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The Faculty Chronicles (TFC) podcast, sponsored by the Touro Center for Excellence in Teaching and Learning (CETL), is about building community, connection, and conversation. It will bring to life the stories behind the great works of Touro faculty, across disciplines in all our schools, focusing on classroom innovation in teaching and learning, science, business, medicine, education, wellness and more.
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Hello and welcome to
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The Faculty Chronicles TFC,
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a podcast sponsored by the Touro Center
on Excellence
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in Teaching and Learning
and the office of the Provost.
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Your TFC podcast hosts are me,
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Professor Gina Bardwell
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and Doctor Elizabeth Iny.
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Across academic disciplines.
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Faculty are producing great work,
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and The Faculty Chronicles
wants you to hear all about it.
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TFC podcast will highlight faculty
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chatting about their favorite project
in research, teaching,
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learning, science, medicine,
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technology and so much more.
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So let's get busy building
community connection
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and continuous conversation to a wide.
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Our next Faculty
Chronicle guest is on deck
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waiting to chat.
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Hello, I'm
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Gina Bardwell,
your Faculty Chronicles podcast host.
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The Faculty Chronicles is sponsored
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by the office of the Provost and Kettle,
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the center for Excellence
in Teaching and Learning.
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Today, we are honored with Doctor Jordan
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Jacobi as our featured guest.
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Doctor
Jacobi is a fellowship trained acute
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care nurse
practitioner in neuro critical care.
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He has taught at Drexel University
in Philadelphia,
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the University of Mount
Saint Vincent in the Bronx,
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and is now the director and associate
professor
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of nursing at Tuttle University.
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Nice. Cass.
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Doctor Jacobi has held numerous
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leadership positions
in clinical practice and academia.
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He has served as interim dean
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of nursing, Director of nursing,
and even founded
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a multi-state neurology practice
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as president and CEO.
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He will complete his Doctor of Education
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degree from Teachers
College at Columbia University this year.
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He received his Doctor of Nursing Practice
degree
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from Chatham University in Pittsburgh,
a master's in business
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from the State
University of New York at New Paltz,
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and master's degree in nursing
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from Georgia Southern University.
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Doctor Jacobi serves on
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the National Advisory
Council on Nurse Education
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and Practice in the Health Resource
and Services Administration,
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a position to which he was appointed
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by the US Secretary of Health
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and Human Services to advise both Congress
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and the Secretary
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as an inducted fellow
of the American College of Critical Care
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Medicine and fellow
of the New York Academy of Medicine.
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He is committed to the promotion
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and optimization of health.
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Thank you, Doctor Jacobi,
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for spending time with us today
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and enlightening us on the value
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of nursing education for the 21st century.
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Now, before we dive
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right in on all your work in this area,
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I just want to ask you,
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because you are very busy
and very accomplished.
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What drew you to academics
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and the medical field?
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Well, first, thank you so much
for having me on this podcast today.
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It's a real privilege
to be here to talk about all the things
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that we're doing here at Touro,
especially in the nursing field.
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So, you know, nursing is always something
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that I have been interested in
from a very young age.
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And, as far back as I can remember,
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being part of the medical profession
really interested me.
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going back to when they ask children,
what do you want to do when you grow up?
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I'm actually the only one in my family
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that does anything, remotely,
medical at all.
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So it's been a great interest, to me.
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And even selecting the major in college,
I knew that
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there was no way I would ever be
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changing my major,
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at that point, because I was so determined
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to, make it in the field of nursing.
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You developed a new
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program at Tuttle University
in New York in nursing,
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and it's an associates program.
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What is its mission and why now?
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So our mission is to prepare
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qualified nursing professionals
who can influence the healthcare
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environment and enhance
the quality of life, both for individuals,
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but also families
and even society more broadly.
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And while our associate of Applied Science
and Nursing program has,
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graduate it's first cohort, the faculty
and I
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significantly revamped the curriculum
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in order to respond to
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dynamic changes in nursing education
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and to better align, align
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with what I call standards
of nursing education,
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according to some of our leading, bodies
in the field of nursing education.
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So what today's nurse
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practitioners have a larger presence
and a voice,
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you know, in the vast
field of medicine today.
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Can you say more about why?
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Sure.
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So, you know, nurse practitioners
and registered nurses
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have, as you said,
a significant impact in health care.
