March 31, 2025 • 48 mins
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*Word of the Day: "Healthcare Deserts"
*Link to Nurse Ty's Research, "The Effect of Ethical Leadership on Nurse Bullying, Burnout, and Turnover Intentions" published in the Journal of Nursing Management.
When Thanayi "Nurse Ty" Lambert moved from Chicago's North Side to its South Side at 16, she discovered more than a new neighborhood—she found her calling. The stark disparities in educational resources and healthcare access weren't just statistics; they were lived realities that would eventually shape her path from science teacher to maternal health advocate and nursing educator.
"I spent a lot of time connecting pregnant teens to resources, getting things they needed," Nurse Ty explains, describing her early teaching career. "I was supposed to be going over science and math, but how can you go over subjects when someone's worried about their baby not having what they need?" This profound observation led her to pursue nursing, specifically in maternal and obstetric care, where she could address these inequities head-on.
Now a clinical assistant professor at UT Arlington with over 17 years of experience, Nurse Ty's approach to nursing education reveals critical blind spots in healthcare training. One powerful example she shares: teaching students to find veins on melanated skin. "On people with darker skin, it makes it challenging to see," she explains, describing how many nursing students are taught to rely on visual cues that simply don't work for all patients. This seemingly small detail has life-or-death implications for patient care.
The conversation takes on heightened urgency as Nurse Ty addresses the resurgence of preventable diseases like measles and the growing phenomenon of "healthcare deserts"—communities with severely limited access to quality care. Her passionate defense of science-based medicine comes with practical advice for navigating today's complex healthcare landscape: find trusted sources, maintain critical thinking skills, and recognize how microaggressions in healthcare settings directly impact patient outcomes.
Whether discussing her strategies for countering workplace bias or sharing her eclectic playlist (from Donna Summer to Miriam Makeba), Nurse Ty embodies the vital connection between diversity in medical education and equitable healthcare delivery. Listen and discover why understanding cultural differences in healthcare isn't just about inclusivity—it's about survival.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:03):
Hello good people.
Welcome to the Top 5 DEIPremier Podcast for and about
folks who cultivate diversity,equity and inclusion in their
craft.
We are your co-hosts, dr J.
Speaker 2 (00:17):
Dr Carlos Miller, the Petty Professor.
Speaker 3 (00:19):
I'm Tanai Lambert Nurse Ty.
Speaker 1 (00:26):
Lambert, nurse Ty, and thank you for joining us
today.
Speaker 2 (00:29):
Today is special because we get to interview our
very own, one of our own, ourco-host Nurse.
Speaker 1 (00:33):
Ty.
What's up, nurse Ty?
So let me just dive in and tellyou about Nurse Ty.
Meet Nurse Ty Tanai Lambert,msn, rnc OB.
I know that's a lot ofimportant letters.
That means she knows what she'sdoing.
She's a nurse educator, birthcoach and mother-baby specialist
with over 17 years ofexperience.
(00:54):
She's a clinical assistantprofessor at UT Arlington, where
she trains the next generationof nurses in antepartum care,
obstetrical emergencies, laborand delivery and maternity
family care.
Beyond the classroom, nurse Tyis deeply committed to community
building, empowering families,youth and fellow nurses through
education and advocacy.
(01:16):
She's also led community-basedhealth initiatives, ensuring
that vital knowledge reachesthose who need it most.
To learn more about her, visitthe links and the podcast.
Welcome to the show, nurse Ty.
Speaker 3 (01:28):
Thank you.
Speaker 1 (01:31):
So, man, I want to say welcome to the show, but you
were part of the show.
Welcome to the show.
Speaker 2 (01:38):
You are the show.
Speaker 1 (01:41):
So I'm going to dive into this first question.
I'm sure our listeners are verycurious.
Speaker 3 (01:57):
How did you get into your field?
Tell us your journey.
A science teacher, I taughtbiology, earth, space science on
the south side of Chicago inthe Chicago public schools, and
I absolutely loved it.
What grades I taught?
Freshman through high school,so ninth through 12th.
(02:18):
I saw a lot of socioeconomicissues that plague our community
.
Speaker 2 (02:27):
Tell us, though when you say socioeconomic issues
that plague the community,because I'm not from Chicago.
Speaker 3 (02:33):
Oh, okay, well, poverty education levels are
lower and it's sad but it'shonest.
I went back and I taught at theschool I graduated from.
Growing up in Chicago, I grewup on the North side initially,
and so I didn't move to theSouth side until I was 16.
