Outstanding nurse educators are honored for advancing those special qualities that make nurses the most trusted profession in the United States.

Leawood, Kan., March 14, 2022 — In early January, Gallup announced that — for the 20^th consecutive year — Americans’ ratings of the honesty and ethical standards of 22 occupations put nurses at the top.

“Nurses have topped the list all but once since being added to Gallup’s annual rating of professions in 1999. That was in 2001, when they were displaced by firefighters — who earned an all-time-high honesty score of 90% when they were included on a one-time basis in the aftermath of the 9/11 attacks,” the report noted.

The No. 1 ranking is no surprise to those who work in healthcare, especially considering the pandemic. After all, the nursing profession’s members set a high bar for themselves in a field that becomes more complex every day. While Florence Nightingale had to battle a bumbling bureaucracy, and Clara Barton famously dodged bullets, today’s nurses face challenges unique to the modern world. They are, in fact, the linchpin of a high-tech healthcare system that asks them to simultaneously act as skilled-care providers, information sharers, wellness educators, and quality-control experts.

Helping nurses develop skills for such multivariate roles are nurse educators, the professors in nursing programs in colleges and universities. And, each year, the most highly skilled of these individuals are honored with the prestigious, nationally recognized Nurse’s Touch Award from ATI Nursing Education (Leawood, Kan.).

For 2021, the award recipients are:
• Sharon Ortega, MSN-Ed, RN, CNEcl, Ambria College of Nursing (Hoffman Estates, Ill.)
• Valerie Vanderhoff, DNP, RN, Penn State Fayette, Everly Campus (Lemont Furnace, Pa.)
• Lacey Wallace, DNP, MSN, BSN, RN, CWON, Middle Georgia State University (Macon, Ga.)
• Wendy Williams-Gilbert, PhD, MSN, BSN, Washington State University (Pullman, Wash.)

The best of the best nurse educators

The special individuals who are named as Nurse’s Touch Award honorees not only must excel at teaching students the technical knowledge and skills required to be safe and competent, but they also must set the example for students. The best among them seem to naturally model the special qualities that make nurses so memorable — and, per the Gallup poll, trustworthy.

These individuals, in other words, have “The Nurse’s Touch.”

Choosing the honorees

Four qualities are essential to having this special “touch” and being invited into this elite echelon of nurse educators:

1. Professional communication

2. Wellness/self-care

3. Knowledge of nursing informatics/technology

4. Leadership/management.

Each fall, peers and managers within the nursing profession nominate individuals who exemplify these qualities. A rigorous review and scoring process whittles the nominees to a handful representing four regions of the United States. One is then chosen from each region as its honoree.

The rewards of being winners

In honor of their achievement, each of this year’s winners will receive complimentary registration, hotel lodging, and airfare to attend the 2022 ATI National Nurse Educator Summit in Seattle. The group of winners will be honored in a special awards ceremony at the event. (The Summit is a professional-development conference featuring and attended by hundreds of nurse educators from across the country.) 

To read more about the Nurse’s Touch Award, please visit www.atitesting.com/educator/solutions/nurses-touch/award.

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About ATI Nursing Education

ATI helps create competent, practice-ready nurses who are dedicated to maintaining public safety and ensuring the future of healthcare. As the leading provider of online learning programs for nursing, we support and help educate future nurses from admissions, throughout undergraduate and graduate nursing school, and via continuing education over the course of their careers. Our company began in 1998 with the aid of a nurse, and our team of doctorate- and master’s-prepared nurse educators continue to lead the development of our psychometrically designed and data-driven solutions. These solutions improve faculty effectiveness, fuel student progress, and advance program outcomes in three distinct areas: assessing performance, remediating problem areas, and predicting future student and program success. For nursing school administrators and nurse educators, ATI is the trusted advisor that consistently drives nursing success.

To learn more about ATI, visit www.atitesting.com.

SCROLL DOWN TO SEE PROFILES OF EACH HONOREE

Sharon Ortega, MSN-Ed, RN, CNEcl

Ambria College of Nursing (Hoffman Estates, Ill.)

