Jeanne-Marie E. Havener

Professor of Nursing, Department of Nursing Chair & Clinical Nurse Specialist/Family Nurse Practitioner

What is your position at Hartwick?/What career path did you take to your position?
Professor and Chair of Nursing; I hold a Joint Clinical Appointment in Nursing Research at Bassett Medical Center and am a member of the Bassett Research Institute.

I came out of clinical practice, having served in various direct and indirect care roles in acute care health staff nurse (Med-Surg, Oncology/Bone Marrow Transplant, Critical Care, Women's Health and Pediatrics) Clinical Nurse Manager (Med-Surg and Birthing Center), Clinical Nurse Specialist (Women's Health and Pediatrics),

What brought you to Hartwick?/Why Hartwick?
The desire to teach nurses what I had learned after years in practice and clinical leadership; I felt that the knowledge and experience that I had might better inform nursing education and nursing care.

Where are you from?/Where did you go to school?
I am from a small town outside of Boston (Westwood, MA); I completed my undergraduate studies in Nursing at Millikin University in Decatur, IL and graduate studies (graduate and doctoral programs in Nursing) at Binghamton University's Decker School of Nursing. I completed a post-doctoral fellowship program through the Helene Fuld Foundation at George Mason University in Health Policy and Leadership.

Why is the "Liberal Arts in Practice" method an effective way for your students to learn?
Nursing is an applied human science; the nurse of the future needs to be well-prepared for the practical realities of a very complex and dynamic healthcare system. In my remarks to our graduating seniors this year, this is what I had to say about the need for nurses to be liberally educated:

"In an information age, an education is the key to a successful future. The world we are living in is being dramatically reshaped by scientific and technological innovations, global interdependence, cross-cultural encounters, and changes in the balance of economic and political power. Thus, all nurses need the scope and depth of learning that a liberal arts education like you have had to understand and navigate these dramatic forces that directly and indirectly affect the quality, safety, efficiency, and cost of care. In an economy where every industry, including the health care industry, is challenged to innovate or be displaced, all nurses need the kind of intellectual skills and capacities that a liberal education will enable them to get things done in the most efficacious and cost effective manner. In a democracy that is diverse, globally engaged, and dependent on civic engagement and responsibility, all nurses need to develop an informed concern for the greater good  something that goes beyond the narrow self interests of the profession  because nothing less will renew our fractured and broken health care system. In a world of daunting complexity, nurses need to integrate and apply what they know to challenge the status quo and address real world problems. In a period of relentless change and constrained resources, all nurses will need the kind of education that Hartwick offers that leads them to ask not just 'how do we get this done?' but 'what is the best way' and 'what is most worth doing?'."

What about your work energizes/excites you?
The ability to make a difference in the lives of those that I directly or indirectly touch through my work is what excites me. I think that those who know me well probably get tired of hearing me say this, but I think that it is true, the world is a wonderful place ... it is full of wonder ... and despite all of its troubles, it excites me to be a part of the world in this day and time and to think about the infinite possibilities that lay ahead. The key for all of us is the challenge of where best to apply our knowledge and skills to create a better future.

Do you consider yourself a mentor to students? In what way?
Absolutely ... one cannot be in a teaching position without being a mentor or role model to students. In my role as Chair and Professor I think that I have the chance not just to impart knowledge or engage students in understanding that which they need to know in order to provide safe, compassionate, and holistic/humanistic care, I am socializing them into a professional role. I am teaching them about the importance of being informed and engaged so as to give voice to those who are vulnerable and whose needs need to be heard by those who are sitting in the seats of power and who make decisions that have an impact on care at the bedside. I am role modeling the need for lifelong learning and a love for practice, education, research, advocacy and leadership  all things that are vital to the profession and those we serve. It is a synergistic thing ... when we light the lantern on the path so that others may see, our own lives are, likewise, illuminated.

