History
The Frances Payne Bolton School of Nursing (FPB) has a proud heritage beginning with the Lakeside Hospital Training School for Nurses established in 1898. With a generous endowment from Frances Payne Bolton, who was the first congresswoman from Ohio, FPB was established in 1923 as a school within Western Reserve University. In 1969, Western Reserve University and Case Institute of Technology merged forming the current university, Case Western Reserve University. Consistently, FPB is ranked among the leading schools in U.S. News and World Report and in funding from the National Institutes of Health. Graduate-level specialty majors have been in the top 10.
FPB is noted for its innovation, leadership and excellence in education, research and practice. To support this mission, the school has fifteen endowed chairs, among the largest number in the world for a school of nursing. FPB also houses one of only 10 World Health Organization Collaborating Centers for nursing in the country. The Sarah Cole Hirsh Center for Best Nursing Practices Based on Evidence was established in 1998 was the first national center of its kind.
Strategic Vision
Mission
Within the mission of Case Western Reserve University, the Frances Payne Bolton School of Nursing builds on a tradition of innovation and a commitment to the highest standards of excellence to provide the very best nursing education, research, clinical scholarship, and professional service locally, nationally, and internationally.
Priorities
The Frances Payne Bolton School of Nursing is committed to global leadership in nursing. The discovery, transmission, and use of knowledge are at the core of our work. Knowledge of health and illness in individuals, families, groups, and communities, both locally and internationally, provides the context for our work. The ultimate test of the validity of our vision is the results, over time, of the contributions of our faculty and graduates.
Purpose
The purpose of the Frances Payne Bolton School of Nursing is to provide an environment that permits individuals to develop their personal and professional capabilities, including the sense of responsibility for continued learning; to learn as efficiently and effectively as possible; to find enjoyment, excitement, and challenge in the pursuit of knowledge and its application; and to develop behaviors that enable them to function in a changing, complex society. As an integral component of Case Western Reserve University, the school assumes responsibility for the preparation of individuals committed to excellence and leadership in professional nursing. The faculty of the school accepts the responsibility for teaching and scholarly inquiry as integral parts of the educational process.
Philosophy
FPB has set forth the following philosophy to accomplish the stated mission.
Nursing is an academic discipline and profession. Nursing as an academic discipline is a distinctive branch of human knowledge fundamental to nursing practice, nursing education, and nursing administration, and to the continuous development of the profession. The distinctive perspective of nursing includes a focus on the metaparadigm concepts of persons, environment and nursing. The specific conceptual focus within FPB is the health-seeking mechanisms and behaviors of human beings. Some of those mechanisms and behaviors are innate; others are learned or developed and may be subject to the influence of nurses’ knowledgeable ministrations. The body of nursing knowledge is continuously advanced, structured, and restructured as a consequence of a range of methods including scientific inquiry, philosophic inquiry, historical inquiry, and clinical evaluation.
Scientific inquiry within nursing is designed to discover, advance, and clarify knowledge about determinants and correlates of optimal biological, psychological, and social functioning; physical, emotional and spiritual comfort; and individual and group attainment of health goals in multiple environments and under a variety of circumstances (including illness and injury) attendant to birth, living, development, decline and death. Philosophic inquiry is undertaken to clarify the values that underlie consumers’ and nurses’ responsibilities for human health promotion, the ethics of nursing practice, and the nature of the body of knowledge known as nursing. Historical inquiry is undertaken to document significant influences (by events and individuals) on the development of nursing over time as a body of knowledge and as a profession. Clinical evaluation is designed to test and verify the relative efficacy of strategies used in nursing administration, consultation, education, and practice, and the means employed to advance nursing knowledge.
Professional nurses have mastery over a body of scientific and humanistic knowledge that is fundamental to their particular kinds of practice. They selectively use this knowledge in the execution of their professional responsibilities and in the attainment of professional goals. Those involved in differentiated nursing practices employ nursing technologies (skills and approaches that represent the application of scientific knowledge), using artistry in the execution of their professional responsibilities. Professional nurses’ several, particular practices are guided by a code of professional ethics and also by knowledge about the individuals and groups whom they serve. The nurse’s professional goal is to appraise accurately and to enhance effectively the health status, health assets, and health potentials of individuals, groups, families, and communities and to promote the initiative and independence of those they serve in the attainment of reasonable health goals, mutually agreed upon by consumers and by nurses as their health care providers. Nursing practice includes assisting persons in the maintenance of health, detecting deviations from health, assisting persons in the restoration of health, and supporting persons during life. These responsibilities are accomplished through a systematic and deliberative process. Nursing practice includes independent and interdependent functions and nurses are an integral part of the health care system.
