Email information is followed by @css.edu unless otherwise noted.
My MSN specialized in Nursing Education and my teaching interests include the adult learner and creative teaching strategies such as the online learning environment. My nursing experience includes medical/surgical, emergency nursing, obstetrics - including labor and delivery, newborn care, and postpartum care - and occupational health and wellness nursing. I remain connected to obstetrics through teaching a childbirth and breastfeeding education class to expectant mothers.
I am raising my family in a rural community and have a passion for quality rural health care that meets the needs of all community members. I am a hockey mom who loves spending time with my husband and children on our boat and camping - we try to laugh with each other every single day.
My teaching philosophy is based on the concept that learning needs to be centered on each individual student while encouraging them to be self-motivated to maximize their learning opportunities. My role as a learner-centered instructor is to foster a positive learning environment that facilitates student learning through the use of multiple types of teaching exercises and activities (Blumberg, 2009). Active participation in learning encourages students to become critical thinkers which is an essential part of the nursing process that cannot be learned by instructors telling students what they need to know, rather this skill is built through student interaction in classroom activities that builds on students knowledge (Billings Halstead, 2009).
I believe personal interaction with all students and open communication that includes student-teacher dialogue creates opportunities for learning that cannot be reached through basic lecture format. Not only will I encourage open communication within the classroom setting, I will also put forth communication that is clear and concise so all students are aware of what they can expect from me as their instructor as well as what I will expect from them as the learner. I plan to incorporate a humanistic approach to my teaching style and will expect students to do the same while they are learning as this type of education encourages honesty, integrity, respect, caring, and accepting responsibility (Billings & Halstead, 2009). Using a learner-centered model with a humanistic approach encourages students of all diversities to be actively involved in classroom discussions through the use of personal stories and experiences - all of which encourage me as the instructor to be an ongoing learner. As an equal partner in the learning process, I will maintain a strong work ethic and high professional standards while remaining passionate about the field of nursing and understanding of my students individual needs and desires.
Billings, D. M., & Halstead, J. A. (2009). Teaching in nursing: A guide for faculty (3rd ed.). St. Louis, MO: Elsevier Saunders.
Blumberg, P. (2009). Developing learner-centered teaching. San Fransisco, CA: Jossey-Bass.
Cynthia Brown’s clinical focus is in public health, nutrition, evidence based practice, and chemical dependency. Her professional Interests include Community/Public Health, working with underserved & vulnerable populations, nutrition, evidence-based practice & chemical dependency/addiction, and the harm reduction model. Some of her personal interests include walking, reading, scrapbooking and cooking.
Undergraduate: 2005 BA Nursing, College of St Scholastica
Graduate: 2004 ANP, College of St. Scholastica
2011 2011 Minnesota Rural Health Conference, Duluth, MN
2009 2009 Academic Electronic Health Record (AEHR) Summer Institute, Duluth, MN
2008-10 Nursing Summer Internship Orientation St. Mary’s/Duluth Clinic Health System, Duluth, MN
2006 CHIP-D Case Study Panel Discussion, panel participant
Bushey, T.B. & Johnson, D. (2009). Integrating the academic electronic health record (AEHR) into nursing curriculum: Preparing student nurses for practice. CIN: Computers, Informatics, Nursing.
Jatoi, A., Rowland, K., Loprinzi, C., Sloan, J., Dahkil, S., MacDonald, N., Gagnon, B., Novotny, P., Mailliard, J., Bushey, T., Nair, S., & Christensen, B. (2004). An eicosapentaenoic acid supplement versus megestrol acetate versus both for patients with cancer-associated wasting: A North Central Cancer Treatment Group and National Cancer Institute of Canada collaborative effort. Journal of Clinical Oncology, Vol 22, No 12, 2469-2476.
Bushey, T (2013, pending). Pharmacology for Nursing Practice. Chapter 49 Inhibition of folic acid syntheses: Sulfonamides and Trimethoprim. Mcgraw-Hill.
Peer Review/Poster Presntations
Johnson, D., Bushey, T., Donahue, B., Fauchald, S. K., & McMahon, S. (2009). Electronic Health Record Integration into Nursing Curriculum: Preparing Student Nurses for Practice. Poster presented at the 27th Annual International Nursing Computer and Technology Conference
Fauchald, S. K., Bushey, T., Donahue, B., Johnson, D., & McMahon, S. (2009). The purposeful integration of an academic electronic health record across nursing curricula. Poster presented at the 2009 Nursing Informatics Congress, Helsinki, Finland.
