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U C L A N U R S I N GU C L A N U R S I N GV O L U M E 2 1 2 0 0 4 I S S U E P U B L I S H E D B Y T H E U C L A S C H O O L O F N U R S I N G
They come from different cultures, bringing rich life
and professional experiences.
A glimpse at the diverse students drawn together
by the common goal of a UCLA School of Nursing education.
OTHERLIVESOtherLives
1.Cover04 10/8/04 9:58 AM Page 3
M E S S A G E F R O M T H E D E A N
Were it not for visionaries who answered a plea similar to the one I am about
to make, I would not be in this position.
Scholarships enabled me to go to graduate school and attain my advanced
degrees, up through my Ph.D. Quite simply, I could not have afforded the education
I received without that financial assistance. I have not forgotten the generosity of
a stipend and paid tuition that paved the way for my career trajectory – and I am
well aware that given today’s economy and rising fees, current and potential UCLA
School of Nursing students face even greater challenges than I did as they struggle
to determine whether their dream of becoming advanced practice nurses or nurse
scientists is financially feasible. For too many talented individuals, advanced
nursing education is not affordable without scholarship support.
Thus, my plea: that those who have the economic wherewithal contribute
to our common goal of increasing the amount of support we can offer to deserving students. We strive to
provide financial assistance, ranging from $1,000 to $20,000, to approximately 85 percent of the enrollees
in our doctoral and master’s-degree programs, including the A.D.N.-B.S.-M.S.N. program for students
with associate degrees in nursing. We are encouraging all of our doctoral students to gain experience
as an academic by being a paid teacher’s assistant or paid research assistant for $15,00 or more per year.
Your contributions toward achieving this goal will be extremely valued and valuable. If you would like
to help, please contact Director of Development Naz Kaykhosrowpour or her assistant, Carl Tyler,
at (310) 825-3109, or email [email protected].
The bottom line is that scholarships enable our school to attract the best students. They ensure
that the ability to pay is not a factor in whether a talented individual seeks a graduate nursing education
at UCLA. We have students who are struggling to raise children – some as single parents – or are still
repaying undergraduate student loans. Our successful effort to draw a diverse student body means we
attract individuals from low-income neighborhoods in Southern California from different races and
ethnicities. Without financial support, many of these students would never attend our school. With such
assistance, they can fulfill their dream of advanced nursing education, enrich the student experience for
everyone, and go on to use their skills to elevate the nursing profession and make positive contributions
to the health care system for years to come. Thank you for your consideration of a gift for scholarships
to the UCLA School of Nursing.
Marie J. Cowan, R.N., Ph.D., F.A.A.N.
2.Dean.TOC.04 10/8/04 10:04 AM Page 2
Volume 21, 2004 Issue
S C H O O L O F N U R S I N GA D M I N I S T R A T I O N
MARIE J. COWAN, R.N., Ph.D., F.A.A.N.
Dean
ADELINE M. NYAMATHI, R.N., Ph.D., F.A.A.N.
Associate Dean, Academic Affairs
MARY A. WOO, R.N., D.N.Sc., F.A.A.N.
Associate Dean, Research
KAY BAKER, R.N., M.N.
Associate Dean, Student Affairs
CHANDICE COVINGTON, R.N., Ph.D.LYNN DOERING, R.N., D.N.Sc.
Section Chairs
JEFFREY WIGINTTON
Director of Administration
DONNA McNEESE-SMITH, R.N., Ed.D.
Faculty Chair
NAZ KAYKHOSROWPOUR
Director of Development
DAN GORDON
Editor and Writer
MARTHA WIDMANN
Art Director
Photography: ASUCLA (p. 2: Cowan, p. 5: Giger); Bill Short (p.3: Coming of Age, p. 16); Reed Hutchinson (cover, p. 3: Making Plans to Go Solo, pp. 11, 14-15, 17); Alfredo Bimbela (p. 3: Other Lives; p. 8);Craig Fujii (cover: self-portrait); June Perdue (p. 12);Bob Knight (p. 3: Commencement, p. 4); Courtesy of the UCLA School of Nursing (p. 7)
UCLA Nursing is published by the UCLA School of Nursing for the alumni, faculty, students, staff and friends of the school.
For information about academic programs andstudent affairs, call (310) 825-7181, or e-mail:[email protected]
Dean’s Office: (310) 825-9621
Copyright 2004 by The Regents of the University of California. Permission to reprint any portion ofUCLA Nursing must be obtained from the editor.Contact Editor, UCLA Nursing, Box 951702, LosAngeles, CA 90095-1702.
4P A R T I N G W O R D SExcerpts from speeches at Commencement, Spring 2004.
6N U R S I N G A D M I N I S T R A T I O N A L U MD I R E C T S U C L A H O S P I T A L M O V EWith the assistance of students from the school’s M.S.N. inNursing Administration program, Kelly Guzman (M.N. ’94) is overseeing the transition to two new facilities.
8O T H E R L I V E S
Di f fe rent Cu l tu res , Common Goa lsStudents from diverse upbringings consider the impact of patients’ backgrounds.
12 F ind ing Fu l f i l lment in a Second CareerWhile achieving success in other fields, they discover their love for nursing – and change course.
15 Mak ing P lans to Go So loStudent ponders an “other life” in future practice.
16 Coming o f AgeTwo students show it’s never too late to start.
18S C H O O L O F N U R S I N G A N N U A L G I V I N G
4
8
15
16
U C L A N U R S I N G
2.Dean.TOC.04 10/8/04 10:04 AM Page 3
4 UCLA NURSING
ELENA ORNELAS-PELAEZ
Representing the A.D.N.-B.S.-M.S.N. ClassAs I looked back over my first year and a halfhere at UCLA, I was reminded of a quote fromCharles Dickens: “It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness…” Somehow thisquote seemed to sum up the baccalaureate program for me.
During our first quarter in the summer of2002, I told myself, “This has to be the worstthing I have ever been through.” Then we pro-gressed to Chemistry 14 A, B, and C. “OK! Itcould get worse!” Then came Life Science andHonors Molecular Biology. Would the torturenever end?
What about the 25-30 page papers thatsome of us stayed up all night in order to finishon time? What about the fact that many of us felt that we had no life except work and school –and more school? What about the mind-numb-ing, frightening oral presentations we were forcedto give (and listen to)? How many phone calls oremails did we get or send telling another class-mate, “I just don’t think I can do this anymore.”
Yes, those were the worst of times.But now they are vague memories that just
don’t seem so terrible anymore. We can actuallytalk about our program and laugh at how hardwe worked, knowing that it truly was well worththe effort.
It was a difficult program, and with eachother’s help, we made it through, because thosephone calls and emails were answered by a class-mate who had become a close friend. We wereable to support each other and help each othermake it through one more day, then one moreweek, then one more month. We made friendshipsthat blossomed over the years and that will last alifetime.
We endured a lot of headaches, shed manytears and yet we were still able to laugh at all thesilly things that we did.
Those were the best of times.As one student put it, “It was an unforget-
table time of endurance which tested the strengthof our minds and spirits.” I’m pleased to say itwas one more test we passed with flying colors.
ELIZABETH MANDILE
Representing the M.S.N. Class During the last two years, we’ve all grown intel-lectually and personally. We’ve been stretched bystruggles and challenges perhaps more than everbefore. We’ve written papers, studied for testsand put in countless clinical hours. Many of usdid so while still working and setting aside timefor our families.
For all of us there were times when we were stretched thin. Some people got engaged ormarried. Some people had children. Some peoplestruggled with finances. Some people commutedlong distances. Some people suffered losses of onekind or another. For me it was a recurrence ofmy cancer. It made me fear for my life and, moretangibly, my livelihood as a nurse. It also allowed me to experience firsthand the kindness,understanding and intelligence of nursingthrough my colleagues’ support and encourage-ment.
Now that we have reached this day, wemust take a moment to realize what we have accomplished. We made these sacrifices for a reason. We care about nursing and want tomake unique and lasting contributions. We havedeveloped the knowledge and skills required to be advanced practice nurses. Wherever we go, wewill bring energy and inspiration. We will bringthe understanding gained through our unique experiences as nurses and our own experiences of struggle. During these past two years, we’vewitnessed the work of advanced practice nursesduring our clinical time. We are now poised tobegin our own work as advanced practice nurses.
