El Salvador, “I Love You Forever”

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A Life-Changing Mission Trip

By Elizabeth Meittinis

This winter break, I had the privilege of traveling to La Union, El Salvador, to participate in a mission trip serving the families in that community by working at a camp for kids. Since my freshman year, I had been anxiously waiting for my chance to take part in this service opportunity. When I was accepted for this year, an endless amount of anticipation filled my heart and soul in the months leading up to the trip.

I couldn’t wait to meet the children we would be working with and their families. Although I was excited, I was also anxious that not knowing Spanish would hold me back from fully immersing myself in the trip. However, when we arrived, we were greeted by many hugs and smiles from the children, and I knew we could communicate through the language of love.

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Upon our arrival, we were taken to the home of martyred Blessed Oscar Romero. After learning about Romero through history classes, religion classes and the multitude of service projects I’ve been on, it was surreal to see the actual home and the place where he was martyred. Oscar Romero gave hope to the people of El Salvador in a troubled time; he was a savior giving them faith during a period when the country was thrown into war. The people of El Salvador look to him as a hero and it is so beautiful to see how grateful the people are for all he gave to them.

We lived through the four pillars of Dominican life (Study, Community, Spirituality and Service) every day, but the most profound pillar throughout this trip was definitely Community. We became one big community with everyone who lived in that town, and witnessing the sense of community that they all share was one of the most incredible things I’ve ever seen. They truly are one big family and they look out for one another and take care of one another as if they were blood-related.

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We began our days greeted by hugs from all the children at the camp. Stepping out of the van and seeing the bright and smiling faces and hearing the cheerful “Buenos días” from everyone was the perfect way to begin our day, and it immediately brought a smile to my face – a smile that didn’t leave my face the entire day. Our morning routine included dancing, music and a visit from someone dressed as St. Catherine of Siena before we split up into our camp groups. The camp followed a different theme each day based on St. Catherine of Siena. It amazes me how faithful these people are regardless of how little they have. They are so thankful for everything and praise God unlike any other people I’ve ever seen. It was a beautiful and inspirational thing to witness during my time there. My faith has always been a significant aspect of my life, but it has developed even more since my trip to El Salvador.

By splitting up into groups, we got to know the children on a more personal level. We spent the day in art, music and sport workshops that were sometimes a little bit of a challenge with 2-5 year olds! As a Childhood Education/Special Education major, I was definitely in my element. Working with children is something I am extremely passionate about. I was completely drawn to their eagerness to learn, their trusting nature, and their inquisitive minds. One of my fondest memories of the week was teaching my little Dorita and Melvin how to say, “I love you.” By the end of the week, they would simply just look at me, and burst out “I love you.” What a moving feeling! Being around children and being able to make children smile brightens up my day. This trip confirmed that I am meant to become a teacher.

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Through every service trip I’ve been on, I have received more than I have given.  As our time in El Salvador was coming to an end, everyone in the town expressed their gratitude. They did not realize how much they have given to us. The people of La Union humbly showed us compassion, faith and unending love that I will carry with me my entire life. There is not a day that goes by that I do not think of my experience and smile. Until my chance comes to go back once again, I will carry the people of La Union in my heart every day.

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Founding a Microfinance Project: My Incredible Experience in Uganda

By Christopher Martin

Uganda Microfinance Team

On the morning of New Year’s Day 2017, as most people were still sleeping in, Dr. Peter Garrity of the Division of Business and I headed to JFK International Airport ready to embark on our second trip in six months to Masese, Uganda. There were two purposes of our trip: we were going to work at H.E.L.P. Primary School, which is a free school that Dr. Garrity and his wife Delia helped start seven years ago, and finalize our microfinance nonprofit project. With the support of the International Education office and the Molloy Honors Program, I have been lucky enough create a project that I am deeply passionate about and to visit a country that I have learned to love so much.

The village of Masese is an impoverished village located directly east of the Nile River and right on Lake Victoria. Masese has a population of 30,000 people who are mostly refugees displaced from South Sudan, The Democratic Republic of Congo, Rwanda, as well as from the Lord’s Resistance Army who terrorized Northern Uganda.

Uganda Kids

During our time in Masese, I had the opportunity to help paint the wall around the school with the help of some of the students.  I taught the students how to paint, and, while we were painting, we got caught up in a dust devil (which is similar to a small tornado). At the end of the day, it was incredibly rewarding to see the new vibrant wall that we painted together.

