Category Archives: College of Nursing Students

College of Nursing Masterpiece Celebrates 25th Anniversary

Few BYU students may realize that one of the most iconic paintings on campus is celebrating its 25th anniversary this month. That’s because they can’t find this masterpiece in any traditional Museum of Art gallery or HFAC display, but in the nursing student lounge on the first floor of the Spencer W. Kimball Tower.

In 1992, the BYU College of Nursing commissioned former BYU professor Trevor Southey to paint a work entitled “I Would Learn the Healer’s Art.” The four-by-six foot oil on canvas commemorated the 40th anniversary of the College. The painting’s inspiration came from a line from the hymn, “Lord, I Would Follow Thee” that has become a motto for the College: “I would be my brother’s keeper; I would learn the healer’s art.”

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Southey wanted the painting to capture an intimate moment of healing between nurses and patients. He experimented with several different ideas in his sketches and finally decided to leave the patient resting peacefully, as the nurse prepares to care for her charge. Her arms are delicately out-stretched, ready to practice the Healer’s Art.

“I really love this painting not only because of its beauty, but also because of the symbolism it contains,” dean and professor Dr. Patricia Ravert shares.

Trevor Southey Healers Art

“I Would Learn the Healer’s Art” contains three specific symbols that form an inverted triangle within the painting. The red square on the right side of the painting represents blood and the human experience. Opposite the square is a golden sphere that symbolizes the spirit and things of eternity. At the bottom of the painting is an eternal flame, a tribute to the founder of modern nursing, Florence Nightingale.

“I think ‘I Would Learn the Healer’s Art’ does a great job of showing what it means to be compassionate,” observes nursing student McKenna Warren. “That’s something that we try to learn, not only as nursing students, but also as disciples of Jesus Christ.”

For more information, watch this video: I Would Learn The Healer’s Art

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A Trip They’ll Never Forget: Nursing Students Visit The Holy Land

With clinicals, Public and Global Health trips, and immense loads of homework, BYU College of Nursing students keep themselves busy. The idea of doing a non-nursing study abroad trip may seem out of the question for some, but eight nursing students lived the dream when they studied at the BYU Jerusalem Center this past summer.

Ironically, the students did not coordinate between themselves to go. It was mostly spontaneous decision-making by each student.

“It was just one day in class I was like, ‘You know, I think I really want to go to Jerusalem,’” Hailey Coburn, a fourth-semester student, says.

“None of us planned to go together, but we always found each other,” fourth-semester Jessica Butterfield says. Some, such as third-semester student Maggie Gunn, had friends or family who had attended before and highly recommended the experience.

Upon arrival to Jerusalem, the students realized that they were not in Provo anymore.

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Maggie Gunn in front of the Dome of the Rock

“It was unlike any country I’ve ever been to in my life, and that’s saying a lot because I’ve been to a lot of countries,” says globetrotting fourth-semester student Ashley Dyer, who has visited 23 countries.

“One of my favorite parts was walking through the Old City—you could smell all the spices and they always had their olives or their pickles,” Shannon Beech, fourth-semester, says.

The immense diversity of Jerusalem was a defining feature of the trip for most of the students, who appreciated being able to learn from the different people and cultures of the city.

“It was an absolutely incredible experience to be there and understand the culture a little bit better,” Gunn says.

“One thing that I learned from going there is that even more important than the sites is the people,” Coburn says. “There are some of the nicest people over there.” Students routinely were welcomed by locals and invited to participate in communal dancing and other activities. Each culture brought something new that the students were able to learn about and respect—for example, the students visited churches, a mosque, and a synagogue.

“It was really cool learning about the different cultures because I haven’t really been very familiar with Jewish or Muslim culture before, and I think that’s really going to help me in the future,” Dyer says.

The devotion of the adherents of the various religions in Jerusalem also struck a chord with the nursing students.

“When you think of the Middle East, everyone thinks about tension and violence,” Dyer says. “I mean, there was some violence going on, but it was definitely a lot more peaceful than I expected, and a lot more spiritual, both from my religion and other people’s religions as well. People are so dedicated to their faith and it really inspired me.”

“They all lived for a purpose,” Beech says. “That’s something that really hit home with me.”

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BYU Jerusalem students in traditional clothing

Life in the Jerusalem Center was a mix of hectic and spiritual.

“Something about the Jerusalem center is that everything changes—nothing is consistent,” Butterfield explains. “Usually five days a week we have class and our class schedule is not consistent.”

