Caring Headlines - Workplace Education Program - August 2, 2001 · 2018-11-14 · Bigelow 11 unit service associate, Nadia Faiz, comes forward to accept her certificate of achievement

a celebration ofachievement!

CaringCaringAugust 2, 2001

H E A D L I N E S

Inside:Workplace Education

Program .............................. 1

Jeanette Ives Erickson ........... 2Retreat update

Professional Practice Model .. 4

Q&As ....................................... 5

International Nursing .............. 6Letters from Africa

Brain Aneurysm Awareness ... 7

Exemplar ................................ 8Dawn Moore, RN

Student Outreach ..................10Bunker Hill CommunityCollege

Special Visitors ..................... 11Boston Breakers

Educational Offerings ...........14

Spiritual caregiverfellowship .........................16

Working together to shape the futureMGH Patient Care Services

Workplace EducationProgram


a celebration ofachievement!

Bigelow 11 unit service associate, Nadia Faiz, comesforward to accept her certificate of achievement at this year’s

Workplace Education Program recognition ceremony.(See story on page 12)

Page 2

August 2, 2001August 2, 2001Jeanette Ives EricksonJeanette Ives Erickson“Simply the best...

Better than all the rest!”An update on the PCS leadership retreat

I

DeborahWashington

JackieSomerville

TheresaGallivan

Deborah Colton

just want you toknow that whenyour managersand directors

leave you to participatein these leadership re-treats. . . they’re work-ing hard! At our mostrecent retreat on July10, 2001, we had a veryfull agenda, we covereda lot of ground, andyour leaders generat-ed an impressive listof ideas to ensurethat MGH remainsthe best —“betterthan all the rest!”And since being thebest was the focus ofour day’s work, I hadT-shirts with thewords, “MGH Pa-tient Care Services:Simply the best—better than all therest,” made and dis-tributed to all whoattended.

I started the day bychallenging my colleag-ues to think outside thebox—way outside thebox. I asked how we, asleaders, are going toensure that staff arefulfilled in their work.How will we make surethat every employeefeels supported? Howwill we attract the bestand brightest to MGH,

and how will we keepthem here? We knowwhat you told us in theStaff Perceptions of theProfessional PracticeEnvironment survey;how will we turn thatdata into meaningfulpractices and initia-tives? Most of us arefamiliar with the Mag-net Hospital study con-ducted by the American

Academy of Nurs-ing in the 80s. Itidentified certainhospitals that wereable to recruit andretain highly qua-lified nurses in ahighly competitive

market. How will webecome a “magnet” forqualified clinicians inthe face of the currentshortage of healthcareworkers?

To help inform ourwork, I asked a numberof people to provideupdates on issues af-fecting MGH and ourfuture. Deborah Colton,director of GovernmentAffairs for Partners,returned to give us herinsight into what’s go-ing on at the state andfederal levels regardinghealth care and the nurs-ing shortage. Deborahpredicts that the Pa-tient’s Bill of Rightsand prescription drugcoverage for seniors willsoon dominate the news,and an increase in appro-priations for nursingscholarships will beforthcoming from bothstate and federal funding

sources.Deborahalso ledus in anethicaldiscus-

sion about the pros andcons of relaxing immi-gration laws in order toattract nurses fromother countries to com-pensate for the short-age here.

Because quality andsafety are priorities aswe strategize for thefuture, I asked represen-tatives from GE’s muchtouted Six Sigma Pro-gram to talk to us abouttheir approach to qua-lity- and process-im-provement. MatthewEgan explained the finerpoints of the Six Sigmaprogram, which embrac-es a define–measure–analyze–improve–con-trol process. Many ofus present felt that ourcurrent efforts aroundquality-management arenot that different fromthe Six Sigma approach.

Allison Rimm, dir-ector of the MGH Of-fice of the President,gave us an overview ofhospital diversity ini-tiatives and the manyprograms in place to

continued on next page

Trish Gibbons

Page 3

August 2, 2001August 2, 2001

Carmen Vega-Barachowitz

Jeanette IvesErickson

GeorgeReardon

Steve Taranto (center), DavidRomagnoli, and Rebecca Fishbein

MarianneDitomassi (foreground)

and Trish Gibbons

assist minority employ-ees to advance withinthe organization.

Deb Washington,director of PCS Diver-sity, praised leaders fortheir proven under-standing of diversityissues, for maintaining azero tolerance for cul-tural bias, and for theirefforts to ensure fair-ness in all methods andpractices. She asked usto continue buildingrelationships, to con-tinue asking questions,and to continue recog-nizing and developingminority staff in profes-sional and non-profes-sional positions.

Dottie Jones andTrish Gibbons gaveupdates on collabora-tive governance. Dottiehad compiled evaluationdata obtained from arecent survey of collab-orative governance com-mittee members, andreported an overall in-crease in the sense ofempowerment felt bystaff over the first threeyears since the incep-tion of the collaborativegovernance structure.

Trishdistributednote cardsto attendeesand challeng-ed everyone

to write down sugges-tions about how to sup-port participation incollaborative govern-ance. Some of the ideasput forward were:

Each committee couldhold ‘open-forum’meetings four times ayear and invite staffto attend to get theminvolved with com-mittee discussionsAsk each collabora-tive governance com-mittee member to lead

continued on page 13

a unit-based commit-tee on the same topicBring issues raised atcommittee meetingsback to the unit forstaff discussion; a‘cross-fertilization’ ofideasAs issues arise on theunit, consider wheth-er it would be appro-priate to seek consul-tation with a collabo-rative governancecommittee.Make time during

regularly scheduledstaff meetings toupdate unit/depart-ment on the pro-gress of collabora-

tive governance com-mittee work.George Reardon,

director of PCS Sys-tems Improvement,presented an update ofour 2001-2002 key ini-tiatives and asked lead-ers to share this infor-mation with staff toensure that we’re focus-ing on the right priorit-ies and that we have theright strategies in placeto achieve them.

And then there werethe break-out sessions.When I told you thatyour leaders were work-ing hard, this is where

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DefinitionThe professional prac-tice model for clinicianswithin Patient Care Ser-vices is the conceptualframework that sup-ports the practice ofnurses, social workers,and therapists acrossvarious settings andlevels of care within theorganization. It buildson our vision, guidingprinciples, primary-nursing philosophy, andis respectful of theknowledge base anddomains of practice ofall clinical disciplines.