The microfinance project that Dr. Garrity and I have founded will give small business loans to women in Masese. These loans will help women start businesses and give them the chance to help themselves climb out of severe poverty. This is a long-term, sustainable approach, and our goal is to empower women in our village.

Uganda Peter and Chris

I walked around the village and met many of the people who were loan applicants. Walking through Masese was truly a humbling experience, and it made me appreciate how fortunate I am to live on Long Island. The village is comprised of piles of garbage that animals eat from and children play in. I noticed the large number of children who do not attend school. It is quite difficult to explain what this experience is like because, although the United States has areas of the less fortunate and poor, we have absolutely nothing that compares to this kind of abject poverty.

After my walk through Masese, I only had one thought in my mind: There is a solution to this. Under the harsh exterior of Masese, there is this strong level of beauty that is unmatched. Ugandans are the most selfless, positive, hopeful, and generous people I have ever met in my life, and their devotion to God is like no other. My interactions with the people of Masese have given me the drive to do my best to help them receive a chance to climb out of extreme poverty. I would also like to bring my experience in Uganda back to Molloy and get more students involved in our project. I am working towards starting a new club at Molloy called the Molloy-Masese Partnership that will work on the microfinance project, as well as make students aware about other cultures in developing nations. I am truly grateful for the opportunities that Molloy has given me and am optimistic for the future of Masese.

My Speech Pathology Externship in Puerto Rico

By Arielle Mayer
With the support of the graduate Communication Sciences and Disorders department, I was fortunate enough to recently complete a five-week externship in Puerto Rico. The opportunity was appealing to me because my ultimate professional goal is to be able to work as a bilingual speech pathologist. My Spanish experience has been primarily academic — I obtained a second major in Spanish Language Literature and Culture at Molloy — so I wanted to gain more experience speaking the language in the clinical setting. During this externship, I worked with adults in several settings including acute care, inpatient rehab, and a private practice.

My experience in Puerto Rico exposed me firsthand to the cultural differences as well the differences between the healthcare systems there and in the United States. Puerto Rico is considered a commonwealth and therefore part of the U.S.; however, many Puerto Ricans identify more with the Latin culture than with that of the mainland. The majority of doctors in Puerto Rico receive their education and training in the United States. Additionally, all of the medical facilities in Puerto Rico are required to meet the same healthcare standards as U.S. facilities. However, due to lack of resources, many healthcare professionals are unable to perform procedures utilizing the newer techniques in which they have been trained. Thus, they rely on older methods in order to treat their patients.

As a speech language pathologist, I was affected by the lack of medical resources as well. At Molloy’s Speech, Language, and Hearing Center, we have access to some of the most cutting edge instrumentation available. Not many clinicians in the U.S. have access to technology such as an ultrasound; however, I was fortunate enough to have spent an entire semester utilizing this instrument while treating clients. In Puerto Rico, I ultimately ended up learning how to diagnose and treat clients without being able to rely on these materials. Many of the standardized tests used to diagnose speech and language disorders are not normed in Spanish. Norm referenced tests are designed so that you can compare your current patient to the performance of other test takers in order to determine the severity/presence of their deficits. The fact that these tests aren’t normed in Spanish presents a problem because it won’t give you an entirely accurate diagnosis of your client. Therefore, I was required to become much more resourceful. My supervisor created all of his treatment materials by himself, often on the spot in front of a patient. As a result, I was required to do the same. While this was extremely daunting at first, I realized that it eventually helped me hone my clinical judgment and become a more adaptable clinician.

I feel that this experience completely pushed me out of my comfort zone. In addition to this being my first experience working with adults in the hospital setting, I was required to practice in a nonnative language. I learned so much about myself and about my profession in the process. I am so thankful to the Communications Sciences and Disorders department for supporting me throughout the entire externship process, and to the Modern Languages department for helping me develop enough proficiency in Spanish so that I could experience such an amazing professional opportunity.

Image courtesy of Arielle Mayer

Researching the Creative Aspect of Understanding Existentialism

By Lori McAndrew and Bari Glickman 

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We can’t believe we are already considered “second years” in the Graduate Clinical Mental Health Counseling program. So far our program director, Dr. Kestemberg, and faculty members, such as Dr. Wood, have given us a personalized learning experience that continues to support us in becoming the best counselors in training we can be.

