportunities to prepare for graduate school, learn to balance collaborative and individual work, understand published works, determine a specialty area, and get a head start on their careers. Through exposure to research and discipline projects as undergraduates, nursing students also discover ways to assess comprehension, establish expectations, foster independence, maintain effective communication, and deal with ethics and diversity.

The university offers two types of grants for students to work with faculty: ORCA (Office of Research and Creative Activities) grants and MEGs (Mentoring Environment Grants). These resources are limited—the college receives funding for only about half of the proposals submitted each year—yet there are 38 full-time professors in the College of Nursing who pursue unique projects and are willing to tutor students in this work. At the same time, faculty members seek funding from other campus sources, college accounts, and external resources.

To facilitate this learning and allow as many students as possible to receive a graduate-level experience while they are undergraduates, the BYU College of Nursing has started a campaign to raise funds to provide additional mentored learning experiences and opportunities.

We are pleased to announce that a generous anonymous donor has gifted $250,000 to establish a dedicated mentored learning endowed fund in nursing. Over the next three years, the college hopes to raise an additional $1.75 million in gifts. The interest money from this endowed fund will be used for college grants for mentored learning. The awarded money will be used for things such as hiring research assistants (RAs) and obtaining materials to expand or add additional faculty research or contribution to the discipline projects.

During my discussions with undergraduate students, I sometimes find that they are intimidated by the thought of beginning scholarly works tasks on their own. However, by participating in faculty projects and the hands-on approach to learning, students can ease their fears and increase their confidence in their ability to conduct research or make a difference to the nursing profession.

The college’s current success in using undergraduate nursing students as RAs indicates that professors are able to mentor RAs and still complete their projects. Below are four examples of how faculty members have used mentored learning to enhance the education of nursing students:

1. Last year associate professor Dr. Beth Luthy mentored several nursing students, including recent graduates Brooke Saunders (BS ’14), in a collaborative project to create online immunization notes for the WIC nutrition education program. By obtaining a grant from the college, Dr. Luthy was able to allow Saunders and her peers to assist in the writing of program materials that promote immunizations and their benefits. The information will soon be available on the Women, Infants and Children program website as a learning option participants can complete to receive continued supplemental funding.

Because of this opportunity and faculty guidance, Saunders successfully fulfilled the role of an RA and learned skills as an undergraduate nursing student. Even though they did not use research tools to collect and analyze data, they learned that small actions can make a difference. Through additional donations, more students can have a similar experience and appreciate the value of mentoring in the nursing profession.

2. Assistant teaching professors Dr. Leslie Willden Miles (AS ’83, BS ’99), Dr. Linda J. Mabey, and Julie Valentine have shared their knowledge with many students—including John D. Rossi (BS ’14), Kelsie Houghtaling Pead (BS ’15), Elise Otteson (fifth semester), and Sage Williams (third semester)—during the past two years in their research with sexual assault victims. These students said that joining a faculty research project was an invaluable experience that enhanced their nursing education. Many were involved from the project’s start and even learned firsthand how to receive approval to initiate a research idea and the administrative steps needed to conduct the project. Possibilities for further nursing research and career paths branched out from the experience. Together the group shared their findings through written and oral presentations to other nursing students, professionals, and colleagues.

The RAs said it was a great benefit to learn directly from a faculty member. Because the faculty mentors had obtained college and university grants and other sources of funding for the studies, the RAs were also monetarily compensated for their time. The college’s endowment campaign will allow more students to work directly with faculty members in their projects.

3. Associate teaching professor Karen Miller Lundberg (AS ’79) and assistant teaching professor Debra Edmunds mentor students and involve them in their studies on refugee and immigrant experiences. Rachel Nebeker Eddy (BS ’15), and capstone students Hortencia Gutierrez, Madison Pachner, and Lindsey Doman developed project-planning, management, and computer skills during the project. They also learned to disseminate findings by helping the faculty give a podium presentation at the North American Refugee Health Conference in Canada last summer and by preparing an article for journal submission.Assistant professor Dr. Bret Lyman is currently mentoring two RAs in his learning history research project (see page 20 for details). Lindsey Shaw and Lisa Echols (both in their fifth semester) have worked with him since he started the project, and Kalene Mears (BS ’15) was involved until her graduation last December. If he had additional funds, Dr. Lyman would be able to include as many as four more nursing students in his research. So far his RAs have learned that research can be exciting as well as complex by following the rigors of research procedures and standards. Instead of having them simply carry out assigned tasks, he helps his students propose subprojects that they can complete independently; together they understand the scope of the project, and then they each undertake tasks to complete it. Because of this guidance in the mentored learning environment, Shaw, Echols, and Mears have gained much more than a greater understanding of nursing—they have developed application, organization, and leadership skills.