Our professionalpractice model:

articulates the workof clinicians across avariety of settingsprovides a frameworkto guide clinical prac-tice, education, ad-ministration, and re-searchpromotes communi-cation among disci-plines and betweenclinicians and theorganizationguides the allocationof resourcesprovides a frameworkfor evaluation of prac-ticeserves as a marketingtool to visually de-

scribe clinical practiceboth internally andexternally

Several key componentscomprise the corner-stone of our profession-al practice model:

values that affirm ourworka philosophy state-ment that synthesizesour beliefsstandards of practicedecision-making thatempowers cliniciansprofessional develop-ment opportunitiesa patient-care deliverysystemprivileging, creden-tialing, and peer-review systemsresearch-based prac-tice

Our professionalpractice model providesthe framework for ach-ieving clinical outcomes,and is driven by criticalthinkers and strong de-cision-makers. Our workis a united and pioneer-ing effort to realize ourvision. The professionalpractice model involves:

delineating knowledgeembedded in practiceand answering thequestion, “How do

we acknowledge andcapture clinical exper-tise?”describing skill acqui-sition and answeringthe question, “Howdo we create an envi-ronment for learningand capture opportu-nities to teach?”identifying and re-solving impedimentsto clinical practice andanswering the ques-tion, “What systemsneed further re-finement andwhat resourcesare needed forthe developmentof expertise inpractice?”defining strat-egies that en-courage and cel-ebrate profes-sional devel-opment andanswering thequestion, “Howdo we acknow-ledge, celebrate,and reward clin-ical expertise?”

Components ofthe model:Values and phil-osophy are reflect-ed in the visionstatement of Pa-

tient Care Services,which supports theMGH strategic plan,values and guiding prin-ciples (including patientfocus, research, educa-tion, markets, competi-tiveness, diversity, hu-man resources, and de-cision-making).

Standards of practiceoriginate from externalagencies such as theJoint Commission onAccreditation of Health-care Organizations(JCAHO), the Depart-ment of Public Health(DPH), the Center forDisease Control (CDC),etc. Internal standardsare developed in severalforums including, theNursing Practice Com-mittee, other discipline-specific committees,and other practice-spe-

cific groups throughoutthe hospital.

Decision-making thatempowers professionalsinvolves collaborationand a concerted effort tomaintain a high level ofcommunication. A keyfactor for success is thatour model places theresponsibility, authority,and accountability fordelivering patient careclearly with clinicians.This requires a well-defined committee struc-ture which we have (inthe form of our collab-orative governancestructure). Committeesare the vehicle for trans-lating our philosophyand core values into ourdaily practice. The goalsof collaborative gover-nance are:

Professional Practice ModelProfessional Practice ModelClarification of the

professional practice modelfor Patient Care Services

One of the issues that emerged in the most recent staff perceptions surveyis that there may be some confusion among staff about the meaning, purpose,

and scope of our professional practice model. To help clinicians more fullyunderstand the elements of the professional practice model,

the following is provided for your review.


PCS Vision StatementAs nurses, health professionals, and PCS support staff,our every action is guided by knowledge, enabled byskill, and motivated by compassion. Patients are ourprimary focus, and the way we deliver care reflectsthat focus every day. We believe in creating a practiceenvironment that has no barriers, is built on a spirit ofinquiry, and reflects a culturally competent workforcesupportive of the patient-focused values of this insti-tution. It is through our professional practice modelthat we make our vision a demonstrable truth everyday by letting our thoughts, decisions, and actions beguided by our values. As clinicians, we ensure that ourpractice is caring, innovative, scientific, and empow-ering, and is based on a foundation of leadership andentrepreneurial teamwork.

Our MissionTo provide the highest quality care to individuals andto the community, to advance care through excellencein biomedical research, and to educate future academic

and practice leaders of the health care professions.

Page 5


to create a frameworkthat addresses appro-priateness, efficiency,and effectiveness ofpractice; and alignsdepartmental activ-itiesto support and up-hold our philosophyto connect PatientCare Services to therest of the hospitalto create avenues forcollaboration

Professional develop-ment includes empow-erment, professionalpractice, and rewardsystems for acknow-ledging variations inpractice. The Center forClinical & Professional

Professional practice modelcontinued from previous page

Development was cre-ated to ensure activeparticipation in thelearning process.

The patient-care deliv-ery system describesinter-disciplinary path-ways; the integration ofresearch into practice;quality-assessment ac-tivities that study vari-ation as a way of im-proving care; and sys-tems-improvement as away of enhancing directpatient-care delivery.Our delivery system isbased on the premisethat clinicians’ involve-ment with patients andfamilies is central to ourwork.

Research-based prac-tice creates a spirit ofinquiry that consist-ently challenges criti-cal thinking. By fold-ing research into ourframework we contin-uously improve thepatient experience andstrengthen our profes-sional identities.

The developmentof a professional prac-tice model is an impor-tant element of ourwork. Our goal hasbeen to develop a mo-del that supports theeffective, individual-ized delivery of careto our patients basedon their needs andexpectations and theart and science of ourprofessions.

Guiding PrinciplesWe are ever-alert for opportunities to improvepatient care; we provide care based on the latestresearch findings.We recognize the importance of encouragingpatients and families to participate in the deci-sions affecting their care.We are most effective as a team; we continuallystrengthen our relationships with each other andactively promote diversity within our staffWe enhance patient care and the systems sup-porting that care as we work with others; weeagerly enter new partnerships with people insideand outside of MGH.We never lose sight of the needs and expectationsof our patients and their families as we makeclinical decisions based on the most effective useof internal and external resources.We view learning as a lifelong process essential tothe growth and development of clinicians strivingto deliver quality patient care.We acknowledge that maintaining the higheststandards of patient care delivery is a never-ending process that involves the patient, family,nurse, all healthcare providers, and the commu-nity-at-large.

Question: What is theMGH/IHP New Grad-uate Critical Care Pro-gram?Jeanette: The NewGraduate Critical CareNursing Program is acollaborative effort be-tween The Center forClinical & ProfessionalDevelopment and theMGH Institute ofHealth Professions(IHP). The intensivesix-month, continuing-

education program isdesigned to give bacca-laureate-prepared regi-stered nurses an extend-ed knowledge base, todevelop their skills, andto advance critical deci-sion-making. Fourteennew graduate nurseshave enrolled in thisprogram and 27 experi-enced critical care nurseshave agreed to partici-pate as preceptors.Each new graduate

nurse has been hiredinto a permanent staffposition in one of thefollowing ICUs: Coro-nary Care, Medical,Cardiac Surgical, Surgi-cal, Burn Unit, Neuro,and the PICU.

