Dr. Anderson has over 35 years of experience in nursing practice, policy, research, and higher education. She has taught at the undergrduate, master's, and doctoral levels and enjoys motivating students to do their best. Dr. Anderson has a long history of conducting research, both clinical trials and original projects. She has served on the National Advisory Council for Nursing Research for the National Institutes of Health and has published over 50 refereed manuscripts and book chapters on topics in the realm of wounds - their diagnosis and treatment. She is a lead evaluator for the Commission on Collegiate Nursing Education, a member of the Society for Simulation in Healthcare, and Sigma Theta Tau International.
Name: Pamela Bjorklund
Credentials: PhD, APRN, PMHNP-BC, CNS-BC
Positions Held at CSS
2000 – Present
Department of Graduate Nursing, School of Nursing
College of St. Scholastica, Duluth MN
Psychiatric-Mental Health Nurse Practitioner Track (PMHNP) in the Doctor of Nursing Practice (DNP) program, including ethics in health care, DNP clinical project courses, theorizing nursing practice, psychopharmacology, assessment and management of psychiatric disorders in adult clients, PMHNP preceptorship, theories of human development, and theoretical foundations of advanced practice psychiatric-mental health nursing.
2001 – Present
Psychiatric-Mental Health Nurse Practitioner/Clinical Nurse Specialist
Student Health Service / 8 hours per week
College of St. Scholastica, Duluth MN
Psychiatric services, including diagnostic evaluations, medication management, and supportive psychotherapy with college students.
I teach courses in the PMHNP track, along with the healthcare ethics, theorizing nursing ethics, theories of human development, and clinical project courses in the DNP program. I provide psychiatric services 8 hours per week to CSS students in the Student Health Service. I currently serve as Chair of the Graduate Curriculum Committee and the Department of Graduate Nursing Curriculum Subcommittee. I am past Chair and Vice Chair of the Faculty Assembly and Steering Committee of the Faculty Assembly. I am engaged in ongoing scholarship, research, and clinical practice. Scholarship interests focus on nursing philosophy, nursing ethics, and psychiatric-mental health nursing. Scholarly efforts have included assisting graduate students in getting their Master’s and DNP Clinical Projects published.
Recipient of the Max H. Lavine Award for Teaching Excellence, 2009.
Publications and Research
2002 – 2006
Taking Responsibility: Toward an Understanding of Morality in Practice
An Ethnographic Investigation of the Social Construction of Responsibility in the Residential Dialectical Behavior Therapy of Women Diagnosed with Borderline Personality Disorder
Description:Over the course of a full year, data from participant observation and from formal and informal, group and individual interviewing were gathered from the all-female residents and staff of a unique, intensive, psychiatric residential treatment facility that applied dialectical behavior therapy (DBT) in a residential context to women diagnosed with borderline personality disorder (BPD). This naturalistic (ethnographic) inquiry into the social construction of responsibility in one very particular geography of care aimed to identify, describe, explore and understand the social processes involved in taking responsibility for “a life worth living,” which was the expressed mission of this social group. Ultimately, the study aimed to examine the kind of moral life sustained and reproduced in this mode of psychiatric treatment in order to answer the question: What kind of moral life is this? An important assumption of this project was that morality is not socially modular; that is, it is embedded in social practices, particularly practices of responsibility that assign, allot, define, or deflect responsibilities related to who must do what for whom, at what cost and with what benefit, and who is privileged to deflect or be exempt from such responsibility.
Status: Dissemination of results in progress. Chapters two and three published in Issues in Mental Health Nursing and Advances in Nursing Science, respectively. Further dissemination of results in book and/or manuscript form is pending.
Winner, 'Best' Dissertation Award
Category: Social and Behavioral Sciences and Education
University of Minnesota, 2006 – 2007
Nominated by the University of Minnesota in 2008 for the National Council of Graduate Schools' 'Best' Disseration Award.