Dr. Sharon Ortega started her nursing career as an RN graduate from Rush University, Chicago, in 2000. She received her Master of Science in Nursing Education Degree from Grand Canyon University in 2013. Her nursing career began in the Pediatric Intensive Care Unit, which led to more than two decades in the specialty of pediatrics. In that time, she has worked as a bedside nurse and a charge nurse on two very active pediatric intensive care units. She has also worked for a busy pediatric pulmonary program, participated in a bustling pediatric critical care transport program, and gained significant experience in a pediatric primary care setting. Over the last 10 years, Dr. Ortega has worked as a nurse educator and found a passion for mentoring and educating student nurses. She joined Ambria College of Nursing in 2015 as full-time faculty in the practical nursing and the AASN programs. She transitioned into the Director of Nursing position in March 2020. Dr. Ortega has volunteered for the Cure JM Foundation and Muscular Dystrophy Association, advocating for children with chronic conditions. She developed multiple clinical experiences for nursing students to introduce them to special needs in pediatric nursing, therefore combining her passion for supporting children with chronic illnesses and clinical education.

What Dr. Ortega has to say:

“I want to take a moment to extend my sincere thanks for being presented with the Nurse’s Touch Award. Receiving this award is a great honor, and I am humbled by my colleagues’ nominations. Dr. Kuczynska and Dr. Pirela, thank you for motivating me to continue having the highest level of dedication in my job. In the last 10 years as a nurse educator, I have developed a passion for mentoring and educating the future nurses of tomorrow. I am grateful to be a part of shaping the next generation of nurses. Being invited to attend the National Nurse Educator Summit is a great opportunity. I am looking forward to networking at the Summit and hopefully being introduced to new educational strategies and tools, which I will be able to share with my colleagues at Ambria College of Nursing.”

 What peers have to say about Dr. Ortega’s level of excellence in “Professional communication” skills, particularly regarding teaching therapeutic communication techniques.

“Everything in Sharon's pediatrics course is designed with a purpose and the prevailing theme of patient-centered care. This includes weekly hot button discussions centering around therapeutic communication during patient education, videos, and memes that address populations with special considerations and trigger reflective dialoguing between the students, role-play assignments, virtual simulations, and countless other moments during which students are challenged to view their approach to nursing care from the perspective of the patient's whose lives they are impacting. Sharon very skillfully crafts these teaching techniques into the holistic experience of both the didactic and clinical components of the course and assures that the clinical instructors weave this same degree of importance through their time with students by spending time reviewing lesson plans carefully with them to emphasize this content.” — Malwina Kuczynska (peer)

What peers have to say about Dr. Ortega’s level of excellence in "Wellness & self-care," particularly regarding understanding techniques for managing stress.

“Although, like most administrators, Sharon's job does not end after a typical eight-hour day and she is virtually on call throughout the week, she does realize the importance of self-care. She exemplifies this in many ways. First, she includes wellness teaching in all her tutoring sessions with students. She always inquires about a student’s work/family load and discusses the importance of time management and prioritizing one's mental health over trying to at “all costs” get through nursing school. Second, she encourages this same attitude of the importance of self-care with the faculty she oversees. During the pandemic, several faculty expressed feeling overwhelmed by the restraints, as well as extra demands, of the times, and Sharon was frequently seen cheerfully offering to lessen their loads (often pitching in her own time to assist with faculty tasks, provide one-on-one mentoring, and orient/train faculty to new technology), and providing lunch/coffee for faculty to nourish their bodies along with their souls. Third, Sharon does try to practice what she preaches in her own life as it pertains to wellness. She has learned to delegate what she can and finds time to shut off her phone/computer to be present with her family during weekend days, as a means for re-energizing. Additionally, she has recently taken up swim lessons as a means of health maintenance and stress relief, and she is getting to be quite good!” — Malwina Kuczynska (peer)

What peers have to say about Dr. Ortega’s level of excellence in "Nursing informatics & technology," particularly regarding using digital tools efficiently and improving client care:

“Sharon is one of our Canvas experts (Canvas being our e-learning platform). She incorporates middle fidelity simulation into the nursing curriculum and continues to influence faculty to use innovative technology in their respective courses. On Canvas, she assists the lead faculty in updating the clinical component of each course, adding clinical case studies and simulation exercises. She is currently working to incorporate EHR training in the nursing curriculum.

