Email information is followed by @css.edu unless otherwise noted.
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.
I earned my BSN degree from Philippine Christian University-Mary Johnston College of Nursing in 1982. I arrived in the United States to work as an RN in 1985. I have 20 years of clinical experience in variety of settings in critical care such as Neuro ICU, Medical-Surgical ICU, Vascular ICU and Open Heart Unit. While attending St Scholastica for my Master's degree (Adult Nurse Practitioner Track), I was an adjunct faculty in the traditional undergraduate program from 2003-2007. In the fall of 2007, I became a full time faculty in the School of Nursing.
Noticing the actively growing population of older adults in the clinical setting, I became interested in this specific age group. This specialty motivated me in gaining a post-master's certificate in gerontological nursing. This milestone in my professional career inspired me to develop a senior level elective in gerontological nursing. It has been a rewarding experience seeing the nursing students get interested in the care of older adults.
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 School of Nursing, I am privileged to work with students in a variety of venues; classroom, skills lab, simulation lab and the clinical environment. One of the most exciting parts of my job recently has been an involvement in integrating an academic electronic health record into a newly revised nursing curriculum. This project puts the School of Nursing on the cutting edge of utilizing information technology innovations, and uniquely prepares our graduates for the future of health care. It has been an adventure initiating research related to this project, and disseminating the work surrounding the project to the global nursing community.
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 current interest is in community health with advanced certification in holistic nursing. My nursing career has included work in the acute care, school health, chemical dependency and developing a new clinic. All of these experiences have enhanced my love for the teaching aspect of nursing.
I currently teach in the traditional undergraduate program. It is amazing to see the growth in students from sophomores to seniors. I enjoy all aspects of teaching, especially the small lab and clinical groups where students begin to apply the knowledge and skills to caring for a patient/family/community. I am passionate about engaging students in opportunities that help them make connections, use critical thinking and see the bigger picture. I always look for opportunities to engage students in self-care activities and have recently started a holistic nursing chapter in the area.
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.
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.
Sister Beverly Raway, OSB teaches at the undergraduate level in the School of Nursing. Her areas of special interest in the classroom include medical surgical nursing, pain management, and evidence-based practice in nursing. She teaches the skill and simulation course at the junior level and works with students in their clinical experience on orthopedics, an activity which she finds rewarding and energizing. Her related research interests include pain management and pressure ulcer prevention.
Sister Beverly is a professed member of the Benedictine Sisters of St. Scholastica Monastery and a member of the Tanzanian Twinning Committee of the Monastery. As an outgrowth of this connection and her commitment to service-learning she coordinates service-learning trips to Tanzania.
Sister Beverly currently serves as a trustee of the board of directors of the Benedictine Health System and is a member of the Institutional Review Board of the Essentia Institute of Rural Health.
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,
My academic interests are quite broad, since I have spent 40 years teaching nursing at the undergraduate level. I also appreciate the opportunity to teach first-year students in Scholastica's Dignitas program, focusing on topics of global health and social justice. I thoroughly enjoy being engaged with students in the learning process, and strive to stay up-to-date on a variety of issues. My passions include a global perspective, and I love travel adventures in the U.S. and other parts of the world. I am a strong believer in study abroad and service-learning, and encourage all students to do these activities while they are young.