It is my hope that everyone savors not onlythis moment of achievement, but also those thatare yet to come. In our new positions we must re-member to enjoy the process of becoming what weare striving to be. Finally, we must take chancesif we are to reach new heights. Now that we havethe education, we must have the confidence tospeak our minds and to advocate for those whocannot in today’s health care environment. In thewords of Helen Keller, “Life is a great adven-ture or it is nothing at all. There is no such thingas security.”
ELIZABETH DIXON
Representing the Ph.D. Class Answering the age-old question of what does adoctor-nurse do, I will tell you that we have been prepared to function in many roles. Wehave been prepared as educators to recruit, teachand mentor students who, in turn, will use thislearning to educate and serve others. We havebeen prepared as scientific collaborators to criti-cally appraise health research so that it can be refined and extended to answer important questions. Finally, we have been prepared as independent nurse scientists to conduct researchthat will advance scientific understanding ofhuman health and behavior.
In fact, through their dissertation research,this group of nurses has already made importantcontributions. In the area of pediatric research,Dr. Tricia Kuster evaluated the influence of social support, coping, and community resourceson the health outcomes of mothers caring for ventilator-assisted children. Dr. Isabell Purdyinvestigated the neurodevelopment of childrenwho were born prematurely and exposed tosteroids in the perinatal period. With respect toadolescents, Dr. Anita Bralock investigated thefactors influencing condom use among AfricanAmerican female adolescents and Dr. MaryCrook developed and tested an instrument tomeasure the adolescent perception of invinci-bility. For adults, Dr. Joanne Eastwood inves-tigated the impact of psychosocial factors on the health-related quality of life among individ-uals having an angiogram for the diagnosis of coronary artery disease. All of these studiesaddress important topics and fill gaps in current understanding.
We have the tools to make a difference in thelives of so many people. You can be certain thatwe will use them to the best of our abilities.
P A R T I N G W O R D SE x c e r p t s f r o m s p e e c h e s a t C o m m e n c e m e n t , S p r i n g 2 0 0 4
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S C H O L A R S H I P S A T T H E U C L A S C H O O L
O F N U R S I N G
Scholarships are the school’s highest priority. For more information on how to donate, contact (310) 206-3662.
We wish to express our appreciation to the donors who have contributed the following scholarship funds
for students in the UCLA School of Nursing:
Alpha Tau Delta Scholarship
Florence Anderson Scholarship
Florence Anderson Fellowship Endowment
Karen Booher Scholarship
Margaret H. Brown Undergraduate Scholarship Endowment
Carsey Family Foundations Graduate Fellowship Endowment
Chironians Endowment
Diane Cooper Scholarship
The Edwin and Catherine M. Davis Foundation for Scholarships
Doctoral Student Scholarship
Lillian Felsman Endowment
Lily S. Gordon Endowment Scholarship
Dolores and Forest Grunigen Scholarship Endowment
Lulu Wolf Hassenplug Endowment
William Randolph Hearst Scholarship Endowment
Kaiser Advanced Practice Nursing Fund
Alice Marie Kelly Scholarship Endowment
Knorr-Chang Research Fund-Neuro/Gerontology Studies
Elvira Larson Scholarship Endowment
Anna and Henry Lavarans Scholarship Endowment
Mrs. Beatrice G. Levin Endowment Fund
Judith Bradley Lipot Memorial Scholarship Endowment
Aurora Martinez Scholarship
Dr. Leonard Marmor Scholarship
Diane Matoff Endowment
Donna McNeese-Smith Scholarship
Diane Matoff Endowment
Audrienne H. Moseley Scholarship Endowment
Public Health Nursing Scholarship
Cecil E. Reynolds Scholarship Endowment
Ray Ross Fund
Shirley St. Amand Scholarship
J. Thomas Swanson Graduate Fellowship Endowment
UCLA Medical Center Auxiliary Scholarship
Karen Van Brunt Scholarship Endowment
Jumpei Watanabe Memorial Endowment
UCLA NURSING 5
D I D Y O U K N O W ?
- Named student scholarships and endowments can be establishedbased on funding amounts. Endowed scholarships can be estab-lished for a minimum of $50,000. Endowed graduate fellowships can be established for a minimum of $100,000. The UCLA School of Nursing appreciates contributions in any amount.
- You can make a gift to the UCLA School of Nursing that will provide income for your lifetime as well as an immediate income tax charitable deduction.
- If you are 75 years of age, you can establish a charitable gift annuity that has a 7.1% payout rate that will continue for your lifetime. The older you are the higher the payout rate.
- You can make a gift of your home, receive an immediate income tax charitable deduction and continue to live there for your lifetime.
- Bequests are a significant source of support for the School of Nursing.
For more information, please call Devon Brown at UCLA Office of Gift Planning (800) 737-8252 or visit www.giftplanning.ucla.edu
6570758085
6.0 %6.5 %7.1 %8.0 %9.5 %
RATEAGEGIFT ANNUITY
PAYMENT RATES(Single Life)
Please call for current
benefits and rates for
two persons.
J O Y C E N E W M A N G I G E R T O H O L D H A S S E N P L U G E N D O W E D C H A I R
Dr. Joyce Newman Giger, an expert in the as-sessment of cultural phenomena relevant tothe delivery of health care and in the develop-ment of strategies to enhance the provision ofculturally appropriate care, has been recruitedto the UCLA School of Nursing as the holder ofthe Lulu Wolf Hassenplug Endowed Chair.
Giger, who most recently spent more thana decade as professor at the University of Alabama School of Nurs-ing, has authored approximately 100 articles, more than a dozenbook chapters, and five books, including the textbook TransculturalNursing: Assessment and Intervention, which has been adoptedwidely by schools of nursing and translated into French. Her modelfor transcultural assessment has been widely cited. Among her manyforms of service, Giger chairs the Expert Panel on Cultural Compe-tency for the American Academy of Nursing.
Endowed chairs are created as a result of major gifts to theschool in order to attract and support the work of a distinguished fac-ulty member. Gift funds for the chair are invested, and resulting inter-est income is used to support the teaching and research activities ofthe professor selected to hold the chair. In addition to the HassenplugChair, now held by Giger, the school has two other endowed chairs:The Audrienne H. Moseley Chair in Community Health Research,held by Dr. Adeline Nyamathi, and the Audrienne H. Moseley Chair inWomen’s Health Research, held by Dr. Deborah Koniak-Griffin.
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Nursing Administration Alum Directs UCLA Hospital Move…
…and Knows Where to Turn for Assistance
6 UCLA NURSING
When Kelly Guzman
graduated from the UCLA
School of Nursing’s program
in Nursing Administration in 1994,
she couldn’t have imagined
that a decade later
she would be three years
into a position as director
of transition planning
for UCLA’s impending move
into two new hospitals –
one in Westwood and one
in Santa Monica.
Guzman is responsible for the moveand fit-up of the replacement facilities,including the 1.2-million-square-foot fa-cility under construction in Westwood(scheduled move-in date: Spring 2006)and the many-phased construction ofthe new Santa Monica-UCLA facility,with move-ins beginning in 2005. HerHerculean task involves working withmultiple vendors, meeting the individu-al needs of numerous departments andcoordinating tasks ranging from procure-ment of equipment, furniture and sig-nage to determining where each unitand service will be located within the fa-cilities. The Westwood replacementhospital, billed as the world’s most tech-nologically advanced, represents thelargest building undertaken in the histo-ry of the University of California.
“It’s a huge job,” Guzman agrees,laughing. “But it’s a perfect fit for anurse” – especially, she notes, one withthe preparation that comes from theschool’s renowned M.S.N. in NursingAdministration program. Guzman thinksso highly of the program from which shegraduated that she has taken in two of itsstudents as interns and hired one, HildaFlores, to work full-time as a projectmanager after Flores graduated in 2003.
Although many express surprisethat a nurse would wind up in her posi-tion, Guzman believes it makes sensefor several reasons. “You have insightinto understanding what patients need,what the health care team needs, andhow the ancillary services support thoseneeds,” she explains. “As nurses, we un-derstand better than most how hospitalswork.”