When Dr. Wood announced in class last year that she was looking for two students to work with her on a research project for an upcoming conference and on-going research continuing into Fall 2016, we both knew it would be a unique opportunity. We are happy to share: It has been! This work has allowed each of us to enrich our learning experience in our chosen career, exposing us to new and unfamiliar territory within our master’s program. In addition, the chance to work with our professor in a more intimate setting has enhanced what we are already learning in the classroom setting.

We met several times in the Fall 2015 semester and brainstormed about various topics and ideas. Through a collaborative team effort, we decided to look at the creative aspect of learning and understanding the concept of existentialism. Existentialism is a counseling approach that empowers clients to make meaning of their life experiences and emphasizes the existence of the individual person as having free will in making decisions in their life in relationship to themselves and others. In the classroom, some existential topics in regards to counseling that we had learned about had been complicated for us and our fellow students, so coming up with a creative solution and researching it to hopefully help other graduate students understand and appreciate Victor Frankl’s existential theory was an exciting prospect!

We learned through our research that most young clinicians do not have experience with utilizing existential concepts in their practice and that there is a belief that existentialism “does not easily fit into a therapist’s toolbox” (Shumaker, 2008, p.377). This led us to develop our theory that using music might help to support the learning of the existential concepts, allowing these concepts to be more tangible and relatable, and in return, help them improve their application of existential concepts with clients in the clinical realm.

It was a team effort creating a diagram which was designed to show the inter-connection of existential core concepts. We then began to build a music catalog that would help exemplify these concepts. We spent several hours listening to music, reading lyrics and categorizing the songs into the existential concepts. This was ultimately transferred to a flash drive that we used as a handout for our poster presentation.

One of the most exciting moments occurred when a conference participant made a special effort to come see our poster presentation. Knowing that the project we are working on is as interesting to others as it is to us provided us with a feeling of confidence and success. This, coupled with the guidance that our professor provided us, helped to put our nerves at ease and enabled us to discuss our poster with confidence and enthusiasm.

We are in the process of developing goals to move forward with our research. One of our goals is to test pilot this research with the new cohort of students in the Clinical Mental Health Counseling Master’s program that started this fall. We are looking to have our research published in the Journal of Creative Counseling and ultimately present our research at future conferences.

As the first cohort in Molloy College Master’s Program in Clinical Mental Health Counseling, we have a great deal of enthusiasm and excitement. The comradery we share as a cohort allows us to be a community of learners, a group that supports each other in our studies and celebrates each other in our accomplishments.

Happy to Help, Happy to Teach

By Austin Nieves 

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When I think of the word “teacher,” I picture my middle school teachers, my professors, my coaches, and my parents. I never thought about myself as a teacher until recently, when I began to work summer baseball camps, sharing the knowledge I’ve gained as a college athlete to younger ballplayers ages seven to 16. Since then, my view of myself as a teacher has expanded. I see that I’ve been teaching not only baseball players at camps, but my nieces and nephews, my friends who ask for advice, and even my patients in my clinical rotations here at Molloy.

“Those who know, do. Those that understand, teach,” said the great philosopher Aristotle. This quotation always comes to mind when I think about my nursing classes at Molloy. I cannot even begin to think about the number of times I’ve heard a professor tell the class that simply knowing the information is not enough in nursing; you must fully understand it and apply to real-life situations. Nurses have a wide scope of responsibility. One of the largest responsibilities is being a teacher. While some patients who leave the hospital organize home care to help them with healthy living, most patients do not. It is important for a nurse to be able to teach a patient how to remain healthy after his hospital visit. For example, a person newly diagnosed with diabetes needs to be taught how to manage his blood sugar. A nurse teaches the patient how to obtain his blood glucose levels, how and when to use insulin, which foods to eat and which foods to avoid, and suggests lifestyle changes. When a nurse’s teaching is successful, it results in more positive outcomes for the patient, who is better prepared to take care of himself after his hospital stay.

The last two summers, I’ve been working at baseball camps helping young players get better by teaching them the intricacies of the sport. This summer, I worked at a baseball camp hosted by Molloy College. The kids were eighth and ninth graders looking to make the transition into high school baseball. As a member of the staff, which included three college coaches and two college players, I helped teach the kids how to adjust to the larger playing field both mentally and physically. It was great to see the kids make adjustments and have success throughout the camp, especially towards the end of the week. As a player, I remember how frustrating the jump to the larger field can be and how happy I was when I began to have consistent success again. This made the players’ happiness after getting a hit or making a nice play during a game even more worthwhile and enjoyable.