What are your classes like?/What is your best place to teach?
It depends on what I am teaching. I teach to three different demographics  undergraduate students (Women's and Reproductive Health and Transcultural Nursing), a transitions course for RN students, and senior thesis and leadership-management to the accelerated post-baccalaureate students. In general, I like to gently tease my students and make them think in ways that they often find to be difficult and challenging about the subject matter. I ask a lot more questions than I answer. I make them write and reflect a lot on their practice and the subject matter. Students who are looking for me to break it all down for them can get frustrated with me, but ideally, I want them to develop the patterns of a disciplined mind.

Best place to teach ... is in the moment. I do not routinely teach in the same location one week after another, except to the undergraduate students and the constant changing of locations and seating arrangements, etc. makes for an interesting dynamic that I have come to appreciate. We are never settled, we do not become complacent, and there are no givens ... I kind of like that. While I usually go into the class with a roadmap of what ground we are going to cover, metaphorically I like getting off the main road and doing some back-roading with my students on a subject.

How do you describe your students to colleagues, friends and family?
I think that our students, once we help them to engage in learning for all of the right reasons, are best described as compassionate, curious, challenging, and concerned. When I look out on them in the classroom, I honestly can see a world filled with promise ... they alternately excite and exhaust me.

Have you won any awards/special honors/recognition?
Chair, NYS Foundation for Nurses, Center for Nursing Research Steering Committee
Alumnus of the Year, Millikin U, School of Nursing
Decker Foundation Scholar, Binghamton University
Dissertation Award, Binghamton University, Decker School of Nursing
Helene Fuld Foundation Scholar in Health Leadership and Policy, George Mason University
Member of the American Association of Colleges of Nursing Leadership Academy
Member of the Research Institute, Bassett Medical Center
Assoc of Women's Obstetrical Health and Neonatal Doctoral Nursing Research Award
American Public Health Association, Doctoral Research Presentation Award

What research are you doing, how do you engage your students in your work?
When I taught thesis in the past I had students engaged in studies or pilot studies or conducting literature searches with me but that is more difficult in my present role. I recently received funding from the Rita Kopf Foundation to conduct research on Healthcare Worker Fatigue with my former student, Denise Ruley Famalaro. I have also enjoyed having students present their work at various regional, national, and international conferences. One year I took five or six students with me to Dublin to present at a research conference. I don't think that doing this thing is that difficult if you are excited by the work.

Presently, as Chair, I try to get them involved in the governance of the Department, informing policies and procedures, helping us to pick out curricular technologies, and so forth. I think that those who engage are pleasantly surprised by the thought and concern that goes into running a professional program.

What are your most recent publications, scholarly works, exhibitions, performances?
My scholarship these days continues in the area of fatigue. I am working on a pilot study at Bassett that we hope to turn into a regional multi-site study. I have done previous research on the Professional Practice Environment but most of my energies these past few years have gone into grant writing. I co-wrote successful grants with Maggie Arthurs to start the accelerated nursing program (Appalachian Regional Council and NYS Health Foundation for $150,000), to fund nurse-faculty extenders (with Bassett to the Clark Foundation for $250,000), with Maggie to the O'Connor Foundation for Nursing Scholarships, to assist Bassett with the start of a Nurse Residency Program (Health Resources Services Administration $750,000 over three years), and to purchase curricular and simulation technology (Clark Foundation). We are now working on two other grant opportunities.

I was recently the invited speaker at Bassett's Interdepartmental Grand Rounds on Healthcare Worker Fatigue. I spoke at the Oneonta Rotary Club on the State of Nursing and Nursing In New York State. I presented on a panel discussion re: grantwriting for the Appalachian Regional Council.

I co-authored an article that appeared in Nursing Clinics of North America on the Bassett-Hartwick Partnership.

Currently I am writing our accreditation self-study.

What is your most valued Hartwick experience?
The students, the programs that I have had a hand in shaping (the Jamaica J-term course, the Partnership for Nursing Opportunities Program, the Rural Nursing Opportunities Program, and the Summer Nursing Internship Program), the colleagues I have built relationships with over the years at the College and in nursing, and the chance to use my skills and talents in a number of new and different ways.

What do you consider your most important contribution to Hartwick?
I think that is yet to be seen ... as the old Haitain proverb goes, there are mountains beyond mountains ...

Know the Facts.
90The percentage of Hartwick young alumni employed or in grad school within a year of graduation.