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And while our associate degree program,
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does not educate nurse practitioners,
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I can speak for myself
as a nurse practitioner
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and say that it is a fast growing field
in many of our students in our associate
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degree program have the ultimate goal
of becoming a nurse practitioner.
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And so for this reason,
I'm really happy that
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in addition to my role as professor
and an academic administrator,
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I'm also a role model for where
they can end up in their nursing career.
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And it's such an important field
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because even looking through the pandemic,
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we see all the things that nurses
and also nurse practitioners
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did in caring for such critically
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ill patients and working with families.
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And then before
and especially after the pandemic,
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we see that
there's such a shortage at hospitals that,
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it is essential that we continue
to prepare,
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nurses and other nursing
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professionals
so that we can meet the demands
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of our growing society
here in the United States.
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Well, that's a perfect answer
to segue into this next question,
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if you could explain how Covid 19
and the pandemic
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shaped your ideas in terms of the need
for this nursing program
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and for training nurses
to deliver quality care?
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Yeah.
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So that
is an extremely interesting question.
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And I think that in many ways,
the Covid 19
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pandemic really exposed the false
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in the American health care system
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and also in the educational system.
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We saw that as a society,
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we were ill prepared to deal with such a,
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impactful and devastating, pandemic.
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despite the fact that we had faced
the pandemic
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with the Spanish influenza
about 100 years prior.
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We really had not learned our lessons.
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And so it really highlighted
what we already have
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identified
in the nursing and scientific literature
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that we need to produce more nurses
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who are ready to address public health.
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many of our graduates have long been
focused on working in the acute care
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environment in the hospital,
when really, as also
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was highlighted with Obamacare,
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or really the Affordable Care Act
that we really needed to be
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working at prevention of illness
and health maintenance,
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which is why the optimization of health
is so important.
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And when you look at what the definition
of is, according to the American Nurses
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Association, it is the promotion of health
and the diagnosed
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and treatment of human response
to acute illness.
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And so it's that focus on the optimization
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of health
that in prevention that the Covid 19
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pandemic really showed that
we were not doing well,
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that whether it be a nursing practice
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or even on the nursing education side.
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And so that really influences
how our new curriculum is looking at
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things in terms of we're building
the next generation of nurses
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ready to go out and work
on prevention of illness.
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So how is the
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Touro Associate Nursing Program
preparing students
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to work in the real world
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with real patients?
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another excellent
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question,
and something that's been actually
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very hotly debated in nursing education
for many years now.
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We know that by
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and large, traditionally nursing
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students,
upon completion of their program,
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were not floor ready.
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So they had difficulties transitioning
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from student nurse
to professional registered nurse.
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So our curriculum addresses
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that by using high fidelity simulation,
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unfolding case studies
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in several experi senses
throughout the program
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that really focus on developing
clinical judgment.
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In other words, their ability
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to take their book knowledge
and apply it to real life
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through repeated activities in the lab
and in the clinical environment.
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And it culminates
now in a clinical decision
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making and transition of practice course
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that exclusively focuses on actually
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getting them ready to step into the shoes
of a registered nurse
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after completion of their program.
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And so that change in focus,
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with heightened clinical hours
and more activities
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to increase their readiness
and their confidence to practice.
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We are extremely hopeful and confident
that this will help them
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be able to work with the real world
and real world patients,
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and all of the associated challenges
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that come from being a practicing nurse.
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You know, simulation has come a long way,
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you know, to sort of infuse
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that into part of the, readiness package
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to get them ready to meet the real world
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challenges.
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what are some challenges
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you face with students
who may have experienced,
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medical education
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from a unique cultural perspective?
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So it's, we do have students
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from such a wide variety of backgrounds,
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and that definitely influences
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their approach to education,
their personal philosophy,
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their motivations
for becoming a registered nurse.
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And so we really encourage that.
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And we, meet the students where they are.
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We learn about what their objectives,
why they want to become a nurse.
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And we also incorporate that
in our curriculum, for example,
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through modules on cultural competency
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and sensitivity, which is such a huge part
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of one of the competencies
that you need to be as a registered nurse.
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But some of those challenges
in terms of that background
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that students may have,
is that often students
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may not fully understand
as they come into the program
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all of the things
that they may be expected to do.
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They may have different perceptions
of what
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the professional role
of a registered nurse.
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So a big part of what we do in the program
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is what we call socialization.
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So socializing them to the role
of a registered nurse.