It occurs to me that I am destined to teach for the rest of my life. My future nursing career is going to present me with countless opportunities to teach. My athletic background has already allowed me the opportunity to teach, and I look forward to continuing to use the platform to connect with young athletes. It feels good knowing that I’ll be able to make a positive impact on people’s lives, from helping people to be healthy, to helping athletes reach goals, to teaching my own children. I’m happy to help, and happy to teach.

Fanjeaux: Faith, Fun, and Forever Friendships

By Elizabeth Meittinis

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For the first time in my life, I was leaving the United States. I was headed to Fanjeaux, France, as part of a Molloy-sponsored trip to learn more about our Dominican roots. Not only was I traveling outside of U.S. borders, but I was also traveling to a place of faith and holiness. I had been looking forward to this trip since my freshman year. There’s nothing I love more about Molloy than the faith and feeling of community on campus, and I couldn’t wait to be able to see where the Dominican order was started so I could fully understand the Dominican Charism. When I started at Molloy, I was drawn to the concept of the four pillars of Dominican life: Study, Community, Spirituality and Service, but it wasn’t until I immersed myself in Campus Ministries and Dominican Young Adults that I truly began to learn how to live my daily life according to those pillars.

Traveling to Fanjeaux was a life-changing experience to say the least. At first, I was very anxious and nervous because it would be the longest I’ve ever been away from home, as well as my first international flight, but it was comforting to know I was travelling alongside five other people from Molloy. When we landed in Toulouse, we met some people from other Dominican schools that we would be staying with for the next two-and-a-half weeks. Although we were exhausted beyond belief, we were able to start conversations and already began to build friendships in that airport, as we waited for our bus to take us to Fanjeaux.

Those friendships and bonds continued to develop throughout the entire trip. We lived the four pillars of Dominican life every day, but the most profound pillar was definitely community. The sense of community I felt while in France was overwhelming. I’ve been on my fair share of trips where I have gotten close to many people, but this trip was definitely much more than I expected. We ate together, went on all excursions together, took a class together, drank wine together, prayed and reflected together; pretty much were together all day every day. The sense of companionship, trust and friendship was evident and it’s something I’ll never forget. From the “good mornings” to the “I bought you this at the market,” everyone looked out for each other and it was so touching. The relationships I was able to create during my time in France will be carried forever in my heart.

fanjeaux group

We traveled throughout southern France, visiting many churches, castles and historical places. We went to visit the house where St. Dominic lived during his time spent in Fanjeaux. It was such a powerful and awe-inspiring experience walking into that home; there really aren’t words to describe the feeling I had. One of my favorite excursions was the day we traveled to Montségur and hiked up to the top of the mountain. It was there that I definitely felt the presence of God among us as we were conquering the mountain. Not only did I feel His presence, I was able to witness God in so many people during that experience, people who lent a helping hand to others while climbing up rocks and cheered others on as they struggled to make it to the top. I felt as though God was with us in these individuals and He truly wanted us all to conquer that mountain and experience that breathtaking view together.

Another profound memory was the day we went to visit the Abbey of LaGrasse. I felt like I was in The Sound of Music! We entered one of the churches located on the grounds and the acoustics in that church were fantastic. While on a tour, I was able to sing with one of the adults on the trip and it was such a powerful experience. As we sang “Amazing Grace,” the echo and wholeness of both our voices together was overwhelming. That day will always have an impact on my life.

Although every day I wish I was able to go back and relive those experiences all over again, I am so blessed to be able carry all those memories and friendships with my throughout my life. I am so appreciative of all the opportunities I have been afforded through Molloy.

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Images courtesy of Elizabeth Meittinis. 

Journey Towards Appreciation: My Trip to the Philippines

By Clarissa Bernardo

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This summer, for the first time in my life, I traveled to my family’s homeland in the Philippines. I left shortly after finals week and the end of the semester, right as I was transitioning to summer mode. Twenty-four hours after we started our journey, which included several connecting flights, my father and I finally arrived. I was so happy to see my mother for the first time in a few months. My mother is in charge of my family’s Pancit-Canton (noodle) factory in Quezon City, Philippines, so she travels back and forth between there and the U.S. for several months throughout the year.