By the time she was hired as director oftransition planning in August 2001, Guz-man had been in health care for 14years, working for most of her career inmanagement roles as a pediatric ICUand emergency room nurse. Prior to hercurrent position, she was clinical directorfor ambulatory services at UCLA, pro-viding clinical oversight of the outpa-tient UCLA Medical Plazas as well asthe interventional floors.
Guzman says she continues to bene-fit from the knowledge she gained whilea student in the school’s Nursing Admin-istration program. She maintains closecontact with Dr. Donna McNeese-Smith,associate professor and coordinator of theprogram. “I talk to the students and ex-plain the amazing opportunities that areout there for them – that in addition tothe traditional role of the nurse manager,we can manage projects and work witharchitects, construction teams and manyother possibilities,” she says. “The basicskills you get from Donna’s program arevery helpful when it comes to approach-ing various problems.”
One of the nursing administrationstudents Guzman met was Hilda Flores.At an alumni conference where Floreswas selling raffle tickets to raise moneyfor her class, she approached Guzmanand began asking about her role in thetransition to the new hospitals. “Everyday when I went to school I would seethe hospital in Westwood being built,”Flores says. Guzman told her about theproject and, eventually, about an oppor-tunity for Flores meet the administra-tion program’s internship requirementby working on the transition team. “Ifigured, how often do you get thechance to be in on the building of amajor new hospital?” Flores says.
4.feature1.04 10/8/04 10:24 AM Page 1
UCLA NURSING 7
Flores spent her internship focusedon equipment planning. “Kelly doesn’ttake just any student, because her job ispretty overwhelming,” she says. “Butshe took me in and I learned so much.She helps you to pursue whatever goalyou need to meet for the curriculum andwill guide you in the right direction, yetprovide enough autonomy for you to beable to learn on your own.” Flores im-pressed her preceptor: When a projectmanager for the Santa Monica-UCLAtransition retired, Guzman didn’t hesi-tate to hire Flores for the position.
Meanwhile, Lucy Rivera, a studentin the Nursing Administration programwho graduated in June, assisted Guzmanas an intern by helping to coordinate as-pects of the pediatric move and aiding inthe development of the transition manu-al to be made available to the end usersof the new Santa Monica and Westwoodfacilities.
“The students I’ve been exposed tofrom the UCLA program are really wellprepared in problem solving,” Guzmansays. “I didn’t have to spend a lot of timegoing over management basics such asunderstanding and managing productivi-ty reports, budgets or daily operations.After seeing what a great job Hilda andLucy did, everyone on our team is anx-ious for us to bring in other students.”
When Guzman was managing ER opera-tions, she could seek support from col-leagues doing similar work across the
country. Because there are few prece-dents for the type of work she is doingnow, there is no such networking groupto advise Guzman when new challengesarise.
Though she’s well versed in theprocess as it relates to health care, Guz-man has also had to become conversantin the language of construction and facil-ities – everything from electrical power,security and delivery of items to infor-mation technology and other building is-sues. “It’s interesting how many similar-ities I’ve noticed between constructionand health care,” she says. “In construc-tion, as in nursing, you have a lot ofquality control checks as well as an in-credible amount of documentation.”
Perhaps her biggest challenge, Guz-man says, is managing expectations.“Everyone has been told that this willbe the most technologically advancedhospital in the world,” she notes. “Well,if we order ‘high-tech’ equipment bytoday’s standards, it might be antiquatedby the time the hospital opens. We haveto ensure there is flexibility in our pur-chasing agreements so that when a newgeneration of technology becomes avail-able, we have the option to upgrade be-fore we move in.” At times, though,Guzman must inform the new hospital’sfuture occupants that notwithstanding alarge budget and significant financial do-nations, cost considerations must stillcome into play.
Other challenges include managingthe Santa Monica-UCLA building effort,
which has dozens of phases and involvesbuilding while the hospital remains fullyoperational. “We move a department toan interim space while its floor is under-going construction, then we move a de-partment into the newly renovatedarea,” explains Flores. “All of thesemoves require detailed plans to ensurethat the new space meets the needs ofthe patients and the users.”
In addition to construction mitiga-tion issues, Flores is immersed in thetransition planning manual that Riverahad helped to develop. “The idea is tohelp each department identify all of themove-related issues that it needs to con-sider,” Flores says.
Flores is constantly impressed bythe adaptability of nursing principles toher new position. “The planning, imple-mentation and assessment are all so in-grained in our heads,” she says. “Andour emphasis on prevention rather thanwaiting for accidents or problems tooccur is something that I’m always dis-cussing with the construction staff.”
Flores is thankful not only for theeducation she received at the UCLASchool of Nursing, but also for the oppor-tunities to make connections with alumnisuch as Guzman while she was a student.
“This is very challenging, excitingwork,” she says. “Other nurses alwayssee the badge I wear with my nursingcredentials on it and want to know how Igot into this role. I feel very fortunate.”
KELLY GUZMAN, M.N. ’94(CENTER), SERVES AS DIRECTOR OF TRANSI-TION PLANNING FORUCLA’S MOVE INTO TWONEW HOSPITALS. LUCYRIVERA, M.S.N. ’04(LEFT), ASSISTED GUZMAN AS AN INTERNWHILE A STUDENT INTHE SCHOOL’S NURSINGADMINISTRATION PRO-GRAM, AS DID HILDA FLORES, M.S.N. ’03(RIGHT), WHOM GUZMANHAS SINCE HIRED AS A PROJECT MANAGER.
4.feature1.04 10/8/04 10:24 AM Page 2
8 UCLA NURSING
They come
from different
cultures,
bringing rich life
and
professional
experiences,
drawn together
by the
common goal
of a UCLA
School of Nursing
education.
As he got older, Bimbela came to realizethat he was straddling two worlds. “At school, Iwas in the United States, and at home I was stillin Mexico,” he says. “The rituals, discussions,beliefs, and ideology in my family were all root-
OTHERLIVESOtherLives
ALFREDO BIMBELA (above) WAS 4 WHEN HIS PARENTS DECIDED TO MOVE FROM GUADALAJARA, MEXI-
CO, TO SOUTHERN CALIFORNIA. THEY SETTLED IN SANTA BARBARA – A MOSTLY AFFLUENT AREA
THAT, LIKE ALL COMMUNITIES, INCLUDES A POCKET OF POVERTY. “THAT POCKET IS WHERE I GREW
UP,” BIMBELA RECALLS. “YOU KNOW IT WHEN YOU’RE STANDING IN IT AND YOU KNOW IT WHEN YOU’RE
LIVING IN IT.”
DIFFERENT CULTURES, COMMON GOALSStudents from Diverse Upbringings Consider Impact of Patients’ Backgrounds
ed in Mexico.” So was the language. As early asage 8, Bimbela recalls accompanying his parentson their health care visits so that he could playthe role of interpreter.
“There is no doubt I was losing a lot in thetranslation,” Bimbela says.
5.Feature2.04 10/8/04 10:34 AM Page 6
UCLA NURSING 9
What’s disconcerting to Bimbela, a second-year student in the UCLA School of Nursing’sFamily Nurse Practitioner program, is that theproblem persists.
“I’ll be walking through a unit and will comeacross a 10-year-old trying to interpret medicalinformation for his parents,” he says. “When Isee that, I can’t help but think that althoughwe’ve come a long way, this still happens, andit’s up to us as providers to point out that this isnot optimal care.”
Hoda Shawky was born and raised in the UnitedStates by parents who came from Egypt. Broughtup as a Muslim, Shawky increasingly identifiedwith her religion as she grew into adulthood. Shewears the traditional Islamic woman’s dress,hijab, to cover everything but her hands and face.“It’s a symbol of modesty,” Shawky explains.“Obviously, it identifies me as a Muslim, whichmeans that I must reflect the values of whatIslam teaches. But it’s also an outer reflection ofmy inner being andwhat’s in my heart.”