Other beliefs essential to nursing that are shared by the faculty are stated below:
Individuals and Groups
- Individuals have commonalities, but each person is unique and has worth.
- Individuals are in constant interaction with the environment.
- Individuals have a capacity to grow and develop.
- Human behavior is purposeful and involves choices that are directed toward meeting the individual’s needs.
- Individuals and groups have rights and responsibilities in relation to the promotion of optimal health.
- Individuals have the responsibility for making decisions about their health and have the potential to act on these decisions.
- Most individuals possess the capability for making appropriate decisions, although there are times when these abilities are diminished or absent.
Learning
- Individuals are capable of changing their behavior through the process of learning.
- The need and ability to learn continues throughout life.
- Learning is affected by interaction between the individual and the environment.
- Learning is enhanced when consideration is given to individual differences in cognitive styles.
- The responsibility for learning resides in the individual learner.
- The learning process is an individual endeavor; stimulation of the process is a joint responsibility of teacher and learner working toward common goals.
Cultural Diversity
- Learning is affected by interaction between the Individual and the environment.
- Learning is enhanced when consideration is given to individual differences in cognitive styles as well as cultural background and influences.
Health
- Health is a dynamic, ever-changing state.
- Health is influenced by an individual’s heredity, environment, and lifestyle.
- Individuals may manifest simultaneously states of health and illness.
- Individuals differ in the ways they value and define health.
- Individuals have the potential to grow as a result of an experience with illness.
Health Care
- Health care encompasses all activities necessary to promote optimal physiological, psychological, and social functioning.
- Health care is rendered by the individual alone or in collaboration with health care providers, including nurses, and extends throughout the life span of the individual.
- Health care is complex and depends on the skills, resources, and cooperative efforts of consumers and health care providers.
- A recognized need exists in society to organize effectively the delivery of health care services.
- A variety of providers, each offering a unique and specific service, may be present in an organized health care system.
- The primary contribution of nursing to the health care system is to assist individuals and groups to attain, maintain, and regain optimal health.
- Health care professionals (including nurses) and consumers collaborate to define health; to identify factors inimical to health; to limit, reduce, or eliminate threats to health; to determine human and material resources necessary to provide health care services; and to evaluate and improve health services.
- Collaboration among health professionals and consumers can lead to the achievement of health care delivery systems that provide care that is available, accessible, feasible, acceptable, of optimal quality, sustained, and cost effective.
- Relevant concepts are further defined by faculty as follows:
Optimal Level of Health
The highest achievable level of function and security. This includes physiological function and environmental (physical security, psychosocial function, and security), and personal growth.
Health-Seeking Behaviors
The range of mental and physical activities consciously performed to maintain, attain, or regain optimal health.
Environment of Care
The “place” and phenomenal field where a nurse encounters clients who need assistance in maintaining, attaining, or regaining competence in striving for health, and where the nurse performs acts for clients to facilitate health-seeking behaviors (when they cannot do for themselves).
Professional Encounter
A person’s competence in matters related to health is dynamic and is influenced by genetic endowment and life experiences. At times a person requires assistance in improving competence. At these times, the nurse may enter into a relationship with the person (client) to facilitate the client’s health-seeking behaviors as he/she strives toward an achievable level of health. The client and nurse may view this relationship differently. The professional encounter requires a reciprocal relationship in which the nurse, as a professional expert with the client’s assent, influences the behavior of the client. The client in turn evokes responses from the nurse. The professional encounter is the initiation of a relationship between a nurse and a person requiring nursing care. The relationship is reciprocal in nature and may be initiated by either the client or nurse. Through the relationship mutual goal setting regarding health attainment is sought. When a nurse and client interact within the professional relationship, each performs functions deriving from their positions within a particular social context. The context (human-physical environment) in which the encounter occurs will have varying influence on both the client and nurse based on the cognitive, perceptual and emotional capacities of both. Although the environment in its physical representation is essentially the same for both, the perceptions of the client and nurse are different. The attributes that they bring to the relationship are shaped by intervening variables.
