Inside Syllabus - Q&A with GNSA Leadership Council Co-Chairs

Inside this Syllabus Edition:

• Honoring Excellence in Nursing Education at ANLC
• Dr. Lorna Finnegan Elected to the AACN Board of Directors
• Q&A: GNSA Leadership Council Co-Chairs
• New Nurse Faculty Vacancy Rate Announced
• Support the Foundation for Academic Nursing on Giving Tuesday
• ...and more!

Read the full Syllabus Newsletter here

Q&A with Akeeka S. Davis and Tyler Gaedecke

What inspired you to pursue a career in nursing?

Akeeka Davis: From a young age, I was profoundly moved by the compassion and resilience exhibited by nurses who cared for members of my community and family. Witnessing the profound impact that a skilled and empathetic nurse could have on someone’s life ignited a passion within me to serve others through healing. Nursing represented a unique blend of science and humanity—a profession where one could employ critical thinking and advanced skills while offering comfort and advocacy to those in need. Choosing to join the United States Navy Nurse Corps amplified this calling. It allowed me to merge my desire to provide exceptional care with a commitment to serve my country. Throughout my 31 years of military service, I have had the honor of caring for service members and their families in some of the most challenging environments. These experiences have not only strengthened my clinical expertise but have also taught me invaluable lessons about leadership, perseverance, and the importance of teamwork.

Tyler Gaedecke: I was drawn to the confidence of nursing intuition. The first course I ever took about nursing, before I even entered a nursing program, was a small seminar led by nurse historian Arlene W. Keeling, PhD, RN, FAAN on “Nurses and Global Disasters”.  I found the stories of nurses’ roles in crises throughout history remarkable. Moreover, their stories carried a powerful balance of pride and humility – pride in the discipline, humbled by the honor of service to those who need it most. With that, I felt, came a special kind of certainty. Not that nurses claimed to know everything – rather, by following their intuition and advocating in patient’s best interest, they could feel certain that they were doing the absolute best that they could for others in that moment.  This very human sort of service felt congruent with the kind of person I’ve always aspired to be.

What are the top benefits of GNSA membership?

Akeeka Davis: The GNSA offers an unparalleled platform for graduate nursing students to expand their horizons both professionally and personally. As Co-Chair of the GNSA Leadership Council, I have witnessed firsthand the transformative impact of this community. One of the top benefits is the networking opportunities it provides. GNSA connects students with a diverse network of peers, mentors, and leaders across the nation. This collaborative environment helps foster relationships that can propel careers forward. Another significant benefit is access to exclusive resources tailored to graduate students' needs. From webinars and workshops on the latest nursing trends to scholarship information and career guidance, GNSA equips members with tools that enhance their academic journey and professional development.

GNSA also offers avenues for leadership development. Students can get involved in committees, take on leadership roles, and participate in advocacy efforts. This engagement not only builds essential leadership skills but also allows students to contribute meaningfully to the future direction of nursing education and practice.

Furthermore, GNSA membership amplifies students’ voices in important conversations about healthcare policy and nursing education. It empowers them to be advocates for the profession, influencing change that aligns with the values and needs of nurses and the populations they serve.

Tyler Gaedecke: The GNSA community provides many with a safe place to ‘practice’ being a highly educated professional in nursing, ask the ‘dumb’ questions, and face imposter syndrome head-on. Of course, everyone in nursing is learning as they go, no one is born as a nurse practitioner or nurse scientist, but the GNSA ensures that all students have access to the tools they need to take those next steps. The GNSA also fosters this by creating a forum where students can see how speaking up about their concerns directly leads to new organizational efforts, such as our Neurodiversity Group or our workgroup on preceptorship issues for graduate nursing students.

In your conversations with graduate students, what issues are they most concerned about?

Akeeka Davis: Balancing academic responsibilities with personal and professional obligations is a prevalent challenge. Many students juggle rigorous coursework, clinical practice, employment, and family commitments, which can be overwhelming. Financial strain is another significant issue. The cost of graduate education is substantial, and students worry about tuition, student loans, and the financial pressures that come with reduced income during full-time studies. Students are also deeply invested in their career trajectories post-graduation. There is a desire for clarity on job prospects, especially in specialized fields, and guidance on how to navigate the competitive job market. Questions about transitioning into advanced practice roles, leadership positions, or academia are frequent, highlighting the need for mentorship and career services. Additionally, mental health and well-being are critical issues. The intensity of graduate programs can lead to stress and burnout. Students express the need for support systems, wellness resources, and strategies to maintain a healthy balance between their studies and personal lives. Lastly, there is a strong interest in diversity, equity, and inclusion within nursing education and the broader healthcare system. Students are passionate about addressing health disparities and ensuring that the nursing workforce reflects the diverse populations it serves.

Tyler Gaedecke: The burdens of tuition and cost-of-living are difficult to meet in graduate school. As a result, students (especially those in clinical programs) often manage grueling schedules that include part or full-time work in addition to their graduate education. Balancing that with clinicals and coursework, frequently facilitates burnout. I also think that the time constraints lead students to be isolated from one another and are not able to connect as deeply with others in their program and much less with the discipline of nursing at large. These are difficult questions, but burnout and isolation are not conducive to effective learning or professional identity development.