Her Muslim up-bringing has influ-enced Shawky’s ed-ucational and careerchoices. After at-tending UCLA asan undergraduatepre-med student, she taught at the elementaryschool level for two years. “The one thing Iknew was that I loved kids, but I didn’t feel likeI wanted to be a school teacher the rest of mylife,” she says. What appealed to her more wasthe idea of providing health care to children andtheir families. So Shawky received her baccalau-reate in nursing and then enrolled in the UCLASchool of Nursing’s Pediatric Nurse Practitionerprogram, where she is now in her second year.
“I always wanted to choose a career thatwould fit my Islamic beliefs,” she says. “I be-lieve that it’s just as important to take care of so-ciety as it is to take care of yourself, and Ithought, what better way than through pediatricnursing, where I can take care of kids and theirfamilies and do a lot of education, which my be-liefs also emphasize.”
F lore Djang was born in the Republic ofCameroon, but her family moved from the West-ern African nation to France when she was a
young child; Djang was an adult before she cameto the United States. Like Shawky, she was origi-nally a teacher. But when a close friend becameseriously ill, Djang decided to get training as anurse so that she could provide her care. Shestarted as a licensed vocational nurse before be-coming an R.N. “I didn’t realize there were somany differences in the levels of training of nurs-es,” Djang says. “Once I understood that andsaw what I could do as a nurse practitioner, I de-cided that was for me.” She enrolled in theschool’s bridge program, earning her baccalaure-ate degree before starting the master’s program,which she is on schedule to complete in June.
While a student she has also continued towork as a nurse in the liver transplantation unit,where so many cultures are represented amongthe 150 nurses that Djang and her colleagueshave jokingly taken to calling themselves “TheUnited Nations of UCLA.”
“When you’re exposed to so many differentcultures, it really helps you to see health care in a
different light,” Djang explains. “We learn to ap-preciate, for example, that people view compas-sion differently – some will hold hands to showit, others will make jokes, still others will notlook at you. Every nurse handles patients differ-ently; seeing that gives us all a greater ability tounderstand differences and be better providersof care.”
As Djang has learned more about the oppor-tunities available to advanced practice nurses,her goals have evolved. She now plans to estab-lish a practice incorporating aspects of both East-ern and Western medicine. In addition to hernursing education, Djang has been studying Chi-nese medicine and is on her way to becoming alicensed acupuncturist.
Her desire to incorporate non-Western ap-proaches illustrates the independent thinkingDjang brings to discussions with UCLA School ofNursing faculty and students, many of whom alsocome from other countries and bring their ownunique backgrounds. “I’m an American now butmy French culture makes me view things a lot dif-ferently, and I’m not afraid to voice those differ-ent opinions,” Djang says. “I’m always a little
“I’ll be walking through a unit and will come across a 10-year-old trying to interpret medical information for his parents ...when I see that, I can’t help but think that althoughwe’ve come a long way, this still happens, and it’s up to us as providers to point out that this is not optimal care.” — Alfredo Bimbela
5.Feature2.04 10/8/04 10:34 AM Page 7
weary when everyone thinks the same way, so Itry to add something different to the discussions.”
Shawky, Djang and Bimbela are among the co-hort of UCLA School of Nursing students whosecultural backgrounds enable them to bring in-sights that enrich the academic experience foreveryone. For Bimbela, now in his second yearof the school’s Family Nurse Practitioner pro-gram, this experience was not part of the originalplan.
Bimbela earned a doctorate in clinical psy-chology from UC Santa Barbara, during which he
completed a one-year clinical internship at theUniversity of Texas Medical Branch in Galve-ston. From there, he moved to New York City todo a three-year fellowship in psychiatry atMemorial Sloan-Kettering Cancer Center.There, he directed a project providing breastcancer education and outreach in diverse com-munities and provided clinical psychological carefor breast cancer patients.
As his fellowship neared completion, Bim-bela applied for and was offered a position as as-sistant professor at a research and clinical cancercenter in California, where he would develop aline of research in bringing breast cancer aware-ness and education to underserved communities.But Bimbela’s experiences practicing clinicalpsychology in New York City began to remindhim of the problems he encountered with thehealth care system during his childhood, and heeventually decided to change course.
Most of Bimbela’s patients spoke Spanish astheir primary language, and most, in addition totheir complicated medical condition, requiredpsychiatric medications. When Bimbela saw theneed to initiate or change patients’ medications,he found himself spending valuable time inter-preting for their English-speaking psychiatrists.“I had thought that New York, having a largeDominican and Puerto Rican population, wouldbe an easy place to find Spanish-speaking psy-chiatrists, but it was extremely difficult,” he
10 UCLA NURSING
says. “So I ended up spending a great deal oftime trying to arrange meetings among the pa-tient, the English-speaking psychiatrist and my-self so that I could interpret the information.”
Frustrated, Bimbela began to investigate thepsychiatric nurse practitioner role. “A light bulbinstantly went off, and I thought, this is the miss-ing piece,” he says. After completing his B.S.N.at Columbia University and gaining nursing ex-perience at Santa Barbara Cottage Hospital,where he continues to practice on the telemetryfloor, Bimbela enrolled in the UCLA School ofNursing’s Family Nurse Practitioner program,
where he is current-ly in his second year.He plans to develophis primary careskills and then inte-grate them with hispsychiatric training.
Especially after theterrorist acts of September 11, 2001, Shawky ex-plains, people who had known nothing aboutIslam began to look at her suspiciously; as a re-sult, she gained a new appreciation for those whotreated her as a human being who just happenedto be from a different religion. “When you’rearound people who make you comfortable, ithelps you to feel more confident and able toshare your thoughts, feelings and dreams,” shesays. “That comfort level really enables you tobloom, and that’s something I feel very stronglyat UCLA.”
Her minority status has motivated Shawkyto go the extra mile to learn about other culturesshe is likely to encounter as a nurse practitioner;Shawky wants to make sure she is sensitive toother cultures’ needs in the same way that otherhealth care providers need to understand the im-portance of modesty for Muslim men andwomen. “Some Muslims won’t even shake thehand of a person of the opposite sex who is notrelated to them, and shaking hands is such acommon way to begin a health care encounter,”she notes. “It’s important to keep differenceslike that in mind.”
Shawky’s belief in equal treatment regard-less of race, religion, ethnicity and socioeconom-ic status has led her to focus on uninsured pa-tient populations. Among other things, she hasworked as a volunteer at the UMMA Communi-ty Clinic in South-Central Los Angeles. UMMA(University Muslim Medical Association), startedby UCLA students, provides access to high-qual-
“When you’re exposed to so many different cultures, it really helps you to see healthcare in a different light. We learn to appreciate, for example, that people view compassion
differently – some will hold hands to show it, others will make jokes, still others will notlook at you. Every nurse handles patients differently; seeing that gives us all a greater abil-
ity to understand differences and be better providers of care.” — Flore Djang
5.Feature2.04 10/8/04 10:34 AM Page 8
UCLA NURSING 11
ity health care for the underserved population ofthat community, regardless of ability to pay.Though it was founded by Muslim students,many of the staff and patients are non-Muslims.
“I have been really inspired by that clinic,”Shawky says. “It has opened my eyes to the factthat a lot of other people besides Muslims carejust as much about the community as I do, andwant to provide to a population of people whodeserve health care just as much as somebodywho is insured does. When we work together,there’s that immediate bond regardless ofwhether our backgrounds are similar.” Shawkyhopes to continue providing services at UMMAor a similar clinic once she becomes a nurse prac-titioner.
In his experience, Bimbela says, the vast majori-ty of health care providers want to do what’sright for patients from different cultures, but bar-riers that start with language often prevent themfrom providing optimal care.
“My colleagues will tell me they walk into apatient’s room not being able to speak the samelanguage and they know their assessment is notcomplete,” he says. “Without the language com-ponent, all of the nuances are missed.” Evenwith the language, he adds, a great deal of non-verbal communication is overlooked or misinter-preted. For example, a patient’s presentation of
fear can be misconstrued as resistance or hostilitywhen the cultural context is not understood.
“There’s a lot of frustration with trying toprovide care when you have these barriers, andthere are no easy solutions,” Bimbela says. “Butwe need to understand that just saying we pro-vide the same level of care for every patient ismissing the point. We need to provide the carethat’s necessary for each individual patient.