When I moved to the South side,they were two years behind, so
(02:54):
I grew up on the South side, soNorth side versus South side is
like North side there's moreresources.
Yeah, yeah.
So on the north side I went topublic schools the whole time.
I never no, like I'm saying thesocioeconomic things like as if
they don't affect me like myparents, my family, drugs, drug
(03:17):
taking all of those thingsimpacted myself and so when I
moved to the south side at 16, Iwas like what in the world?
I felt like I was in anothercountry, almost yeah chicago is,
like it's so segregated it'sone of the most segregated
cities.
Speaker 1 (03:33):
So north side you can be on the low end of
socioeconomic ladder, butbecause you're on the north side
there's resources that can helpmitigate stuff.
South side it's fewer resourcesand they don't really take care
of the community as much allthe men at least.
Speaker 3 (03:48):
Then they weren't doing their jobs and so I'm sure
it's a big culture shock foryou and so like, to my side of
town on the north side, I wasstill plagued with issues.
There were programs to take upfor it.
So, no, I may not have hadsomebody to help me with
homework, but I could go to thetutoring program that was free
(04:10):
of charge, at the park, at thechurch, and so I had access to
get the help that I needed.
When I moved to the South side,I remember are you a teenager?
You go out.
I remember the bus stop, thebuses, public transportation
stopped at some hour and I waslike, but we're still partying.
How are we going to get home?
(04:30):
What is this?
So now I can't party as long asI want to.
They were two years behindacademically.
I was just shocked I'm comingto the school and I was just
like, wow, this is.
I don't know.
As a teenager, I didn't knowwhy that was exactly, I just
knew that it was.
As an adult.
I decided to go back and teachat the school and do the things
(04:55):
that I felt were missing, that Ifelt I would have really
enjoyed Now being the teacher,what I can do and provide for
the students.
I got there and I noticed itwas hard to do that.
It was very hard to do that inthat environment, not always
having the support or theresources that you need.
While I was teaching, I workedwith pregnant and or parenting
(05:22):
teams so students who were outon maternity leave or bed rest
and I spent a lot of my timeconnecting them to resources,
getting things for them thatthey needed.
I was supposed to be going overscience and math and the
subjects of the day, but how areyou going to go over the
(05:43):
subjects of the day when you'reworried about your baby not
having what they need?
So I spent a lot of time likelet's take care of those
problems and those issues beforewe can get to like the school
stuff.
And so then I was like, oh,clearly there's an issue.
If parents knew that they wouldneed all of these things prior
to getting pregnant, clearlythey'll do better.
(06:04):
And so I was like let me goback and be a nurse so that I
can teach what needs to betaught, so that they can be
prepared.
And then saw again that you arenot given all of the things
that you need to do, what needsto be done to get to the people
who need.
And that's how I got intonursing.
(06:26):
Wow, the education, and so,like as a teacher, I was like,
oh, let's teach them abouthealth.
They need to know.
Speaker 2 (06:36):
Your route to nursing was really through seeing the
need for education, communityresources and support, and you
wanted to be part of it that wayExactly, I thought I can do it.
Speaker 3 (06:50):
I could do it If it's coming for someone that looks
that's from the community,clearly I can do it.
Speaker 2 (06:59):
But I just got and I appreciate you.
I know being a nurse is hard,just from watching my
sister-in-law go through hertraining and education I know we
were talking about.
You have early days, late days,you're never off, and you're
also educating and building thenext generation of caregivers
and providers, and so you'retackling some much needed areas
(07:22):
from so many different ways.
Some much needed areas from somany different ways.
But I'm still curious how yougo from being a science educator
to dealing with guts and goreand blood.
Speaker 3 (07:33):
In science.
I love all aspects of science.
When I was teaching, I wasworking with students who were
pregnant or parenting.
To me, healthcare is scienceand so it was a natural
progression.
When I went to apply for schoolat the time because I had a
background in science I met allof the prerequisites and my
(07:56):
entry I already had a bachelor'sdegree.
At the time it was like, oh, Icould either pursue a master's
or get an associate degree or abachelor's degree in nursing.
And so at the time I wasalready married, we had children
, we had another one on the wayand I was like, oh, what's the
most economical way to do this?
Right?
And back then it was less than$5,000 to finish the ADN program
(08:20):
.
And, wow, I was.
The associate nursing degree isADN program and it was much
less expensive.