Nursing Strategies
Nursing strategies can be categorized according to the function they serve in facilitating clients’ health-seeking behaviors. A tentative classification scheme according to the function strategies is set forth below. Within each category there are multiple behaviors from which the nurse can select depending on the nature of the clients’ assets and deficits. Also, each category is open to the discovery of more activities than are presently known. Each category focuses on facilitating health-seeking behaviors.
Compensating: Performing selected activities or measures (including monitoring) for clients when they are unable to do these activities.
Teaching: Performing actions intended to induce learning.
Counseling: Assisting clients to examine alternative course of action.
Supporting: Promoting clients’ ability to cope, adapt and change.
Stimulating: Promoting clients’ desire to perform health-seeking behaviors.
Advocating: Intervening on behalf of the client to overcome obstacles that are interfering with health-seeking behaviors.
Comforting: Providing an environment that promotes ease and well being.
The choice of nursing strategies for enhancing client’s health-seeking behaviors is based on assessment of these behaviors and the intervening variables to determine the assets and deficits and potential for engaging in behaviors that are directed toward attaining, maintaining or regaining an optimal level of health.
Accreditation
The Bachelor of Science in Nursing (BSN) and Master of Science in Nursing (MSN) programs are accredited by the National League for Nursing Accrediting Commission (NLNAC). The initial accreditation was in 1951. The last accreditation was in 2008. The next accreditation is due in 2016.
National League for Nursing Accrediting Commission, Inc.
61 Broadway-33rd Floor
New York, NY 10006
212-363-5555 Ext. 153
http://www.nlnac.org/
The Bachelor of Science in Nursing (BSN) and Master of Nursing (MN) programs are accredited by the Ohio Board of Nursing. The last visit for the BSN program was in 2010 and the next visit is due in fall 2015. The last visit for the MN program was in 2007 and the next visit is due in November 2012.
Ohio Board of Nursing
17 High Street
Suite 400
Columbus, OH 43215-3413
614-466-3947
www.state.oh.us/nur
The neonatal nurse practitioner program is certified through the MSN Programs, by NLNCE. The National Certification Corporation also holds a repository of our annual program director reports and a profile of the program.
National Certification Corporation
PO Box 11082
Chicago, IL 60611-0082
www.nccnet.org
The nurse anesthesia program is accredited by the Council on Accreditation of Nurse Anesthesia Education Programs (COA). The last accreditation was in 2012.
American Association of Nurse Anesthetists
222 South Prospect Avenue
Park Ridge, Illinois 60068-4001
(847) 692-7050
info@aana.com
http://www.aana.com/
The nurse midwifery program was accredited by the ACNM Accreditation Commission for Midwifery Education (formerly ACNM Division of Accreditation) in 2005. The next accreditation is due in 2015.
ACNM Accreditation Commission for Midwifery Education
8403 Colesville Road, Ste 1550
Silver Spring, MD 20910-6374
240-485-1800
info@acnm.org
http://www.midwife.org/
The DNP program at Case Western Reserve University is accredited by the Commission on Collegiate
Nursing Education (CCNE). The last accreditation was in 2011, and the next accreditation is due in 2016.