Rural Health Information Technology Project: Collaboration for Meaningful Use: Quality through EHR Standardization and Technology (QUEST)
Bushey, T.B. & Sandahl, S.S. Investigating the role of professional socialization behaviors in predicting academic success in nursing education: A longitudinal study
Fauchald, S., Bushey, T., Donahue, B., Johnson, D. & McMahon, S. Assessing student outcomes of academic electronic health record (AEHR) use
My area of specialty lies in the practice of nursing in rural areas. I have worked in arctic Alaska, critical access hospitals, and home health/hospice in remote areas. As healthcare delivery changes, and the role of nursing shifts away from acute care and into chronic disease management and health promotion, rural nurses will be invaluable links to provide quality care.
My teaching experiences begin in rural Alaska with some of the first distance delivery methods in place. It was quite interesting to teach American Heart Association CPR to Inupiat Eskimo first responders who truly understood how far away you might be from an acute care hospital setting. More recently I developed and taught on-line and traditional LPN classes at Itasca Community College. Working with LPN's made me value the relationships between the levels of nursing and illuminated the emerging importance of the baccalaureuate prepared nurse in the workfoce today. Currently I teach Leadership courses for the undergraduate nursing program helping students see the complex relationships between healthcare policy, cost of care delivery, and the unique role of each staff nurse as a leader. All nurses are leaders.
As the Chair of the Traditional Track in the Undergraduate Nursing Program I seek to inspire our faculty team to find the best way to educate the nurses of the future, teaching students to blend skills in technology with compassionate, holistic, quality care. We seek to create nurses who are strong patient advocates, nurses who use the Benedictine values as part of their anchor for moral decision making, and finally nurses who are able to seek answers rooted in Evidence Based Practice. As healthcare becomes increasingly complex, the nurses of the future are called to imagine new delivery care models. Imagination and problem solving can be stimulated by accessing a liberal arts foundation.
My outside interests include experimentation in a broad range of textile arts, extensive travel abroad, and the production and cooking of local foods.
I manage the clinicals for nursing students in the undergraduate and post-baccauluareate programs. I place students in clinical sites and troubleshoot issues; I interface with the clinical facilities; and I hire and provide basic orientation of adjunct faculty. I also oversee the program-wide testing that is done. As a trained philosopher I teach occasionally in the philosophy department.
Susan B. Connor is a Registered Nurse (RN) with a passion for patient care and research. She retired as a Lieutenant Colonel from the United States Air Force in 2004. Her current position is as an Associate Professor at The College of St. Scholastica in Duluth Minnesota. She earned a Bachelor of Science in Nursing in 1974 from the University of Colorado, a Master of Science in Nursing from the University of California in 1982, and a Doctorate of Philosophy from the University of Minnesota in 2013. Dr. Connor’s research interests include vulnerable populations such as mothers and children, disaster response and recovery, and mixed-method designs. She is an active member of the American Nurses Association, and Sigma Theta Tau. She authored numerous journal articles and presented several papers at national and international meetings. Her goals are to continue to develop her skills as a nurse scientist and help grow the next generation of nurse innovators.
Upon graduating from St. Scholastica with a baccalaureate degree I found myself launched into a variety of wonderful practice experiences. My early nursing career was focused primarily in the care of the obstetrical and newborn client, as well as with the acutely ill hospitalized adult client, particularly those with cancer. But the pull back to St. Scholastica and to education in particular became very strong in time, and I decided to pursue a graduate degree as a Clinical Nurse Specialist in Adult Nursing. This preparation afforded me the incredible opportunity to begin a career that focused on the education of nursing students. As a faculty-member in the Traditional Undergraduate Program, School of Nursing, I am privileged to work with students in a variety of venues; classroom, skills lab, simulation lab and the clinical environment.
My philosophy of teaching is to serve as an “experience facilitator” for the students I work with. Learning experiences occur in the most unexpected and unpredictable ways if one is receptive and curious. I have quickly come to realize that health care changes much too fast to prepare students for all that they are likely to encounter. If, however, I can teach students to be an effective lifelong learner, I have succeeded in teaching.
My areas of interest are family nursing, working with underserved populations, geriatrics and trans-cultural nursing. These passions reveal themselves in the stories I share with students – from the cancer ridden illegal refugee seeking asylum in the US, to the woman with no pre-natal care who arrived in my clinic ready to give birth, to the homeless teen mom with a multiply handicapped baby. Engaging the affective domain through story telling helps breach the gap between academics and humanity - the very real needs of our patients within the larger context of family, community, political/economic realities and the globe.
When not teaching, I unwind by writing, spending time with friends, and being replenished by the presence of wind and sky over our Great Lake.
