COEHP Q&A: A Short Chat with Nursing Faculty Member, Hope Ballentine

Hope Ballentine has been with the Eleanor Mann School of Nursing at the University of Arkansas since 2012, first as an adjunct instructor and then as a full time instructor from 2014-2018.

Prior to that, she worked in several local clinics and hospitals as an Advanced Practice Nurse and Certified Nurse Midwife.

Ballentine is taking on a new role at EMSON. Enjoy this Q&A with her:

What’s your new position at EMSON?

I’ll be teaching Nursing- specifically Pathophysiology — in the undergraduate program, and I’ll be the coordinator for the Undergraduate pre-licensure BSN program.

Do you have a specific research focus?

My doctoral project focused on the micronutrient choline and increasing intake in pregnant and lactating women. My overarching interest is in nutrition and its effects on women and their families.

What inspired you to teach in this particular field?

I have a B.A. in Education and was a middle school educator for several years before entering an accelerated Master’s in Nursing program and becoming an RN and a Nurse Midwife. After practicing for several years, Nursing Education seemed like a natural fit. It allows me to use all of my education and help impact the profession of nursing on a large scale by preparing nurses who can critically think and will become lifelong learners.

What’s your favorite class to teach?

I love teaching Pathophysiology because it is such a foundational course in understanding how dysfunction of the body compromises health and creates illness. I also really enjoy teaching an elective about Nutrition and Integrative Medicine in health and illness. While these courses may seem opposed to each other, they are actually quite related. It’s so rewarding to seeing students begin to understand how environmental and nutritional choices have such a large impact on how our body works and functions!

What’s your most effective strategy for engaging students?

Pathophysiology is an intense course full of detailed and complex concepts. Students really seem to come alive when they can apply the materials they are learning. We spend a portion of every class period working through a practical application activity in small groups. This may mean a case study students have to “solve,” a case study they have to create, an illustration of a disease process, or any other creative activity I find to engage them and solidify the complex material.

How would you describe your teaching style?

My goal is to create an active learning environment. I would call my teaching style a hybrid between demonstration and facilitation. Because of the complex content in most of the courses I teach, I find it necessary to lay a foundation for my students. However, I feel that most of the learning occurs when they take the foundational material and use it to create real meaning and purpose through practical activities. I guide them to conclusions by asking a lot of questions and stretching them to connect concepts from previous learning.

Do you have any advice for students?

College and graduate school are fraught with competing priorities. Do your best to create an intentional plan for yourself to manage all these priorities so that you can actually gain the knowledge you need to prepare for your career ahead. This should include time for study and classwork, a plan to fuel your body with the nutrients it needs to survive and thrive, time to move your body in a meaningful way, time to connect with those you love, and time for rest and fun! It can seem overwhelming at times, but a good plan can help you ensure you are truly present for all that is required of you.

Tell us about your family:

I am married to John who graduated with his MBA from the U of A and owns a digital packaging business in Springdale. We have 3 children: Eleanor (7), Eliza (6), and Jase (4).