Learn about the three faculty projects vying for your support in the We Dare Challenge
From Friday, Oct.1, through Sunday, Oct. 31, the University of Michigan School of Nursing is issuing its second annual We Dare Challenge, giving those who value nurses a chance to collectively support three dynamic projects led by U-M School of Nursing faculty.
We Dare Challenge donors receive an exclusive invitation to a special virtual event on Monday, Nov. 1, when faculty will pitch each project and make their case for funding in a livestream broadcast. At the end of the event, donors vote on which project they want to support with the collective funds raised in October.
The three projects that will be featured as part of this year’s We Dare Challenge highlight the breadth of work faculty engage in at the School of Nursing, focusing on occupational health hazards for an underrepresented population, innovative communication that can lead to lifesaving care and state-of-the-art skills training for the next generation of nursing leaders.
Augmented reality for nursing education
Dana Tschannen, Ph.D., RN, Clinical Professor and Associate Dean for Undergraduate studies
Nurses are needed to transform health care delivery to ensure all individuals have access to high-quality care. To do this, we must consider more innovative approaches to educating the next generation of nurses. Augmented Reality (AR) allows learners to visualize components such as anatomical images and video clips while interacting with equipment in the real world, providing a mechanism for learners to develop nursing skills without any adverse impact to patients and families. Using head-mounted devices, students can engage with predeveloped AR modules to practice various nursing skill such as urinary and intravenous catheter insertion, medication administration and advanced practice procedures.
AR provides a more accessible and engaging way to learn that is scalable and repeatable with fewer constraints. How do students develop competencies in new skills? Through directed, focused, deliberate practice. Through your generosity, we can transform health care by first transforming education to meet the needs of diverse learners.
Application of a linguistically appropriate chemical exposure and safety online training for nail salon workers
Marie-Anne Rosemberg, Ph.D., RN, FAAOHN, Assistant Professor
Aurora Le, Ph.D., M.P.H., CSP, CPH, John G. Searle Assistant Professor of Environmental Health Sciences, School of Public Health.
Nail salon workers (NSWs) are predominantly low-wage, women of childbearing age and immigrants, with a large proportion being of Asian descent. NSWs are emblematic of low-wage, underinsured women in the workforce who are invisible to the communities they serve. Our previous work has shown chronic chemical exposures, lack of regulation of nail salon products and practices, and discrepancies in NSW training and education requirements.
The goal of this project is to provide an online training to NSWs on the chemical hazards they are exposed to at work and how they can protect themselves. U-M’s Graham Sustainability Institute has helped fund the development and implementation of a free online training platform. However, this funding is only sufficient to cover the English portion of the training. We are seeking funding to cover the translation and implementation of the Vietnamese version of the training, which is critically important given the racial/ethnic composition of these workers in the region. This work will not only benefit the NSW worker community in Michigan but can be disseminated nationwide to other overlooked and under-resourced NSWs.
An art-based intervention to improve sexual health
Clayton Shuman, Ph.D., MSN, RN, Assistant Professor
Erin Kahle, Ph.D., MPH, Assistant Professor and Deputy Director, Center for Sexuality and Health Disparities
HIV infects about 40,000 people in the United States, with highest burden of infections among gay, bisexual and other men who have sex with men (GBMSM), particularly those who are young and from racial/ethnic minorities. Pre-exposure prophylaxis (PrEP), a once-daily pill for HIV-uninfected individuals, is an effective biomedical strategy for HIV prevention, yet it continues to be underprescribed. Studies have found that provider stigmatizing attitudes, knowledge gaps and poor communication regarding sexual health contributes to limited PrEP access.
As a result of a unique collaboration between the U-M School of Nursing and Museum of Art, our solution is an innovative and theory-informed, art-based intervention that uses curated art exhibits and creative narratives to help prescribers understand the experiences of GBMSM, while also improving their knowledge about PrEP. Funds will be used to commission artwork for the intervention and conduct pilot and feasibility testing among nurse practitioners. This work will immediately benefit prescribers and their patients and will provide a foundation for us to eventually scale the intervention nationally.