Sharon recently shared her expertise through a faculty In-service on preparing PowerPoints. It seemed a simple task, but it was an eye-opener especially for newly hired faculty. She also initiated a faculty In-service training on the use of a newly acquired ventilator machine and sim woman.” — Eileen Pirela (peer)

 What peers have to say about Dr. Ortega’s level of excellence in "Leadership & management," particularly regarding helping develop students’ understanding of what being a leader means and increasing their confidence in developing this skill.

“Sharon places high expectations on her students, but she does this because she believes they are capable and shows them this at each interaction they have together. She utilizes Socratic questioning throughout her lectures, pulling the students into the discussions to show them how much they already know and have them think critically to apply the foundational sciences toward growing their confidence and competence in pediatric nursing. Evidence of this can be found throughout her course evaluations, which frequently herald Sharon as a mentor and amazing teacher. Her approach to instilling leadership skills is one of compassion. She believes that students should be heard and have valid and valuable discussion points to bring to the table, even if it challenges the status quo. She practices an open-door policy for nursing students/faculty and spends time truly listening to and considering various viewpoints before exercising her administrative authority. She does not tolerate incivility and happily serves as a mediator in situations where student/faculty conflict exists. In these moments, she models the characteristics of a great leader — one who is open to communication, fair in their considerations, and capable in their assertions of decisive way forward.” — Malwina Kuczynska (peer)

 What peers have to say about Dr. Ortega’s level of excellence in being a “Professional nurse,” particularly regarding inculcating a sense of professional identity in relation to knowledge, skills and ethics.

“Sharon is proud to claim she's the first in her family to have a college degree. After completing her nursing degree, she worked at Lutheran General PICU and the Pediatric Critical Care Transport before going into academia, teaching pediatrics. She is a Certified Academic Clinical Nurse Educator (CNEcl) after passing a rigorous exam offered by the National League for Nursing. (The CNEcl exam is a professional certification that recognizes “specialized knowledge, skills and abilities, and excellence in clinical teaching” [NLN]).” Her experience as a pediatric nurse is an asset as she rectifies the common idea that children are small adults. She has incorporated in her curriculum dosage calculation, simulation, and nursing skills that define her vast experience in the field. As the Clinical Coordinator, she demands professionalism from both the clinical instructor and students. She regularly performs random visits at clinical sites to ensure that the students and clinical instructors are in compliance with the policies of the clinical site and the college (attendance, work expectations, completion of CETs, and college curriculum). On one of those visits, she discovered the students were going home early. As a form of discipline, students were tasked to acknowledge their complicity, attend a weekly eight-hour seminar on professionalism and ethics. She is currently working on her Doctor of Education Leadership with a concentration on Nursing Education.” — Eileen Pirela (peer)

Valerie Vanderhoff, DNP, RN

Penn State Fayette
Everly Campus (Lemont Furnace, Pa.)

What Professor Vanderhoff has to say:

“I am blessed beyond measure to receive this award! I could not be the educator I am without the full support of my program coordinator and the rest of the faculty at my campus. They help encourage and support me when I want to try new approaches to student learning. I look forward to the Summit so that I can learn from expert educators on how to more fully embrace the ATI tools available and increase student engagement and learning.”

 What peers have to say about Dr. Vanderhoff’s level of excellence in "Professional communication," particularly regarding teaching therapeutic communication techniques:

“Dr. Vanderhoff is a role model when it comes to demonstrating and teaching therapeutic communication. She has a very calming and congenial personality at all times. She has used this attribute while leading the Simulation Committee. Dr. Vanderhoff assumed the role of Committee Chair early upon the resignation of the current chair. She was aware of the need for continued direction and advocacy for the Simulation Program at Penn State. In addition, the COVID-19 pandemic added much workload, and she and the Simulation Committee were tasked with assessing resources, integrating adaptations, becoming faculty resource for technological resources, communicating/disseminating covid information to faculty, managing CDC guideline restrictions for lab space/simulations, and securing personal protective equipment necessary for nursing students at each Penn State campus. Dr. Vanderhoff established monthly workshops that replaced the in-person meetings that had occurred previously semi-annually in person. Each month, she addressed issues that were identified in the strategic-planning sessions. She established the Canvas course shell for the simulation committee to house all documents, Zoom recordings, and resources so everyone could have access to this electronic communication. Dr. Vanderhoff created a living repository of virtual simulations, case studies, and virtual/augmented reality resources (including free and at-cost). Dr. Vanderhoff continues to demonstrate "Professional communication" to achieve these outcomes. In addition, she has been a champion for virtual reality (VR) for the College of Nursing and received a teaching grant to support this endeavor across two campuses.” — Melissa Miner (administrator)

What peers have to say about Dr. Vanderhoff’s level of excellence in "Wellness & self-care," particularly regarding understanding techniques for managing stress:

“Dr. Vanderhoff is again a role model for wellness & self-care in her personal and professional life. In her personal life, she recently purchased a home in a rural and peaceful setting with a lake and has hosted events for fellow colleagues here. She is an advocate for pet therapy and trains dogs for this role. She embraces complementary alternative medicine as she distributes stress-calming aromatic lotion to our nursing students. She uses the following quote in her signature line: ‘Love is the only force capable for transforming an enemy into a friend.’ ~ MLK Jr." — Melissa Miner (administrator)

 What peers have to say about Dr. Vanderhoff’s level of excellence in "Nursing informatics & technology," particularly regarding using digital tools efficiently and improving client care.

“As previously mentioned, Dr. Vandershoff is the Chair for the Simulation Committee for the Pennsylvania State University College of Nursing. She is our innovator at the Fayette Campus. She is always assisting faculty with exam-item entries and analyses. She serves as the Simulation Coordinator at the Penn State Fayette Campus. In this role, she has identified the need for new technology and coordinated the installation and training for all the products. Dr. Vanderhoff is a champion for virtual reality (VR) and was awarded a grant by the Schreyer Institute for Teaching Excellence in the Spring 2021. With this grant she has worked to establish a VR experience for the year-4 nursing students at Fayette and collaborated with year-3 students/faculty at Penn State Behrend Campus.” — Melissa Miner (administrator)

 What peers have to say about Dr. Vanderhoff’s level of excellence in "Leadership & management," particularly regarding helping develop students’ understanding of what being a leader means and increasing their confidence in developing this skill.

“Dr. Vanderhoff has demonstrated both leadership and management in her role as Chair for the Pennsylvania State University College of Nursing Simulation Committee with the achieved outcome of identifying, implementing, and evaluating resources both prior, during, and post the Covid-19 pandemic when many clinical opportunities had to be altered. Dr. Vanderhoff has demonstrated both leadership and management with her interest in virtual reality via collaborating and obtaining a teaching grant with the outcome of a great learning experience for nursing students at Penn State Fayette and Behrend Campuses. This VR experience augmented the nursing students understanding of what being a leader means when prioritizing care and increasing confidence in the role of a registered nurse.” — Melissa Miner (administrator)

What peers have to say about Dr. Vanderhoff’s level of excellence in being a “Professional nurse,” particularly regarding inculcating a sense of professional identity in relation to knowledge, skills and ethics.

“Dr. Vanderhoff demonstrates excellent attributes of a professional registered nurse both in the classroom and clinical settings. She has and continues to manifest leadership qualities as a peer and role model. She has adopted the Penn State values, including integrity, respect, responsibility,discovery, excellence, and community in her roles as a profession nursing educator.” — Melissa Miner (administrator)

Wendy Williams-Gilbert, PhD, MSN, BSN

Washington State University (Pullman, Wash.)

Dr. Wendy Williams Gilbert is the prelicensure director at WSU College of Nursing. Dr. Williams-Gilbert has been at WSU for the last 6 years in a variety of leadership roles. Over the last 17 years, she has worked in various academic settings throughout the United States. She has a wide range of expertise in faculty and curriculum development. When she is not teaching and/or leading the BSN program, she works with rural and underserved populations, primarily to ensure access to care.