Most people say that being born in America is a blessing and I am lucky to have grown up in New York. They were right. I never realized how privileged I am. My first week in the Philippines was definitely a culture shock. The part of Quezon City I was in was called a campsite, but it was nothing like what you would think of as a campsite. Many families had homes made out of pieces of sheet metal and clay. I saw people with newborn babies or toddlers living in conditions where they can barely take care of themselves. Some children don’t even have enough money to attend school. We never walked around the area because it was too dangerous. People get robbed, pickpocketed, and even held at gunpoint, especially if they see you’re not from the area.

In addition to seeing the “gritty” parts of the country, I also saw beautiful, breathtaking areas. I went to Subic, where I zip-lined and went to a beach with a great view of the water. In Tagaytay, I saw the second most active volcano in the Philippines. My favorite part of the trip was going to Bonifacio Global City, or BGC, which was similar looking to New York City. It was safe, clean, and full of shopping malls and restaurants.

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Whereas American kids are so fixated on their phones and technology, in the Philippines, I saw children playing outside with a small ball or making up games to play without an item in their hands. They were so appreciative if you gave them a small bag of candy. It was the smallest things you would do for them that would put the biggest smiles on their faces. This trip wasn’t like a vacation; it was more of a learning experience for me. It made me realize how blessed I am and to appreciate every single thing, right down to taking a normal shower.

As a nursing student, this experience made me want to work harder, not take anything for granted, and focus on my studies to become a nurse. I want to show my appreciation for what I have by getting a degree because some can’t afford to get an education. One day, when I am a nurse, I would like to return to the Philippines and do several medical missions to help those in need. I originally wanted to become a nurse so I can help and care for people. This trip solidified that I am on the correct path at Molloy to becoming the nurse I’ve always dreamed of being.

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Images courtesy of Clarissa Bernardo.

3 Tips for Molloy Nursing Students

By Kristen Ponticelli

kristen grad photoLooking back at the past four years of nursing school is extremely rewarding. It was definitely a difficult road, but one that was well worth it.

I remember being a freshman in Anatomy and Physiology class and thinking “When am I ever going to need to know this?” Believe me; you will need to know it. Everything you learn in your nursing classes is built on your knowledge from previous classes. This is something that I did not fully realize until I was a senior in Critical Care.

I want to give all of you some tips I wish I knew while making my journey through nursing school.

  1. Use the resources Molloy offers.

Molloy is an amazing place to be. The new nursing lab is beautiful. Make sure you use it. Do not just go in there and chat with your friends because it will not help you in the long run. I know that some of the tasks do not feel realistic on the manikins, but it is important to practice the steps of the tasks. The more confident and comfortable you are with the steps, the better you will be when you have to perform them in a clinical setting.

If you are struggling in a class, do not be afraid to approach your teacher and ask for tips on how you can improve. Go to them early in the semester. Do not wait until the last test of the semester to ask for their help. All of the teachers I’ve had at Molloy do have our best interest at heart and are willing to sit down and talk with us if we need help. You can also get a free tutor by going to the ACE center.

  1. Develop a study plan.

The information we learn in our nursing classes is information we must remember. It is not information that you can just memorize and forget after you hand in your test. As you get notes, go through them and see what you don’t understand. Start studying at least one to two weeks before each test.

Try to find another person or two to study with. These should be students that take school as seriously as you do. Being able to explain a topic correctly out loud means you understand the topic. Studying with another person is also a good idea because they may understand a topic you don’t and might be able to explain it to you and vice versa.

  1. Take clinicals seriously.

Clinicals are an extremely important part of our education. I know that at times you may feel out of place on the floors (we’ve all been there). Be confident in your abilities and ask if anyone on the floor needs help. Do not just sit around because it will not help you in the long run.

Although we may be intimidated by our clinical professors sometimes, they are there to help us. Do not be scared to reach out to them and ask them questions. You may think you have a stupid question, but most likely another student is probably thinking the same exact thing.

I have had a wonderful experience during my four years at Molloy, and I’m hoping the same for all of you. Always believe in yourself and you will make it through!

Image courtesy of Kristen Ponticelli.

Best Practice Begins With Presence

By Daniel Woods

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Think of a person in one of your classes. Maybe it’s a friend you know well or someone you’ve barely spoken to. Now imagine the two of you sitting in front of each other without breaking eye contact for two minutes. Does this sound uncomfortable? It is, and my classmates and I can testify to that. Each of us experienced the discomfort of being present and making prolonged eye contact on a regular basis last winter in a graduate clinical mental health counseling class called Foundational Skills in Counseling.