Commission on Collegiate Nursing Education
One Dupont Circle NW
Suite 530
Washington DC 20036
(202-887-6791
http://www.aacn.nche.edu/ccne-accreditation
Case Western Reserve University is accredited by the North Central Association of Colleges and Schools, Higher Learning Commission:
North Central Association of Colleges and Schools
The Higher Learning Commission
30 N. LaSalle Street, Suite 2400
Chicago, IL 60602-2504
(800) 621-7440
info@ncacihe.org
http://www.ncahigherlearningcommission.org/
Administration
Mary E. Kerr, PhD, RN, FAAN
(Case Western Reserve University)
May L. Wykle Endowed Professor of Nursing; Dean of Nursing
Shirley Moore, PhD, RN, FAAN
(Case Western Reserve University)
Edward J. and Louise Mellen Professor of Nursing; Associate Dean for Research
Jaclene A. Zauszniewski, PhD, RN-BC, FAAN
(Case Western Reserve University)
Kate Hanna Harvey Professor in Community Health Nursing; Associate Dean for Doctoral Education; Director, PhD Program
Marilyn B. Lotas, PhD, RN
(University of Michigan)
Associate Dean for Undergraduate Programs
Elizabeth A. Madigan, PhD, RN, FAAN
(Case Western Reserve University)
Professor of Nursing; Head, WHO Collaboration Center
Katherine R. Jones, PhD, RN, FAAN
(Stanford University)
Sarah Cole Hirsh Professor of Nursing; Associate Dean for Evidence Based Practice
Donna A. Dowling, PhD, RN
(University of Illinois)
Associate Professor of Nursing; Program Director, DNP Program
Carol Savrin, DNP, CPNP, FNP, BC, FAANP
(Case Western Reserve University)
Associate Professor of Nursing, Director of MSN Program
Diana L. Morris, PhD, RN, FAAN, FGSA
(Case Western Reserve University)
Executive Director, University Center on Aging and Health
Evelyn G. Duffy, DNP, ANP/GNP-BC, FAANP
(Case Western Reserve University)
Associate Director, University Center on Aging and Health
Barbara Daly, PhD, RN, FAAN
(Bowling Green State University)
Gertrude Perkins Oliva Professor in Oncology Nursing; Director, BEST Center
Gayle Petty, MSN, RN
(Case Western Reserve University)
Assistant Director, BSN Program
Patricia W. Underwood, PhD, RN, FAAN
(University of Michigan)
Associate Professor of Nursing
Teona C. Griggs, M.Ed., MA
(Cleveland State University)
Director of Student Services; Director of Diversity & Inclusion
Nada Di Franco, MNO
(Case Western Reserve University)
Director of Alumni Relations
Amy Raufman, MNO
Director of Development
Samira Hussney, MPH
(Case Western Reserve University)
Director, International Programs & WHO Collaborating Center
Susan Frey, MAFIS
(Cleveland State University)
Assistant Dean for Finance and Administration
Caron Baldwin, MCSE
(Ohio Wesleyan University)
Information Services Manager
Kathleen O’Linn, BS
(Ursuline College)
Manager, Human Resources and Facilities
Helen Jones-Toms, MNO
(Case Western Reserve University)
Director of Marketing
Jason Barone, MA
(Case Western Reserve University)
Asst. Director, Marketing & Communications
Tiffany Cooper, MBA
(Ursuline College)
Executive Aide
Facilities
Instructional Facilities
With a highly qualified faculty engaged in teaching, research, and community service, FPB offers high quality academic programs. Instruction includes lectures, seminars, individual conferences and small group discussions, and clinical experiences under the guidance of a preceptor. Modern research and educational facilities include computer and skills laboratories.
Clinical Facilities
Instructional facilities are abundant and varied. The University Hospitals of Cleveland is a 947-bed academic medical center and is an aggregate of specialized hospitals that includes Alfred and Norma Lerner Tower, Samuel Mather Pavilion and Lakeside Hospital for adult medical/surgical care; Rainbow Babies and Children’s Hospital; University MacDonald Women’s Hospital; University Ireland Cancer Center; and skilled nursing and rehabilitation services. University Hospitals is part of the University Hospitals Health System with services provided at 100 locations in 40 northern communities. The Cleveland Clinic Health System has 2,957 beds and is comprised of the Cleveland Clinic Foundation and Fairview Hospital, Health Hill Hospital for Children, Lakewood Hospital, Lutheran Hospital, Marymount Hospital, Euclid Hospital, Hillcrest Hospital, Huron Hospital, and South Pointe Hospital. MetroHealth Medical Center is a regional referral center with 690-beds for medical/surgical care to adults and children. It is a trauma I center with a burn center and 143-bed rehabilitation facility specializing in spinal cord injuries, only one of 19 in the nation. MetroHealth also has the Clement Center for Family Care, a neighborhood outpatient center, and a 291 bed skilled nursing care center. These hospitals are major clinical resources.
Additional opportunities are available in a variety of health, social, and educational agencies. These include, for example, American Red Cross, Benjamin Rose Institute, Hospice of the Western Reserve, Cleveland Psychiatric Institute, Kenneth W. Clement Center for Family Health Care, Judson Park Retirement Community, Hospice of the Western Reserve, Visiting Nurses Association, Cleveland Public Health Department, the Ohio Permanente Medical Group and many others.