General Interests: Nursing Philosophy, Nursing Ethics, Nursing Humanities, Psychiatry and Women
Quaas, B., & Bjorklund, P. (in press). Simulation start-up in an acute care hospital. Journal of Continuing Education in Nursing.
Maki, M., & Bjorklund, P. (accepted with revisions). Improving cardiovascular disease screening in community mental health centers. Perspectives in Psychiatric Care.
Lawrence, D., Alleckson, D., & Bjorklund, P. (2010). Beyond the roadblocks: Transitioning to adulthood with Asperger's disorder. Archives of Psychiatric Nursing, 24(4), 227-238.
Anderson, K., & Bjorklund, P. (2010). Demystifying federal nursing home regulations to improve geropsychiatric care. Perspectives in Psychiatric Nursing, 46(2), 152-162.
Rausch, D., & Bjorklund, P. (2010). Cutting the costs of constant observation. Journal of Nursing Administration, 40(2), 75-81.
Feczer, D. & Bjorklund, P. (2009). Forever changed: Post-traumatic stress disorder in female military veterans, a case report. Perspectives in Psychiatric Care, 45(4), 278-291.
Bjorklund, P. (2008). Volume two: Personal and emotional counseling: Ego strength.In F. T. L. Leong (Ed.), Encyclopedia of Counseling. Thousand Oaks, CA: Sage Publications.
Bjorklund, P. (2008). Assessment and diagnosis (chapter 4). In K. Wheeler (Ed.), Basic psychotherapy for the advanced practice psychiatric nurse. St. Louis: Mosby, Inc.
Bjorklund, P. (2006). We need to talk: Response (Letter to the editor). Perspectives in Psychiatric Care, 42(2), 158-159.
Bjorklund, P. (2006). Taking responsibility: Towards an understanding of morality in practice. Advances in Nursing Science, 29(2), E56-E73.
Bjorklund, P. (2006). No-man’s-land: Gender bias and social constructivism in the diagnosis of borderline personality disorder. Issues in Mental Health Nursing, 27(1), 3-23.
Bjorklund, P. (2005). Can there be a “cosmetic” psychopharmacology? Prozac unplugged: The search for an ontologically distinct cosmetic psychopharmacology. Nursing Philosophy, 6, 131-143.
Bjorklund, P. (2004). ‘There but for the grace of God’: Moral responsibility and mental illness. Nursing Philosophy, 5, 188-200.
Bjorklund, P. (2004). Invisibility, moral knowledge and nursing work in the writings of Joan Liaschenko and Patricia Rodney. Nursing Ethics, 11(2), 110-121.
Bjorklund, P. (2003). The certified psychiatric nurse practitioner: Advanced practice psychiatric nursing reclaimed. Archives of Psychiatric Nursing, 17(2), 77-87.
Bjorklund, P. (2003). Psychiatric-mental health nurse practitioner: Frequently asked questions. Available on The College of St. Scholastica Graduate Nursing Program Website
Bjorklund, P. (July-Sept, 2000). The Medusa appears: A case study of a narcissistic disturbance. Perspectives in Psychiatric Care, 36(3), 86-94.
Bjorklund, P. (Jan-Mar, 2000). The assessment of ego strength: Spinning straw into gold. Perspectives in Psychiatric Care, 36(1), 14-23.
Bjorklund, P. (May 1999). Adopting Asian children: The journey of a lifetime. Chosen Child: International Adoption Magazine, 5, 27-31.
Comments on Teaching
Almost everything I know about teaching I learned from an especially wise and gifted 5th Grade teacher. He, in turn, had been deeply influenced by Henry Trueba, once the Dean of the School of Education at the University of Wisconsin, Madison. Here is what he taught me about good teaching at any level:
First, good teachers have a compassionate disposition. They have an instinct and inclination to care deeply about the welfare and development of other human beings. Their genuine caring for their students inevitably and unmistakably shows itself over time. Content is nothing without compassion.