So $5,000, as opposed to atthat time, the master's program
was way more than that.
And so it's the bachelor'sprogram.
I left education and I got intoan associate degree nursing
(08:43):
program in the city and it was atwo-year program.
I finished and I went into aspecialty that connected to me
as a teacher.
I worked with the parentingteens and the pregnant teens.
I wanted to continue workingwith people, bring in life into
the world, so I went directlyinto labor and delivery after I
(09:07):
graduated with my nursing degree.
Speaker 2 (09:11):
Wow, great.
I know this is a podcast,primary audio.
We're also video recording andit's so cool to sit here and see
Dr J For those of you who maynot know, nurse Ty is married to
our co-host, dr J and to seehim just smile and be in what
pride.
It's so cute.
Speaker 1 (09:31):
Yeah, I remember those tough days Studying hard.
Yeah, the kids, they werebabies.
Those were the days.
Speaker 2 (09:38):
Those were the days.
Speaker 1 (09:40):
Okay.
Speaker 2 (09:41):
Can you share.
You've done a lot.
You're fire.
Can you share because you'vedone a lot.
Your fire, your dope, you slayin all the areas.
But what's an accomplishment ora project or some type of event
that elevated an aspect ofdiversity, equity, inclusion,
that you were part of, thatyou're really proud of or that
(10:04):
you found really impactful orimportant?
Speaker 3 (10:08):
I can't point to one specific project, but in my
current iteration as a nurseprofessor so lucky to be I feel
like empowering those nextgeneration of students who are
(10:30):
going to be going out and takingcare of our community.
I feel like that's the bestthing I can be doing right now
is teaching them, showing themwith my actions and how they see
me interact on the units in ourdiscussions, showing them the
importance of diversity ofthought, not just looking at
(10:54):
somebody's skin color, butsometimes looking at somebody's
skin color means a difference inhealthcare.
It's important, right?
Because a health issue onsomebody with darker skin,
melanated skin, is going to lookdifferent from an issue with
somebody with very light skin.
Give us an example, just mylast group of students that I
(11:16):
just finished with.
Something that all nurses haveto do is learn how to find vein
and start ivs something,Something in the healthcare
community finding a vein onsomebody with melanated skin.
a lot of times people, the firstthing they want to do is look
for what's easy, right?
(11:37):
I love that they call Luigilight skin, Because now they all
like skin right I love it whenthe skin is light.
Like luigi, you can see throughthe skin, oftentimes to see the
veins and see a place to startright.
Oftentimes on people withdarker skin it makes it a little
(11:58):
more challenging to see yeah,I'm looking at my skin.
Now I can't easily spot a veinright, and I had each of them.
Try to find a vein on me.
Just find one on me Right,because I know my veins, I've
been living with them my wholelife and I know how to find them
.
Start IVs, and so I just hadthem with a tourniquet find IV
(12:20):
sites on me, on my arms, becauseit's going to look different on
me than it will on somebodyelse, oftentimes with their
taught in these learninginstitutions.
Right, they're taught by.
Most of the people that they'rebeing taught by don't
necessarily look like me either,and so that might not even be
(12:41):
something that they're thinkingof.
Oh, yeah, right, that might noteven be something that they're
thinking of oh yeah.
Right.
It may not even occur to themto be like, oh no, you just look
, because they're so used tosaying, oh no, it's right here,
you just find what you could see.
It's not even been a thought tothem that you can't go by what
you have to go by what you feel,because that's more reliable
(13:02):
with people with darker skin,and so, to me, training people
to see people's entirety is themost important thing that I'm
doing right now.
I feel like that's the.
I love that.
I feel that is super important.
Speaker 2 (13:21):
Yes because you're getting them to not only it's
not even just culturalcompetency, it's just how to do
your job in a way that meets thepatient, to be able to deliver
what the patient needs.
So it's not even that deep,it's just like how can you find
a vein by not assuming that youcan just look for it Exactly.
(13:41):
Oh, that's awesome, yeah.
Speaker 1 (13:47):
Yeah, I like how you said Luigi's light skin.
That threw me for a loop, I hadto Google.
Is she really talking aboutthat dude, the healthcare?
Speaker 2 (13:53):
The guy who tries to take matters into his own hands.
He didn't try, he did it Afriend of mine.
Speaker 1 (13:58):
he's been on the show before I call him.
Ai the culture guy, aaronIreland.
He always says that whitepeople are light-skinned
Africans.