Libraries
The Kelvin Smith Library, a 144,000 square foot building completed in 1996, houses most of the collections of Case Western Reserve University. This includes over 1,290,000 monographs, 7,363 serial titles, U.S. Government publications, company annual reports, newspapers, CDs, technical reports, over 12,000 DVDs and videos, and more. The library enables users to integrate both traditional resources and state-of-the-art technology into teaching, research, and learning. A variety of seating styles accommodates 900 people and provide electrical ports for connecting personal laptop computers. Case Western Reserve’s wireless network enables personal laptops to have internet access throughout the library. Two multimedia rooms include scanners and sound and video digitizers. Available are individual study spaces, meeting rooms, conference areas, and social gathering places. Thirty miles of compact movable shelving allows the library to keep much of its collection onsite for immediate access to print materials. The user-friendly interface to the online catalog, databases, and other resources allows library staff to focus their attention on working in-depth with faculty and students.
In addition to the Kelvin Smith Library, students and faculty have access to the following libraries located on campus: the Cleveland Health Sciences Libraries, supporting programs in dentistry, medicine and nursing; the School of Law Library; the Lillian and Milford Harris Library in the Mandel School of Applied Social Sciences; the Kulas Music Library; and the Astronomy Library. Altogether, collections at the Case Western Reserve libraries encompass more than 1.8 million volumes, nearly 14,000 serials and periodicals, and a wide range of electronic information resources, including a CD-ROM reference database that is accessible through the Case Western Reserve network. These include OhioLINK, a state-funded network that links the libraries of 17 public universities, 23 community/technical colleges, 44 private colleges, and the State Library of Ohio and also offers access to research databases and other information resources.
The Health Sciences Libraries, which consist of the Health Center Library and the Allen Memorial Library, serve as the major libraries for holdings related to nursing, medicine, dentistry, nutrition, and biology. The Health Center Library adjacent to the School of Nursing houses nearly 350,000 volumes, 2,780 current periodicals, and audiovisual materials. Approximately 8,800 volumes are specifically nursing texts, and more than 100 journals are nursing publications. The library also houses a historical collection of nursing materials. The most current and heavily used books are placed on reserve to insure their availability to students. Faculty also place materials on reserve for use in the library. There are 18 public workstations to access the internet, and the library also provides wireless access for those with properly-equipped laptop computers.
FPB School of Nursing Information Technology Services
The Frances Payne Bolton School of Nursing has its own Information Technology Services department. This department manages and oversees all computer related operations within the school. Furthermore, the team assists faculty, staff and students with any computer problems, issues, needs, or equipment purchase. FPB has its own Help Desk and provides troubleshooting of problems and repairs to all school-owned equipment. There are two computer laboratories and a Cyber-Café where students have access to computers and network-access connection for hooking up their laptops along with wireless network access. The main computer lab is located on the second floor and the Cyber-Café is located on the ground floor. These two areas are available during the weekdays, evenings, and weekend on a 24 hours basis. The second lab (Center for Bioinformatics) is located within the Learning Resource Center (LRC) on the ground floor and is only available when not used for classroom activities during weekdays from 9:00 a.m. to 5:00 p.m.
Learning Resource Center (LRC)
The Learning Resource Center (LRC) is a state of the art facility comprised of four academic support units, the Cyber Café, the Center for Bioinformatics and Health Promotion, the Multi-media Simulation Center and the Clinical Teaching Center. FPB students have the opportunity to advance their nursing skills by active participation in hands-on training sessions that demonstrate the real-life aspects of nursing. Our experienced learning support staff strives for competence, confidence and excellence. The staff is available by appointment to meet with students individually in order to review a particular skill, practice with SimMan, CathSim, SimBaby, SimChild, or utilize the Bioinformatics lab to work with various nursing software packages. SimMan, SimBaby, and SimChild are high-tech human patient simulators that breathe, have a pulse, and maintain heart-rhythm and blood pressure. They simulate almost any patient emergency situation and are programmable to provide the most life-like responses with immediate feedback for student learning. CathSim is an intravenous trainer, which uses virtual reality-based patients to teach intravenous (IV) catheterization. They give students the ability to choose the patient they will start an IV on, depending on their particular clinical setting. The program offers immediate feedback and opportunities for review to enhance the nursing skills needed in real life environments.
FPB is equipped with four technology-enhanced classrooms, which allow our faculty to use powerful tools in teaching to engage the students with learning. The classrooms are equipped with a Dell computer, VHS DVD combo player, a ceiling mounted video projection system, a document camera, wall-mounted speakers, and a touch panel-controlled LCD monitor.