Second, good teachers have a commitment to equity and are sensitive to institutional structures that work against nontraditional students. These teachers consider the impact on learning of age, class, race, religion (or the lack of it), gender, disability, and other differences; and they challenge any exclusion from opportunity and recognition of those who are different. My own students are old and young and middle-aged. They are urban and rural, religious and non-religious, well-to-do and not. They are single and married and divorced. They are already professionals. They are almost all women. They have children and grandchildren and no children. They are going back to school after 5 years or 25 years. They are quite unlike the traditional undergraduate student. They are different.
Third, good teachers have theoretical flexibility and can shift gears to meet students’ various needs. They don’t adhere to educational ideology. They can recognize a sparrow trying to fly when they see one;* and they achieve their objectives without pushing square pegs into round holes. I resonate with this, because I am a square peg.
Finally, he said, good teachers know that the best way to teach is to model. Their lives are their arguments. “Example is not the main thing in influencing others,” said Albert Schweitzer. “It is the only thing.”
Awhile ago, I heard a lecture given by the renowned educator, Parker Palmer, who had been asked to talk about the teachers who had most influenced him. He could not remember their names any longer, nor could he remember anything specific that they had taught, nor anything about their courses. What he remembered, and what he says most students remember about their very best teachers, is simply that he “wanted to be like them.” In a nutshell, this statement encapsulates my teaching philosophy.
I think the teachers whom students remember that way are the teachers who not only genuinely care about students but also inspire them. They are the teachers who are both knowledgeable and passionate about their subjects. They are the teachers who can empathize with their students’ struggles while adhering to high standards and insisting their students can think more deeply. Ultimately, it is not enough to be compassionate and flexible, to be equitable and a good role model, to have mastered a body of content, or to be a scholar in one’s field. What is critically important to excellence in teaching is also that one loves one’s subject and loves sharing it with others. That love is the medium that grows enthusiasm, excitement, and inspiration in these Petri dishes we call classrooms. The seeds of that inspiration feed life-long, self-motivated learning.
(for a child with Noonan’s syndrome†)
Five times child
We picked you up off the ground
Out of the long grass
Out of the smell of damp leaves
Placed you in a matchbox
full of tissue paper
Fed you milk with an eye-dropper
Took you with us to school
Showed you to our mothers
Bought you a new set of clothes
Found you a nice job in a good office
Gave you the keys to the car
Chose a sensible woman to fall in love
with those brown eyes
Until we realized you were a bird and must have been trying to fly.
†Noonan’s syndrome is a congenital disorder associated with heart disease,
short stature and learning difficulties.
Asst Professor, NSG
Experienced Advanced Practice Nurse as a Family Nurse Practitioner. Primary experience in express and urgent care. Doctor of Nursing Practice clinical experience at the University of Minnesota Cardiovascular Clinic.
ANCC Board Certified Family Nurse Practitioner.
Licensed by the State of Minnesota as a Certified Nurse Practitioner.
My areas of practice interest are family medicine, and cardiovascular health. My research interests include cardiovascular health, online learning, and simulation.
2012: Doctor of Nursing Practice. Metropolitan State University, St. Paul MN.
1999: Masters of Science in Nursing, Family Nurse Practitioner focus. Metropolitan State University, St. Paul MN
1981: Bachelors of Science in Nursing. The College of St. Benedict, St. Joseph, MN.
Asst Professor, NSG
Experienced Advanced Practice Registered Nurse-Nurse Practitioner; Extensive (>20 yrs) clinical experience as a Family Nurse Practitioner. Has broad experience with populations across the lifespan providing preventative care, evaluation and treatment of episodic illness, and chronic disease management.
My teaching philosophy focuses on application of didactic knowledge to clinical practice; didactic coursework is conducted on-line and in classroom settiing; much emphasis is on individual and group case reviews, critical thinking, and clinical documentation technique. Future plans include incorporating more simulation exercises into clinical practicum courses and standardized assessment.
Master of Science, Nursing, University of Alaska-Anchorage 1996
Bachelor of Science, Nursing, University of Alaska-Anchorage 1987
Family Nurse Practitioner, American Nurses Credentialing Center
Member, American Nurses Association
Member, American Association of Nurse Practitioners
Assoc Professor, NSG
Dr. Nancy L. Falk is a nursing leader, educator, and scholar with a collaborative style and interdisciplinary perspective informed by clinical, informatics, policy, and business/leadership understanding and experience.
