Author: Jamie Stoskopf

The Physician Associate Program is pleased to announce the appointment of Julie Slade, MS, PA-C, as its new associate program director.

Slade has been a faculty member in the PA Program for the past four years, where she has served as assistant clinical professor and director of clinical development and operations. An alumna of the WSU PA Program, she brings over 30 years of clinical experience, specializing in gastroenterology and hepatology. Her background also includes mentoring students as a preceptor and cultivating strong partnerships with clinical affiliation sites and preceptors.

In her new role, Slade will continue to advance the program’s mission through her leadership and commitment to clinical excellence, supporting the development and success of future physician associates.

The Evelyn Hendren Cassat Speech-Language-Hearing Clinic at Wichita State is offering free hearing evaluations to faculty and staff, available now through the month of October. During the evaluations, a supervised doctoral student will test the patient’s hearing to determine if there is hearing loss and the type and severity of the loss. Hearing evaluations will last approximately one hour. If a patient does appear to have hearing loss, the appointment may last longer.

To schedule an appointment, call 316-978-3289. The clinic is located at the Hughes Metropolitan Complex at the intersection of 29th and Oliver Streets.

Rhonda Williams, RN-BSN program Coordinator and Teaching Professor – Ascension Via Christi – Wichita State University School of Nursing, published “National RN to Baccalaureate Faculty Forum. (2025). National RN-Baccalaureate Faculty Forum position statement. N. Heywood & R. Williams (Eds.)” in American Association of Colleges of Nursing, Essentials Curriculum Mapping Tools Aug. 1.

Abstract: The National RN-Baccalaureate Faculty Forum (NRFF) recognizes the significance of The Essentials: Core Competencies for Professional Nursing Education (American Association of Colleges of Nursing [AACN], 2021a). The Essentials document guides the concepts, domains, competencies, and spheres of care that RN to Baccalaureate (RN to B) programs must include in their curricula. The NRFF reaffirms that RN to B programs build upon the introductory knowledge, skills, and abilities that are verified through an earned diploma or associate degree in nursing from an accredited/state board-approved program, successful completion of NCLEXRN®, and subsequent RN licensure by a state board of nursing or other nursing regulatory body. The NRFF proposes that RN to B programs continue to reinforce, scaffold, and further develop the knowledge, skills, and abilities measured through the above three components while meeting all competencies outlined in the Essentials (AACN, 2021a).

Brandy Jackson, Undergraduate Program Director/Assistant Educator – Ascension Via Christi – Wichita State University School of Nursing, published “Disability and Accommodation Use in US Bachelor of Science in Nursing Programs” in JAMA Network Open Feb. 20.

Abstract: Introduction: Medical associations’ commitment to advancing disability-inclusive practices has led to data collection on, and a significant increase in representation of, medical students with disabilities.1,2 However, information on disability representation and accommodation use in US nursing programs remains scarce. The lack of data collection on this population impedes the ability to identify barriers, benchmark, and measure progress. To address this gap, we quantified disabilities and types of accommodations used among traditional prelicensure nursing students in US Bachelor of Science in Nursing (BSN) degree programs. Methods: This exploratory cross-sectional study, conducted from April 1 through July 30, 2024, used national data from nursing schools to examine disability and accommodation use in traditional prelicensure BSN programs. Participants were recruited through convenience and snowball sampling from social media, American Association of Colleges of Nursing (AACN) listservs, and the AACN newsletter. US traditional prelicensure BSN programs accredited by the Commission on Collegiate Nursing Education were eligible. Postlicensure and accelerated BSN programs were ineligible. The study was exempted and no consent was required by the University of Michigan institutional review board because we collected aggregate data that belong to the institution. We followed the STROBE reporting guideline. Questionnaires from previous works of the senior author (L.M.M.)1 -3 were adapted from medical to nursing education (eMethods in Supplement 1). The nursing questionnaire collected data on the number of students with disabilities registered with their school’s disability services office by disability category and approved accommodations. Program characteristics, including size, geographic location, private or public designation, and structure of the disability office, were also collected. Schools’ disability resource professionals completed the questionnaire. Descriptive statistics were used to summarize survey results. To account for heterogeneity between schools, random-effects logistic regression models were used to calculate pooled estimates (weighted by sample size) of disability proportions along with 2-sided 95% CIs. Analyses were conducted using R statistical software, version 4.4.1 (R Project for Statistical Computing).

Dr. Heather Henderson, Associate Dean for Research, Compliance and Accreditation/Assistant Professor, Public Health Sciences – College of Health Professions Dean’s Office, was appointed as editor-in-chief for Pedagogy in Health Promotion.