“Ultimately, we can’t know all cultures tosuch a degree that we fully appreciate and un-derstand the nuances. If there’s a gentlemanwho is 60 years old and Korean-American, nomatter how much I want to and how much I try,I won’t fully understand him as well as someonewho grew up in that culture. But understandingour limitations and doing our best to overcomethem can go a long way.”
This is Bimbela’s fifth degree program, andhe says he has been highly impressed with thededication of the faculty and, specifically, withthe school’s commitment to ensuring that it grad-uates culturally competent advanced practicenurses. “In our group discussions, faculty try to in-tegrate cultural diversity and how our differentbackgrounds influence the way we see clinical is-sues,” he says. “It’s evident that they listen to stu-dents and patients when cross-cultural issuescome up, and they bring the scientific literatureinto the discussion of these issues and the barriersto care that communities face.”
“I always wanted to choose a career that would fit my Islamic beliefs. I believe that it’s just as important to take care of societyas it is to take care of yourself, and I thought,what better way than through pediatric nursing, where I can take care of kids and their families and do a lot of education, which my beliefs also emphasize.” — Hoda Shawky (left)
5.Feature2.04 10/8/04 10:34 AM Page 9
12 UCLA NURSING
BY HIS MID-30S, CRAIG FUJII HAD ESTABLISHED A SUCCESSFUL CAREER AS A PHOTO JOURNALIST. TRAV-
ELING THE WORLD TO REPORT WITH HIS CAMERA, FUJII’S 18-YEAR CAREER INCLUDED STINTS WITH
MAJOR DAILY NEWSPAPERS INCLUDING THE DETROIT FREE-PRESS, SEATTLE TIMES, DALLAS MORNING
NEWS, AND LOS ANGELES TIMES. HE WORKED FOR THE ASSOCIATED PRESS IN LOS ANGELES AND OVER-
SEAS IN CAMBODIA AND INDIA.
But by 1997, after a long period of wonder-ing whether he might prefer another career, Fujiiwas ready to leave the profession that had beensuch a major part of his life. “I enjoyed it formany years,” he says. “But at some point, I de-cided I wanted to do something that helped peo-ple directly.”
For 11 years, Michele McGowan was aspeech pathologist. Eventually, she was hired byCook County Hospital in Chicago to work onspeech, language and feeding skills for infantsand toddlers in the hospital’s pediatric ward andneonatal intensive care unit. It was McGowan’s
FINDING FULFILLMENT IN A SECOND CAREERWhile Achieving Success in Other Fields, They Discover Their Love for Nursing –and Change Course
CRAIG FUJII (RIGHT),
FORMER JOURNALIST,
GRADUATED FROM THE
SCHOOL IN JUNE AND IS
NOW A FAMILY NURSE
PRACTITIONER AT THE
WINSLOW INDIAN
HEALTH CARE CENTER
IN DILKON, ARIZ.
5.Feature2.04 10/8/04 10:34 AM Page 10
UCLA NURSING 13
first exposure to medically fragile children, andshe was hooked. “Even though I was supposedto be paying attention to the developmental side,I found that I always had more interest in themedical aspects of what was going on with thechildren,” she says.
She moved to Colorado and began a speechpathology position in an outpatient setting.There, McGowan was working more closely withnurses, and she began to learn more about thenurse practitioner role. “I saw it as a combinationof medical care and family-centered, empatheticinteractions with children and their parents,” McGowan says. “Itseemed like a perfectfit for me.”
While many UCLASchool of Nursing stu-dents chose to followthe nursing path early on, Michele McGowanand Craig Fujii represent another group – indi-viduals who left behind successful careers inother fields to pursue their new dream.
In high school – the last time Fujii had beenpondering career options – nursing was the far-thest thing from his mind.
“I just saw it as something that girls did,” hesays. But by the time he reached his 30s, he hadbecome more open to the prospect. As helearned more about the health care system, hebegan to see the important role played by familynurse practitioners. In 1997, Fujii opted to endhis career in journalism and work toward becom-ing an advanced practice nurse.
He went to Cal State Long Beach for hisbaccalaureate, during which Fujii began workingin trauma intensive care at Harbor-UCLA Medi-cal Center. He knew he wanted to continue hiseducation in a graduate nursing program so thathe could become a nurse practitioner. He appliedto the UCLA School of Nursing and was accept-ed. “I was thrilled to be able to go to UCLA,”Fujii says.
Once McGowan realized that she, too, want-ed to become a nurse practitioner, she moved toCalifornia. She completed her B.S.N., then spentthe next year and a half continuing to work as abedside nurse in UCLA Medical Center’s pedi-atric intensive care unit before entering theUCLA School of Nursing’s Pediatric Nurse Prac-
titioner program in 2003. McGowan is now in hersecond year of the program and continuing towork in the PICU.
“This program has met all of my expecta-tions,” she says. “The coursework is always chal-lenging, and the clinical experiences are helpingme to see what options are out there for me inthe future. “What I love about becoming a nursepractitioner is that there are so many places wecan work and so many ways we can use the skillswe’re developing.”
“This is absolutely the best nursing educa-tion I could have received,” agrees Fujii. “It’s so
great to go to a lecture and have people who areat the forefront of nursing research be the onesteaching you.”
As he moved into nursing, Fujii found therewas some adjusting to do. “Journalism can gettense at times, but it’s mostly a loose, laid-backbusiness with a lot of free time,” he says. “Ihadn’t realized how regimented nursing is – youreally have to cross your t’s and dot your i’s. Thesocialization process of getting into the profes-sion was fascinating to me.”
But Fujii also tells friends and family – par-ticularly those who expressed surprise at his ca-reer switch – that in many ways, the new direc-tion is not such a radical change.
“I always explain to people that the two ca-reers have something in common,” he says. “Bothjournalists and health care professionals are veryinterested in helping their communities.”
Fujii graduated from the UCLA School of Nurs-ing in June and, as part of the National HealthService Corps program, was hired as a familynurse practitioner at the Winslow Indian HealthCare Center, which serves a large Navajo reser-vation with a population of 180,000. He is work-ing in an ambulatory care setting in a clinic inDilkon, Ariz., 40 miles north of Winslow. It’s anunusual experience that Fujii has embraced – aclinic where people bring homemade items thatthey’re selling to the medical office and goodsare often purchased with silver or art.
“This is absolutely the best nursing education I could have received. It’s so great to go to a lecture and have people who are at the forefront of nursing research be the ones teaching you.” — Craig Fujii
5.Feature2.04 10/8/04 10:34 AM Page 11
14 UCLA NURSING
Fujii recalls one of his least-favorite parts ofhis first career – having to knock on the door of afamily that had just lost a loved one and ask fortheir reaction – and marvels at the contrast in en-vironments.
At the same time, he’s proud of his time as aphoto journalist and says his ability to draw onthe talents he developed in that profession makehim a better nurse practitioner.
“Because of my career in journalism, I en-
tered nursing as someone who was sensitive topeople’s emotions and able to interview patientsin a way that, perhaps, feels less threatening tothem,” he says.
McGowan believes she also gained an edgefrom her first career.
“In pediatric nursing, a lot of people strugglewith knowing what is normal development andwhat is cause for concern,” she says. “For me,because of my training as a speech pathologist,that’s the easy part. I can confidently advise fam-ilies that have concerns about their child’s devel-opment, telling them either that they have noneed to worry or that their child does need inter-vention. With that strong base that I started with,I’ve been able to be totally focused on learning
the clinical aspects.”McGowan says
she has never regret-ted her career change.“I’m 38, and some-times I wish I hadstarted in nursingearlier so that Iwould be further
into my career,” she says. “But at the same time,my previous experiences have made this new ca-reer that much more interesting and enjoyable. Iwould tell anyone who has a strong desire to pur-sue a new career that it’s never too late.”
“I’m 38, and sometimes I wish I had started in nursing earlier so that I would be further into my career. But at the same time, my previous experiences
have made this new career that much more interesting and enjoyable. I would tell anyone who has a strong desire to pursue a new career that it’s never too late.”