Question: Why are weopening critical carepositions to new grad-uates at this time?Jeanette: Over the pastyear, the demand for

critical care beds hasincreased dramatically.The rising volume andacuity have constrainedcapacity and placedincreased demand on allof our nurses. This sit-uation, coupled with anational nursing short-age, has challenged us todevelop new approach-es to recruit and retaincritical care nurses.

Making critical carepositions available tonew graduate nursesgives us a new pool ofqualified nurses for re-cruitment. Keeping ourpositions filled sup-ports current staff intheir ability to provideoptimal care and there-by promotes retentionas well.

Question: How do wesupport inexperiencednurses in critical care?Jeanette: The goal ofthe program is to pro-mote an environment inwhich nurses feel sup-ported in their practice,are able to meet theneeds of their patients,and are prepared tofunction within an inter-disciplinary team. Theleadership of nurse man-agers, clinical nurse spe-cialists, as well as pre-ceptors has been centralto the development ofthis program; and wehave also committedcentral resources. LauraMylott, RN, PhD, servesas faculty within theIHP and is responsible

New GraduateCritical Care Program

The Fielding the Issues section of Caring Headlines is an adjunct toJeanette Ives Erickson’s regular column. This section gives the seniorvice president for Patient Care a forum in which to address currentissues, questions, or concerns presented by staff at various meetings

and venues throughout the hospital.

continued on page 9

Fielding the IssuesFielding the Issues

Page 6

August 2, 2001August 2, 2001International NursingInternational NursingTaking MGH nursing

to new frontiers:The Nursing Partners AIDS Project

Chris Shaw, RN, and Sheila Davis, NP,of the Partners AIDS Research Center and

MGH Infectious Disease Associates

n July 2, 2001,MGH nurses,ChristopherShaw, RN, and

Sheila Davis, NP, de-parted for South Africaand points unknown asparticipants in the Nurs-ing Partners AIDS Pro-ject (NPAP). The pro-gram, which operates inconjunction with thePartners AIDS ResearchCenter, sends cliniciansto areas hardest-hit bythe AIDS epidemic totalk directly with localcare providers to iden-tify their most pressingneeds in meeting thisdevastating challenge.

Says Patient CareServices senior vicepresident, Jeanette IvesErickson, RN, “There isa great need for nursingsupport in addressingthe HIV/AIDS situationin Africa. Once againMGH nurses are at theforefront, bringing much-needed knowledge andexpertise to the areas

O that need it most. Chrisand Sheila are making agreat sacrifice, leavingtheir home and familiesfor an extended periodof time to participate inthis important project.I hope they learn muchon their journey; I knowthey will leave the peo-ple of Africa with thebest that MGH nursinghas to offer.”

The purpose of thismonth-long visit toSouth Africa (and per-haps parts of Botswanaand Zimbabwe) is toassess the scope andneed for education andtraining. Says Davis,“We’ll meet with localcaregivers, clinics, agen-cies, nursing schools,and health centers tosee where we can makethe biggest impact. Wewant to bring our 20years worth of know-ledge and experience tohelp alleviate some ofthe suffering.”

This is not the firsthumanitarian nursingtrip for either Shaw orDavis. Both traveled toHaiti recently wherethey helped train localnurses to provide gyne-cological care and pelvicexams. And Shaw willreturn to Africa in thefall for a two-year stintas he helps implement

and coordinate new pro-grams.

Says Shaw, “Nursesreally do have a uniqueopportunity to make adifference. Nurses cando things, go places,gain access to informa-tion simply becausewe’re nurses. We canask the most personalquestions and it’s not

perceived as threateningor intrusive—patientsknow that when we aska question, it’s comingfrom a caring place.”

Davis and Shawhave agreed to sharetheir experiences withreaders of Caring Head-lines. Below are theirfirst few correspond-ences:

Letters from AfricaJuly 5thWe arrived in Durban 40hours after departingfrom Boston. A longbut bearable journey.We sat next to a Zimba-wean woman who worksin Harare educating wo-men about HIV, so itwas nice to have thatconnection. Today wespent the morning witha nun who is the nurseadministrator of St.Mary’s Hospital justsouth of Durban. Shespoke eloquently of theneed to care for thecaregivers as they arepushed to the limit car-ing for young peopledying. The death rate iseven greater than what’sbeing reported at home.They regularly have sixto eight deaths per nightat their 200-bed hospi-tal that serves a local

population of 750,000.She worries about thenurses themselves dy-ing; they have alreadylost many of their staff.

July 6thChris said you askedabout what it’s like be-ing so far away fromour families. I’m a sin-gle mom with a wonder-ful nine-and-a-half-year-old daughter. She isspending time withher dad while I’mgone. It’s verydifficult. We dida lot of preparingbefore I left, butthere were many,many tears (fromboth of us!) theday I left. She is anamazing girl, andwhen I left shesaid, “I needyou so much

mommy, but the poorpeople in Africa needyou more right now.You need to go and helpthem. They look so sadin all the pictures. Howcould this happen topeople like us?”

Needless to say, thatbroke my heart. This isvery difficult. More so


Page 7


when I see all thesechildren suffering. Iwant to hold my daugh-ter so tight and shelterher from all this death.

July 6thToday we went with anAfrican nurse from theUniversity of Natal to ahospice-care facility.We then traveled with ahospice nurse and com-munity worker inland tothe bush areas to visitHIV patients at home.It was an amazing ex-

Letters from Africacontinued from previous page

perience. Patients werepredominately womenwho had been diag-nosed when they werepregnant. Some of thechildren were also HIV-positive, some negative.No one is receivingtreatment. People in thebush live in old, run-down houses with norunning water or electri-city. The common com-plaint is no food, andno formula for theirbabies.

We arrived at onehut where the patient (aman), had died the daybefore. We went intothe round hut; the nursesaid a prayer and thenall the woman sang thisbeautiful song together.When we asked aboutthe meaning, it wasloosely translated as,“We thought you weregoing to grow old, butyou were taken away soearly. . . so, so young.”

There are children atevery hut we go to, run-ning around, some look-ing quite ill, but all sofriendly with wonderfulsmiles and spirit.

This agency hasmore than 450 HIV pa-tients enrolled at onetime, covering a widegeographic area. Thenurse describes herselfas, health minister, spi-ritual aide, social work-er, and nurse. She saysshe doesn’t have theresources to ‘nurse.’She can only try to workaround all the other is-sues.