They either just don't know itor they don't want to accept it,
and I was like, yeah, so tocall them light-skinned, that
really makes sense right.
Speaker 2 (14:28):
Because we're all from Africa.
Article in the New York Timesthat has this long list of words
that have been eliminated fromthe administration, from the
website.
And we think, okay, healthcareis a major component of
government services.
But if you can't say culture orblack, or socioeconomic some of
the things that affect how weeven approach patient care and
health care what can you say?
And if someone can't saymelanated or someone can't say I
(14:53):
, think it's our skill like howdo you train?
the next generation if they'retrying to erase these words from
even women was listed.
Speaker 3 (15:01):
Email on our work.
We do research, funded research, and that's a concern.
Like scientists around theworld are like what is going on
in america because, like yousaid, you all are even in health
care, and so you're like how isthis going to impact?
That's exactly my point.
In health care, you have peoplewho prescribe to these things
(15:25):
as well, which is sad, but it'scounterproductive to having the
outcomes that are necessary tohave good health.
However you feel personally,that's your business.
What are we going to be lookingat with the outcomes of the
health of the people?
Unless you're intentionallytrying to just kill a certain
(15:47):
type of people, then just saythat, right, but these things
have to be dealt with.
They have to be like you said.
You have to say, woman, youhave to.
There's, there's no way to getaround it.
You have to talk aboutdiversity.
You have to talk aboutsocioeconomic differences and
(16:07):
the impact that they have,because you do have health care
deserts, and some of them, moreand more, are in.
Oh, am I getting ahead ofmyself here?
Speaker 2 (16:18):
no, I just got word of the day health care desert.
I don't know what that means.
What is that?
Speaker 1 (16:24):
that's our word of the day.
Speaker 3 (16:25):
Just like a food desert, right when you're having
people, don't?
They have to go X amount ofways before they have access to
good quality food?
It's the same thing forhealthcare.
Some impoverished communitieshave had poor access to
healthcare already, but now,with the changes, places are
(16:48):
having to shut down healthcare,leaving people without access
for over two hours, and it's hadthe way they get to it having
there.
There's so many impedimentsbeing that are in place that
we're still trying to figure outhow to deal with when all of
(17:08):
this stuff is coming down thepike.
It's going to make it that muchmore difficult.
A healthcare desert is the sameas a food desert.
Your people have issues withaccess, they have issues getting
there, they have issues withhaving quality providers
available to them who acceptinsurance, if they have
(17:30):
insurance and it's how far theyhave to go to get there.
Speaker 1 (17:35):
I think one thing people never realize is that
when we talk about DEI, I thinkmajority of the public, or at
least certain legislators, wantus to believe that it's only
about race.
But you mentioned things likethe ability to pay for afford
health care, right?
So socioeconomic status.
We're talking about how they'retrying to remove things like
women and gender from lists forresearch, which is very
(17:56):
important, and we need to havethat because there are real
differences.
When DEI thrives, all boatsrise.
The DEI tide thrives, all boatsrise, and what you're sharing
exemplifies that it's a goodpoint to raise.
To raise Now this next questionyou wanted me to ask.
(18:16):
I know a lot about it becausewhen you come home, you and I we
have pillow talk and I hearabout all the.
We have a paper we publishedtogether.
It talks about bullying in theworkplace.
Speaker 2 (18:22):
But this is more than that, make sure we drop a link
to that paper so we can allaccess it.
Speaker 1 (18:28):
The question I have for you is how do you mitigate
or how do you deal withmicroaggressions?
Speaker 2 (18:36):
Can we start with the definition of microaggressions?
Speaker 1 (18:39):
Microaggressions.
Speaker 3 (18:40):
I'm sorry me and I go back and forth with this one,
only because these words aregoing to be erased from the
dictionary.
Speaker 2 (18:45):
I just want to make sure I get it out there.
Speaker 1 (18:49):
So microaggressions are the research, technical
definition of it mostly relatedto like slights that might be
innocuous, subtle, sometimesintentional, sometimes
non-intentional, that aredirected toward marginalized
individuals.
You have like micro insults,there's micro assaults, there's
(19:10):
micro invalidations.
So, for example, to say tosomeone that you speak very well
for a black person, right, thatwould be like a micro insult or
micro invalidation, becausethis, first of all, it's an
insult.
So to assume that I wouldn'tspeak well if I, if I'm black
and also an, invalidates what itmeans to be black.
(19:30):
Or someone might say, oh, youdon't look black, or you don't
have hair like a black person,that's a micro invalid.