Position: Associate Professor, NSG
Department: Chair, Non-Traditional Nursing
Arlene Johnson PhD, RN, CNP, CNE assumed the position of Chair of Non-Traditional Nursing in fall 2013. She earned a BA in Nursing from the College of St. Scholastica, an MA in Nursing with a Pediatric Nurse Practitioner specialty from the College of St. Catherine, and a PhD in Education, specializing in Teaching and Training Online from Capella University. Her dissertation research, Transition to Online Learning: The Study of a Graduate Nursing Faculty, was published in Nursing Education Perspectives. Dr. Johnson has been the Principal Investigator in multiple research grants.
Why Do I Teach?
As a nursing faculty member for the past 20 years, I have provided instruction to baccalaureate and graduate nursing students. My desire to teach nursing, as well as to practice nursing, stems from my commitment to the nursing profession. I consider it a privilege to be able to share the knowledge and experience that I have gained in my nursing career with students as they prepare to become the next generation of caregivers. As faculty members, we are charged not only with promoting student learning of the scientific facet of nursing, but we must also encourage exploration of how students will exemplify a caring presence to their future patients. I am certified through the National League for Nursing as a Certified Nurse Educator. My goal as a faculty member is to be an excellent role model for students and one who encourages them to perform at their highest potential and represent the nursing profession well. I am very excited to work with students in the RN to BS program at the College of St. Scholastica.
Julie Kantarik started teaching in the RN to BS Online Nursing Program in the Fall of 2014, bringing seven years of teaching experience to The College of St. Scholastica. She earned an AD in Nursing from Minneapolis Community College, a BA in Nursing from The College of St. Scholastica, and a MS with a major in Nursing from The College of St. Scholastica. Her professional experience as a nurse focused on cardiovascular and gerontological nursing with an interest in chronic disease management. She is passionate about fostering learning for students that decide to continue their education in nursing. She is excited to support The College of St. Scholastica in providing students "Direction for Life."
Dr. Kemnitz has baccalaureate degrees in Biology and Nursing from Carroll University and the University of WIsconsin Oshkosh respectively. He received his PhD in physiology from Marquette University, Milwaukee, WI in 1994 with a specialization in neurophysiology and completed a Masters of Nursing Education in 2015 at Western Governors University. Dr. Kemnitz has extensive collegiate teaching experience in biology and nursing and has been the recipient of several awards and honors including the Max Levine Award for Excellence in Scholarship, the Daisy Award for Teaching Excellence in Nursing, and is a Minnesota Hartford Geriatric Nursing Scholar and FLAG fellow. Nationally, Dr. Kemnitz is a recognized subject matter expert in anatomy & physiology and nursing and is a consultant for the American Council on Education. Dr. Kemnitz has published and presented many articles in basic science and educational practices. He continues to pursue his interests in geriatrics and nursing education. Most recently Dr. Kemnitz was selected as a Sigma Theta Tau International Rising Star for his masters thesis work on nursing student clinical evaluation.
Professor Knuths' clinical background includes critical care nursing, healthcare administration and healthcare research. She teaches the medical- surgical clinical rotation and in the Skills and Simulation Laboratory for the Traditional Undergraduate Nursing program. Her teaching philosophy includes the understanding that people must be actively engaged in their learning in order to effectively grow in knowledge and skill. Students also need to be supported with respect and compassion while challenged to reach higher and go farther. Nurses need scientific knowledge, technical skill, and ethical values in addition to the desire to help others in order to be effecive, safe practitioners. Professor Knuths is pursuing doctoral studies at St. Catherine University in St. Paul, with a research focus in simulation education.
When I started college, I was a business major. During my sophomore year, I switched to nursing and it was the best decision that I have ever made! As a graduate of the CSS nursing program, I can appreciate the history and reputation of the College. Nursing has proven to be a fulfilling career that has taken me in many professional directions. As a staff nurse on a post-coronary care unit for 10 years, I had the opportunity to care for patients, be a mentor/ preceptor and charge nurse. I went back to school and received my Master’s degree and worked as an acute care nurse practitioner in cardiology and primary care. Now, I have the opportunity to share my knowledge and experience with students to help educate a workforce of future professional nurses.