We saw a womanlying in a cold room, sothin she looked like askeleton. She had ter-rible bone pain and theonly medication she hadwas something similar

to ibuprofen. We saw aman with a badly swol-len foot who had anaccumulation of fungus,possibly Kaposi’s sar-coma and/or condyloma.

It was a long day,and we were physically,emotionally, and spirit-ually drained by the endof it. We’re looking for-ward to working withthe nurse from the Uni-versity of Natal. She isworking on her PhD inHIV nursing, and seemsvery interested in col-laborating with us.

More from Africain the next issue

of Caring Headlines

t is estimatedthat more thantwo millionpeople in the

United States are livingwith un-ruptured intra-cerebral aneurysms.When an aneurysm rup-tures, it usually causesbleeding into the sub-arachnoid space (thecompartment surround-ing the brain), and it canbe fatal.

In this country alone,there are approximately30,000 new cases eachyear of subarachnoidhemorrhages due to therupture of intra-cranialaneurysms. They ac-

counts for 6-8% of allstrokes, and continue tobe a significant cause ofmorbidity and mortal-ity.

Despite numerousdiagnostic, surgical, an-esthetic and peri-opera-tive advances, outcomesfor patients with rup-tured aneurysms remainpoor. In fact, only onethird of those who ex-perience aneurysmalsubarachnoid hemor-rhages recover withoutmajor disability. Cere-bral aneurysm ruptureis most prevalent in the

35-60 year-old agegroup, with 50 being themean age of occurrence.

Though advancedimaging technology al-lows non-invasive de-tection of aneurysms orAVMs (atrioventricularmalformations), mostaneurysms are not de-tected until after rup-ture. People typicallyexperience the ‘worstheadache’ of their lifeand then seek medicalattention (if they sur-vive the event).

The recovery pro-cess following aneur-

ysm treatment is long,especially after a hem-orrhage, and can be un-settling, especially ifyou’re not prepared.

On August 22, 23,and 24, 2001, from9:00am –3:00pm, rep-resentatives from theBrain Aneurysm Foun-dation will staff an in-formation booth in theCentral Lobby. Staffwill be on hand to an-swer questions and writ-ten materials will beavailable.

On August 23, asymposium, “Bridgingthe gap between clini-cians, patients and theirfamilies,” will be heldunder the Bullfinch tentfrom 6:00–9:00pm; Su-cheta Kamath, MA,CCC/SLP, president ofthe Brain AneurysmFoundation, will speakabout the Steps to Suc-cess Program, and therewill be other speakers aswell. All are welcome toattend. For more infor-mation, call 723-3870.

Raising AwarenessRaising AwarenessEducating staff and

the public about brainaneurysms

—by Deidre Buckley, RN, NPcoordinator of the MGH Brain Aneurysm-AVM CenterI

Brain Aneurysm AwarenessVisit the information booth

in the Central LobbyAugust 22, 23 and 24, 2001

“Bridging the gap between clinicians,patients and their families”

under the Bulfinch tentAugust 23, 2001

6:00–9:00pm

For more information call 723-3870

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Dawn Moore, RNstaff nurse, Bigelow 13

Sometimes excellent carebegins with a little old-fashioned hospitality

ExemplarExemplar

A dmission of apatient to theIntensive CareUnit can be

extraordinarily stressfulfor a patient and family.Initially during a crisis,the patient experiencesphysiological stresswhile family membersand friends experiencepsychological stress.Typically, admission tothe ICU follows somesort of catastrophicevent that has the poten-tial to be life-threaten-ing. Some critical ill-nesses such as severeburns occur withoutwarning, so there is notime for the patient,family, or friends toprepare for this crisisand the long road torecovery that follows.

Families often exper-ience a higher level ofstress than patients,and more often than nothave ineffective copingskills. When admittingpatients to the ICU, acritical care nurse needsto admit the family aswell as the patient. TheICU experience is veryintense and can causeemotional turmoil forfamilies who must en-trust the care of theirloved one to completestrangers. A critical care

nurse needs to be pre-pared to deal with theneeds of the family dur-ing this psychologicalcrisis to help them copeeffectively and regaintheir family stability.

A critical care nursecan be ‘consumed’ bythe efforts involvedwith caring for an un-stable patient. Initially,we may only be able tofocus on stabilizing thepatient. But we mustremember that the pa-tient is part of a family,and they too are goingto require attention tohave their needs met.The concept of totalpatient care includesmeeting the needs of thepatient, the patient’sfamily, and the patient’sfriends.

My name is DawnMoore, and I have beena nurse in the Burn In-tensive Care Unit forfour years. I was remind-ed of this concept re-cently during a nightshift over the 4th ofJuly by my coworker,Molly Finneseth, RN. Iwas taking care of apatient, Mr. W, who hadbeen admitted with a30% burn of his totalbody surface area and asevere inhalation injury

due to a propane explo-sion. I was not familiarwith this patient, so Iwas entirely focused onthe care he would re-quire during my shift.

Mr. W had been inthe ICU for severalweeks and his respira-tory status had decom-pensated since his ad-mission. He had there-fore been chemicallyparalyzed for severalweeks and put on aventilator to enable hislungs to heal. After as-sessing Mr. W carefully,I decided to lighten hisparalytic medicationand assess his neurostatus while he wasawake. Mr. W becameun-paralyzed and open-ed his eyes for the firsttime in a month. Tearscame to my eyes as Iintroduced myself tohim and tried to explainwhy he was in the ICU.I held his hand and heresponded weakly bytrying to squeeze myhand. A few hours laterhe was nodding appro-priately to questions. Icontinued to sit at Mr.W’s bedside and holdhis hand.

Molly came in tosay that my patient hada visitor. I assumed thevisitor had been in tosee Mr. W previously,

but I was wrong. Ayoung man came to thebedside, stared at Mr. Wand began to cry. Mollystood by his side andcomforted him. I gaveMolly and the visitor afew minutes and then Iintroduced myself asthe nurse caring for Mr.W I started to explainMr. W’s condition andhis plan of care. Theyoung man, Mike, want-ed to sit with his friend,so we gave them sometime alone together. Mr.W’s eyes were open andhe clearly recognizedhis friend. There weretears coming down hischeeks, so Mike tried tocomfort him and assurehim that he would beokay.