Like a Black person, that's amicro-invalidation.
Touching someone's hair, that'sa micro-assault, because you're
actually without theirpermission, right.
And so these are different typesof micro-aggressions, but they
have a huge impact.
Speaker 2 (19:47):
The micro at all.
Speaker 1 (19:48):
Yeah, and that's why she said she's not getting to it
because she's like yeah, butthey're not micro.
I'm like no, they are, becausethey could be subtle.
People could hide behind it andsay oh, that's not racism,
because it can be a situationand a behavior or a verbal act
that can be considered innocuousor hard to tell.
That's why they're calledmicroaggressions, because when
(20:09):
you go to your boss it's notexplicit racism, so there's no
law that can really address it.
And if bosses are not trained inhow to deal with
microaggressions, thenoftentimes they will ignore it,
disregard it or pretend like itdidn't happen.
So that's a reason why it'scalled microaggressions.
Now there are alsomacroaggressions and, phil, we
(20:30):
can say the macroaggressions arewhat we consider, that explicit
sexism, racism that we see inthe workplace, or ableism, et
cetera.
So back to the question.
Speaker 2 (20:41):
Yes, back to the question.
Speaker 1 (20:42):
The professor always reminds me, and that's why she's
the Professor Petty.
She's not being petty, butshe's helping me out.
Speaker 3 (20:49):
The details are important, they matter, yeah.
Speaker 2 (20:51):
And I'll say, before answering that question, I
wanted to drop a resource.
It's called the Micropedia ofMicroaggressions.
You can go through differentaspects of dimensions of
identity and diversity, to eveneducate, like how and this is
user generated content, wherepeople submit.
(21:12):
This is what I consider to be amicroaggression.
Here's why I felt the way aboutit, here's what you can do
about it.
And then it also goes into, ifyou scroll down, like how to
avoid microaggressions, how torespond and how to be
accountable.
Now back to you, nurse Ty.
Speaker 1 (21:28):
So you definitely put this link in the notes, along
with the magic consulting stepin framework.
But how do you mitigatemicroaggressions?
Speaker 2 (21:36):
okay, come on in listen academia.
Speaker 3 (21:40):
I love it.
I did not learn all of that Igrew up on the north side of
chicago, and so, that being,said I went to a great.
I went to a great elementaryschool.
I went to school with doctors,kids, lawyers, kids.
The governor's daughter wentthere.
That being said, I was one of afew black children in the class
(22:03):
, and so I learned how to dealwith microaggressions very early
on.
If somebody came up and grabbedmy hair, I grabbed their hair.
If they said something to me, Isaid it back to them.
How do you feel about that?
Right back at you.
So, as a kid, that's how Idealt with it like right back at
you, like real, real quick,like that.
And so that's how I've dealtwith it out in public as well.
(22:26):
But in my profession, you evenknow what you were doing I did.
I was just that kid was likehow dare you touch me without my
permission?
You're invading my space, soI'm gonna invade your space back
.
I was that kid that was likewhat do you mean?
I'm beautiful, period, fullstop.
I'm smart, full stop, like I'mfull.
That's just what it is.
(22:48):
I grew up seeing, oh, she's thegovernor, she's got security
and everything.
I thought we're the same.
As a kid I didn't know whatthat was, but I could see the
world might be trying to saythat you guys are better or
you've got this, but I'm in theroom with y'all and I can see
that the world is lying we'relearning the same things.
(23:11):
We're learning the same thingsand if we're the same things and
if we're the same, some of usare better at things than others
, right, and that's foreverybody.
And so I learned that veryearly, and so I took that
confidence, I think, helped metremendously out in the world.
And so, dealing with microaggressions, when somebody would
(23:33):
say I was being introduced on aunit, I was with the manager
and she was taking me around.
I had on a coat that had myname, like a work coat, that I
have a master's degree, and thiswoman, the nurse on that unit,
she walked up to me and she's ohmy gosh, I'm being introduced,
(23:54):
this is my new.
I'm just coming to the unit,you're just meeting me.
Oh, my god, you have a master's.
Look at you.
Are you always this pleasant?
And I'm being introduced Shall.
Speaker 2 (24:11):
I assume that this was a white woman.
Speaker 3 (24:15):
Let's change our frames.
She was very light-skinned,she's a light-skinned African.
Speaker 1 (24:20):
She's a very light-skinned woman.
Speaker 2 (24:24):
As you were being introduced, she was shocked.