What Dr. Williams-Gilbert has to say:

“I am both honored and humbled to receive the Nurse’s Touch Award. It is a privilege to be nominated by a coworker for making a difference to the students I teach. I know that I am in good company as a nurse educator. We all strive to help every student become successful. We use numerous methods from tried-and-true basics to newer evidence-based practices to meet a variety of learning needs. I feel that, as an educator, I am also a learner, continuously stretching in new ways to improve in my various roles in the classroom, clinical, and lab settings. I appreciate both the recognition and the opportunity for continued growth that this award offers.”

 What peers have to say about Dr. Williams-Gilbert’s level of excellence in "Professional communication," particularly regarding teaching therapeutic communication techniques:

“Dr. Williams-Gilbert has been in the BSN leadership role for a little over a year. She took this role in the fall of 2020. No one was prepared to teach nursing during a pandemic, let alone run the largest BSN program in Washington State. She moved quickly and efficiently to ensure she was available to faculty, staff, and students, even if it meant late-night calls. As the lead psych faculty, I teach therapeutic communication, and Dr. Williams-Gilbert is the perfect example of how a good leader communicates in extraordinary times. At the beginning of the semester, we had several unvaccinated students. These students required additional scheduling and clinical changes. The students were frustrated, the faculty were frustrated, and the clinical agency was frustrated. Dr. Williams-Gilbert sat with each stakeholder, listened to their concerns, gave recognition of the hard work and frustration each individual was experiencing. Dr. Williams-Gilbert really redirected the negative to opportunity; for the unvaccinated students, she helped to identify opportunities for these students to get more education about vaccine safety, opportunity for clinical experiences, and clear expectations of how the students needed to meet the learning outcomes. By giving her time, her attention, and being authentic with the team, we were able to successfully solve this complex problem. This is only one of the many examples of Dr. Williams-Gilbert's exemplary communication skills.” — Heather Striker (administrator)

What peers have to say about Dr. Williams-Gilbert’s level of excellence in "Wellness & self-care," particularly regarding understanding techniques for managing stress.

“Last year was tough. I took on the role of Lead faculty for the psych courses. I am new to academia and am learning how to manage my time effectively. After a year of being isolated from one another, Dr. Williams-Gilbert hosted a day workshop at her home. She lives in the woods, and her home has a space of peace and calming. She had the day planned for all the leaders in the BSN to spend time with one another and work through some team-building activities to create a cohesive group. This effort may seem like a ‘day in the woods,’ but I really learned about my peers. This has been so helpful during the chaos of the semester. I know my team, I know they have really good intentions, and I am able to see past the initial conflict to see the good in the team. Dr. Williams-Gilbert has also worked hard, in a very limited budget year, to ensure I am "ok." She often asks: "What do you need" or "How can I support you". As I mentioned above, this may be a late-night phone call or helping out with a lecture when I was overwhelmed. We often think self-care as these huge massive events. They are not; they are in the moments when I can vent, get reminded to to drink water (I see her carrying her gallon around), or just sending a funny meme. Dr. Williams-Gilbert’s leadership is proactive to help me navigate the stress of academia.” — Heather Striker (administrator)

What peers have to say about Dr. Williams-Gilbert’s level of excellence in "Nursing informatics & technology," particularly regarding using digital tools efficiently and improving client care.

“We have struggled the last couple years with our NCLEX scores, faculty buy-in for NCLEX prep, and consistent testing procedures. When Dr. Williams-Gilbert transitioned to the BSN director, we did not have an NCLEX-prep policy or use NCLEX prep data to guide our decisions. We purchased ATI Complete last year, and my semester agreed to pilot the Custom Assessment Builder for our exams. We have 136 students at three campuses, and exams can be challenging. I will not say that a new technology was not challenging, too, but Dr. Williams-Gilbert provided support and guidance along the way. I now have exams in my courses that are aligned to the NCLEX test plan, our student learning outcomes, and aligned to the AACN Essentials. I can use this data to identify at-risk students, review my course content for opportunities for improvement and see what students might have a knack for psych nursing. (I’m always recruiting!) I never would have become an early adopter without Dr. Williams-Gilbert's support and guidance. I now have become the champion and am empowering other faculty to use data to guide their courses. This will ultimately not only educate students but will directly impact their ability to provide safe effective patient care.” — Heather Striker (administrator)

 What peers have to say about Dr. Williams-Gilbert’s level of excellence in "Leadership & Management," particularly regarding helping develop students’ understanding of what being a leader means and increasing their confidence in developing this skill.