Students took classes on the Old and New Testaments, Palestinian history, local languages, and the different religions of the region. In between classes, students could relax in the lounge, visit local sights, or get food at the Center cafeteria. Butterfield noted that one of the best parts about the trip was not having to cook a meal for three-and-a-half months.

“Usually Mondays were our field trip days,” second semester student Katie Glaus says. Field trips could be within Jerusalem or farther abroad. During the semester, students visited Galilee, Jordan, and Greece on extended trips.

Adventures abounded during the students’ stay. They floated in the Dead Sea, canoed down the Jordan River, rode camels, visited the ruins of Petra in Jordan, climbed rickety towers in Greece, and explored old tunnels in Jerusalem.

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Jessica Butterfield in front of Petra in Jordan

One of the most important parts of the trip, however, was the bonding that occurred between the students. Several of them were assigned as visiting teachers to each other, and they all came closer as they struggled through the immense workload of the Center. Of course, the conversations would come frequently come back to nursing.

“Since I’m in a lower semester, I would always ask questions about the next semester,” Glaus says. “I would just always go to them for advice with nursing stuff.”

“I feel like there’s a special connection between us now,” Coburn says.

The students were impacted spiritually as well. Each had special experiences that contributed to both their spiritual growth and their nursing abilities.

“One thing that was very special about to the Holy Land was that we were able to go see the sights where Christ healed people,” says Dyer. Visiting these sights taught the students about charity and truly caring for patients the way Jesus Christ did.

“I think being there and also studying the life of the Savior while I was there and what He did for the people just helped me to be more loving and helped me to see the bigger picture,” Glaus says.

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Butterfield in Greece

Back in Provo, the students have to adjust to not hearing the Islamic call to prayer five times a day and not having cheap falafel (common street food in Jerusalem) within walking distance of their classes. However, the impact of the trip continues to be felt, and the students are confident that their nursing careers have been positively influenced by the trip.

“I feel like one of the cool things about this experience is that it’s still affecting me as I come back to normal life,” Butterfield says.

 

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Posing in traditional clothing

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Kosher McDonald’s

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Climbing to Petra

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Dyer in front of the tomb of Lazarus

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Glaus and Dyer in front of Petra

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Floating in the Dead Sea

Photos courtesy of Maggie Gunn, Jessica Butterfield, and Ashley Dyer

Exciting New NLC Tech Transforms Student Learning Experience

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Assistant Lab Supervisor Kristen Whipple watches as students learn how to operate the new Pyxis MedStation

One of BYU’s top learning facilities got some exciting new upgrades this summer. Among the more exciting improvements, the Mary Jane Rawlinson Geertsen Nursing Learning Center (NLC) now boasts eighteen new hospital beds, two new state-of-the-art classroom manikins, and two new Pyxis MedStation 4000 systems.

“In the NLC, our goal is to simulate real-life nursing scenarios for our students, so they are better prepared when they enter a hospital for first time,” said NLC supervisor Colleen Tingey. “The Pyxis MedStations are what students are most likely to see in Utah area hospitals.”

“Pyxis is actually a real, clinical machine that we use as a teaching tool,” Assistant Lab Supervisor Kristen Whipple added. “But the same Pyxis machine we use here could be used in any hospital.”

Acquired through a donation by the Fritz B. Burns Foundation, the Pyxis MedStation 4000 is a computerized medical dispenser that is quickly becoming a standard piece of equipment for nurses across the country. The Pyxis MedStation is programmed with a patient database to help nurses keep track of all of their patient’s specific medical needs.

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“The whole idea behind the machines is to improve patient safety,” Tingey explained. “Because the patient’s record is already programmed into the machine, it can then dispense the right medication for that patient and help the nurse avoid medical errors.”

Prior to this summer, the NLC had just one older version of Pyxis to use for all nursing simulations, which often ran simultaneously. Nervous nursing students would often waste valuable time waiting to get meds for their simulation because of backlog at the older machine.

“We’re really excited to have two Pyxis machines, instead of just one,” Whipple said. “Now it’s easier for students to access them during their simulations.”

Thanks to the Fritz B. Burns Foundation, NLC also welcomed two new additions to the College of Nursing manikin family. The new arrivals (one adult and one child) are auscultation manikins that help students learn to identify heart, lung, and bowel noises.

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Nursing student Aimee Schouten with the new pediatric auscultation manikin.

Students can use a stethoscope to listen to the manikin’s heart rate and breathing. Computer programs allow the professor to control what sounds the student hears, as well as the area on the manikin that the sound comes from. The professor can also program the manikin to emit different types of sounds or project the sound through a speaker, so the whole class can hear.

