Simulation director Krista Anderson, RN, MSN, CHSE (center) acts as a patient for an interprofessional clinical simulation with student Ntshiashe "Kristine" Lee, MSN-EL'21 (left) and Hannah Zenisek OTD'22 (right).
During World War II, there was a great demand in the United States for educated women to enter the traditionally male-dominated workforce while men were fighting the war overseas. In response to this urgent need, the Sisters of St. Joseph of Carondelet at the College of St. Catherine, already known for their nursing programs, added additional professional degree programs in the health sciences and healthcare to support the war effort and provide new career avenues for women.
With its liberal arts core, St. Kate’s health science graduates had not only technical skills, but also broadness of mind, mental agility, and an ethical foundation. These traits allowed them to see the bigger picture and raise their voices to lead justly — invaluable traits in the middle of a seismic war.
Nearly 80 years later, we find ourselves facing another global crisis — the COVID-19 pandemic. Once again, we are in desperate need of well-educated healthcare professionals, and St. Kate’s is uniquely positioned to demonstrate the importance of a liberal arts education to America’s healthcare industry.
Foresight and Preparedness
St. Catherine University’s Henrietta Schmoll School of Health (HSSH) is one of the most comprehensive and reputable health sciences schools in Minnesota, with more than 35 programs across associate, bachelor’s, and graduate levels.
When the two deans of HSSH were appointed in 2019, Dean of Health Sciences Lisa Dutton, PT, PhD, and Dean of Nursing Laura Fero, PhD, MSN, RN, envisioned a forward-thinking and innovative education. They developed a plan that keeps liberal arts, women, and Catholic Social Teaching at the forefront with the flexibility to shift with the evolving healthcare industry and develop prepared, high-quality providers.
Dean of Health Sciences Lisa Dutton, PT, PhD, and Dean of Nursing Laura Fero, PhD, MSN, RN.
“Because Laura and I started our roles at the same time, it provided a great opportunity to create a future-forward strategy that leverages our school’s strengths and opportunities,” says Dutton.
Rooted in the University’s Academic Master Plan, their plan sets clear goals and initiatives to drive a culture of inclusive excellence, enhance external partnerships, and emphasize socially responsible leadership. With the support of University leadership and GHR Foundation grants, they set forth initiatives in career development, leadership skills, and cultural fluency for students with emphasis on clinical innovation, critical thinking, interprofessional education, relationship-centered care, and an inclusive, well-rounded curriculum.
“We want the School of Health to foster an environment of interprofessional and experiential learning to prepare students to deliver high-quality, safe, evidence-based professional care,” Fero says.
The Pandemic Pushes for Clinical Innovation
As the COVID-19 pandemic hit Minnesota in spring of 2020, its health and economic effects exacerbated the need to innovate and change the way healthcare is delivered. The deans saw how their plans for academic excellence in healthcare education were now even more crucial.
“The pandemic sped up our timelines and exposed the gaps in the healthcare system that our students need to tackle when they graduate,” says Fero. “The healthcare industry has to pivot with the quickly changing times — especially in a crisis. We are working to replicate that flexibility in higher education and present the most current information for our students.”
This strategy was of key importance as they worked to address some of the pandemic’s most dire effects on students’ educations. Most HSSH programs require hands-on clinical experiences (also known as preceptorships or fieldwork) for students to complete their degrees, and the School of Health has designated coordinators assisting students with placement in one of 1,300 affiliated partners. These clinical placements for many were interrupted — a stoppage that created an immediate need for new placements without falling short of accreditation requirements for graduation or students’ financial aid packages.
“We needed to pivot immediately to provide seamless education and care for our students by utilizing nontraditional clinical experiences,” Fero says.
Clinical education coordinators and HSSH faculty were committed to finding the best opportunities available for their students. HSSH’s Clinical Education Director Rebecca McGill, EdD, RN, says, “All the coordinators for the School of Health programs would meet and share ideas about how to get their students the hours that they needed.”
Telehealth and Virtual Healthcare
Alternative technologies, such as telehealth and virtual healthcare, are designed to work in conjunction with and support of clinical experiences. The pandemic has revealed an increased demand for practitioners with experience in virtual care, and telehealth use is on the rise as a means to provide safe and accessible care.
“Telehealth and virtual healthcare require a different set of skills than in-person care,” Dutton says. “We wanted to integrate this education into our liberal arts foundation so students are not only comfortable technically, but can provide excellent care to their patients when they need to use these technologies in their future careers.”
Faculty and clinical coordinators found opportunities for students to learn telehealth skills and think critically about what it means to interact remotely with patients while providing high-quality care.
Assistant Professor of Nursing and Pediatric Nurse Practitioner Gretchen Moen, APRN, MS, CPNP-PC, often precepts for nurse practitioner students at her clinic, Dakota Child and Family Clinic. When many clinical opportunities for students were shut down and her clinic was forced to go strictly into telehealth, Moen took on an unprecedented 12 students. She also encouraged colleagues in her community to follow her clinic’s model since many clinics didn’t have telehealth platforms to support students who were working from home.
Moen and her 12 students developed a system to have a safe and valuable clinical experience. Working with up to three students each day, Moen facilitated appointments with patients, and students joined virtually to either observe or interact directly with patients. Afterward, they would discuss the appointment and provide insights and feedback.
Moen instructed not just on nursing skills, but how to make the virtual visits easier for the patients. “We discussed improvements we could make between patient visits — the student’s representative image, the [sound of a] clicking keyboard, and general etiquette,” Moen recalls.
“Telehealth is here to stay,” she says. “Our students will have the skills and tools to be leaders in this arena, as they are with in-person patient care. This opportunity has presented a silver lining in an otherwise very dark cloud of COVID.”