I talked with Mollyand learned that Mikewas Mr. W’s roommateand best friend. He hadbeen hiking the Appala-chian trail for the pastfour months and onlyrecently learned of Mr.

W’s condition when hecalled home and foundthe phone had been dis-connected. He calledMr. W’s father, whotold him that Mr. W wasin the Burn ICU, andthat their house hadbeen completely des-troyed in the fire. Mikehopped on a bus andcame 450 miles to seehis friend.

When Mike arrivedon the unit, he waswearing an old backpackand soiled clothes. Hehad literally steppedonto a bus from his hik-ing expedition andcome straight to thehospital. He was tiredand didn’t have a placeto stay. He didn’t havemuch money, so hecouldn’t afford a hotelroom in Boston on the4th of July. Molly andtwo other co-workers,Edna Gavin, CCT, andMary Williams, RN,suggested we let Mikestay in one of the va-


Page 9


cant patient rooms sincecensus was low.

We told Mike hecould stay for the nightand visit Mr. W again inthe morning. That even-ing, staff had broughtfood in for a little holi-day party, so Mollymade Mike a plate andgave him some toiletriesso he could take a show-er. He was so grateful tothe staff and cried as hethanked us.

The next morningMike came in to visitMr. W, who was wideawake. They had ashort visit and thenMike said it was timeto go. He told Mr. W hewas leaving, but Mr. W.

got upset and tried tohold his hand. I went tothe bed and took Mr.W’s other hand. I ex-plained that Mike wasgoing to finish his hikeand that he’d stay incontact with the staffand come visit again.Mike didn’t want toleave while Mr. W wasupset. Soon Mr. W nod-ded to say that it wasall right.

Mike said his good-byes. I was at Mr. W’sbedside when Mike toldhim, “You’re in goodhands, buddy. I knowthey’ll take excellentcare of you here, be-cause they took excel-lent care of me, and I’m

Exemplarcontinued from previous page

just a visitor. I love youbuddy, and I’ll see yousoon.” Mike turned tous with tears in hiseyes, thanked us foreverything, and thenleft to catch a bus backto New Hampshire.

This experiencehelped me rememberthat family and friendsneed our attention, too.The concept of totalnursing care can be chal-lenging when caring fora critically ill patientwho needs constantcare. But both Mike andMr. W benefitted im-mensely from this smallintervention. I am grate-ful to have the wonder-ful co-workers I have,who helped me remem-ber this vital aspect ofnursing practice.

Comments byJeanette IvesErickson, RN, MS,senior vice presidentfor Patient Care andchief nurse

This narrative has twovery compelling themes:clinical knowledge andknowledge of the pa-tient and family. Light-ening a patient’s medi-cation when he has beenparalyzed for manyweeks requires greatinsight, assessment andskill. It requires carefulmonitoring of multiplesystems to ensure thepatient is tolerating thetransition, and constantattention to the degreeof sedation required.But this isn’t the pri-mary focus of Dawn’snarrative. Dawn speaksto the issue of including

the family in the scopeof her care, and the factthat Mike is Mr. W’sbest friend makes himfamily. Under unusualcircumstances, Dawnand her colleagues actedoutside the box, relyingon their own best judge-ment, and provided aplace for Mike to stayon the unit. This was anunorthodox solution,but one that supportedboth Mr. W and his dearfriend. Many of us maynot even have consider-ed this option, but asDawn showed us,sometimes providing‘total nursing care’means extending somegood old-fashioned hos-pitality! Mike wasright—Mr. W was invery good hands indeed!

Thank-you, Dawn.

Q & Ascontinued from page 5

for program develop-ment and evaluationthrough The Center forClinical & ProfessionalDevelopment. ScottCiesielski, RN, BSN,serves as program co-ordinator, and togetherwith Laura facilitates aplanning group of criti-cal care nurse managersand clinical nurse spe-cialists to ensure thatsupports are in placefor both preceptors andnew graduates. We areaware that it will takethe commitment of theentire critical care com-

munity to make thisprogram successful.Through program eval-uation we will learnwhat is working andwhere improvementsare needed.

Question: Can we con-tinue to provide andsupport appropriatepatient care at a timewhen we are alreadydealing with staffingchallenges?Jeanette: This is a chal-lenge we would facewith, or without, thisnew program. We chooseto be proactive in reduc-ing the burden on ournursing staff. Balancewill be the key. As withall new staff, we try to

balance the needs of ourpatients with the learn-ing needs of new nurses.There will be timeswhen preceptors willhave to focus solely onthe clinical needs of apatient and temporarilydefer their teachinggoals. We continue todiscuss strategies thatwill allow learning totake place even in thepresence of a complexpatient population.Within the preceptoringexperience there is dedi-cated time for reflectionand learning. We will bevigilant in monitoringthis component of theprogram, and continueto work with precep-

tors on strategies forlearning in this fast-paced, complex, patientcare environment.

In six months wewill have 14 new ICUnurses; in one year, 28new ICU nurses. Whilethe journey may be new,this is a creative, for-ward-thinking programthat allows us to con-tinue to meet the needsof our patients.

Question: Who are thepreceptors and how arewe supporting them?Jeanette: Experiencedcritical care nurses fromeach designated ICUhave agreed to serve aspreceptors. They areenthusiastic, committed

to the program, andanxious to begin. Eachpreceptor has attendedthe preceptor workshopsponsored by The Cen-ter for Clinical & Pro-fessional Development.The program was cus-tomized to incorporatea better understandingof generational issuesand the leaning needs ofnew graduates. The NewGraduate/Mentoringprogram currently of-fered by the Center willalso be customized forcritical care. Preceptorsplay a major role in thisprogram, serving ascoaches, teachers andadvocates to help orientnew nurses to their newunits.

Page 10


Opening our doors tothe next generation:Bunker Hill students visit MGH

othing renews your own interest, commitment, and enthu-siasm more than sharing your work with a group of curious,motivated young people. On Friday, July 13, 2001, a hand-ful of MGH employees did just that as 26 students from

Bunker Hill Community College’s Health Careers OpportunitySummer Breakthrough Program toured parts of MGH to learnmore about careers in Pharmacy, Radiology and Phlebotomy (aseparate program exists for Nursing), and attended educationalsessions on resumé preparation andinterviewing skills. Coordinated byprofessional development coordin-ator, Rosalie Tyrrell, RN, the visitincluded tours of Pharmacy Admini-stration, The WACC 2 PhlebotomyUnit and clinical labs, a look at thenew Emergency Department CTscan, and one-on-one interactionwith MGH professionals. Studentshad an opportunity to see special-ized equipment, watch clinicians inaction, and ask questions about theirpotential future career paths.