“When students practice on each other, they get to hear normal sounds,” Tingey explained. They get to hear what normal, healthy patients sound like. But they don’t get the opportunity to hear abnormal heart sounds. These manikins provide an opportunity for students to hear what an abnormal heart sounds like.”

Nursing faculty are especially excited about the new pediatric auscultation manikin. Whipple said that nursing faculty had specifically asked for this device to better teach pediatrics to nursing students. “Small children don’t just behave like small adults,” Whipple pointed out. “Their bodies are different than adult bodies; so we need to train in what’s specific to them. This pediatric simulator acts like a pediatric body would and helps us identify those sounds that are unique to children.”

The new adult auscultation manikin has several unique features that are useful to professors and nursing students. Professors can use the adult manikin’s computer program to display EKGs, phonograms, and ultra-sounds. This allows students to see the physiology behind any abnormal sounds they may hear.

“Basically, this manikin allows our students to not only identify abnormalities like heart tremors,” Tingey said. “But it also allows students to learn how the sound correlates to what’s happening in the heart.”

 

 

 

Incoming Nursing Students Embrace Potential at Orientation Dinner

At the fall new student orientation dinner on Wednesday, members of the incoming class joined their peers in celebrating their acceptance into the BYU College of Nursing.

“I love being able to provide relief to others,” said Elizabeth Pace, from Missouri. “I feel like my calling is to nurture and uplift other people.”

“We need to be the best we can be so we can elevate the profession of nursing,” added another student.

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Students listen to speakers at the dinner

The students—representing seventeen states and the country of Mexico—are among the highest-performing accepted students to the College of Nursing. The average GPA for the incoming class was a 3.9 and their average ACT score was 29.

“We really are so fortunate to have such great students in the program,” dean Dr. Patricia Ravert said in her address to the new students. Associate deans Dr. Jane Lassetter and Dr. Katreena Merrill also shared their gratitude and excitement with the new class.

For many of the students, the orientation provided a chance to reflect on the journey that has brought them to this point.

“Applying to the nursing program has really been an illuminating experience,” Rebecca Gabbitas from Arizona said. “I really developed a love of learning as I took the prerequisite courses for the major.”

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SNA officers speak to the new students

“It’s so gratifying to be admitted to the program,” Giovanna Worley from Utah added. “Not just because you get to study what you love, but because all the work and dedication that guides you to your life’s dream.”

Nursing Graduate Student Exemplifying Love through Refugee Care

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Nicki Broby completed refugee research in Jordan and Greece.

As August graduation draws near, graduate student Nicki Broby looks back at how far she has come since starting the family nurse practitioner program (BYU’s master degree in nursing), as well as see how life prepared her for her research focus.

Broby’s nursing career began while she was on an LDS mission in Washington D.C. She was serving during the 9/11 attacks, and one of her immediate responsibilities was to help the Red Cross in their relief efforts. As she finished this service, she realized that nursing was the right path for her.

She transferred from BYU to Arizona State University to study undergraduate nursing, and after graduation started work in a pediatric intensive care unit with no thought of becoming a nurse practitioner. That changed when she got the service opportunity of a lifetime.

“In 2011, I quit my job in the PICU because I had the chance to live on a Navy ship for five months,” she says.  As an LDS Charities nurse representative, she traveled with other volunteers to nine countries, providing medical services to around 80,000 people. While serving as a translator for various nurse practitioners, she developed a deep respect for their ability to offer high levels of care to patients, sparking a desire to earn her advanced nursing degree.

Read Related Story: Five Month Nursing “Cruise” On A Naval Hospital Ship

After serving a two-and-a-half year part-time mission for the Church as a medical volunteer, she entered BYU’s graduate program in April 2015 and focused a thesis project on what makes international aid interventions effective.

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“When I was doing my thesis, I found out that there was very little information for someone who says, ‘Hey, I want to start my own international medical disaster response team,’” she explains.

She presented the idea to then associate dean Dr. Mary Williams, who was immediately supportive and helped her assemble her committee, which included Dr. Jane Lassetter and Dr. Blaine Winters. All proved invaluable as mentors during the entire project, helping Broby improve as a nurse, writer, and researcher.

Step one was to interview leadership in various aid organizations in the United States, getting their opinion on what made their operations effective. Those interviews were transcribed and evaluated for successful strategies. Step two required obtaining input from workers on the ground.

