HJAR Jul/Aug 2025

REFLECTIONS 48 JUL / AUG 2025 I  HEALTHCARE JOURNAL OF ARKANSAS   Editor’s Note: Leadership transitions invite reflection — not just on accomplishments, but on the values and vision that shape a profession. Dr. Patricia Cowan has led the College of Nursing through a time of rapid change in both education and healthcare delivery. As she steps down, we asked her to share not only what she’s seen, but what she hopes for: in the next generation of nurses, in the systems that train them, and in the future of care. We were especially struck by her closing words, encouraging future nurses to “become the type of nurse you’d want caring for your loved ones.” May her ripple effects be felt for generations. In 1981, I graduated from the University of Missouri-Columbia and began my journey as a registered nurse in rural Nebraska. At the time, I was just beginning to hear about a new disease that came to be known asAIDS. Seven years later, working in the New York metropolitan area, I saw families and neigh- borhoods being devastated by the disease. There was no effective treatment in those early years of the epidemic. In addition to caring for adults withAIDS, I cared for HIV- infected newborns who were “boarded” in our medical center, as it was considered too risky to place them in foster care. But despite the uncertainty and personal risk, nurses continued to provide compassion- ate care to these patients. Few professionals are as fortunate as nurses to be able to touch lives in such a profound manner — and we, in turn, are transformed by the people we care for. When I reflect on my 44 years as a regis- tered nurse — a journey that took me from Nebraska to Kansas, Pennsylvania, New Jer- sey, and Tennessee before I came to UAMS in 2015 to serve as dean of the College of Nursing — I can say with certainty that I couldn’t have found a more fulfilling and impactful career. I would readily choose it again. These past few decades have brought incredible changes in the methods and qual- ity of care that we deliver to our patients. In the 1980s, the shift toward classifying cases into diagnosis-related groups (DRGs) resulted in shortened patient stays, a reduc- tion in admissions for preoperative care and diagnostic testing, and patients of higher acuity on the units. Research on the impor- tance of nutrition and physical activity led to earlier initiation of postoperative feedings and ambulation. Other advancements included the use of cardiac stents for coronary artery blockage and the development of enhanced technol- ogy, such as MRIs, that enabled earlier diag- nosis of medical conditions. The mapping of the human genome, completed in 2003, led to breakthroughs in precision medicine and tailored approaches to treat disease. Technology has had an equally profound impact on nursing education. When the COVID-19 pandemic forced us to shift to online instruction, we found that we could still help our students be successful in that environment, but there were challenges along the way. We sometimes struggled with how to individually engage our students in that format, particularly with undergradu- ates who have larger class sizes. I think we’ll continue to see an online component in many nursing programs, but we also need to ensure that students have opportunities to socialize into the nurs- ing profession. While they can learn con- tent and critical thinking through a virtual medium, they also need the types of hands- on experiences that allow them to improve their skills and acclimate to clinical settings. Universities across the country have seen a declining rate of enrollment among recent high school graduates, a trend that will one day have repercussions for nursing schools. One strategy to address this challenge is to bring in more students who are looking to transition into new careers. These individu- als bring a wealth of talent to the workplace, and their skills will translate into the nurs- ing profession in innovative and unexpected ways. To expand the talent pool in this way, it’s important that the educational process become more streamlined and effective. The UAMS College of Nursing, for example, has developed an accelerated Bachelor of Sci- ence in nursing program for students who have obtained an undergraduate degree in another field of study. The 15-month pro- gram helps them transition quickly into the nursing workforce while maintain- ing the highest standards for their clinical education. When you’re in a leadership role, you have to understand the bigger picture of where your staff and faculty fit within the organization, the state, and the nation so they can be responsive to the needs of the population. During the pandemic, our fac- ulty members fulfilled their academic duties, but also devoted more time to service, vol- unteering their time to conduct screenings and help in the medical units. More recently, we have moved forward in our efforts to develop a midwifery program that will address the state’s priority of improving maternal health outcomes. As a nurse and scientist, I have had the privilege to engage in practice and research that benefitted the lives of patients and their families. During my time in Tennes- see, I worked with a research colleague and other partners to open two interprofessional clinics, one for primary care and one for the endocrine specialty, that supported the healthcare needs of populations who were often uninsured or had insurance through government programs. Through these partnerships, we were able to rapidly incorporate our research find- ings into clinical practice, which resulted