She has been a substantive contributor in non-profit organizations, government agencies, academic institutions, private entrepreneurial ventures, publicly traded corporations, and her family’s manufacturing and retail business. Her primary area of expertise is in aging worker/workforce issues.
Dr. Falk was a trailblazer (1980s-1990s) in biomedical informatics leading clinicians and researchers to embrace electronic research tools and emerging technology solutions to enhance clinical practice and research. She was instrumental in initiating and developing the Nurse Faculty Education Act of 2005, as the John Heinz U.S. Senate Fellow in Aging Policy.
As a founding faculty member of the School of Nursing at the George Washington University (2009-2016), she served as co-director on a Robert Wood Johnson (RWJ) Funded Nursing Alliance for Quality Care grant and as co-PI on an Agency for Healthcare Research and Quality (AHRQ) grant focused on Nurses’ Contributions to Fostering Successful Patient Engagement.
Teaching: A passionate educator and lifelong learner, Dr. Falk focuses on empowering current and future nursing leaders - helping them to be effective, influential, and impactful in clinical, educational, policy, research, and other roles. She promotes learning by doing and engages students in real projects to help them gain skills and confidence so they meet and exceed professional goals. Recent Teaching Honor: Sigma Theta Tau, Epsilon Zeta Chapter, Excellence in Nursing Education Award (2015).
Service: Elected member of the National Academy of Social Insurance. Serve on Social Research, Policy and Practice Executive Committee of GSA as Mentoring Committee representative. Service Highlight: Fellow in Gerontological Society of America (GSA) (2016).
Falk, N.L., Rudner, N., Chapa, D. & Greene, J. Nurse practitioners and intent to retire. Journal of the American Association of Nurse Practitioners, October 2016.
Falk, N.L. Infographic development by Accelerated Bachelor of Science in Nursing (BSN) students: An innovative technology-based approach to public health education. Nursing Education Perspectives. September/October 2016, p. 299-301.
Asst Prof, Grad Nursing
Assistant Professor, Graduate Nursing
Clinical Practice: Infectious Disease Associates, St. Luke's Hospital and Clinics, Duluth, MN
International Travel Clnic, St. Luke's Hospital, Duluth, MN
Areas of interest include: Preventive care/Immunizations, Hepatitis C, and HIV, and complex case management that includes outpatient antimicrobial therapy aa well as prior authorization of expensive treatments. I am also interested and support independent practice for APRN's, healthcare reform, and the promotion of nurses as scholars.
Assoc Professor, NSG
Dr. Kemnitz has baccalaureate degrees in Biology and Nursing from Carroll College 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.
Asst Professor, NSG
Position: Assistant Professor
I have been working with the Graduate Department of Nursing since 2005 as an adjunct instructor. I joined the faculty as a half time Assistant Professor in 2013. I earned my BA, MA and DNP degrees from the College of St. Scholastica. I teach clinical psychiatric and mental health courses.
I am a Family Psychiatric Mental Health Nurse Practitioner and also work at the Human Development Center. In my clinical work, I provide psychiatric care for patients of all ages. I diagnose and treat a wide variety of psychiatric disorders from children to adults with serious and persistent mental illness. Treatment modalities include pharmacologic and non-pharmacologic modalities.
My goal as a teacher is to cultivate students’ love of learning and to challenge them to explore the unfamiliar and less known to them during their time at CSS. Ultimately, I want to help fill the gap in mental health care by helping students become competent, compassionate, respectful, and empathetic Psychiatric Nurse Practitioners.
Maki, M. & Bjorklund, P. (2013). Improving cardiovascular disease screening in community
mental health centers. Psychiatric Perspectives, 3, 179-186.
