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00:00:00 - Start of Interview/Introductions 00:00:38 - Early Life

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Partial Transcript: To start can you please...

Segment Synopsis: Diane Ciucci (DC) grew up in Saint Paul, MN until age 12, then moved to Eau Claire, WI. She explains her aunt had a kind neighbor who was a nurse. When she was 15 or 16, she had to have emergency surgery which led her to consider nursing further. DC explains that women had limited options for careers. They were cosmetologists, teachers or nurses. So, there was greater interest in nursing. Her mother was a stay at home mother, and her father owned car dealership. She also has two younger brothers, both went into the car business.

Keywords: cars; cosmetology; teaching

00:03:57 - Choosing nursing school

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Partial Transcript: So what if any was your perception of nursing school...

Segment Synopsis: DC explains she didn’t have much idea about what nursing school would be like. DC was at Madison General from 1967-1969. She was only there for two years. She doesn’t really remember why she chose Madison in particular. She probably visited at some point. It was a good distance from home for her.

Keywords: impressions; preconceptions

00:05:16 - First impressions

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Partial Transcript: What were your first impressions of Madison?

Segment Synopsis: DC loved Madison. She made good friends and they had a good time. DC thinks around 40/50 people in her class and remembers that there were 2 males.

Keywords: friendship

00:06:02 - Life in the dorms

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Partial Transcript: Did you live in the dorms?

Segment Synopsis: Yes, she did live in the dorms. DC explains that they were single rooms and that the building and furniture was beautiful and old. DC explains you only shared a room if you requested to do so. She did not know any of her classmates prior to attending school She explains that they only ate at the hospital. She does not remembers feeling one way or another about it, so it was probably alright. They had choices.

00:07:24 - Social life

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Partial Transcript: And what were some of the social or...

Segment Synopsis: DC explains they had very typical college activities. They would go out, meet people and drink beer. They socialized with each other all the time because they lived together too. Her friend group played a lot of cards.

Keywords: cards; friendship; socializing

00:08:41 - Classes

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Partial Transcript: Is there anything else you would consider...

Segment Synopsis: DC explains that all their classes were in the basement of the dorm. Their first summer they took a prerequisite at the University. Otherwise, their professors were all nurses or people from the hospital. They had fundamentals, pharmacology, nutrition, the course at the University. And then there were three-month rotations. She remembers Medical/Surgical, OB, pediatrics and Psychology. They then had a shorter rotation in neurosurgical, rehabilitation and orthopedics.

Keywords: Pharmacology; neurosurgical; nutrition; orthopedics; rehabilitation

00:10:31 - Psychiatric clinical rotations

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Partial Transcript: Were there any rotations that stuck out...

Segment Synopsis: The psychiatric rotation took place at Mendota Psychiatric Hospital. She thought it was going to be a bad experience, but it turned out to be one of the best because they were treated so well there. DC explains psychiatrics was much more involved with the one on one meetings with patients or group therapy. She thinks they were just more connected with what was going on.The patient that DC had was a young woman who was being treated for depression and suicide ideation. She feels like they had a close relationship. The patient ended up having electroshock therapy.

Keywords: Mendota Psychiatric Hospital; electroshock; psychiatric; teamwork

00:13:20 - Classes continued

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Partial Transcript: And do you mind talking a bit more about...

Segment Synopsis: DC can not remember a lot of detail such as if they stayed with the same group in all their rotations. The rotation depended on what clinical/theory classes you took. For example, on the OB rotation you would have classes in the afternoon and be in the hospital in the morning. For the pediatrics rotation, they rotated shifts (daytime and PM) they probably had 6-8 hours of lecture in most rotations. They didn’t need to take any other classes because their prerequisites were done before. Whether DC enjoyed lecture or clinical more depended on the instructor. She remembers that her OB instructor was not super engaging. For pediatrics, they had more a question-based seminar learning style. For the medical surgery rotation, they worked 3 day shifts and lectured 2 days. She enjoyed both.

Keywords: Obstetrics; classes; lecture; theory

00:17:49 - Faculty

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Partial Transcript: Do you remember other faculty that played...

Segment Synopsis: DC remembers her medical/surgical rotation instructor was phenomenal. They got to learn a lot and do a lot. DC thinks they received more clinical experience and got to care for sicker patients than nursing students do now.

Keywords: critical care; learning; medical; teaching

00:19:35 - Clinical experience

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Partial Transcript: And can you describe...

Segment Synopsis: DC finds it hard to remember. They got to learn how to start IVs, manage central lines (CVP) and normally those patients would have been in a CCU which many don’t get a chance to work in. She feels like she got a more diverse clinical education than many nursing schools offered. On the post-surgical floor, the surgeons really trusted them, so they could do more. She feels like the relationship that the nursing instructors had with the hospital staff led to greater trust between the student nurses and the hospital staff. She was hired in a CCU unit after nursing school because she knew Madison General nursing school. DC feels she was very involved with the staff, because they kept a great number of staff on the floor as well.

Keywords: CCU; Central line; IV

00:24:12 - Patient relationships

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Partial Transcript: And what about with patients...

Segment Synopsis: Typically, they were assigned two patients and provided them what was called ‘total care.’ She feels they had a very close relationship with those patients. They had continuity, and interaction with the families.

Keywords: patient care; total care

00:25:27 - Memories and challenges

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Partial Transcript: Are there any moments with patients...