“To do that, I was hosted generously by the International Medical Corps at their field operation sites in Greece and Jordan,” Broby says. For two weeks, Broby and a colleague traveled to three refugee camps, interviewing dozens of local aid leaders to figure out what improved and impeded their successes.

“It was jam packed; it was amazing and exhausting, and extremely informative,” she says. Their research highlighted various factors that people who want to get involved in aid work should consider. It also gave her a closer look at the refugee crisis, offering her precious insights into how ordinary people can show charity through service.

 

DSC_0765Broby also admires how both BYU and the College of Nursing specifically rely on the teachings of the Savior to enhance students’ experiences.

“It is obvious that Jesus Christ is the exemplar that we’re not just told to follow in this program, but that our professors are following,” she says. “That touches everything that we do, whether we are learning about how to treat the common cold or going to a refugee camp in Greece, it touches all of that, it changes all of that, and it deepens all of that.”

Trekking for Cultural Understanding

Amy Boswell looked down at her hiking shoes and sighed. The deep tread on the bottom had long since filled with mud and was now useless. She had known there would be a lot of trekking on the trip, but this went beyond that. Going straight up the mountain, no switchback trails, she wondered how the native guides ahead of her did this day in and day out. Suddenly her foot slipped. Startled, sliding, skidding, she fell. Finally stopping, covered with mud, she looked up to see a smiling guide, hand stretched out to help her back up.

In spring 2016 BYU College of Nursing students traveled to Vietnam for the first time. There they experienced a clinical practicum for the Public and Global Health Nursing course unlike any other. Students journeyed to a remote region in northern Vietnam, visited the hill tribes there, lived with local families, and provided instruction on healthcare. This cultural immersion provided an exceptional experience for students to gain perspective they will apply in their future careers.

 

THE PREPARATION

Associate teaching professor Cheryl A. Corbett (BS ’89, MS ’96) knew she needed to find a site where students could learn from a truly foreign culture. She knew Vietnam would fit the bill, but she did not know how enthusiastic students would be.

“One of my concerns was if I would have students who would want this kind of experience,” Corbett says. “We needed students who could sleep with the bugs, live in the rafters with the people, and eat their unique foods—things which might put someone out of their comfort zone.”

Corbett pressed forward with her plan and traveled to Vietnam for a two-week scouting trip. She found great clinical opportunities among some amazing people and came back ready to take students who were willing and ready to go on an adventure.

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THE TREKKING

Nestled near the Chinese border in the hills of northern Vietnam is a town called Sa Pa. Residents include people from several ethnic minorities, including the Hmong, who also live in scattered tribes across the surrounding countryside. Nursing students spent three weeks trekking up and down mountains to reach these villages. With the help of their three Hmong guides, the nursing students were able to reach several isolated communities, sometimes hiking 10 to 12 miles per day.

“Our guides were literally in slip-on sandals running up and down the mountains,” says Boswell, a sixth-semester nursing student. “Here we were in these beautiful hiking shoes slipping and falling everywhere we went. I remember one guide, named Mai (we called her Mama). She would always help us up after a fall. I especially had a reputation for falling up and down the mountains.”

With the nearest healthcare facility more than eight hours away, students had to rely on their own abilities and use caution. However, even though the trekking was more intense than expected, the group realized it was worth it as they became immersed in the unique culture.

“The people in the hill tribes are shy, but they want to share,” says associate teaching professor Karen M. Lundberg (AS ’79). “Our Hmong guides were able to get us into tiny villages that we wouldn’t have been able to get into otherwise.”

The group found that simply spending time with the people worked best to help them open up. Rather than quickly asking to see homes and healing practices, they stopped and took the time to communicate with them through gestures, smiles, and exchanges. And with the help of their guides, the students felt the Hmong people become receptive.

 

HMONG HEALING PRACTICES

None of the group members will ever forget the elderly female shaman they came across performing a ceremony in one of the villages. The Hmong people believe they have a certain number of spirits in their body. When they get sick the spirits leave, and it becomes necessary for a shaman to perform rituals to collect the spirits and put them back in the bodies of patients. The memorable healing ceremony included the shaman sacrificing a duck.

Following the experience, group members were struck by the reaction from the people of the village. Lundberg recalls the trust that developed because they were accepting of the Hmong culture. “After we had that experience, the shaman asked us to see one of her grandchildren, who suffered from something like cerebral palsy,” Lundberg says. “She wanted to know if the child could be cured if he went to the hospital; the family wanted our opinion. I believe if we had just walked in and asked if there were something we could teach or do, they wouldn’t have let us in to see this child.”

