Areas of Specialization
Adult and family nurse practitioner, asthma, chronic care, college health, cultural competency
Scholarly and Professional Achievements
Kaul, T. (2011). Helping African American Children Self-Manage Asthma: The Importance of Self-Efficacy. Journal of School Health, 81(1), 29-33.
Henderson, L. & Kaul, T. (2010). Pain, tingling, and limited range of motion after a cat bite to the finger. The Clinical Advisor: For Nurse Practitioners, 10(13), 97,101-102.
Parve, J. & Kaul, T. (2011). Clinical issues in refugee healthcare: The Somali Bantu population. Nurse Practitioner 36(7), 48-53.
Smith, D. & Kaul, T. (2011). Diagnostic Triage and Differentiation of Low Back Pain: Cauda Equina Syndrome Case Study. The American Journal of Nurse Practitioners, 15(4)
Kendall, M. & Kaul, T. (2011). Case Study: A broad assessment of symptoms revealed an atypical presentation. Oncology Nurse Advisor, Jan/Feb, 27-29.
Marquardt, L. & Kaul, T (2012). Use of a Reactive Airway Disease Triage Protocol in Adults With Asthma
Within the Urgent Care Setting. Clinical Scholars Review, 5(1), 46-54.
Giving Through Teaching: How Nurse Educators Are Changing the World
New from the NLN Foundation for Nursing Education and Springer Publishing
Edited by Joyce J. Fitzpatrick, PhD, MBA, RN, FAAN,
Cathleen M. Shultz, PhD, RN, FAAN, CNE & Tonia D. Aiken, JD, RN
July 2013 | $50,000 | Anthem BC/BS Wellpoint Foundation Grant
January 2013 | $50,000 | Helen Bader Foundation
July 2010-June 2011 | $81,872 | HRSA Advanced Education Nursing Traineeship Program
March 2011 | $35,000 | Batterman Nursing Grant co-wrote
January 2011 | $33.000 | WellPoint Foundation's grant WLN scholarships
July 2009-June2010 | $95,604 | HRSA Advanced Education Nursing Traineeship Program
July 2008-June 2009 | $98,000 | HRSA Advanced Education Nursing Traineeship Program
November 2015 | WLN Fall Conference “Your path, Your Choice” — Articulation agreements revisited
November 2015 | Panel Discussion-Diversity, Simulation, Articulation agreements WI League of Nursing Fall Conference
March 2011 | Panel discussion Faith and learning Board of Regents, Naples Florida
May 2011 | Faculty Panel: Gender Equity
May 2011 | Building Bridges to Research Based Nursing Practice, DNP Panel Discussion
May 2010 | Building Bridges to Research Based Nursing Practice, DNP Panel Discussion
November 2009 | The Concordia Bioethics Institute A panel of experts discussed Health Care reform Act. Nursing’s response to health care reform.
April 2009 | WNA APN Forum DNP Degree: DNP Response
Why do you do what you do?
In the seminal work by, Dr. Patricia Benner and colleagues (2009), Educating Nurses: A Call for Radical Transformation, they suggest that there is an urgent societal need to reset the agenda for nursing education. The author’s argue that “nursing needs to continue to uphold its long held value of providing astute clinical judgment, to keep patients safe, and to ameliorate human suffering, and at the same time adopt a new moral vision of professional responsibility, accountability and ethical comportment which provide the fulcrum for their identity” (p.1-2).
As a nurse educator, I am challenged to assure that my students are provided with an engaging learning environment that will help them to achieve the outcomes of this new agenda. Nursing programs need to produce nurses that not only meet the challenge of today’s ever changing health care environment, but most importantly we need to equip them to be leaders in these environments.
Benner,P., Sutphen , M., Leonard, V., Day, L. (2010). Educating Nurses: A Call for Radical Transformation. Jossey-Bass: San Francisco, CA.
How do you make learning engaging?
I prefer students to be active in their learning. I like facilitating activities in the classroom that allows students with all styles of learning to get involved. It allows students to see the text material come alive, which is always more engaging than a lecture ever would be. I like to incorporate technology in the classroom as most of my students are technology natives and usually find most of their information via this format. It allows me to help them determine what material is credible and not so credible online.
What should students know about you?
Students should know that I love teaching. I am a very open and approachable faculty member. I respect and see the good in all people. I, too, am learning every day so when I don’t know something, I am not afraid to admit it. The most important thing is to realize you don’t need to know it all, but you do need to know where to find the information.