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And that is something that starts
with day one
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and is a gradual process through,
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professional development,
through lectures,
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through activities in the lab,
you know, clinical
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and then simply through role
modeling of their faculty
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about how to be a registered nurse,
what is expected and what behaviors
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we're looking for in students while all
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while being culturally competent.
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And so teaching them how to respond
to patients from different backgrounds,
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how to incorporate their own,
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philosophy, their own background,
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cultural, religious, etc.,
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and how that interfaces with their,
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developing and budding nursing career.
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Sounds like a lot of professional
development and nursing goes into,
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the program is very,
very thoughtful, very comprehensive.
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So how do you assess
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if nursing candidates are learning
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and what interventions are in place
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to get them back on track?
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So that is, again, something
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that we look at perpetually in nursing
and really
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challenging the traditional model
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that the only way to assess
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is through examinations
or other static assessments.
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Rather, nursing education, assessment
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and evaluation of student performance is,
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a continuous process
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and it is also one of continuous quality
improvement.
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So aside from your regular
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sit down classroom examinations,
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we're also using various tools
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in nursing education, for example, last
that are clinical judgment rubric
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that looks at whether students notice,
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health patterns,
whether they can interpret,
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whether they can, judge
whether they can act.
00;12;59;26 - 00;13;02;00
And that takes place in the laboratory
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environment in the clinical environment
where they're receiving
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continuous feedback from the faculty
about their performance.
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And also a big part
of what we do is debriefing.
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So that is a structured time
after a clinical
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or laboratory experience
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where the faculty,
through a guided discussion
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with the students, are able to ask thought
provoking questions.
00;13;25;03 - 00;13;28;29
You know, I noticed that you did this
or I noticed that you did not do that.
00;13;29;02 - 00;13;30;09
Tell me about that.
00;13;30;09 - 00;13;32;09
How do you think you might have done it
better?
00;13;32;13 - 00;13;34;13
What do you think you did well?
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What do you think
you learned from this activity?
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And so, along with journaling,
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we require students
to really start, reflect
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and think back on the day
that encourages them
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to continue to grow,
00;13;47;09 - 00;13;49;12
and learn from those experiences in ways
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that you simply cannot get done
purely through book reading.
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Yeah, it sounds a lot like guided,
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a sort of a guided self-evaluation
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evaluation, self reflection.
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That is so that is so important for people
00;14;01;14 - 00;14;05;02
to be able to articulate what it is
they're learning,
00;14;05;06 - 00;14;08;01
what it is they think they need to learn,
00;14;08;01 - 00;14;10;25
and then how they're going
to use that information going forward.
00;14;11;16 - 00;14;13;11
So, how are you training
00;14;13;11 - 00;14;17;08
future nursing professionals
to work with diverse populations
00;14;17;08 - 00;14;20;13
and coworkers and exercise empathy?
00;14;21;25 - 00;14;25;22
So I always tell incoming nursing students
00;14;25;22 - 00;14;28;29
and also outgoing nursing students
at their pinning ceremony,
00;14;29;10 - 00;14;31;26
that being a nurse is so much more
00;14;31;26 - 00;14;34;06
than your technical competencies.
00;14;34;18 - 00;14;37;04
You can teach a technical skill
00;14;37;04 - 00;14;39;24
or procedure to just about anybody,
00;14;40;10 - 00;14;42;18
but you need the requisite
knowledge behind it.
00;14;42;19 - 00;14;46;17
But even more than that, when a member
00;14;46;17 - 00;14;48;19
of the general public conjures up
00;14;48;19 - 00;14;50;19
an image of a nurse,
00;14;50;26 - 00;14;54;04
it's always someone that they thought
of as compassionate.
00;14;54;16 - 00;14;57;12
That helped them
and that's what people remember
00;14;57;27 - 00;15;01;01
most in terms of their health
care experience.
00;15;01;07 - 00;15;03;07
They do not remember,
00;15;03;12 - 00;15;06;08
that, you know, the nurse put in my I.V.
00;15;06;08 - 00;15;09;09
the first time
the nurse administered my medication.
00;15;09;16 - 00;15;11;21
They remember how you made them feel.
00;15;11;28 - 00;15;15;28
And so that's important to inculcate in
the nursing students from the beginning.