N

Student OutreachStudent Outreach

Top: Kim Pellerin, radiationeducation coordinator,explains CT-scanprocedure tovisiting students.

Left: Supervisor,George Souza,shows studentsaround the WACCPhlebotomy Unit.

Right: Senior attendingtechnician, Scott Belknap,introduces students to theworld of Pharmacy.

Bottom: Lead ED CT-scantechnologist, MaureenMathews, explains behind-the-scenes, computerizedCT-scan technology.

Page 11

August 2, 2001August 2, 2001Special VisitorsSpecial VisitorsProfessional women soccer players

score big on Ellison 17 & 18Boston Breakers visit pediatric units

(This

pho

to ta

ken

by A

bram

Bek

ker o

f the

MGH

Pho

to L

ab)

iving back to the community is a tradi-tion professional athletes have engagedin since the beginning of professional

sports. On Monday, July 16, 2001, Kim Calkinsand Kate Sobrero, two members of the BostonBreakers professional women’s soccer team,carried on that tradition when they visited theMGH pediatric units, accompanied by theirmascot, a six-foot tall harbor seal named, Sweep-er! The Breakers, one of the initial eight teams ofthe WUSA (Women’s United Soccer Associa-tion), are currently in their debut season with arecord of 5-8-3 (at press time).

Calkins, Sobrero and Sweeper spent time talking with, and answering ques-tions for, ambulatory patients in the ‘rec’ room and visited individual patientsroom by room, signing autographs and giving out team memorabilia. Seems thatmany patients, families, visitors and staff are big fans of the new franchise!

G

Calkins and Sobrero with 15-year-old MichaelHerrick in the Ellison 18 recreation room

Negotiation Skills for Those NotBorn to the Table

presented by Phyllis Kritek,RN, PhD, FAAN,

internationally recognizedauthor and scholar

Working in today’s complex healthcareenvironment, negotiation skills are essentialfor our ability to manage conflict between

individuals of different ages, cultures,disciplines and departments.

Conflict-management can also be a catalystfor change. Negotiation skills are keyfor those working in management or

administrative positions.

November 2–3, 20018:30am–5:00pm

O’Keeffe AuditoriumFor more information,

contact Brian French at 724-7843,or Deborah Washington

at 724-7469

14-year-old Alexis Rivera is visited by BostonBreakers players, Kate Sobrero (right), Kim Calkins,

and Sweeper, the harbor seal, their mascot.

Page 12



increasing professionalopportunities through

education and supportig smiles, happyfaces, and a pal-pable sense ofpride were the

order of the day at theWorkplace EducationProgram recognitionceremony, Thursday,July 19, 2001, in theWalcott ConferenceRoom. The program,sponsored by MGHand the Jewish Voca-tional Service, recogniz-ed a record 80 employ-ees this year for success-fully completing classesin English as a SecondLanguage, English Plus,and Adult Education.Employees from Nurs-ing, Food & NutritionServices, EnvironmentalServices, Parking andTransportation, andother departments par-ticipate in the programthat strives to supportemployees for whomEnglish is not their pri-mary language.

In addition to stu-dents, the ceremonywas attended by co-workers, nurse mana-gers, and supervisors,all of who revelled inthe great success andachievement of thosebeing recognized.

B

RecognitionRecognition

At the WorkplaceEducation Program

recognition ceremony,White 10 unit service

associate, MariaMarrero, reads her

narrative.

Associate chiefnurse, Theresa Gallivan,RN, addressed the gath-ering, saying, “This isthe high pointof my week! Iwant to congrat-

ulate each ofyou. The crit-ical role you play inhelping us meet theneeds of our patientshelps us to make MGHa more compassionate,caring, and culturallyrich environment. Werely on you more andmore as we face thedifficult challenges inhealth care. Your stories

are inspiring. The workyou do is important.And so are each of you.”

Two awards weregiven to program volun-teers, Joanne Gringeriand Suzanne DeCruz,for their, “devotion toduty in lending theirtime and experience tothis program.”

Several stu-dents were

asked to read their writ-ten class work aloud tothe group. The sub-stance, content, and useof language in their nar-ratives revealed greatpassion, talent, and ac-complishment.

Betsy Bedell, dir-ector of Adult Educa-tion for the Jewish Vo-

cational Service, thank-ed the program’s plan-ning and evaluationteam, including MeganBrown; Kathy Creedon;Bill Banchiere; MaryMcAdams, Ruth Demp-sey, Maria Bloch, JeffDavis and the staff ofMGH Human Resourc-es; instructors, JohnKirk and Jane Ravid;and all of the managersand supervisors whomake this program pos-sible. Said Bedell, “With-out your continued sup-port and encouragementwe could not providethis important service.”

The Workplace Edu-cation Program just com-pleted its sixth year.For more information,call The Center for Clin-ical & Professional De-velopment at 6-3111.

Theresa Gallivanaddresses gathering

Ellison 13 unit service associate, Marie Morisette,receives certificate from instructor, Jane Ravid,as members of the Planning & Evaluation Team

(l-r): Megan Brown; Kathy Creedon; and BillBanchiere; and associate chief nurse,

Theresa Gallivan, look on.

Page 13


Published by:Caring Headlines is published twice eachmonth by the department of Patient Care

Services at Massachusetts General Hospital.

PublisherJeanette Ives Erickson RN, MS,

senior vice president for Patient Careand chief nurse

Managing Editor/WriterSusan Sabia

Editorial Advisory BoardChaplaincy

Mary Martha Thiel

Development & Public Affairs LiaisonGeorgia Peirce

Editorial SupportMarianne Ditomassi, RN, MSN, MBA,

executive director to the office of seniorvice president for Patient Care

Mary Ellin Smith, RN, MS

Materials ManagementEdward Raeke

Nutrition & Food ServicesPatrick BaldassaroMartha Lynch, MS, RD, CNSD

Orthotics & ProstheticsEileen Mullen

Patient Care Services, DiversityDeborah Washington, RN, MSN

Physical TherapyOccupational Therapy

Michael G. Sullivan, PT, MBA

Reading Language DisordersCarolyn Horn, MEd

Respiratory CareEd Burns, RRT

Speech-Language PathologyCarmen Vega-Barachowitz, MS, SLP

DistributionPlease contact Ursula Hoehl at 726-9057 for

all issues related to distribution

Submission of ArticlesWritten contributions should be

submitted directly to Susan Sabiaas far in advance as possible.