My philosophy of teaching is that, as nurses, we get to care for individuals, with our hands and our hearts, at the most vulnerable times in their lives. It is a responsibility and privilege that should not be taken lightly. In order for students to feel confident and competent in caring for patients, we need to prepare them for real-life clinical situations. My primary responsibility is to coordinate and teach in the skills and simulation labs for the School of Nursing. Students participate in classes that allow them to practice not only the hands-on skills that they will use in the hospital setting but also to practice professional behaviors and therapeutic communication. We are able to combine technology, through use of high fidelity, interactive manikins, with the fundamentals of holistic, baccalaureate nursing practice as well as the Benedictine values to engage students in realistic, simulated patient-care experiences. Students progress through increasingly complex skills from sophomore year when they learn basic health assessment until the senior year when they learn to respond to life-threatening situations. Helping students to integrate nursing theory, critical thinking and technical skills has been my most rewarding career yet.
Josey teaches med/surg nursing theory and clinical skills and simulation at the traditional undergraduate level. Josey has had many years of clinical practice in various adult intensive care settings.
She has been a Critical Care Educator at Rochester Methodist Hospital, Rochester, MN
and taught Critical Care Certification (CCRN) courses at Rochester Community College. She received a Masters of Science degree from the University of Minnesota with a focus in nursing education.
Josey has also worked with vunerable populations incarcerated in the St Louis County Jail.
She currently serves on the Advisory Board for the Clean Proram that works with students committed to maintaining sobriety while attending the College of St. Scholastica.
Academic interests include increasing student’s awareness of and competence caring for at risk individuals and groups. She is also committed to incorporating best practice stratagies to teach and measure clinical reasoning skills and essential nursing competencies using simulation.
Josey believes that learning is most successful in a respectful, honest and challenging environment.
Patricia Nielsen, known to all of us as "PZ" is celebrating her thirty-fifth year in nursing. She has a Bachelor's Degree in psychology from Eisenhower College, an Associates Degree in Nursing from the State University of New York - Upstate Medical Center, Syracuse, New York, a Master's of Science Degree from Yale University, where she became a Cardiovascular Clinical Nurse Specialist. After several years of practice PZ completed the Family Nurse Practitioner Program at Regis University in Denver. PZ started out as a staff nurse in the VA system working on a medical-neurological unit and after a few months, moved into intensive care nursing. Upon completing her master's degree, PZ held several positions in nursing education and nursing administration. Her highest level of achievement in that area was as Acting Vice President for Nursing Practice at a private 300 bed hospital in California. Other parts of her eclectic career that she recalls with great joy include working at a destination ski area in Colorado, providing primary care at a large HMO in the Denver area and now being a faculty member of the Nursing team at the College of St. Scholastica. PZ has received three Bush grants to develop online courses using a WebCT platform and was hired by the Minnesota Partnerships for training to develop an online WebCT based graduate research class. Recently she and a group of post baccalaureate nursing students spent two weeks in Belize providing health care to impoverished indigenous peoples. When asked what she has liked the best, PZ responds, "the patients and the students."
Academic interests extend from teaching about middle range theories that describe advanced nursing practice to teaching about research approaches that measure outcomes of advanced nursing practice. Research interests center on understanding which kinds of nursing interventions facilitate family transitions of Mexican American families in South Texas. While in South Texas and Arizona each year I enjoy seeing friends and acquaintances once again as well as hiking, birding, and eating regional food.
As an advisor for the Non Traditional Nursing Program, I am responsible for supporting online students from time of acceptance to the College through the time of graduation. I am the student's professional point of contact with the College and to assist students with all academic matters. I provide an orientation to all new students to ensure they have the information they need to be successful in the online program.
As a practicing Psychiatric-Mental Health Nurse Practitioner, I have developed a passion for working with people who are living with a variety of mental illnesses. This field of nursing has a lot to offer with it's unique experiences and varied settings. The mentally ill are one of the most underserved populations in the country; and, while the number of people diagnosed with mental illnesses continues to grow, the number of nurses who work with this population are declining.
From an academic perspective, I would like to bring more focus to mental health issues of adults and better educate nursing students to work with them in a clinical setting. Current trends show that many patients in the hospital have a psychiatric illness that coincides with their medical problems and makes it more difficult to provide effective care for them. Students need to be able to identify these patients and develop nursing interventions specific to their medical and mental health needs to ensure optimal healing.
I believe that students learn and retain material better if they can find a meaningful connection between the material and their life experiences. It is that belief that drives my use of active learning in the classroom and clinical settings. Rather than using a traditional style of lecture, I have students complete the reading and other individual assignments outside of class, so we can focus on applying the material during class. I provide a variety of real life examples during class to help students make emotional connections with the material being discussed. In addition, I offer a clinical experience that is guided by nurses working in mental health, so students are able to participate first hand in caring for patients with mental illnesses.