— Michele McGowan
MICHELE MCGOWAN
(RIGHT), FORMER
SPEECH PATHOLOGIST,
IS NOW A STUDENT
IN THE SCHOOL’S
PEDIATRIC NURSE
PRACTITIONER PRO-
GRAM WHILE WORKING
IN UCLA MEDICAL
CENTER’S PEDIATRIC
INTENSIVE CARE UNIT.
5.Feature2.04 10/8/04 10:34 AM Page 12
UCLA NURSING 15
For Oswald Jauwena, the UCLA School of Nurs-ing’s Acute Care Nurse Practitioner program hasbeen an exciting process of learning not only theskills that will enable him to be an advancedpractice nurse, but also the many options thatwill open up to him upon graduation next spring.
Jauwena’s goal is an unconventional one: toopen his own practice. “Many nurse practitionerswork for a medical group or an M.D., but I’mplanning to fly solo,” he says, smiling.
Most states require that nurse practitionerswork in consultation with a physician, whichwould preclude a solo practice. But Jauwena haslearned from faculty at the school that in fivestates, there are no such restrictions. He plans togain experience in an urgent care or emergencyroom setting before going to one of those states,Washington, to pursue his goal.
“I’d like to be my own boss,” Jauwena saysin explaining his ambition. “I don’t want to havelimitations when it comes to providing the bestcare for my patients.” He is even considering afuture practice that would be cash-only ratherthan involving insurance companies, which placetheir own restrictions on the care that is covered.
Jauwena remembers dreaming as a child inIndonesia of having his own medical practice.When he moved to the United States as an adult,he trained to become a licensed psychiatric tech-
nician and began providing care to developmen-tally disabled individuals at the Lanterman Regional Center. While there, he became certi-fied as an R.N. and went to work as a neuro-surgery and trauma intermediate care nurse atLoma Linda University Medical Center. There,he learned more about the nurse practitionerrole, and his dream of an autonomous practicewas revived.
As part of his clinical practicum in theschool’s Acute Care Nurse Practitioner Program,Jauwena is working at a liver transplantation unitwith a clinical nurse specialist and adult nursepractitioner from the state of Washington. “Shetalked to me about what she was allowed to dothere, and how there were few limitations,”Jauwena says. “The knowledge of our school’sfaculty and the connections they’re able to makefor me through clinical placements are reallyhelping me see how I can meet my goals.”
MAKING PLANS TO GO SOLOStudent Ponders an “Other Life” in Future Practice
“Many nurse practitioners work for a medical group or an M.D.I’d like to be my own boss. I don’t want to have limitations when itcomes to providing the best care for my patients.”
— Oswald Jauwena
OSWALD JAUWENA,
A STUDENT IN THE
ACUTE CARE NURSE
PRACTITIONER
PROGRAM, HAS
UNCONVENTIONAL
PLANS TO OPEN
HIS OWN PRACTICE.
5.Feature2.04 10/8/04 10:34 AM Page 13
16 UCLA NURSING
IN HER LATE 50S, CONSTANCE THAYER IS FINALLY PURSUING HER DREAM AS A FAMILY NURSE PRACTI-
TIONER STUDENT AT THE UCLA SCHOOL OF NURSING.
IT’S BEEN A LONG AND UNORTHODOX ROAD FOR THAYER, WHO HELD A VARIETY OF JOBS BEFORE
SHE BECAME A NURSE. SHE WAS A LONG-DISTANCE TELEPHONE OPERATOR. A HOTEL DESK CLERK. A
DENTAL ASSISTANT. A CHEF AT TWO HIGH-END RESTAURANTS AND THE PRITIKIN INSTITUTE.
Several years ago, Thayer finally found her-self in a position to pursue her goal. In 2002, sheearned her bachelor’s degree through the pro-gram offered by the University of Phoenix. Thenext year, she enrolled in the UCLA School ofNursing’s Family Nurse Practitioner program, at-tracted by the school’s reputation in the area ofvulnerable populations.
Fulfilling one’s dreams often requires goingthe extra mile, and in Thayer’s case, that’s alsoliterally the case. As a resident of Santa Barbara,her routine as a first-year student involved leav-ing her house at 5 a.m. to make it in time for afull day at the school, then spending the nightwith friends in Los Angeles and returning for an-other full day before driving home the nextnight. “It’s very hard,” she admits. But Thayersays she has been touched by the support she hasreceived from faculty as well as her fellow stu-dents. What’s it like having peers younger thanher own children? “Oh, it’s a kick,” she says.“Their friendships have meant a lot to me.”Thayer says she also has gotten tremendous sup-port from her husband. “I couldn’t do this with-out him,” she asserts.
Her first year at the school was exhilarating,as she began to realize that her dream of greaterprofessional autonomy was going to be fulfilled.“My whole nursing career I was used to just tak-ing directions from physicians, and all of a sud-den I’m the person who is going to be providingthe direction to others, prescribing and diagnos-ing,” she says. “That increasing sense of respon-sibility, and knowing that I’ll be able to help inthat manner, is exciting.”
Thayer intends to use her education and cer-tification as an advanced practice nurse to servevulnerable populations. There are low-cost clin-ics in the Santa Barbara area where she would behappy to work, but ultimately she also hopes totravel to Central America and South Americaproviding care to underserved populations underthe auspices of a direct relief agency or other,similar circumstances. With that in mind, she hasbeen studying Spanish for many years.
Finally, in the late 1970s, Thayer decided tobecome a nurse. She earned her associate degreein nursing in 1981. The nurse practitioner rolehad emerged and Thayer knew that’s what shewanted. “I liked the idea of being able to use
that role to make a difference,” she says. “I wentinto nursing thinking that’s what I’d like to do.”But, with young children and no program in herSanta Barbara community offering advancednursing degrees, she decided to wait. She was amedical-surgical nurse at a local hospital, thenworked in an urgent care setting before goinginto home care nursing and management. Thiswent on through the 1980s and 1990s.
But the dream never died. “I always knew Iwanted to work in an independent situationwhere I could help underserved populations,”she says. “I knew that with an advanced degree,I could do a lot more and be more effective thanI could as a nurse without that education.”
COMING OF AGE – two students show it’s never too late to start
CONSTANCE THAYER
(RIGHT, WITH
DR. COLLEEN KEENAN),
A STUDENT IN THE
SCHOOL’S FAMILY
NURSE PRACTITIONER
PROGRAM, IS FINALLY
FULFILLING HER
LONG-TIME DREAM.
5.Feature2.04 10/8/04 10:34 AM Page 14
UCLA NURSING 17
These are grand ambitions often associatedwith younger students, but Thayer doesn’t see itas such a big deal.
“In some ways, what I’m doing is dramatic,but on the other hand, I’ve been thinking aboutit for a long time,” she says. “I didn’t want to be70 years old asking, ‘Why didn’t I?’ I didn’t wantto look back.” In following through on her ambi-tion, Thayer also thought about the example shewould be setting for her family. “There’s a lot tobe said for being an inquisitive adult, continuingyour education, and challenging yourself. I’m arole model to my children and to my grandchil-dren.” She pauses, then adds, smiling: “And tomyself sometimes.”
Unlike Thayer, Elena Ornelas-Pelaez didn’t planto pursue graduate nursing education. But withher sons nearly grown and the knowledge thather unit needed a clinical nurse specialist, Or-nelas-Pelaez decided to enroll in the UCLASchool of Nursing’s bridge program, which givesassociate-degree nurses the opportunity to earn abaccalaureate and master’s degree in three years.Ornelas-Pelaez is currently in the dual master’sprogram, which will qualify her for certificationas a clinical nurse specialist and pediatric nursepractitioner when she gets her degree in June,eight months past her 48th birthday.
After working 12 years as a respiratory thera-pist, Ornelas-Pelaez decided to go to nursingschool and graduated in 1991 with an associatedegree. In her mid-30s, she had been the oldeststudent in her program – and figured her school-ing was complete. For the next decade she wascontent working as a staff nurse in the neonatalintensive care unit at Santa Monica-UCLA Med-ical Center, where she continues to work full-time. But when her unit had trouble recruiting apart-time clinical nurse specialist, Ornelas-Pelaezapproached her supervisors with the idea thatshe would go to school and get her certificationas an advanced practice nurse.