“I have consistently described Dr. Williams-Gilbert's leadership throughout the questions above. I want to share a story of how she impacted my class to think about a vulnerable population differently. Dr. Williams-Gilbert's primary area of research is implementation science working with the homeless, specifically around opioid use disorder (OUD). She works with a program called Medication First to meet patients where they are with addiction. She did a presentation on OUD to my class but explained it in a way that you could see the wheels of advocacy moving in our students. Many had not thought about what it means to struggle with addiction, the changes to the brain chemistry, and how their role as a nurse — regardless of settings — can have a profound impact on the life or death of a patient. Dr. Williams-Gilbert highlighted that just one nurse who takes the time to listen, show empathy, and engage patients with medications could be the difference between life and overdose. She spent a lot of time on stigma and how being a leader means challenging stigma, but in a way that was not threatening. Using her clinical expertise with these students and empowering them to see a disease process differently, there is no doubt she has created nurses who will lead the change in addiction medicine.” — Heather Striker (administrator)

What peers have to say about Dr. Williams-Gilbert’s level of excellence in being a “Professional nurse,” particularly regarding inculcating a sense of professional identity in relation to knowledge, skills and ethics.

“Describing the role of a professional nurse seems easy. I have been a nurse leader in a healthcare organization, and we know professionalism when we set it. Often it is a link to quality patient care. Since I have transitioned to academia, it’s not that easy. This is one of the most challenging environments I have ever worked in, specifically when it involves change. When I reflect on what it means to be a professional nurse, I think about these three words: accountability, respect, and integrity. The buck stops with Dr. Williams-Gilbert. There are many times where she takes the accountability for situations, and she does not blame but looks for solutions. She is accountable to me, answers my questions, and supports me. She respects me and the students. She comes into situations from a place of calm and understanding. Finally, integrity; Wendy does what she says she will do. Bottom line. If she messes up, if she feels she was not right with you, she apologizes, takes responsibility, and moves forward. She knows what her role is at the university: She is our leader, our friend, and our cheerleader. She is our advocate. I cannot say enough how much she is the leader we need.” — Heather Striker (administrator)

Lacey Wallace, DNP, MSN, BSN, RN, CWON

Middle Georgia State University (Macon, Ga.)

Education

• DNP, Chamberlain University

• MSN-Ed, Chamberlain University

• CWOCN, Emory University

• BSN, Georgia Baptist College of Nursing of Mercer University

Career

20 years of experience in nursing, including:

• 4 years in medical- surgical nursing

• 6 years as a certified wound/ostomy nurse

• 7 years in nursing education.

Current role

• Associate Professor of Nursing, Middle Georgia State University
• Advisor, Middle Georgia State Association of Nursing Students

What Dr. Wallace has to say:

“As a child, I wanted to be a nurse, a teacher, and a missionary. Nursing has allowed me to do all three — and sometimes all at once. Working with nursing students is one of the greatest honors of my life. I love working with students and seeing the ‘light bulb’ moments when a concept becomes clear. I get the challenge of working with first-semester students as they begin to navigate the challenges nursing school provides. As the faculty advisor to MGSANS, I have also had the incredible privilege of volunteering with students. We have adopted a local elementary school,  provided first-aid at fundraising events, collected donations for needy families, and even traveled outside the country to deliver medical care. This experience of taking students to Honduras allowed myself and my students to see healthcare through the eyes of another culture, truly an unbelievable event. I am so humbled and excited to receive the Nurse’s Touch award, and I look forward to learning more ways to connect with students while learning how to be a more effective teacher at the ATI Summit in Seattle.”