Caring Headlines cannot guarantee theinclusion of any article.

Articles/ideas may be submittedby telephone: 617.724.1746

by fax: 617.726.4133or by e-mail: ssabia @partners.org

Please recycle

Next Publication Date:August 16, 2001

Ives Ericksoncontinued from page 3

the rubber hit the road—this iswhat I consider one of the mostimportant reasons to haveleadership retreats. Brainstorm-ing. Thinking out loud. Sharingideas. Tapping into the collec-tive brain power of this incred-ibly gifted group of leaders.

In morning and afternoonbreak-out sessions, we put thefollowing issues out there fordiscussion. The responses wegot are too numerous to in-clude, but here is a brief samp-ling of the ideas that were gen-erated:

When they write the historyof MGH, what will they sayabout us?

They will recall our strongDiversity ProgramOur strong and lastingcollegialityOur emphasis on educationand continual learningOur knowledge-basedpractice

What is the best way to marketthis good news?

Our employees are our bestmarketing departmentCaring Headlines and theMGH website

If you could go back in timefive years, what would youhave done differently?

We could have acted morequickly in establishing androlling out our computeriz-ed technologyWe could have integrated alldisciplines under PatientCare Services soonerWe could have questionedlong-standing assumptionssooner

How do you envision MGH inthe year 2006?

We will have accessibleinterpreters for all lang-uagesA highly functioning elec-tronic medical recordExtensive complementarytherapies, including ananimal therapy programWe will have a surplus ofqualified staff, with waitinglists of students wanting towork in the healthcareindustryWe will have the mostdiverse workforce in Bos-ton, including a diverseleadership teamWe will have total flexibi-lity in staffing/scheduling

How do we create a system forcapturing and sharing bestpractices?

Sharing best practicesshould be incorporated intoregularly scheduled leader-ship and inter-disciplinarymeetingsShowcase best practices inCaring HeadlinesCreate a resource book thatcontains a record of bestpractices

What can we do to fast-trackrecruitment?

Have new candidates meetwith HR and unit managerin one visitStreamline communicationbetween HR and unitsAllow ‘first point of con-tact’ to assume accounta-bility for hiring

Be confident and enthusias-tic about what we have tooffer

What is the best way to attract(or re-attract) students or em-ployees who have left MGH?

Personal phone calls torecruit and/or solicit re-ferralsOffer reinstatement ofprevious benefits andpension for employees whohave leftKeep retirees involved asteachers and mentorsRedesign ‘exit interview’form to glean informationabout why staff are leaving

Create a model for intensivenew-hire on-boarding

Develop strategies to sup-port staff beyond orienta-tion (phone calls, weeklymeetings, etc.)Create a sense of ‘team’Have HR follow up withstaff periodically after hire

I hope you appreciate, as Ido, the risks your leaders

took in answering these ques-tions so honestly and passion-ately. These were difficultquestions to ask, and to an-swer. But the only way tomake our work meaningful, isto look at where we’ve been,create a vision for where wewant to go, and think aboutwhat we need to do to getthere. As I said, these are onlya few of the ideas that surfacedin our last session together. Wewill pick up this importantwork where we left off whenwe reconvene for our next re-treat in September.

UpdatesPlease join me in welcomingSusan Stengrevics as the newCNS for Cardiac Surgery, andEllen Powers as nurse staffspecialist for Ambulatory On-cology Facilities Planning.

20August 2, 2001August 2, 2001

20Page 14

—Educational —Educational DescriptionWhen/Where Contact

Hours

For information about Risk Management FounInternet at http://ww

Critical Care in the New Millennium: Core ProgramFor ICU nurses only. This program provides a foundation for practice in the care of critically ill patients.Pick up curriculum books and location directions from the Center for Clinical & Professional Develop-ment on Founders 6 before attending program. For more information, call The Center for Clinical &Professional Development at 726-3111.

45.1for completing

all six days

August 13, 14, 15, 20, 21,227:30am–4:00pmWest Roxbury VA

16.8for completing

both days

Advanced Cardiac Life Support (ACLS)—Provider CourseProvider course sponsored by MGH Department of Emergency Services. $120 for MGH/HMS-affiliatedemployees; $170 for all others. Registration information and applications are available in Founders 135,or by calling 726-3905. For course information, call Inez McGillivray at 724-4100.

August 168:00am–5:00pmWellman Conference RoomAugust 208:00am–5:00pmWellman Conference Room

Nursing Grand RoundsNursing Grand Rounds are held on the first and third Thursdays of each month. For more informationabout this session call The Center for Clinical & Professional Development at 726-3111.

1.2August 161:30–2:30pmO’Keeffe Auditorium

CPR—American Heart Association BLS Re-TrainingSuccessful completion of this program re-certifies staff in AHA Basic Life Support. Priority will be givento staff required to have AHA BLS for their job. Others are encouraged to complete unit-based, age-specific mannequin demonstration to meet requirements. Participants must review the new AHA HealthCare Provider Manual, which may be borrowed from the CCPD for a returnable $10 deposit. (Note: classhas been extended to 4 hours due to changes in AHA requirements.) Pre-registration is required, as isproof of AHA certification within the last two years. For information, or to register, call The Center forClinical & Professional Development at 726-3111.

- - -August 147:30–11:30am,12:00–4:00pmVBK 401

On-Line Patient Education: Tips to Ensure SuccessThis program is geared toward clinicians who have basic Internet navigational skills. The goal is to givestaff the tools to find quality patient-education materials to enhance clinical practice and dischargeteaching. For more information, call The Center for Clinical & Professional Development at 726-3111.

1.2August 147:30–8:30amPatient Family LearningCenter

New Graduate Seminar IIThis seminar assists new graduate nurses (with the guidance of their mentors) to transition into the roleof professional nurse. Seminars focus of skill acquisition, organization and priority-setting, communica-tion and conflict-management, caring practices, and ethical issues. For more information, call The Centerfor Clinical & Professional Development at 726-3111.

5.4(contact hours

for mentorsonly)

August 228:00am–2:30pmTraining DepartmentCharles River Plaza

Chemotherapy ConsortiumThis program lays the foundation for certification in chemotherapy administration. Staff must completea pre-test and pre-reading packet before attending program. (Materials available in The Center for Clin-ical & Professional Development on Founders 6). Post-program test and clinical practicum required forcertification. For more information, call Joan Gallagher at pager #2-5410. Pre-registration is required. Toregister, call The Center for Clinical & Professional Development at 726-3111.