Although a hospital trip wouldn’t have cured the child, students were able to provide him with care to make him more comfortable. They found this developmentally delayed child lying in a state of atrophy. His feet had been tangled in a fishing net so tight that it cut off his circulation. The students checked his skin for breakdown, cut the nets off his toes, and explained what needed to be done to further care for him. The students smiled at the child and called him by name, hoping to provide the comfort he needed.

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TEACHING AND LEARNING

Throughout their experience students learned how to build trust and listen to the people, incorporating Hmong beliefs with Western medicine to create healing together. They were also able to teach some simple healthcare practices and deliver much-needed supplies.

Eyesight is crucial in Hmong culture. Villagers make all of their own clothing, from growing the hemp plants to dyeing the finished product. The women are expected to do intricate hand stitching on all their clothing, but as they get older, they cannot see up close and can no longer be productive.

Corbett remembers distributing reading glasses they brought to these Hmong women. “To watch them put on these glasses and see a whole new world open up was so amazing,” she says. “They could see little things again. Seeing their smiling faces made me think of how much we take eyesight for granted… Getting these eyeglasses was like the best present they ever had.”

Students also got to teach dental hygiene and hand-washing techniques to the Hmong people they met along the way. The students were happy to give away toothbrushes and eager to teach good practices. They found that many families had only one toothbrush to share and would often use it for cleaning purposes, including scrubbing the mud from their shoes when they got home from the rice fields

LIVING AMONG THE HMONG

The BYU group spent nights in the homes of the people they were visiting. They slept on mats in rafters where the families usually store their rice. During long treks and the quiet nights in the villages, students had time to reflect on the people they were around.

Boswell found the generosity of the Hmong people particularly impressive. “While trekking, those we met would invite us into their home, asking if we had eaten that day and if they could share their rice,” she says. “The Hmong people have so much less to give than I do, and they were so willing at any second to just give it. I came back realizing I need to open my heart and be more hospitable and kind to people.”

The group was also impressed by the Hmong family dynamic as the villagers sat together on the dirt floors of their homes and cooked over open fires. The Throughout their experience students and families would have dinner together, talk together, and laugh together.

“Dinnertime is notable for the Hmong,” Lundberg says. “Even though they just have one small light bulb hanging over the table, they sit around and talk and laugh late into the night. It was so awesome seeing how connected the families were, with several generations living in the same home.”

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GIVING BACK

The Hmong people are subsistence farmers. During the planting season, whatever rice they plant is what they will live off of for the next year.

In one village, the students found a widow who was unable to get her rice planted. Instead of just observing her predicament, the students got to work in the rice paddy.

Corbett remembers how much the group learned from this experience. “Rather than put on someone else’s shoes to learn about them, we had to take ours off,” she says. “We were in the mud up to our knees for over five hours doing backbreaking work. It was so eye-opening to learn the intricate process of planting. . . . I think we all left with a new appreciation for rice. None of us ever want to let a single grain of rice fall off a table ever again.”

 

BRINGING IT BACK HOME

Even though their Public and Global Health Nursing course was not in a hospital setting, students found that the things they learned had extraordinary applications in their own healthcare practice.

“When students step out of their ethnocentric viewpoint, they gain the ability to see the world in a different way,” Corbett says. “They can take that and use it whenever they treat a patient from another culture. They can understand the patient’s belief and use that to help heal them.”

And students learned that cultural beliefs can vary from patient to patient. They found that some Hmong people were culturally opposed to a hospital visit while others would choose the option when they need it.

“You can’t just assume something about an individual based on the culture,” says Megan Zitting (BS ’09, MS ’16), a graduate student who came on the trip as an assistant. “What an individual believes about healthcare and what they desire the moment they’re sick and need treatment might be completely different.”

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LOOKING FORWARD

The inaugural Vietnam trip provided an excellent foundation for coming trips. This year organizers plan on helping the Hmong trek guides learn first-aid and dental-hygiene education and practices.

Students will continue to bring a minimal amount of first-aid and dental hygiene items. They do not want to change the Hmong people, just provide them with healthcare concepts. “We want them to be self-sufficient and not rely on outsiders bringing things to them. Our plan is to bring materials they wouldn’t have access to but need,” Corbett says.

Zitting adds, “You have to dig deep and establish connections in a place before you can help them. You have to be able to see what their needs are and see what you actually can or cannot do to help them. Some people have this idea that they can just help people everywhere, but it takes some time and relationship building to be able to get in there and make a difference. And we’ve got a great start in Vietnam.”

