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The distinctive character of Southern Illinois University Edwardsville is defined by the faculty's demonstrated capability to fulfill the values of the Teacher-Scholar Philosophy; a philosophy guided by a serious and continuing commitment to teaching, scholarship and service in the belief that scholarship complements and enriches excellence in teaching and service.

Adapted from the Teacher-Scholar Philosophy of SIUE, Teacher-Scholar Philosophy Working Group, 6/2/08

Dr. Anne G. Perry
Professor and Chair, Primary Care and Health Systems Nursing
School of Nursing

Research Focus:
Instrument development and testing
Standardized Nursing Language
Critical Care Nursing


Dr. Anne Perry

Recent Honors / Awards / Recognition:

2003, AJN Book of the Year Award-Electronic Media-Mosby’s Basic Nursing Skills (CD-ROM)-2003

2003, Lifetime Achievement Award, Missouri Nurses Association, 3rd district, November 12, 2003

2001, Fellow in the American Academy of Nursing, October 27, 2001.


Primary Courses:

NURS 240 Pathophysiology

NURS 241 Pharmacology

NURS 515 Advanced Pathophysiology

Education:

1969, BSN, University of Michigan, Ann Arbor, MI, Nursing

1976, MSN, St. Louis University, St. Louis, MO, Nursing

1991, Ed.D., Southern Illinois University Edwardsville, Edwardsville, IL, Higher Education Minor Fields: Research Methods and Nursing

How does SIUE support your professional growth or activity as a Teacher-Scholar?
"Teaching and scholarship are integral to the science and art of nursing. The Teacher-Scholar model provides both challenges and opportunities to continually contribute to the body of nursing knowledge.  Relationships and collaboration with colleagues at SIUE, nationally, and internationally provide ongoing opportunities to consistently maintain state-of-the-art textbooks, develop manuscripts and position papers regarding standardized nursing language in preparation for the electronic health records, and contribute to the multidisciplinary nature of health sciences education."

"Scholarship is also integral to formal and informal teaching.  Whether in the classroom or during one-on-one conversations with students, scholarship becomes one with the teaching of the discipline. To prepare nurses to work in the future health care arena, one must not only practice life long learning, but be able to motivate and teach students how to be life long learners and continually strive for excellence."

What is a unique aspect of your professional life that enhances your service to the academic or greater community?
"Perhaps one of the most rewarding service opportunities is my volunteer work since 1979 with the American Lung Association of Missouri, now the American Lung Association Central States.  I participated in multiple community and professional educational programs, grant writing, and served as a member of the executive committee for the organization, including Past President."

"Since 1973 I have been involved with the North America Nursing Diagnosis Association-International.  This group is active in nursing language development, especially the impact of this language on international issues and the electronic health record. I have had the privilege to be a charter member of this organization and served in many roles, including Treasurer and a member of the Board of Directors. In addition, I’ve chaired or co-chaired 4-international conferences"

Please share how one mentor or event shaped your career decision to become a university professor. 
"There are really two mentors:  Kristine Moore Gebbie, DrPh, RN, FAAN, a Professor of Nursing at Columbia University School of Nursing and Dr. Mary Ann Lavin, RN, DSc, FAAN, Associate Professor at Saint Louis University School of Nursing.  As a graduate assistant at Saint Louis University one of my opportunities was to help set up what is now the North American Nursing Diagnosis Association-International, at the time I was unsure of what this organization was about, but I had the presence of mind to listen and work for and with these two scholars.  And, before my graduate degree was one-third finished, I knew I wanted an academic career."

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