 What peers have to say about Dr. Wallace’s level of excellence in "Professional communication," particularly regarding teaching therapeutic communication techniques:

“Dr. Wallace has been our course lead in Fundamentals for more than 6 years. As an instructor, she focuses on establishing a strong foundation for students in basic skills and communication. She incorporates multiple opportunities for students to engage in activities and simulations that develop critical thinking, prioritization, and problem solving. Dr. Wallace embodies the role of modelling professional communication not only with her students but colleagues and community members as well. She actively advises and mentors students as well as serves as the Nursing Department representative to the Faculty Senate. Dr. Wallace was an active Senate member who consistently encouraged all faculty to voice their opinions and concerns to accurately represent us to the Senate at large.” — Kinzie Lee (peer)

What peers have to say about Dr. Wallace’s level of excellence in "Wellness & self-care," particularly regarding understanding techniques for managing stress.

“Dr. Wallace is experienced in advising and recognizing the signs of stress and anxiety among students and faculty. She utilizes her role as faculty advisor to the Middle Georgia Student Nurses association to help organize activities to encourage students to relax and decompress with their peers. Dr. Wallace is active with her colleagues and nursing honor society to arrange fun relaxing activities, too. She has worked with the faculty development committee to organize workshops on civility in nursing education and actively promotes the civility policy among students. These initiatives work to maintain a positive environment for students and faculty. She recognizes the importance of self-care among nurse educators and worked with her peers to organize a weekend retreat at the end of the spring semester where faculty could enjoy time away from stressful campus responsibilities. Dr. Wallace is always willing to reach out and support students or faculty in times of need.

Describe the nominee’s level of excellence in "Nursing Informatics & Technology," particularly regarding using digital tools efficiently and improving client care.

Dr. Wallace has never shied away from embracing advances in technology. She has been active as an ATI Champion since the role was established ensuring that she was up to date on the resources and technology available to the students. She is currently piloting the ATI Engage Fundamentals and fully embraces the digital platforms that have become prevalent in nursing education. Simulation is actively incorporated into her courses utilizing up-to-date, high-fidelity manikins and digital resources. Students are actively encouraged to utilize EHR Tutor to gain skills in informatics and prepare them to be successful in technologically advanced healthcare settings.” — Kinzie Lee (peer)

What peers have to say about Dr. Wallace’s level of excellence in "Leadership & management," particularly regarding helping develop students’ understanding of what being a leader means and increasing their confidence in developing this skill.

“Perhaps one of Dr. Wallace’s most significant contributions is the generous amount of time and energy she dedicates to the Middle Georgia State Association of Nursing Students (MGSANS). As advisor to this organization, Dr. Wallace has increased membership from 10 BSN students to more than 130 ASN and BSN members. She has created an active leadership team and organized numerous fundraisers, blood drives, and community service activities. She frequently volunteers her time to supervise students in clinical service-learning activities such as backpack lunches for elementary schools and health education presentations. Her passion and commitment have earned her two University Service awards, as well as a state service award from the Georgia Association of Nursing Students. Dr. Wallace works closely with students to help them develop leadership abilities in working with their peers and the local community.” — Kinzie Lee (peer)

What peers have to say about Dr. Wallace’s level of excellence in being a “Professional nurse,” particularly regarding inculcating a sense of professional identity in relation to knowledge, skills and ethics.

“Dr. Wallace serves as a shining example of a professional nurse for her fellow faculty and students. She has volunteered with the Mahala Civic Committee, Perry Volunteer Outreach, and Toys for Tots. She has also worked with the UMVIM Honduras Mission Team to take nursing students on medical mission trips. Her first trip in 2019 took two students and returned in May 2021 with six students. Dr. Wallace worked with the students to gather supplies, resources, and aid for these trips and provided essential medical services in areas where it is desperately needed. In addition to these activities, Dr Wallace remains an active member of the Perry United Methodist Church as the children’s camp nurse, children’s department volunteer, administrative board member, and chamber choir member. During the COVID-19 pandemic, Dr. Wallace assisted the church in planning activities and safety measures for keeping the congregation safe. Her involvement in these activities shows students the various professional roles nurses can fulfill.” — Kinzie Lee (peer)