00;15;16;06 - 00;15;18;03
And so in their first course, Fundamentals
00;15;18;03 - 00;15;20;03
of Nursing, as I alluded to earlier,
00;15;20;04 - 00;15;23;26
we have a cultural competency
and sensitivity module
00;15;24;04 - 00;15;26;15
that teaches them how to reflect
00;15;26;24 - 00;15;30;09
how to on their own biases,
on their own philosophies
00;15;30;09 - 00;15;33;08
and viewpoints, and how to incorporate
00;15;33;28 - 00;15;35;19
cultural competence skills of dealing
00;15;35;19 - 00;15;37;19
with diverse populations.
00;15;37;22 - 00;15;40;17
We also have extensive modules
in diversity,
00;15;40;17 - 00;15;43;07
equity and inclusion
throughout several courses,
00;15;43;16 - 00;15;45;18
including in maternal child nursing
00;15;45;18 - 00;15;47;18
and mental health nursing.
00;15;47;22 - 00;15;50;17
We have extensive discussions on working
00;15;50;24 - 00;15;54;18
with vulnerable populations
and how to connect with them
00;15;54;18 - 00;15;56;22
and develop that nurse patient,
00;15;56;26 - 00;15;58;26
trusting relationship.
00;15;59;05 - 00;16;01;24
And that's all rooted in, several
00;16;01;24 - 00;16;04;26
nursing theories,
including one of my favorite, which is,
00;16;05;21 - 00;16;08;04
the interaction
model of client health behavior,
00;16;08;04 - 00;16;10;04
which is how you, as a nurse,
00;16;10;13 - 00;16;14;10
encourage a patient to take charge of his
or her own health care
00;16;14;14 - 00;16;17;22
by connecting with them
on a personal level and empowering them
00;16;18;00 - 00;16;20;15
versus kind of a patriarchal approach
00;16;20;15 - 00;16;23;11
that had for so long
been part of the health care system.
00;16;23;20 - 00;16;25;22
And so through all of those things,
working
00;16;25;22 - 00;16;28;05
with Dei, cultural competency,
00;16;28;09 - 00;16;30;16
being self, aware,
00;16;31;18 - 00;16;34;07
is how we train our nursing professionals
00;16;34;13 - 00;16;37;26
to work with diverse populations
and move really towards
00;16;38;02 - 00;16;40;02
equity in health care.
00;16;41;08 - 00;16;43;15
Wow. It seems you're teaching
00;16;43;24 - 00;16;47;03
your nurses to give patients some agency
00;16;47;18 - 00;16;51;00
and at the same time
modeling that for them.
00;16;51;10 - 00;16;53;18
I mean, you sort of answered
my my next question.
00;16;53;18 - 00;16;56;19
You know, I'd actually like to add to that
because, you know,
00;16;56;19 - 00;16;59;25
in addition to that,
it does also start with the faculty.
00;16;59;25 - 00;17;01;19
And we have to role model it.
00;17;01;19 - 00;17;05;13
One of the things that we started
a couple of months ago is in our faculty
00;17;05;13 - 00;17;07;17
meetings is one,
00;17;07;17 - 00;17;11;00
the inclusion of students
in our faculty meetings so that they can
00;17;11;00 - 00;17;13;24
participate in the decision
making process.
00;17;14;00 - 00;17;17;14
And two, we started something
called an equity pause,
00;17;17;22 - 00;17;19;25
meaning after every vote or decision
00;17;19;25 - 00;17;24;02
made in a committee,
we as a faculty stop and ask, okay,
00;17;24;02 - 00;17;27;01
who could have been disenfranchized
by that decision?
00;17;27;10 - 00;17;30;03
Who could have been, disproportionately
00;17;30;03 - 00;17;33;16
affected in our student body
by that decision?
00;17;33;16 - 00;17;35;16
And how can we ameliorate
00;17;35;17 - 00;17;37;14
that negative impact?
00;17;37;14 - 00;17;40;07
So now I want to ask you,
this is the final question.
00;17;40;07 - 00;17;43;13
And if you had all the resources
00;17;43;13 - 00;17;45;13
at your fingertips,
00;17;45;15 - 00;17;48;17
what would success look like for you
00;17;48;21 - 00;17;52;20
in this new nursing program
at Touro University?
00;17;52;20 - 00;17;54;16
What would it look like?
