Email information is followed by @css.edu unless otherwise noted.
Dr. Bjorklund is a tenured Professor in the Department of Graduate Nursing. She has been at The College of St. Scholastica since 2000. She received her PhD in Nursing with a minor in Bioethics from the University of Minnesota in 2006. Her MS and BS in Nursing were awarded by the University of Colorado Health Sciences Center, and a BA in Theatre Arts with a minor in English were awarded by the University of Minnesota. She was the first nurse in the history of the university's School of Nursing to receive the University of Minnesota's Best Dissertation award in the Social and Behavioral Sciences; and in 2008 her dissertation was nominated by the University of Minnesota as its entry for the National Council of Graduate School's Best Dissertation award. In 2009, Dr. Bjorklund received the College's Lavine Award for Teaching Excellence. In service to The College, Dr. Bjorklund has chaired the Faculty Assembly and Faculty Assembly Steering Committee as well as the Graduate Curriculum Committee.
In the Department of Graduate Nursing, Dr. Bjorklund teaches core, role, and specialty courses in the Psychiatric-Mental Health Nurse Practitioner program. Courses include Health Care Ethics, Theories of Human Development Across the Lifespan, Theorizing Nursing Practice, Health Policy, Theoretical Foundations of Advanced Practice Psychiatric-Mental Health Nursing, Assessment and Management of Psychiatric Disorders in Adults, PMHNP Transition to Practice, Psychiatric Practicum I and IV, and all three DNP Clinical Project courses. Dr. Bjorklund maintains a clinical practice in College Health and provides psychiatric services to students including diagnostic evaluations and medication management.
Dr. Bjorklund's scholarship interests focus on nursing ethics, nursing philosophy, and mental health. She has published 22 manuscripts and/or book chapters in the last 17 years. Most recent publications include:
Earley, Patricia MSN, APRN, FNP-BC
Position: Assistant Professor, Graduate Nursing
Department: Graduate Nursing
University of Alaska-Anchorage--Bachelor of Science, Nursing, 1987
University of Alaska-Anchorage--Master of Science, Nursing, 1996
Patricia Earley has focused her career in clincal practice. She worked as a Family Nurse Practitioner in primary care based clinics from 1996-2013. She then began teaching as adjunct faculty at the College of St. Scholastica in May, 2013, then was promoted to Assistant Professor in July, 2015. Ms. Earley has been on the medical staff at St. Luke's Hospital since December, 2013 until present, where she works in Convenient/Urgent Care.
Recent achievements (awards/publications/honors):
In 2008, Ms. Earley was awarded a Four Star Excellence Award by Professional Research Consultants, Inc. for scoring in the top 25% nationally for "Excellent" responses in the survey for Overall Quality of Provider Care, Mid-Level Services.
From 2009-2010 Ms. Earley served on Essentia Health-Duluth's Quality Improvement committee to improve the quality and patient satisfaction of the After Visit Summary. Additionally, she created templates of standard Patient Instructions that were then expanded into use across Essentia Health's entire nation-wide clinic and hospital facilities.
I have been a family nurse practitioner since 2001 with experience in family practice, rural emergency care, and hospital medicine. Special areas of interest include nurse practitioner preparedness to practice, mentoring, rural emergency care, adult learning, and online learning.
Doctor of Nursing Practice--North Dakota State University (2015)
Practice Improvement Project: Emergency Care Education for Advanced Practice Providers in Rural Critical Access Hospitals
Master of Science in Nursing, Family Nurse Practitioner--University of Mary (2001)
Bachelor of Science in Nursing--University of North Dakota (1991)
Statement of Educational Philosophy
Every individual has a unique learning style, motivation for learning, and set of talents that inherently guides the person in career and life. In order to teach effectively, it is imperative that each student be perceived as an individual with different goals and values, not as a generic group. The extra time and energy spent focusing on the individual brings more meaning and excitement to the learning process. In this way, learning and teaching becomes more of a harmonious partnership between the individual and the educator.
Learning is a lifelong process. We learn from others. We learn from making mistakes. We learn better ways to do things the next time. Learning is not just for the student, but for the educator as well. In working with students, patients, and peers, it is not a weakness to learn something that wasn't previously known. It is expected. As Ralph Waldo Emerson once said, "Do not be too timid and squeemish about your actions. All life is an experiment. The more experiments you make the better."
One of the greatest gifts is to impact the life of another positively. Some of my most memorable learning experiences were from educators and mentors who took the time to know me personally, challenge me to learn on my own, and relate to me as a peer. My teaching and practice styles were borne from positive experiences starting in elementary school. We all remember those people who impacted us positively and helped mold us into the person we are today. Rarely was it the facts and the book knowledge that impressed us; it was the stories, lessons, and different teaching styles that we remember with fondness. It's a snowball effect. The gifts we received in learning from our respected role models we can impart to others. This is my educational philosophy.
Travel, running, gardening, reading, writing, and pheasant hunting.
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, Quality Improvement
Knowledge representation in a clinical information system and evidence-based practice
Senk, P., & Koski, S. (2016). Chapter 8: The relationship between a quality measure and staffing hours in nursing homes. In Sandefer, R. Marc, D. Data analytics in healthcare research: Tools and strategies. Chicago, IL: American Health Information Mangement Association.
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. An Analysis of peer feedback in an online graduate nursing course. Poster Presentation at the Scholarship of Teaching and Learning Commons Conference, Savannah, GA.
Bastain, H., Bjorklund, P., McDonald, A., Senk, P., & McCumber, S. Shifting locations: Reflections on writing-enriched curriculum projects in diverse contexts. Interactive presenation at the International Writing Across the Curriculum conference, University of Minnesota, Minneapolis, MN.
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.