Nursing shortage healthy for profession

Reading the article "Forum examines nursing shortages" (June 4) reminded me of the status of teaching in the early 1960s. At first blush, I felt angry, but after the second read, I felt sorrowful.

In the early 1960s, teacher salaries were pathetic, as there was no shortage of women willing to work for peanuts. By the middle of the 1960s, a shortage of teachers developed. Guess what? Suddenly we had power. More men entered the field with families to support.

Extrapolate this scenario with the article on the nursing shortage. A shortage of qualified nurses gives you power, power and more power, if you use it. Right now, you can shop for higher pay, better conditions and choose your hours. More men will enter the profession.

Our first responsibility is to our profession and families. "What about the patients?" guilt trip is replaced by the administrators' and governments' need to think of the patients' welfare.

Let's get real. Supply and demand is how our economic system works. As the supply of any commodity goes up, value (price) drops. As supply drops, value (price) increases.

Let's do everything possible to keep our "shortage." Set higher standards in nursing schools; more difficult licensing exams. Eliminate LPN designation (grandfather those already in). Eliminate "nurse" and replace with RN.

William Ludtka
Clarence Center

Address an old problem with some new ideas

The nursing shortage is not a new topic but a serious one. Ideas to remedy: Work with employers to create tenure track or full-time permanent jobs. There are qualified nurses with the appropriate credentials interested in teaching, but more and more colleges only offer temporary semester-to-semester appointments.

When one is qualified and interested in making serious contributions, one will look for a job in another area. Job security and some commitment from the employer is needed.

Another idea is to have federal assistance available for graduate education, with the agreement that the recipient work for a specified number of years in education or repay the tuition. I was such a recipient and stayed in education for over 35 years.

Lastly, no matter how many teachers are available and how employers provide the openings, there is still a need for clinical facilities. Some agencies are more willing to open their doors than others; maybe an incentive is needed.

There is a limit to the number of students that any facility can handle. Patients cannot be cared for continuously by students. They do need the professional staff contact, especially in this day of short stays. While simulation is useful in learning, there comes a point when real-life situations are needed for learning.

Loretta Kloda
Received via e-mail

SUNY, CUNY need more resources to train nurses

It is quite obvious that more state aid be given to SUNY and CUNY to enable them to add more faculty and classrooms to train new nurses. Also faculty salaries need to be increased, especially where teaching/clinical hours are not equated equally.

Even more important is to increase financial aid to students. The state should be granting special five-year credits by taking back any loan payments owed by the students for the first five years of nursing service. This was the policy at one time, and would be an added incentive for financially strapped students.

Barbara Tobey
Received via e-mail

Dyslexic students need accommodations

I am dyslexic and a para working with disabled children for 18 years. I am working on my master's degree in special education. I read the story in the New York Teacher ("Life as a student with dyslexia," May 21) and I am dealing with the very same problems.

It is very important that people like me get the accommodations we need to succeed in life.

Tracy Ferrara
Brooklyn

Rochester teachers support Grief Resource Network

I read with interest "Dealing with death, grief" (Feb.5). The Rochester City School District Grief Resource Network, established in 1994 in partnership with Lifetime Care Hospice, offers a model that identifies staff members at each school who voluntarily serve as grief resource specialists and provides monthly professional development for district staff in dealing with grief and loss.

The goal is to create a culture of caring, which addresses the multiplicity of losses experienced by members of the school community (including, but not limited to, death) and offers ongoing support as grief plays out over time.

The Grief Resource Network is led by a collegial learning circle supported by the Rochester Teacher Center.

In a federal and state environment narrowly focused on test results, Rochester has long recognized that confronting the issues of grief and loss and creating a network of support is crucial to the success of our educational mission.

Catherine Spoto
Founder and chair, RCSD Grief Resource Network

Kudos to 'teacher'on GLSEN report

I just wanted to say how heartening it was to read the article on Mary Jane Karger and GLSEN on the back cover of the Sept. 17 issue ("A mother's love sparks determination to educate"). It is sad that in 2009 it is still a brave thing to do, but it is and I commend you for it.

Joanna Bergelson
Armonk

'Single-payer' concept only way to cut costs

Health care reform is near the top of the national agenda. I would like to know where NYSUT stands. I, personally, find "single-payer" the only real reform that will lower overhead. 

Bruce Mellen
Rochester