This story was published in our spring 2017 college magazine. It was written by Nathan Brown, a college student employee.

An Arabic Major’s Humorous Experience Learning How to Administer an IV

Watch the video version of this at https://www.youtube.com/watch?v=vJYqP5tS_uA.

“Be sure to inform the patient of the prick…”

I vaguely registered these words as I stared at the computer monitor. The presentation seemed to be dragging itself out a little, and my concentration was slipping.

“Be sure to properly dispose any blood-splattered material…”

My eyes shot open. Run that by me again? Blood-splattered material? Was I practicing to be a nurse or a butcher?

The flurry of medical terms that began erupting from the headphones about cannulation and catheters confirmed that indeed, this was IV placement training, and augmented how out of place I felt in the Mary Jane Rawlins Geertsen Nursing Learning Center.

My name is Steven Tibbitts, and I am a public relations assistant in the BYU College of Nursing. I am also a Middle East Studies/Arabic major. This means that when nursing faculty and students start talking about dyspnea and dilation, I’m usually grabbing a dictionary.

Given my non-medical background, it was decided that I would go through some of the same computer/machine training for IV placement that nursing students complete in order to write a story on the difficulty level.

Summary to the non-initiated—it’s hard. Lazy readers can stop here.

NLC Assistant Supervisor Kristen Whipple guided me through the process, giving me the same instructions she gives to normal students. The whole system is composed of a computer program and a small machine to which you administer the IV. For a nursing student to pass, they have to earn a 73% on the procedure.

I first had to watch several training videos. They made me feel good by reminding me how much easier Arabic is to understand than medical terminology.

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“What does this all mean?”

Following that, an image flashed on the screen about a patient to whom I would administer an IV, complete with a backstory about the accident that put her in the hospital. I could not help but think that the accident might not wind up being the worst part of her day by the time we were done.

It was time to get down to business. I selected the mid-arm as the injection point, and then scrambled to figure out what supplies I would require, my lack of understanding evident in the questions I asked myself aloud. How many needles? Which kind? Wait, IV needles come in gauges? (Nursing students, try not to mock me too much here.)

The program then had me prepare to administer the IV, first by informing the patient of the impending procedure, and then putting on rubber gloves with a satisfying snap. It then instructed me to test the viability of my selected injection site. This was accomplished by touching the part of the machine that mimicked human skin and feeling the pulse that it generated.

Easy, I thought, just like surgery class in first grade when Miss Conn taught us how to identify strong blood flow by palpating the patient’s veins…wait…

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“Here goes nothing…oh wait, there’s blood!”

With a site selected, I washed it on the computer and then realized that it was actually time to use the pointy thing. I apologized profusely to the imaginary patient, picked up the needle, and gingerly began to maneuver it into the hole on the machine that represented the insertion point. I watched my progress on the screen, realizing that most likely a real patient would be filling out lawsuit papers by now with the arm that I had not maimed.  However, after some fiddling, I did manage to place the catheter.

About that point, I remembered that I needed to warn the patient that I was going to place the IV, so they received a heads up a solid two minutes after the fact.

As you might guess, my initial score was not superb.  The report had many tips that Whipple helped me understand, like not moving the needle back and forth in the vein (be grateful that I will never be a nurse) and warning the patient before I poke them.

I practiced several times, achieved a 92 on the third, and then called it quits when my scores began precipitously plummeting to the 60s. In fact, I never managed to completely the procedure successfully by the program’s standards. One of the times even resulted in the patient bleeding profusely (this attempt is highlighted in the above video).

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“I need to flee the country before they sue!”

While I was contemplating my failure, Whipple explained to me the same thing that she does to Type A nursing students who get only a 73.

Obviously, the computer program is not a real patient. It is like a nursing video game whose purpose is to initiate students into IV training. This training is coupled with practicing on manikin arms and other materials, so the skill is finely honed during first semester, despite what people’s initial results may be with the machine. It is all about practice.

The experience showed me that a) I’m happy to stick with العربي and b) nursing students are very well trained and capable. Their program is rigorous and ensures that students are able to provide care in an effective way, all with the Spirit. The BYU College of Nursing holds its students to a high standard, which translates into better patient care and safer medical practices.

In summary, if you’re in a hospital and you find a BYU College of Nursing graduate administering your IV, rest easy, you’re in good hands.

If it’s me, run for the hills.