This review is intended as a follow-up to my previous submission and reflects my ongoing experience…read moreas a student at the Marsha Fuerst School of Nursing. I am pleased to share that meaningful progress has been made in several areas since my last review, most notably in leadership and faculty. At the same time, I believe honest and constructive feedback about areas still in need of improvement is essential for the continued growth of the program.
The school's decision to bring in new leadership has made a noticeable and positive difference in the student experience. Dean Calvillo, in particular, has quickly become one of the most impactful additions to the program. From a student's perspective, she is a genuine asset -- approachable, forward-thinking, and clearly invested in improving the direction of the school.
It is worth acknowledging that Dean Calvillo inherited a difficult situation and has demonstrated both professionalism and determination in addressing it. She faces an uphill climb, but the progress she has made in a relatively short time is encouraging. Students notice when leadership cares, and she has made it clear that she does.
Similarly, the Director has contributed meaningfully to keeping the program operational and moving forward. While his specific scope of influence over the RN program may vary, his dedication to the institution has not gone unnoticed.
Two individuals in particular deserve special recognition for the exceptional support they provide to students on a daily basis.
Shannon H.
Shannon is, without question, the backbone of the Bakersfield campus. She is not a professor, but her role in the day-to-day functioning of the program is invaluable. Whenever students have questions, need guidance, or encounter administrative hurdles, Shannon is the person who steps in and gets things done -- reliably, efficiently, and without complaint. Her institutional knowledge and genuine willingness to help make a real difference in the student experience. She is one of the school's greatest assets.
Professor Kirsten T.
Professor T. exemplifies what nursing education should look like. With well over a decade of emergency room nursing experience, she brings a depth of real-world clinical knowledge that enriches every interaction. What sets her apart, however, is not just what she knows -- it is how freely and generously she shares it.
She makes herself available to students at all hours, is never dismissive, and approaches every question with patience and genuine enthusiasm for teaching. Crucially, she teaches students to truly understand the material, not simply memorize it -- a distinction that will serve her students throughout their entire nursing careers. Professor T. does not gatekeep knowledge, and that open, collaborative spirit is exactly what this program needs more of.
The recent additions to the faculty have been a very welcome development. While it would not be appropriate to single out individuals who are still new to their roles, the overall impression is a strongly positive one. This wave of new hiring, combined with improved leadership, gives genuine reason for optimism about the future of the program.
In the interest of providing a balanced and honest review, I feel it is important to address areas where the student experience has fallen short. The following concerns are shared not to single out individuals unfairly, but because unresolved issues at the staff level have a direct and ongoing impact on students.
Unhelpful and Discouraging Interactions
There two members (A. Cruz, Dean Sam) of the staff whose conduct toward students has been consistently discouraging. Specifically, students have repeatedly encountered interactions characterized by a dismissive attitude, an unwillingness to assist, and a lack of constructive communication. When a student seeks guidance and is met with negativity rather than support, it creates a barrier to learning and undermines confidence at a critical stage in their education.
Nursing school is demanding enough without students feeling that certain staff members are working against them rather than with them. Professionalism, accessibility, and a basic willingness to support students should not be optional they are foundational expectations of anyone in an educational role.
Prior Leadership Concerns
Concerns raised in my previous review regarding certain administrative leadership remain unresolved. The environment created under prior leadership left students without adequate support, clear communication, or a sense that their concerns were being heard.