00;17;54;16 - 00;17;56;22
First, I feel obligated to address
00;17;56;22 - 00;18;00;06
the biggest metric
that folks look for in a pre
00;18;00;06 - 00;18;03;12
licensure nursing education program,
and that's in influx
00;18;03;24 - 00;18;05;27
pass rate National Council Licensure
00;18;05;27 - 00;18;08;01
examination for registered nurses.
00;18;08;01 - 00;18;10;11
And so our goal is always to adequately
00;18;10;11 - 00;18;12;29
prepare students to pass that examination.
00;18;12;29 - 00;18;15;01
And ultimately we want to be
00;18;15;01 - 00;18;17;09
the best nursing school in New York City.
00;18;17;09 - 00;18;20;07
And that is certainly,
the direction that we're looking for.
00;18;20;15 - 00;18;23;19
But beside that objective,
we want to see that students
00;18;23;19 - 00;18;27;11
reflect back on their time in the program
and say, you know,
00;18;27;11 - 00;18;31;05
it was a very challenging experience,
but it got me where I needed to be.
00;18;31;05 - 00;18;35;06
And I'm so glad that I did this program
and that they move forward
00;18;35;06 - 00;18;37;06
and are able to practice
00;18;37;10 - 00;18;40;02
proficiently as a result of the things
00;18;40;02 - 00;18;42;19
that they learned
during their time with this at door.
00;18;43;00 - 00;18;44;24
I also look at success
00;18;44;24 - 00;18;46;29
as being a relationship,
00;18;47;10 - 00;18;51;14
between the students and the faculty,
in which they can speak to them
00;18;51;14 - 00;18;54;17
about their future career paths
or anything that, you know,
00;18;54;17 - 00;18;57;12
concerns them
and not necessarily just the coursework.
00;18;57;20 - 00;19;00;17
And so it's those things that I think
both the objective, of course,
00;19;00;17 - 00;19;04;24
we have to look at our quality outcomes
and employment metrics and so forth.
00;19;04;24 - 00;19;08;06
But really that development
of a relationship with students
00;19;08;10 - 00;19;10;15
such that they want to come back to,
to offer
00;19;10;15 - 00;19;13;28
to further their nursing studies,
for example, in an upcoming
00;19;13;28 - 00;19;17;09
doctoral program that will be opening
over school health sciences
00;19;17;16 - 00;19;20;16
so that they keep coming back
for that relationship with Toro.
00;19;21;06 - 00;19;23;15
Well, Doctor Jacobi,
we are so happy to have you.
00;19;23;15 - 00;19;26;14
As part of our teaching faculty,
00;19;26;27 - 00;19;29;04
you bring so much to us,
00;19;29;04 - 00;19;31;24
your knowledge, your experiences
00;19;31;24 - 00;19;34;12
and all of the training that you've had
00;19;34;12 - 00;19;36;12
and the fact that you yourself
00;19;36;22 - 00;19;38;28
have done nursing and continue to do so.
00;19;38;28 - 00;19;43;12
So that is just a wonderful package
of knowledge
00;19;43;22 - 00;19;46;28
that you bring
and that you help our students learn.
00;19;47;18 - 00;19;50;00
So you've given our listeners
terrific insight
00;19;50;01 - 00;19;53;23
into the infrastructure
of the Associate program in nursing.
00;19;53;23 - 00;19;57;08
And so I appreciate your time
and hope you all return
00;19;57;19 - 00;19;59;22
and give us some future updates.
00;20;00;13 - 00;20;02;04
We wish you much success.
00;20;02;04 - 00;20;05;07
Thank you so much for being here,
for having the Chronicles.
00;20;09;25 - 00;20;11;20
Thank you for tuning in to The Faculty
00;20;11;20 - 00;20;13;20
Chronicles TFC
00;20;13;21 - 00;20;17;09
turtles podcast,
featuring the projects and work of faculty
00;20;17;09 - 00;20;19;28
throughout the Touro
College and University system.
00;20;20;16 - 00;20;24;06
TFC is sponsored
by the office of the Provost and Kettle,
00;20;24;12 - 00;20;27;07
the center for Excellence
in Teaching and Learning.
00;20;27;19 - 00;20;30;10
We hope you like what you heard
and we'll keep listening.
00;20;30;19 - 00;20;33;04
So join us next time on The Faculty
00;20;33;04 - 00;20;36;17
Chronicles as we highlight and share
faculty achievements
00;20;36;25 - 00;20;39;04
that build community connection
00;20;39;14 - 00;20;41;15
and continuous conversation.