Chair of the Post-baccalaureate nursing program since 2007. I am a Certified Nurse Practitioner in pediatrics with over twenty years of pediatric experience. Teaching interests include adult learners, curriculum development and evaluation, and active, collaborative teaching strategies. Research interests, including doctoral work, include collaborative testing as a learning strategy in nursing education and socialization behaviors of nursing students. Enjoys sewing, reading, and hiking in the north woods with her husband and three dogs.
I am a Certified Nurse Practitioner in Pediatrics with over 15 years of experience working with children, primarily in Pediatric Hematology/Oncology. As faculty at CSS I hope to bring my enthusiasm in working with children to the nursing students, teaching them how rewarding, challenging, and exciting the world of pediatrics is! I teach in the traditional undergraduate nursing in a variety of settings including classroom, clinicals, and lab. Outside of work I love spending time with my family, camping, biking, running, and swimming. Graduate: University of Minnesota – Masters of Science in Nursing: Pediatric Nurse Practitioner and Disability Policy and Services Undergraduate: Bethel College – Bachelor of Science in Nursing
My clinical background of mental health and critical care was the impetus for pursuing advanced practice. While obtaining my advanced practice education an interest in spirituality resulted in my thesis which researched spiritual well-being of cancer survivors. In addition my focus was adult mental health with an emphasis on families. Currently, I am a doctoral student in the DNP program at CSS with a completion date spring, 2010. I have a special interest in nursing faculty new into academia therefore
my doctoral project is focusing on nursing faculty orientation and a mentoring program.
I have a desire to teach so I am fortunate to have the opportunity to teach with other faculty who carry the same passion for teaching. Our holistic curriculum of caring for people, body, mind and spirit is carried through into the classroom. I have developed a mentoring course for senior nursing students to provide resources and relationships for other nursing students as well as teaching in the undergraduate and post-baccalaureate program.
When I am not teaching; I enjoy reading, cross country skiing, quilting, and
having a good cup of coffee and meaningful conversations with friends and family,
;Doctor of Philosophy in Nursing
University of Wisconsin - Milwaukee
Bachelor of Science in Nursing
College of St. Teresa
Health Care Informatics, Outcomes Research, Epidemiology & Biostatistics, Health Program Evaluation, Consumer Informatics
Knowledge representation in a clinical information system, consumer informatics, and evidence-based practice
Senk, P. (2011). A nursing domain model: Prevention of pressure ulcers (Unpublished doctoral dissertation). University of Wisconsin-Milwaukee.
Hagle, M., & Senk, P. (2010). Chapter 2: Evidence-Based Practice. In M. Alexander, A. Corrigan, L. Gorski, et al., Infusion nursing: An evidence based approach (3rd ed.) (pp. 10-21). St. Louis, MO: Mosby-Elsevier.
Senk, P., & Hagle, M. E. (2009). Pressure ulcers in adults in acute care. Knowledge-Based Nursing Initiative. Milwaukee, WI.
Senk, P., & Hagle, M. E. (2009). Moderate sedation in adults in acute care. Knowledge-Based Nursing Initiative. Milwaukee, WI.
Ravvaz, K., Senk, P., Patrick, T., Coenen, A., Kim, T., Zhao, H., Gaudioso, C., Jansen, K., & Lang, N. (2008, November). Mapping nursing concepts to ontologies for evidence-based nursing. Poster session presented at AMIA Conference, Biomedical and Health Informatics: From Foundations to Applications to Policy. Washington, DC.
Hagle, M. E., & Senk, P. (2008). Risk for pressure ulcer in adults in acute care. Knowledge-Based Nursing Initiative. Milwaukee, WI.
Senk, P., & Kochanski, K. (2009). Preventing Pressure Ulcers in the Acute Care Setting. Interactive Presentation at MetaStar Conference, Wisconsin Dells, WI.
Hagle, M., & Senk, P. (2009). Interpreting and Evaluating Design, Data and Level of Evidence for the Novice. Interactive Workshop at Building Bridges to Research Based Nursing Practice, Milwaukee, WI.
Senk, P., Kochanski, K., & Hansen, M. (2009). Partnering with Patients to Share Healthcare Knowledge: Pressure Ulcer Prevention. Poster Presentation at Building Bridges to Research Based Nursing Practice, Milwaukee, WI.
Hagle, M., & Senk, P. (2008). Interpreting Research and Evaluating Data for the Novice. Interactive Workshop Session presented at Building Bridges to Research Based Nursing Practice, Milwaukee, WI.
Senk, P., & Pearson, A. (2006). Reducing Nosocomial Pressure Ulcers in the Intensive Care Unit. Poster Presentation at Building Bridges to Research Based Nursing Practice, Milwaukee, WI.