The Department of Public Health Sciences is proud to announce the appointment of Dr. Amy Chesser as the new director of graduate programs. Chesser has been a faculty member at Wichita State for 11 years and brings extensive experience in public health education, research and leadership. Her teaching and research passions include health communication, health literacy, public health, older adults and health disparities.

In her new role, Chesser will lead the Master of Health Administration and aging studies programs, with a vision to foster their continued growth and success. She is committed to preparing students for impactful careers in healthcare and supporting the faculty who teach in the graduate programs. The Department of Public Health Sciences looks forward to her leadership in advancing the graduate programs and supporting student success.

Erin O’Bryan, Assistant Professor in the Department of Communication Sciences and Disorders, published “Person-Centered Stories on the Main Stage in Intervention: Case Examples From the My Story Project, Aphasia! This Is Our World, and Aphasia-Friendly Reading” in American Speech-Language-Hearing Association (AHSA Wire) April 1.

Abstract: Purpose: Researchers working in the Life Participation Approach to Aphasia (LPAA) framework are beginning to recognize the value of supportive co-constructed storytelling for people with aphasia. Supported storytelling facilitates identity reconstruction that is part of rehabilitation as defined in the LPAA and the Living with Aphasia: Framework for Outcome Measurement. This clinical focus article reviews the therapeutic value of using co-constructed storytelling in clinical practice and describes how this was done in the My Story Project, Aphasia! This Is Our World, and Aphasia-Friendly Reading. These projects used co-constructed storytelling in intervention with people with aphasia in university and support group settings. Three case examples are presented, including sample therapy goals and documentation. Co-constructed person-centered storytelling has been used in clinical projects and has been shown to have immense value in rehabilitation for improving quality of life for people with aphasia. Conclusions: Co-constructed stories can provide a powerful opportunity for targeting life participation, identity, and environmental factors, while simultaneously targeting language. Clinicians are encouraged to consider incorporating the use of co-constructed person-centered storytelling in clinical practice. Guidance is offered for preparing for storytelling intervention sessions and documenting these sessions as billable, skilled services.

Dr. Imran Musaji, Assistant Professor in the Department of Communication Sciences and Disorders, published “Our CSD Legacy of Advocacy, and Why We Need to Be More Engaged Than Ever” in LeaderLive, online journal of American Speech-Language-Hearing Association March 5.

Abstract: The communication sciences and disorders professions have a long history of actively pushing the passage of legislation to support people with disabilities.

Imran Musaji and Erin O’Bryan, Assistant Professors in the Department of Communication Sciences and Disorders; and Aaron Bowen, associate professor and instruction and research services librarian in University Libraries, published “Approaches to Training Speech-Language Pathologists to Work With People With Aphasia: A Systematic Review” in American Journal of Speech-Language Pathology May 6.

Abstract: Purpose: The aim of this systematic review was to analyze the published research on training approaches for preparing current and future speech-language pathologists (SLPs) to work effectively with people with aphasia (PWA). The review addresses key questions regarding the described training approaches, their key features, research quality, and efficacy. Method: The review was conducted in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and registered with International Prospective Register of Systematic Reviews (CRD42024453742). The literature search spanned nine databases. Eligibility criteria included peer-reviewed publications in English that reported on training programs involving current or future SLPs working with PWA. Studies were assessed for research quality using the American Speech-Language-Hearing Association’s (ASHA’s) levels of evidence framework. Narrative synthesis was used to identify key features in the training programs. Results: A total of 920 citations were identified, with 50 studies meeting the inclusion criteria for analysis. Included studies represented a broad range of training approaches, research designs, and research quality. The 50 studies fell into ASHA levels of evidence Ib, IIa, IIb, III, and IV. Statistical meta-analysis was not possible because of variability in research design and outcome measures, but the studies revealed statistically significant findings relevant to the question of what makes training effective for preparing clinicians to work with people with aphasia. Conclusions: The current literature related to training of clinicians to work with PWA is heterogeneous in approach, outcome metrics, and methodological quality. There is evidence supporting several recommendations for training clinicians including integrating direct interactions with PWA during training, combining didactic and experiential learning, and incorporating reflective practices. Overall, the review highlights the need for well-described evidence-based training standards for speech-language pathology students working with PWA. Future research should aim to develop and validate comprehensive training guidelines to improve care quality for individuals with aphasia.

Jennifer Thornberry, DNP, APRN, FNP-BC, Assistant Professor in the Ascension Via Christi – Wichita State University School of Nursing, was featured in:

• “WSU School of Nursing seeking Standardized Patient Actors” on Good Day Kansas, KSN
• “WSU Nursing Standardized Patient Program” on Good Day Kansas, KSN