While Ornelas-Pelaez was in the UCLASchool of Nursing program, her unit found theclinical nurse specialist it had been looking for,leaving Ornelas-Pelaez to ponder her future. Toher delight, she has come to realize that her op-tions with the dual certification as clinical nursespecialist and nurse practitioner appear limitless.“I really enjoyed doing bedside nursing and didn’twant a job where I would be in an office rather
than seeing patients,” she says. “Going throughthis program, we’ve had an opportunity to meetvarious clinical nurse specialists who tell us aboutwhat they do, and now I understand it’s not justpaperwork. They’re out there dealing with pa-tients and staff, and that’s what I want to do.”
Ornelas-Pelaez has overcome great odds tosucceed in the program, holding her full-time joband tending to her sons, ages 16 and 22, whileboasting a grade-point average in the 3.96 range.“It’s hard, but with the great support and helpfrom my husband, I’ve really enjoyed it,” shesays. “I’m the kind of person who doesn’t wantto just stagnate. I haven’t for a moment regrettedmy decision to enroll at UCLA, though I some-times wish I had done this a little bit sooner.”
She finds it easy to fit in with fellow stu-dents who are not much older than her eldestson. “We’re a tight group,” she says. “We studytogether, laugh together, go out to lunch and din-ner, celebrate after finals. The only difference isthat I have a few more family responsibilitiesthan a lot of them. But I don’t feel old and theydon’t treat me like an old lady.”
Indeed, sometimes Ornelas-Pelaez sees herage as an advantage.
“It might make a difference once I’ve com-pleted the program, in that I’ve been workingmore than half my life and have been used to theresponsibility of balancing a work life with ahome life and social life,” she says. “And as anolder student I think it’s easier for me to appreci-ate the education that I’m getting. I might haveto work a little harder, but that just makes memore appreciative of the fact that I am here.”
ELENA ORNELAS-PELAEZ
HAS OVERCOME GREAT
ODDS TO SUCCEED IN
THE UCLA SCHOOL OF
NURSING PROGRAM.
5.Feature2.04 10/8/04 10:34 AM Page 15
N E W M A J O R D O N O R S ’ 2 0 0 3 - 2 0 0 4 G I F T S *
S c h o o l o f N u r s i n g A n n u a l G I v i n g — J u l y 1 , 2 0 0 3 t o J u n e 3 0 , 2 0 0 4
DEAN’S CIRCLE ($1,500+)Mr. & Mrs. Gerald WroblewskiMs. Ruth HiggsMr. Lawrence J. Booher, Jr.Mr. Gerald W. KakimotoMr. & Mrs. Joe TannerMs. Josephine D. Ortiz
DEAN’S COUNCIL ($1,000-$1,499)Dr. & Mrs. Richard A. NesbitDr. Marie J. Cowan
& Dr. Joe CowanDr. Howard E. FishelMrs. Elsie B. StuderDr. Linda D. UrdenMs. Debra L. Zweifel
PoehlmannDr. Betty ChangDr. Seigfred Knorr
BENEFACTOR($600-$999)Alpha Tau Delta Gamma Pi
ChapterMs. Margaret CaulkinsBrad R. Downs
PATRON($300-$599)Ms. Joyce J. AdamsMrs. Katherine V. AndersonMs. Milarose Baleva-WilsonMs. Nancy CunninghamMr. & Mrs. Peter I. DayDr. Shigeko HayashiMs. Yuriko KanematsuMr. & Mrs. Neil LevyMedimmune Inc.Mr. & Mrs. David B. MortonMrs. Marian H. NilesMr. & Mrs. William D. ParenteMr. David J. DavisMs. Denice R. EconomouMs. Patricia MogaveroDr. Dorothy F. TullmannMiss Reiko NagumoMrs. Irashel P. FitzgeraldMs. Anahid BehzadizadehDr. Linda B. BoltonMs. Leonor CancinoMs. Gou-Ling S. ChenMr. & Mrs. Steven A. CraneMrs. Susan K. Dewey-HammerDr. Kathleen A. Dracup
& Dr. John A. DracupMrs. Carol A. FaldeMs. Nancy FukumotoMrs. Linda M. FullerMr. & Mrs. Stewart GivenMs. Deborah A. MartinMrs. Martha L. MikhailDr. Stanley F. NorsworthyMrs. Jane A. RyanMs. Estella J. SpyrMr. & Mrs. Peter S. Waltner
SPONSOR($100-$299)Dr. Nancy L. Anderson
& Mr. Don L. AndersonDr. Margaret G. BrantDr. & Mrs. Carl A. BertelsenDr. Nancy L. AndersonMs. Linda Barlow-PaloMs. Erlinda BolorMs. Mary A. BreedingMrs. Christine S. BreuMs. Rochelle BruckerCharles Evleth
Construction, Inc.Ms. Sherry L. ChildDr. & Mrs. Samuel G.
CouncilmanMs. Linda F. CrosbyDr. Jacquelyn H. Flaskerud
& Dr. John A. FlaskerudMr. & Ms. Douglass H. FrazierMs. Susan G. GanselMr. & Mrs. Jonathan M.
GroesbeckMs. Hongxin HeMrs. Mary J. IshiharaMrs. Brenda A. JacksonDr. Pamela J. KaiserMs. Dorothy L. MooreMrs. Arlene H. RocchioMs. Frances Sharma-StoeckleMs. Sheila F. StinnettMs. Kathleen S. TiceMrs. Lillian A. WeinerDr. Margaret A. WilliamsMs. Emilie ArndtMs. Lucy J. AtkinsonMs. Joan E. BehrmannMs. Mary R. BellDr. Olive Y. BurnerMs. Tyra E. ChandlerMr. & Mrs. Howard ChenMs. Mary P. CrippenMs. Sally C. De CuirMrs. Anne M. ErnstMr. & Mrs. Damon S. FeldmethMr. Kent L. Ivey
& Dr. Pamela A. IveyMiss Belen B. JaquezMrs. Erlinda E. Lampino-TealMs. Lisa B. LeonardMr. Sol LermanMrs. Joanne L. MoserDr. Vida F. NegreteMs. Roberta S. O'GradyDr. Rebecca J. PackMrs. Marie A. PhillipsMs. Marsha L. RayMs. Alice I. RogersMrs. Carol K. SchwabMr. & Mrs. Stephen UngerMrs. Sandra A. VelasquezMiss Jessie Y. YamamotoMr. & Mrs. Steven W. BushMrs. Fay T. MossMs. Rosalyn T. BensonMs. Mary A. BrightMs. Deborah R. CaswellDr. Joni I. Cohen
& Dr. Martin J. Cohen
$100,000 and Greater
The Robert Wood Johnson FoundationAlzheimer's Association
Marcy CarseyMs. Fujiko Watanabe
$25,000-$99,999
Jumpei Watanabe Memorial FoundationVan Brunt Family TrustMrs. Betty A. Van Brunt
American Cancer Society Inc.
$10,000-$24,999
Kaiser PermanenteM E DavisBea Levin
* July 1, 2003 to June 30, 2004
BOARD OF VISITORS
Pat Beckman, R.N., M.N.Terry Bream, B.S. ’67, M.N. ’72
Heidi Crooks, R.N., M.A.
Barbara Bronson Gray, B.S. ’77, M.N. ’81
Kathleen Hunt, B.S. ’58, M.S.
Ann Ivey, B.S. ’57, M.S. ’64
Rose Marie Nesbit, B.S. ’57
Kathleen Torres, B.S.N., M.P.H.
