Valparaiso University's College of Nursing and Health Professions offers a peer-support program called Connected and Stay Strong (CASS) to address the unique pressures faced by its students. Initiated about five years ago by Associate Professor Emerita Chris Paquin ’11 DNP, CASS provides a dedicated forum for health profession students to connect with peers and discuss program demands and personal challenges. The program aims to combat feelings of isolation, disconnection, and loneliness reported by students, particularly in the years following the COVID-19 pandemic. It serves as a guided peer-support experience, not professional counseling or therapy.
Professor Paquin recognized that students in accelerated nursing programs often juggle jobs, families, and other responsibilities, necessitating a different kind of support system than traditional university students. CASS facilitates open dialogue, allowing students to step away from academic demands and realize they are not alone in their experiences. Professor Paquin describes the sessions as "a healing and comforting experience" for both faculty and students who attend. She noted that common feedback highlights relief in knowing others share similar feelings, often expressed as a sentiment of gladness to discover they are not the only ones.
Initially, CASS was available during summers for accelerated nursing students, and later offered in a limited capacity during faculty retreats, class sessions, and within the physician assistant program. With support from Dean Elizabeth Gmitter, Ph.D., a work-study opportunity was created, allowing CASS to expand its reach. Elizabeth Kaiser ’27, a student who found her own class session impactful, volunteered to lead CASS sessions. She noted that a sense of community is "very helpful" and "teaches resilience," enabling students to discuss problems with peers. The group began with modest attendance but grew to approximately six students per meeting by the end of the last semester.
Student leaders, including Elizabeth, facilitate sessions designed to create a comfortable, shared environment where students can participate at their preferred level. Typical sessions include introductions, a lighthearted icebreaker, and check-ins, followed by discussions on topics such as stress, balance, or self-care. Students reflect individually before engaging in group or paired discussions. These conversations often highlight shared struggles, such as exam stress, busy schedules, and lack of personal time, helping students discover commonalities. Through this exchange, students learn coping strategies from one another, gaining validation and new approaches to managing difficulties. Activities like breathing exercises and moments of reflection are also incorporated to offer students a chance to slow down.
Katherine Martin ’16, ’23 MSN, a clinical assistant professor of nursing and director of the Center for Experiential Learning (CEL), emphasizes CASS's role in developing habits of connection that extend beyond academic life into professional careers. Professor Martin, drawing on her decade of nursing experience, acknowledges the persistent emotional demands of healthcare work. She sees CASS as building "muscle memory of seeking support," teaching students early how to engage with colleagues and manage difficult experiences. Professor Martin hopes this supportive culture will be carried into clinical settings and future workplaces, potentially leading to similar peer-support discussions during monthly nursing meetings. Challenges discussed in CASS frequently include feelings of imbalance, difficulties with self-care, and juggling school, work, and family commitments. Students transitioning into new health professions or later in their education also navigate questions of identity, finding comfort in realizing others share their uncertainty, often posing the question, "Who am I now?"
Professor Martin recalled a session where a student arrived feeling isolated but left no longer feeling alone, underscoring the program’s objective of fostering community. Elizabeth Kaiser finds leading CASS rewarding due to the unexpected commonalities she observes among students at various program stages. She noted that "Everyone really appreciates having the sense of connection and help." This experience has also deepened Elizabeth's interest in mental wellness and resilience, shaping her aspirations as a nurse. She believes that healthcare professionals must prioritize their own well-being to effectively care for patients. As a relatively new initiative, CASS continues to build awareness. Some students may hesitate to participate due to uncertainty, time constraints, or fear of judgment. CASS directly addresses these concerns by fostering an environment of respect, privacy, and non-judgment, where participation is optional. Professor Martin clarified that students "don’t have to put on airs that I’m okay." Both Elizabeth and Professor Martin hope for continued growth, more student leaders, and greater student participation, ultimately aiming to cultivate a more supportive culture within the future healthcare community.