TBASeptember 48:00am–5:00pmNEMC


- - -September 67:30–11:30am,12:00–4:00pmVBK 401

Nursing Grand RoundsNursing Grand Rounds are held on the first and third Thursdays of each month. This session will focus on:“Maltreatment of Children.” For more information about this session call The Center for Clinical &Professional Development at 726-3111.

1.2September 61:30–2:30pmO’Keeffe Auditorium

01August 2, 2001August 2, 2001

Page 15

01 Offerings— Offerings—

DescriptionWhen/WhereContactHours

ndation educational programs, please check theww.hrm.harvard.edu

2001: A Diabetic OdysseyThis program is designed to enhance nurses’ knowledge around the care of patients with diabetes. Topicswill include patho-physiology of Type 1 and Type 2 diabetes; pharmacological interventions, monitoringand management of diabetes; nutrition and exercise; complications; and caring for special populationssuch as pediatrics, geriatrics, critically ill, and pregnant women. No fee for MGH employees. $30 forPartners employees. $75 all others. Pre-admission is required. For more information, call The Center forClinical & Professional Development at 726-3111.

8September 78:00am–4:30pmO’Keeffe Auditorium

Internet Basics: Using the World Wide Web to Enhance Your PracticeThis program is targeted toward clinicians who want to learn basic skills in accessing, searching and nav-igating the Internet. The goal is to teach clinicians to access quality on-line healthcare information toenhance clinical practice. For more information, call The Center for Clinical & Professional Develop-ment at 726-3111.

1.2September 117:30–8:30amPatient Family LearningCenter

Transfusion Therapy Course (Lecture & Exam)For ICU nurses only. Pre-registration is required. For information, call 6-3632; to register, call TheCenter for Clinical & Professional Development at 726-3111.

- - -Sept. 12, 8:00am–12:30pmSeptember 14, (Exam)8:00–9:30amBigelow 4 Amphitheatre

New Graduate Seminar IThis seminar assists new graduate nurses (with the guidance of their mentors) to transition into the roleof professional nurse. Seminars focus of skill acquisition, organization and priority-setting, communica-tion and conflict-management, caring practices, and ethical issues. For more information, call The Centerfor Clinical & Professional Development at 726-3111.

6.0(contact hours

for mentorsonly)

September 128:00am–2:30pmTraining DepartmentCharles River Plaza

CVVH Core ProgramThis program is designed for ICU nurses and echmo-therapists, to provide a theoretical basis for practiceusing continuous venous-venous hemodialysis. Participants must pick up and complete a pre-readingpacket prior to attending. Packets may be picked up in FND645. Pre-registration is required. To register,or for more information, call The Center for Clinical & Professional Development at 726-3111.

6.3September 128:00am–4:00pmVBK6

OA/PCA/USA ConnectionsContinuing education session offered for patient care associates, operations associates, and unit serviceassociates. This session is entitled, “Safe Care of Violent Patients.” Pre-registration is not required. Formore information, call The Center for Clinical & Professional Development at 726-3111.

- - -September 121:30–2:30pmBigelow 4 Amphitheater

Preceptor Development Program: Level IProgram is geared toward MGH staff nurses and advanced practice nurses who have served, or are interest-ed in serving, as clinical preceptors for new graduates, experienced nurses, student nurses or internationalguests. Participants explore the roles of educator, role model, facilitator and clinical coach as well aspartner in planning and guiding clinical experiences. For more information, or to register, call The Centerfor Clinical & Professional Development at 726-3111.

7September 138:00am–4:30pmTraining DepartmentCharles River Plaza


- - -September 177:30–11:30am,12:00–4:00pmVBK 401

Nursing Grand RoundsThis presentation will focus on, “Breaking the Language Barrier: Accessing Patient Information in Lang-uages other than English,” presented by Martha Stone, coordinator of Reference Services, TreadwellLibrary. For more information, call The Center for Clinical & Professional Development at 726-3111.

1.2September 131:30–2:30pmO’Keeffe Auditorium

Neuroscience Nursing Review 2001This 2-day review is designed for experienced nurses who care for neuroscience patients or who are pre-paring for the neuroscience nursing examination. Participants my attend one or both days. Limited to 25.See Educational Offerings Calendar for fees. For more information, call The Center for Clinical & Pro-fessional Development at 726-3111.

TBASeptember 17 (8:00–4:15)O’Keeffe Auditoriumand September 198:00am–4:15pmTraining DepartmentCharles River Plaza

Page 16


CaringFND125

MGH55 Fruit Street

Boston, MA 02114-2696

CaringH E A D L I N E S

wo fellow-ships arecurrentlyavailable for

nurses wishing to enterthe winter, 2002, Clini-cal Pastoral EducationProgram, offered by theMGH Chaplaincy andsponsored by the MGHdepartment of Nursing.Applicants must beregistered nurses withat least two years ofnursing experience; theymust currently be work-

ing within the NursingDepartment in direct-care roles.

The Clinical PastoralEducation program is atraining program accred-ited by the Associationfor Clinical PastoralEducation. It provides avehicle for caregivers toexpand their knowledgein spiritual care. Thewinter program is part-time, beginning January7, 2002, and runningthrough May 17, 2002.Group sessions are held

Spiritual caregiverfellowships available for nurses

Apply by September 1st

T on Mondays, from9:00am to 5:00pm, andadditional hours are ne-gotiated to fulfill theclinical component. Ap-plications for the pro-gram, and the fellow-ship, are due by Sep-tember 1, 2001.

For more informa-tion about the SpiritualCaregiver Fellowship,or to receive an applica-tion, please contact theChaplaincy office at6-2220.

ChaplaincyChaplaincy

New program rewardsPCS employees who

recruit or refer clinicalstaff for hire within

Patient Care ServicesPCS Referral Program rewards PCSemployees who refer individuals forhire into specific roles betweennow and September 29, 2001

All current PCS employees areeligible (excluding directors,leadership and HR staff)

$1,000 will be given to employeeswhose referrals are hired into PCSclinical positions of 20 hours perweek or more

For more information,contact Steve Taranto at 724-2567

Documents

Caring Headlines - Workplace Education Program - August 2, 2001 · 2018-11-14 · Bigelow 11 unit service associate, Nadia Faiz, comes forward to accept her certificate of achievement