You might be wondering what is so important about making eye contact. Aren’t the basic skills used in counseling techniques like active listening and being empathetic? Yes, but even more foundational is the counselor’s ability to use their body to effectively connect with the client. With this understanding as motivation, Professor Wood set up a variety of exercises to get us in touch with our bodies before we learned how to say anything to our future clients. We practiced making eye contact and observing how it felt. We practiced grounding ourselves by doing walking exercises as a group. We would march, tiptoe, and side-step around the room in a procession. We practiced attuning to another person by partnering up and mirroring each other’s actions and listening to our partners’ stories then acting them out using our whole bodies.

The resulting transformation from these exercises and others was highly apparent. We started off as most anyone would, feeling nervous and fidgety, but as we practiced we became calmer and connected to each other like no other class I’ve ever been in. With this newfound presence to ground us, we dove headfirst into more challenging exercises which would have surely been much more difficult without the previous training. We would get into groups and role play; one person would be the counselor, one the client, and one the witness. This structure was used to practice techniques such as listening and reflecting back feelings and content, making empathic responses, and asking different types of questions. When we role-played as a client, we were asked to be vulnerable and share our feelings in regard to different prompts. The witness would watch and give constructive feedback to the counselor-in-training after each exercise. In this fashion we slowly but steadily improved our ability to connect with ourselves, each other, and ultimately with our clients. We came to understand how important it is to form a bond of trust with a client and how influential both speech and body language is.

All of the theoretical knowledge a counselor acquires will likely go to waste if a client does not feel connected to the counselor. A counselor must know how to actually be present with the client and do it. Getting into the shared space and being open to what’s already there is where the work starts. Fortunately for us in the program, this message is not only taught to us but also embodied by all our professors. Whether it was the aforementioned class with Professor Wood, Developmental Theories with Professor Seaman, or Psychopathology with Professor Kestemberg, each professor interacts with us in an open and genuinely caring fashion. This is most evident when we have struggles in the classroom, work, or at home, and they do everything they can to help us prevail. While the course content is essential to our education, I believe we can also learn to be better counselors by following the example of our compassionate professors.

Image courtesy of Daniel Woods.

My Unforgettable Experience in the Susan D. Flynn Oncology Fellowship Program

By Kristen Ponticelli

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Last summer, Molloy nursing students Lauren Henry, Patricia Mele, Kelly Anne Murphy and I had the honor of participating in the Susan D. Flynn Oncology Fellowship Program. The program was started by Mr. Fred Flynn after his beautiful wife Susan lost her battle to ovarian cancer. Mr. Flynn was touched by how wonderful his wife’s nurses were and wanted to create a program to pave the way for future oncology nurses. His fellowship places future oncology nurses onto oncology floors to encourage hands-on learning.

We spent 6 weeks on oncology floors in either New York Presbyterian Columbia or Weill Cornell. Working 37.5 hours a week, we followed a nurse preceptor and were able to learn more than we could have ever imagined. We also spent one week in hospice home care and one week in Calvary Hospital. At the conclusion of the program, we created and presented an evidence-based project.

I was placed at Weill Cornell on 10N, a medical oncology unit. The staff was extremely friendly and welcoming and was more than willing to share their knowledge with me. I worked alongside my nurse preceptor, who explained everything to me, asked me questions to test my knowledge, and answered any questions that I had. I was able to learn more than I could have ever imagined working one-on-one with my nurse preceptor. My preceptor gave me advice about time management, organizing my day and how to comfort patients and their families. She always looked out for opportunities for me to observe something that I hadn’t seen before.

During my internship, I was able to interact and care for many amazing and inspiring people who just happened to be my patients. I was able to hold their hands when their families could not be there. I was able to sit down with them and talk to them about anything that they wanted. Some wanted to vent, others spoke about their families, and some just wanted to tell me about their journey that led them to where they were that day. I had one patient who told me his personal story from the time he was diagnosed with cancer to the fight he had put up that led him to where he was that day. I will never forget these conversations and all of the patients will never know how much they have impacted me.

Molloy nursing students are beyond lucky to have the opportunity to be a part of Mr. Flynn’s fellowship program. I could never thank him and the wonderful staff at both Molloy and New York Presbyterian enough for making this once-in-a-lifetime opportunity possible for us.

For any nursing students here at Molloy who aspire to be oncology nurses and are passionate about doing so, I strongly suggest applying to be a part of this fellowship program. You will not regret it!

Image courtesy of Kristen Ponticelli.