Loyola University Chicago Professor Named American Academy of Nursing Fellow

AppId is over the quota
AppId is over the quota

Newswise — MAYWOOD, Ill. – Sue Penckofer, PhD, RN, was inducted as a fellow into the American Academy of Nursing on Oct. 19, 2013. This event took place at the Academy’s 40th Annual Meeting in Washington, DC. Dr. Penckofer is a professor at Loyola University Chicago Marcella Niehoff School of Nursing (MNSON).

“I am honored to join this esteemed group,” Dr. Penckofer said. “I look forward to working with my colleagues to advance the profession of nursing and improve health care nationwide.”

Selection for membership in the academy is one of the most prestigious honors in the field of nursing. The academy fellows represent the top nurse researchers, policymakers, scholars, executives, educators and practitioners. This new class of fellows represents all 50 states, the District of Columbia and 19 countries. Dr. Penckofer was among 172 fellows inducted in to the academy. She was named a fellow for her contributions to the field of nursing for her work in improving women’s cardiovascular health, particularly for women afflicted with diabetes who are at greatest risk for cardiac morbidity and mortality.

The academy is composed of more than 2,000 nurse leaders in education, management, practice, policy and research. Selection criteria include evidence of significant contributions to nursing and health care and sponsorship by two current academy fellows. Applicants are reviewed by a panel of elected and appointed fellows, and selection is based, in part, on the extent to which nominees’ nursing careers influence health policies and well-being.

Dr. Sue Penckofer earned her Bachelor of Science and Master of Science in nursing and her doctorate from the University of Illinois at Chicago. She has been an educator and researcher for more than 30 years and is recognized nationally and internationally for her expertise in women’s cardiovascular health, depression, diabetes and vitamin D deficiency. Dr. Penckofer’s research on how emotions can affect overall health and quality of life has helped to transform the care delivered to women with diabetes. She also has made substantive contributions to promoting awareness and understanding of key health issues, which disproportionately affect women in minority and underserved populations.

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The Loyola University Chicago Health Sciences Division (HSD) advances interprofessional, multidisciplinary and transformative education and research while promoting service to others through stewardship of scientific knowledge and preparation of tomorrow's leaders. The HSD is located on the Health Sciences Campus in Maywood, Illinois. It includes the Marcella Niehoff School of Nursing, the Stritch School of Medicine, the biomedical research programs of the Graduate School, and several other institutes and centers encouraging new research and interprofessional education opportunities across all of Loyola University Chicago. The faculty and staff of the HSD bring a wealth of knowledge, experience, and a strong commitment to seeing that Loyola's health sciences continue to excel and exceed the standard for academic and research excellence. For more on the HSD, visit LUC.edu/hsd.

Teaching and learning as Professor H

 

 with 8.7 million views and counting - was produced by a group of students who wanted to have fun with Hafensteiner general chemistry class. Prof. H, as it is called Hafensteiner, agreed to give students five minutes (15 didn't) at the beginning of the first class of the year. Someone posing as Hafensteiner established in the law (non-cellular and not portable) and warned them of the high failure rate, at the same time destroy their hopes of entering medical school. Once the fear had set, the real Prof. H appeared, demanded to know who was the charlatan and assumed control of the intruder, to the relieved applause of his students.

Prof. H uses that moment to emphasize the difference between the stereotyped concept of the experience of the University Science and his class.

"Introducing and taunts from some very common at the beginning of the class fears, I was able to clarify things," said Hafensteiner. "My class is structured so that they can have success."

Even before the start of the first Conference, it is immediately apparent to newcomers Hafensteiner general chemistry class is different to everything they had in high school. For starters, instead of the typical students from 20 to 30 in a high school classroom, Prof. H class has ten times as many.

Hafensteiner is that their students are making a massive transition from high school aware - where there may be a lot of hand through their courses - to the University of Rochester, where they hope to identify the resources needed to tackle the problems alone.

And Hafensteiner perfectly understands that many of his students have a chemical good experience in high school, even with lots of hand in a smaller class.

"Ninety -nine percent of students who say that they hated secondary chemistry actually admit that you liked the teacher, that has nothing to do with the material," Hafensteiner said. "The challenge is to give students the opportunity to appreciate the science."

Prof. H uses many tools and strategies adopted by other teachers. Works hard to learn the names of the students, applies the material life for every day of course, cool in their classes each semester and employs > clickers to obtain immediate feedback from the students in class discussions and problems. But in the end, success of Hafensteiner as a teacher can reduce access.

"It is the type of teacher that is very accessible," said Sharath Koorathota, a former Professor of Hafensteiner and one of the producers of deception video Student Assistant. "He designed his lectures in a way that supports those who take chemistry for the first time, while it continues to defy everyone in the class."

Hafensteiner holds office three hours each week with anywhere from five to 15 students. Non-office hours as much as they are mini-clases that allow to see it approaching if students are grasping the material.

Prof. H is clearly making a difference. The University of Rochester last spring named Hafensteiner students association teacher of the year in the natural sciences, citing their support for the students and their "ability to feel young any kind".

"Yes, I can concentrate on making the three best students scientific fantastic," said Hafensteiner. "But if that's all what I did, chemical, as a discipline, he would die. One of the most valuable things I can do is make sure that all my students have an appreciation for the field".