Syd Whalley, B.S.N., M.N. ’80
CHIRONIANS BOARD MEMBERS
Kay Baker, M.N. ’78Leonor Cancino, B.S. ’78, M.N. ’95 Angel Chen, B.S. ’95, M.S.N. ’98
Irashel Fitzgerald, M.N. ’73Maureen Gaffney-Lerman, M.N.’79Karen Hellwig, B.S. ’66, M.N. ’71
Eleanor Newby, B.S. ’56Jean Spyr, M.N. ’78
Louise Toutant, M.S.N. ’99Cathy Tucker, M.N. ’83 Chair
18 UCLA NURSING
6.HonorRoll04 10/8/04 10:43 AM Page 1
Mrs. Marilyn K. EiszMrs. Holly H. FactorDr. Susan R. GortnerMs. Nancy D. GrechMrs. Christine A. HogstedtDr. Bonnie J. HoladayMr. & Mrs. Howard R. HudsonMs. Rosa M. Javier-MirandaMs. Belia V. JohnsonMrs. Maureen E. KeckeisenMs. Catherine D. KissingerMs. Margaret Y. MaenoMrs. Bernice B. PattonMr. Ronald P. RamusMr. and Mrs. Jim RowlandsMrs. Nancy C. RutherfordMs. Connie E. Sampson-
Von KohlerMs. Pauline Soo HooMr. Joe TannerMrs. Mary M. WilsonMrs. Mary C. WohlgemuthDr. Gwen C. UmanDr. Donna F. Ver SteegMs. J. A. BuntenMrs. Linda H. DunganMrs. Y. E. MoriDr. Amy R. SmithMs. Jan WeissmanMrs. Goldie K. AbramsonMs. Kimberly A. AlvaDr. Mary J. AmundsonMrs. Susan L. AnderaDr. & Mrs. Ralph H. ArmstrongMrs. Joyce L. AtkinsonMr. & Mrs. Edward C. AzarianMs. Barbara A. BakerMs. P. Pasha BakerMs. Alicia C. BecksDr. Jeanne Q. BenolielDr. Andrea U. BircherMs. Deborah L. BoltonMs. Sherry J. BottMs. Barbara N. BradstockMs. Karen K. BrahamMiss Sharon K. BraunMrs. Terry F. BreamMs. Virginia R. BrendlenMr. & Mrs. Thomas J. BresnahanMrs. Helen T. BrownMs. Barbara L. BuckmanMrs. Sarah M. BuenviajeMrs. Julia C. BurgeMrs. Doretha W. CalhounDr. Cheryl A. CanaryMrs. Joyce P. CarloneMrs. Elizabeth G. CarrollMrs. Shirley W. CarrollMrs. Nancy CelioCmnty Fdn of Jewish Fed
of Orange Eleanor B.Weinstein Fund
Ms. Natalie J. CorrellMr. Michael F. CowanMr. William F. CroninDr. Carol CummingsMrs. Francine M. CurtisMs. Margaret DalisMrs. Susan C. De PietroDr. Diane Demay Howard
Mrs. Dorlys G. DevereuxMrs. M. Constance DillonMrs. Diane A. DrakeDr. Marie J. DrieverDr. & Mrs. Erwin C. DruckeMs. Kathleen C. EldredMr. Jefferson A. EscuadroMrs. Thelma B. FarmerMs. Mary T. Feeley
& Mr. Robert A. DanielsMrs. Felice K. FeinsteinMs. Cristine FerreroMrs. Barbara O. FloydMs. Karen J. FondMs. Madeline J. FornolesMs. Anne K. FukanoMs. Maureen D. GallagherMs. Kristine M. GebbieMr. & Mrs. Darrell GleichaufMs. Shirley M. GonzalezMs. Janet L. GraulMr. & Mrs. Thomas S. GrayMs. Vanessa M. HadleyMrs. Debra K. HalpernMs. Rita R. HandDr. Susan M. HardieMs. Juanita T. HarperDr. Corrine L. HattonMrs. Diana R. HaysMs. Gina L. HellstromMs. Kay K. HenryMrs. Leasel O. HerrinMrs. Loyce L. HillMs. Varaporn HimathongkhamMr. & Mrs. Clifford R. HogstedtMrs. Mary E. HoranMrs. Ilamae R. HughesMr. & Mrs. Richard W. HungateMrs. Constance M. HymanMs. Roberta L. ItamiMrs. Judith S. IzumiMrs. Annette L. JohnsonMrs. Barbara W. JohnsonMrs. Mae M. JohnsonMs. Helen W. JonesMs. Suszane N. KaaeDr. Jean A. Kerr
& Dr. James S. KerrMrs. Kathleen T. KetchamMs. Lisa M. KidoMs. Kristin P. KwongMrs. Eleanor K. LaneMs. Vivian LauDr. & Mrs. Scott S. LeeMs. Patricia Y. LewisMr. George T. Lindsey
& Dr. Ada M. LindseyMs. Pamela C. LizarragaMr. & Mrs. O. Kit LokeyMrs. Susan E. LominskaMr. & Mrs. Raymond W. LoweMs. Gilda A. MallariMrs. Susan B. MartinMrs. Berthine P. MasonMr. & Mrs. Seichi S. MasumotoMrs. Christina R. MaupinMrs. D. Jean Mc NaughtonMs. Stephanie M. MearnsMs. Rosemary MonacoMs. Sheri L. Monsein
Dr. Ruth A. MooneyMs. Kimberly L. MooreMs. Mary A. MorrisseyMs. Marilyn I. NellermoeDr. & Mrs. Ronald J. NelsonDr. Karen T. NishioDr. Shizue NittaDr. & Mrs. Robert W. OblathMs. Joy O. PakkianathanMs. Zoila A. PazMs. Denise M. PerronMs. Joan S. PeskinMr. & Mrs. William J. PetersProfessor & Mrs. Stanley H. PineMrs. Josephine M. PreisnerDr. Lois RamerMs. Teresa I. RangelMrs. Gay A. RedcayMrs. Nancy L. ReedMs. Laurie E. ReyenMrs. Kristin C. RhodesMrs. Deborah RiceMrs. Frances M. Rice-FarrandMrs. Kathy S. RittenhouseMr. & Mrs. Scott C. RobinsonMs. Maria G. RodriguezDr. Pastora M. Roldan-
VandervortMs. Linda M. Ryan-NicklasMs. Diane P. SalomoneDr. Eleanor B. Saltzer WeinsteinMrs. Rebecca M. SandersDr. & Mrs. Gregory P. SarnaDr. Mary A. SchultzMr. David E. Schwab
& Ms. Gretchen A. BurtonMiss Elaine L. ScottMrs. Sandra G. SegalMs. Stacy L. SerberDr. Jill S. ShapiraDr. Joanna E. Siegel
& Dr. Jun ZhangMrs. Patricia A. SilversteinMrs. Marilyn L. SkipperMrs. Ellen C. SongMrs. Cheryl C. SteigerMrs. Barbara M. StockMrs. Ruth M. StoneDr. & Mrs. William L. SussmanMr. & Mrs. J. E. SweeneyMrs. Sally A. TanakaMs. Peggy B. ThomasMs. Darlene G. ThomasecMrs. Katharine B. ThompsonMs. Deborah A. TsuyukiMrs. Martha A. UelmenMs. Margarita B. VallejoMs. Carmen S. VazquezMs. Mary A. VekichDr. Inese L. VerzemnieksMs. Suzi L. VogtMs. Jeanine Von RajcsMrs. Beth L. WalkerMrs. Judith S. WardwellMrs. Diane C. WeisenburgerMs. Heidi A. WelchMs. Amy S. WilliamsDr. & Mrs. Donald E. WilliamsMrs. Nancy J. Willis-SukoskyMs. Lydia K. Wilson
Ms. Kathleen YamazakiMs. Angela E. ZaragozaMrs. Patricia A. Ziegler
MATCHING GIFTCOMPANIESWells Fargo BankMarathon Oil CompanyAmgen Foundation Inc.The UPS Foundation Inc.Matching Gifts for
the School of NursingTenet Healthcare FoundationIBM International FoundationBoeing Co. Gift Matching ProgramNorthrop Grumman
Litton FoundationJohnson & Johnson
Contribution FundBFGoodrich Foundation Inc.
Matching Gift Program
It is important to us that we acknowledge you properly.
If an error has been made in the listing of your name or gift,
please contact Carl Tylerat (310) 206-3662
or e-mail [email protected]
6.HonorRoll04 10/8/04 10:43 AM Page 2
UCLA SCHOOL OF NURSINGBox 951702Los Angeles, California 90095-1702
Address Service RequestedNU17
Nonprofit Org.U.S. Postage Paid
UCLA
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