Valparaiso University’s College of Nursing and Health Professions established a peer-support program, Connected and Stay Strong (CASS), approximately five years ago. Associate Professor Emerita Chris Paquin ’11 DNP recognized that students in accelerated nursing programs, often balancing academic rigor with jobs, families, and other responsibilities, required a distinct support system. Following the COVID-19 pandemic, students frequently reported feelings of disconnection, loneliness, or isolation, leading Professor Paquin to initiate CASS.
The CASS program provides students an opportunity to step away from their academic demands, connect with peers, and openly discuss the challenges they encounter. The core objective of CASS is to remind students that they are not alone. Professor Paquin noted, “The CASS sessions have been a healing and comforting experience for many of the faculty and students who have attended.” She added that common feedback indicated relief at discovering shared experiences.
Initially, CASS sessions were held during the summer for accelerated nursing students and offered on a limited basis during faculty retreats, class sessions, and within the physician assistant program. With support from Dean Elizabeth Gmitter, Ph.D., a work-study position was created to broaden the program’s availability across the College of Nursing and Health Professions. Elizabeth Kaiser ‘27, who had a positive experience in a CASS session, volunteered to lead the group, emphasizing the helpfulness of community in teaching resilience and providing a space to share problems.
Attendance at CASS sessions, facilitated by Elizabeth Kaiser and other student leaders, began slowly but grew to approximately six students per meeting by the end of the last semester. The program is designed as a guided peer-support experience, not therapy, counseling, or a source of professional health advice. Students can discuss stressors, listen to peers facing similar challenges, and learn from their coping strategies. Participants are also welcome to simply listen, ensuring a comfortable environment for all.
A typical CASS session begins with introductions and an icebreaker, followed by student check-ins. Students then select topics such as stress, balance, or self-care, reflecting individually before discussing their thoughts in pairs or as a group. These conversations frequently reveal common struggles, particularly regarding exam stress, busy schedules, and lack of personal time. Students often learn new coping strategies from one another, gaining validation rather than problem-solving. Sessions also incorporate breathing exercises and moments of reflection to help students manage the often-relentless pace of their programs.
Clinical Assistant Professor of Nursing and Director of the Center for Experiential Learning (CEL), Katherine Martin ’16, ’23 MSN, views CASS as more than short-term support. She believes it helps students develop habits of connection and support vital for their future professional lives. With over a decade of nursing experience, Professor Martin understands that the emotional weight of healthcare persists beyond a shift. She hopes students will carry this culture of support into clinical environments and future workplaces.
Challenges students bring to CASS are varied, frequently including feelings of imbalance, difficulty finding time for self-care, and managing competing demands from school, work, and family. Students transitioning into new health professions also commonly face questions of identity. Professor Martin recalled a student who arrived feeling isolated but left a CASS session no longer alone, feeling the community the program aims to provide.
Elizabeth Kaiser finds leading CASS rewarding, noting the surprising commonalities among students at different stages of their programs. She feels the experience has strengthened her interest in mental wellness and resilience, highlighting the importance of health professionals prioritizing their own well-being to best serve patients. CASS is actively working to build awareness, as some students may hesitate due to uncertainty, busy schedules, or fear of judgment. The program fosters a judgment-free environment, requiring respect and privacy, and does not mandate participation in discussions. Both Elizabeth Kaiser and Professor Martin express hope for CASS’s continued growth, envisioning future student leaders carrying the program forward and helping to cultivate a supportive culture within the broader healthcare community.