4. Assistant professor Dr. Bret Lyman is currently mentoring two RAs in his learning history research project (see page 20 for details). Lindsey Shaw and Lisa Echols (both in their fifth semester) have worked with him since he started the project, and Kalene Mears (BS ’15) was involved until her graduation last December. If he had additional funds, Dr. Lyman would be able to include as many as four more nursing students in his research. So far his RAs have learned that research can be exciting as well as complex by following the rigors of research procedures and standards. Instead of having them simply carry out assigned tasks, he helps his students propose subprojects that they can complete independently; together they understand the scope of the project, and then they each undertake tasks to complete it. Because of this guidance in the mentored learning environment, Shaw, Echols, and Mears have gained much more than a greater understanding of nursing—they have developed application, organization, and leadership skills.

With the establishment of the BYU College of Nursing Mentored Learning Endowed Fund, support for mentored research and student learning in our nursing program will greatly increase. I encourage you to participate in this campaign and make a donation to the fund. You may use the envelope inserted in this magazine, or go online to give.byu.edu/nursing (and select “Mentored Learning” as the account).

We will provide updates on this campaign at nursing.byu.edu and include donor names in the next issue of this publication. Stay tuned!

Serving those that served them: Fillmore Veterans

This week BYU campus is showing appreciation and support for veterans during Student Veteran Awareness week.

BYU College of Nursing students are also doing their part to honor veterans.  Last year students donated a flat screen television for the Fillmore American Legion media center of the Legion hall. This year they plan to do the same.

After the great success of the donation, the Fillmore American Legion building has a new media center to record and display stories of veterans.

Dr. Kent Blad, associate dean and teaching professor and Ron Ulberg, assistant teaching professor co-teach the veteran section of the Public and Global Health Nursing course. The veteran section allows students to travel to various veteran-related sites and learn how to care for them.

Nursing students present a TV to the Fillmore American Legion media center of the Legion hall to honor veterans. (photo credit Wayne Jackson)

Nursing students present a TV to the Fillmore American Legion media center of the Legion hall to honor veterans. (photo credit Wayne Jackson)

“Our class motto was, ‘to know them is to care for them better,’” Emily Ingersoll a senior nursing student says. “As we talked to veterans we gained a stronger foundation of how to care for them. I learned that in the end, it’s not about the numbers anymore it’s about the person.”

Other students found interest in the class because of the professors. “Kent and Ron had tears in their eyes and I could feel the love they had for veterans” Christi Swenson, nursing alum says. “I wanted to love the veterans like they did and decided to take the class.”

Wayne Jackson, veteran service officer from the Fillmore American Legion was very grateful for the donation. At the time, the media center only had microphones and cameras. Now, with the TV, veterans can watch, open up and share and record their stories for their family and others. It is open to the use of the county, schools, communities and families.

“The state and the nation both have been asking us to start recording veteran’s stories because we are losing a lot of history” says Jackson. “Thanks to the BYU students it makes it a lot easier. It means a lot to me, I’m not the only one in the whole world that went through what I went through, and I can go in and find guys that did what I did. It makes you proud of veterans everywhere.”

Nursing students got creative as it was up to each individual student to voluntarily donate any amount while doing personal service. Some made GOFUNDME accounts and sent it to friends and family, others did babysitting or other types of service. The students were surprised how many people helped donated for the veteran’s cause.

“Kent and Ron were really adamant about the fact, that they didn’t just want us to give our money out of our bank account,” says nursing alum Torrie Robinson, “We had to do something to earn the money. They really wanted us to get others involved and give others a chance to show appreciation for our veterans.”

The class presented the TV to Post 61 American Legion Fillmore Commander, Terry Scottorn, with a big red bow. Afterwards they ate lunch and listened to a veterans panel.

“The veterans panel was one of the highlights,” Robinson says. “It was really neat to hear from these heroes firsthand. It seemed like the very least we could do for these people.”

Many students said it was very special to serve the American Legion veterans in Fillmore. The class as a whole learned to understand the needs of the veterans. With the 2016 nursing students currently preparing to donate another flat screen TV, the media center will have two new TVs to record and view others’ stories for the future.