How can we inspire graduate students to pursue research, teaching, and leadership roles?

Akeeka Davis: Inspiring students for those roles begins with creating opportunities for engagement and exposure. Integrating research projects, teaching assistantships, and leadership activities into graduate programs allows students to explore these paths in a supportive environment. Mentorship is crucial. Connecting students with experienced researchers, educators, and leaders who can share their journeys, offer guidance, and provide encouragement can spark interest and confidence in pursuing these roles. We need to highlight the impact and fulfillment that comes from these roles. Showcasing how research can lead to groundbreaking advancements in healthcare, how teaching shapes the next generation of nurses, and how leadership roles drive systemic change can inspire students to see themselves as catalysts for progress. Providing resources and support, such as workshops on research methodology, teaching pedagogy, and leadership skills, equips students with the competencies needed to succeed. Recognizing and celebrating student achievements in these areas can further motivate them to pursue these paths. Finally, fostering a culture that values innovation, inquiry, and leadership within educational institutions reinforces the importance of these roles.

Tyler Gaedecke: It appears to me that many students, especially those who were at the bedside at the height of the COVID pandemic, are disillusioned with the traditional sort of leadership that places poise and impartiality above decisiveness, action, and bravery. I wholeheartedly believe that if we are bolder in spending the social capital that we accumulate on the way to ‘leadership’ rather than holding onto it for later, we can provide convincing examples that inspire graduate students to imagine transformative impacts of their own.

What are your hopes for the future of nursing?

Akeeka Davis: My hopes for the future of nursing are deeply rooted in a vision of holistic transformation that empowers both the profession and the communities we serve. A critical aspect of this vision is strengthening the nursing workforce by providing undergraduate and graduate nursing students with the resources they need in the classroom and during their transition to practice. I believe that investing in our students is investing in the future of healthcare. By enhancing educational resources, we can ensure that nursing students are well-prepared to meet the complexities of modern healthcare. This includes access to cutting-edge technology, simulation labs, and comprehensive curricula that integrate evidence-based practice and interprofessional collaboration.

Facilitating a smooth transition to practice is equally essential. Implementing residency programs, offering extended clinical orientations, and providing ongoing professional development opportunities can bridge the gap between education and real-world practice. This support helps new nurses build confidence, refine clinical skills, and integrate effectively into healthcare teams, ultimately leading to better patient outcomes and job satisfaction. Beyond education, I envision a nursing profession that is at the forefront of healthcare innovation, embracing technological advancements to enhance patient care and outcomes. I aspire to see nurses taking on more influential leadership roles within healthcare organizations, policy-making bodies, and global health initiatives. By elevating the presence of nurses in these arenas, we can ensure that healthcare decisions are patient-centered and grounded in the realities of frontline care. Addressing health disparities and promoting equity is another cornerstone of my vision. By fostering diversity within the nursing workforce and embedding cultural competence into education and practice, we can better serve our diverse communities and advocate for social justice in health. This includes a commitment to serving underserved populations and working tirelessly to reduce health inequities. Enhancing the well-being and resilience of nurses is paramount. I hope for systems that prioritize mental health support, professional development, and environments where nurses can thrive both professionally and personally. Finally, I am hopeful for a continued emphasis on lifelong learning and advanced education. As healthcare evolves, nurses must be equipped with the highest levels of education and training. Supporting advanced degrees and specialization will prepare nurses to meet emerging challenges and to lead research and innovation efforts. By focusing on strengthening the nursing workforce—starting with our students—we lay the foundation for a robust, dynamic profession capable of transforming healthcare delivery and improving health outcomes worldwide.

Connecting with undergraduate and graduate nursing student, colleagues, and policy makers on a personal and inspirational level is important to me. I believe that by sharing our experiences, challenges, and aspirations, we can inspire each other to reach new heights in our personal and professional journeys. Nursing is not just about caring for patients; it's about leading change, advocating for those who cannot, and continuously striving to improve the health of our societies.

Tyler Gaedecke: Recently, I was giving a research presentation on gender-affirming healthcare wherein an attendee asked why I believed nursing and nurses were more likely to be tolerant, accepting, or prepared when it came to working with LGBTQ+ individuals and communities. I clarified in my response that I don’t think that is particularly true. In fact, I think nurses from around the country have often struggled deeply to understand LGBTQ+ needs and experiences. What I do believe, however, is that nursing’s holistic, person-centered, and intuitive approach are very well-situated to make some of the biggest impact on LGBTQ+ people’s health (and the health of all marginalized populations, for that matter). For the future of nursing, I am invested in achieving that ideal – but first, we need to be willing to recognize the distance between that ideal and where we are right now.

ACKNOWLEDGEMENTS: Tyler is funded by an individual fellowship from the National Institute of Nursing Research (F31NR021239). The funder had no role in preparing any of these statements, which reflect the views of the individual and not of the funder.