Segment Synopsis: DC remembers her first Medical/Surgical rotation, her classmate walked into a room with an unresponsive patient and had them call the code and see what had to be done. They made it a teaching moment. She notes that they were allowed to do a lot of things. DC also notes that at the end of every rotation they wrote a paper about one patient. DC explains that her they had an exit interview with the Director. She explains that the director noted how much DC surprised her with her success and that is was near the top of her class. DC notes that her success was probably due to the fact that she enjoyed it. DC explains wanting to be a nurse, wanting to be there for the right reasons, clinical understanding, compassion, communication with physicians and importantly being a patient advocate. You must love what you do.

Keywords: communication; compassion; teaching

00:33:23 - Study skills/Strange practices

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Partial Transcript: Going back to your education...

Segment Synopsis: They used the hospital staff as resources. For the clinicals, you received your assignment and looked at all their information. You then went to the library and developed a plan of care, made medication cards with dosage and side effects. She never felt unprepared for a patient. DC explains they did electroshock therapy. She remembers a psychiatrist that would anger difficult patients, then they would wrap them in sheets and put them in ice water, it would relax them and let them participate better. They had glass syringes, non-disposable needles and catheters – everything was washed and sterilized.

Keywords: electroshock therapy; library; study

00:41:22 - Post graduation

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Partial Transcript: Well moving on to after graduation...

Segment Synopsis: DC worked pediatrics in Eau Claire WI for 6 months. Then she moved to California with 2 other nurses. She worked for a critical care unit in Long Beach, CA. She thinks that hospital was her favorite learning experience. [Interviewer prompts why it was her favorite] DC explains that everything she did was new. It was a full ICU with a separate CCU, so everything was new. She worked a long time (around 20 years). After she was married, she moved around to different critical care units, many different types. She enjoyed the multipurpose ICUs because of the variety and coronary care. [Asked why she likes the variety] Just got to see lots of everything. Also mentions being on the code team. She notes that she enjoyed being busy. She explains that she did not enjoy working on a female post-surgical/post-partum floor at her first job in California. She didn’t like having so many patients that did not really need a lot of care.

Keywords: CCU; California; Critical care; Eau Claire, WI; ICU; pediatrics

00:48:31 - Reflection on early career

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Partial Transcript: And back tracking a bit...

Segment Synopsis: DC explains that the head nurse went out on maternity leave. So, they made a newly graduated BSN the acting head nurse. The head nurse was not prepared, so DC would teach this head nurse the procedures she would have to do that day. She loved pediatrics because of the children. She had surgery when she was 16 in that unit as well. DC explains that she did not like the hospital in Long Beach because it was the all-female post-surgical floor. She also just knew she wanted to work in critical care, and they did not let her there.

Keywords: new; pedicatrics; post-surgical

00:52:25 - Memories

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Partial Transcript: What were some memorable moments...

Segment Synopsis: DC explains that the first critical care unit had a great staff made up of CNAs, LPNs and RNs. So, they got to all learn from each other. There were never enough beds and one time there were two patients in the nursing station, so they took pictures of it and sent it to the fire department. DC tells another story about the CCU, she realized that a night nurse was skimming a little bit out of morphine off the top of each syringe. Another memorable patient was in Eau Claire when she was older and in the CCU she had a patient with Guillain-Barre syndrome around her age. He was there for around 6-9 months and had to communicate by blinking. When he got better, she would get lunch with him and he would tell her memories of the ICU because he remembered a great deal. DC recounts that he told her that his nurse was hung over and brushed his teeth with diaper rash cream instead of toothpaste. She also has another memory of a patient with Guillain-Barre syndrome. She has had patients who had cardiac arrests who remember the nurses giving them CPR etc. They had a lot of neuro-traumas and had to keep them alive to harvest organs.

Keywords: CCU; Guillain-Barre syndrome; critical care

01:05:39 - Challenges/Madison in the 1960s

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Partial Transcript: What about challenges that you faced...

Segment Synopsis: DC explains that she moved a lot, but that she never worried about finding a job.There are always jobs for nurses. She never feared moving because she knew she could find a job. DC knows that there was a lot going on at the University during the 1960s. But she feels like they were pretty far removed.

Keywords: job security; moving

01:08:51 - Alumni association

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Partial Transcript: Well then returning to Madison...

Segment Synopsis: DC moved back to Madison when she was older (around 2014), and she attended a meeting. They wanted to do something to commemorate the alumni, and they made a plaque now at the old dorms. Then she became president of the Alumni Association. DC explains that it has changed a lot. They raised money to donate to the foundation. They made $150,000. Now, they plan for the annual meeting and organize a speaker. DC thinks it is because when she attended the first meeting, she really felt the comradery and shared experience. Now it is a matter of staying involved and finding new leaders. They are also trying to track more alumni down that have lost touch. They do not want to give it up, so they are looking for people to take over. DC explains she lost touch with her friends from school within a few years. They were all over the country. Last year, 10 people from her class came, which was fun. It is hard as people age. She thinks the foundation and Brianna keep them going.

Keywords: alumni association; leaders; president

01:23:10 - Advice for future nurses

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Partial Transcript: So what advice would you give to future nursing students?

Segment Synopsis: DC explains that they are a lot of the same things that she said for what makes a good nurse. She notes that a large amount of medical knowledge has changed from then to now. The use of technology is a lot different. She thinks a lot of people change paths before they finish their first year. She notes she was in awe of what they had to do, such as 12 hours shifts, high turnover (depending on the unit), more specialization, they are more financially responsible for what they use on patients.

Keywords: compassion; medical knowledge; specialization; technology

01:28:28 - Final thoughts

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Partial Transcript: Well those were all my questions...

Segment Synopsis: DC says she did this for Brianna. And looking back, she got the best education that was possible at that time from Madison General. She was glad that she got to focus on nursing and is very grateful for Madison General.

Keywords: education; focus; grateful

01:30:46 - End of Interview