Assoc Professor, NSG
Experienced Advanced Practice Nurse-Nurse Practitioner and Clinical Nurse Specialist. Extensive clinical experience in public/community health, care of adults and older adults in long term and community settings and care management and care coordination.
ANCC Board Certificaitons: Adult NP, Gerontological NP, Adult-Gero Primary Care NP, Family NP, Clinical Nurse Specialist Community/Public Health, Clinical Nurse Specialist Adult Health
My teaching philosophy focuses on creating an open classroom rich with feedback and opportunities for interaction and active learning. My goal as a teacher is to instill a commitment to life learning and openness to reflective practice.
Doctor of Nursing Practice, University of Minnesota, 2014
Post Master's Family Nurse Practitioner Certificate, The College of St. Scholastica, 2003
Post Master's Adult Nurse Practitioner Certificate, The College of St. Scholastica, 2001
Master of Science, Major-Public Health Nursing, University of Minnesota, 1996
Bachelor of Science, Community Health Education, University of Minnesota, 1982
Diploma, St. Luke's School of Nursing, 1980
Asst Professor, Grad Nursing
Dr. Christine Olson is a Family Nurse Practitioner and teaches in the BS to DNP Program in Graduate Nursing at The College of St. Scholastica. Practice experience includes family practice, rural emergency care, and hospital medicine. She has been a Family Nurse Practitioner since 2001 with a Master of Science in Nursing from University of Mary in Bismarck, North Dakota. In 2015, she completed her DNP from North Dakota State University in Fargo, North Dakota. Her DNP Project was Emergency Care Education for Advanced Practice Providers in Rural Critical Access Hospitals.
Current courses taught include Evidence Based Practice, Lifespan Health Assessment, Clinical Project Courses, Nurse Practitioner Preceptorship and Advanced Practicum V: Older Adult.
Asst Prof, Grad Nursing
MSN- College of St. Scholastica 2010
BSN- College of St. Scholastica 2007
B.A. - Biochemistry/Biology- College of St. Scholastica 2004
EMT Certificate Mesabi Range Community and Technical College - 2012
Biography: Research interests include multimorbidity management, palliative care, population management, care of the older adult with dementia.
Courses: Advanced Pharmacology, Theories of Human Development, Lifespan Health Assessment
Asst Prof/Interim Chair, NSG
Doctor of Philosophy in Nursing
University of Wisconsin - Milwaukee
Bachelor of Science in Nursing
College of St. Teresa
Health Care Informatics, Outcomes Research, Quality Improvement, Epidemiology & Biostatistics, Health Program Evaluation
Knowledge representation in a clinical information system, consumer informatics, and evidence-based practice
Byrne, P., & Senk, P. (2017). Google Glass in nursing education: Accessing knowledge at the point of care. Computers, Informatics, Nursing.
Westra, B.L., Sylvia, M., Weinfurter, E.F., Pruinelli, L., Park, J.I., Dodd, D., Keenan, G.M., Senk, P., Richesson, R.L., Baukner, V., Cruz, C., Gao, G., Whittenburg, L., & Delaney, C.W. (2016). Big data science: A literature review of nursing research exemplars. Nursing Outlook, 1-13. http://dx.doi.org/10.1016/j.outlook.2016.11.021
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 Management 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. (2015). An analysis of peer feedback in an online graduate nursing course. Poster presentation at the Scholarhsip of Teaching and Learning Commons Conference, Savannah, GA. [peer reviewed]
Bastain, H., Bjorklund, P., McDonald, A., Senk, P., & McCumber, S. (2014). Shifting locations: Reflections on writing-enriched curriculum projects in diverse contexts. Interactive presentation at the Internationsal Writing Across the Curriculum Conference, University of Minnesota, Minneapolis, MN. [peer reviewed]
Senk, P., & Kochanski, K. (2009). Preventing Pressure Ulcers in the Acute Care Setting. Interactive Presentation at MetaStar Conference, Wisconsin Dells, WI. [invited]
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. [invited]
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. [peer reviewed]
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. [peer reviewed]
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. [peer reviewed]
Admin Specialist, NSG