Speaker 3 (24:26):
Oh my goodness, are you always this up front with
every person you meet?
Do you do this up front withevery person you meet?
Do you do this with?
Speaker 1 (24:39):
everybody.
Oh my gosh, what's her reaction?
Speaker 3 (24:41):
she just laughed, yeah, and so at that point I
looked at the manager and Iwalked off and I said that's
strike one for this place,clearly I didn't stay working at
that place very long.
Speaker 1 (24:52):
Good for you, because I just yeah, like you said,
you're not familiar with theresearch.
I think the reversal comeback,and that was a great job doing
that.
She tried to invalidate you,micro-invalidate you like.
Oh, to pretend as if she's sosurprised that you have this
advanced degree and you turnedit around for the back of her
face oh are you this all thetime?
(25:13):
That was awesome.
Speaker 2 (25:15):
What I think is important is we've talked about
our different neurodivergentattributes with microaggressions
.
It wasn't always clear to methat was an insult or an attempt
to invalidate, because I'm like, oh, you're asking a question,
why do you have that question?
So like I would probably askthe question, not even thinking
I'm clapping back, but just likelegit curious.
(25:37):
Like why is this shocking foryou?
Is this a shock for everyone orspecific to me?
Then you see the face.
Oh, I struck a nerve.
Were you trying to strike anerve with me, or did you not
realize it either?
Is this also you're like you'rea blind spot?
I don't know.
Speaker 3 (25:51):
And so I put it back like that, because maybe she was
unaware, I don't know what itwas, but let's put it back on
you and see how does it make youfeel?
Speaker 1 (25:59):
And that's why it's so good to implement strategies
like that, Because then it helpsgive you evidence, Because I'm
sure when you did that look onher face or as they do it you
can tell by body language thatit's a microaggression.
And that's what makes it micro,it's not just the words it's
how they say it and the behaviorbehind it.
So it makes you go crazysometimes, no, you're right,
(26:21):
sometimes they don't know butthat's what I learned today and
that's why it's good not to gettoo upset but use that strategy
so it can be a teaching momentfor them, because sometimes they
don't know.
Speaker 3 (26:31):
I use it as a teaching moment because, like I
said, the world has obviouslymisled you to have this false
information.
You're lacking information, solet me help you.
Speaker 1 (26:41):
And let me also say not to say that it's anyone's
responsibility to teach somebodyelse about their own isms and
things like that.
There's so much information inthe world today.
Speaker 2 (26:52):
Everyone has the same cognitive style.
Speaker 1 (26:54):
My philosophy is to kind of show grace.
Don't assume the worst.
Use that strategy for it to bea comeback moment for they can
maybe learn from it and thenafter that, then I know
definitely where somebody stands.
It's not my role to have to dothat.
I shouldn't have to do thatthough.
Speaker 2 (27:11):
Let me ask you this, though, and this is for Nurse Ty
Are you, dr J?
Have you ever yourselfcommitted microaggression and
then realized it and was like oh, because, like you said, we
show grace, but we also needgrace and that's why we show
grace, because otherwise we'd behypocrites.
Speaker 1 (27:28):
You don't have to be a majority member.
That means someone who's maybewhite, cisgender male.
You can be someone who's maybewhite, cisgender male.
You can be someone who'smarginalized, who exhibits
microaggressions towards othermarginalized communities without
even realizing it.
Yeah, and I've done that beforetoo, I'm so embarrassed by it.
I might tell you what it was.
But yeah, we all do them.
We all do them and that's whywe have to.
Speaker 3 (27:48):
But I also I appreciate.
If I'm doing somethingincorrect, I want to be
corrected right If I'm doingsomething that's making someone
feel uncomfortable in a spacethat we share.
I certainly want to have graceto correct me, but, like you
said, if you go learn today tome, it is not anybody else's
(28:09):
responsibility to teach people,but I feel like, if I have to
interact with someone like thatwoman was going to be my
colleague.
She is my colleague becauseright now she is a nurse
somewhere, and so I take that asan opportunity to bring her in
to then say, oh, my goodness,here's an opportunity for you to
(28:31):
then provide better care forthe community that we both serve
.
Because if you're having thosebiases show up at such a mundane
everyday thing as meeting yourcolleague, how is that going to
impact the care that you provideand the care that's given and
that you witness?
(28:52):
If you don't recognize thatthis small bit can have that
sort of an impact, what's to saythat something else small won't
impact the outcomes of thepatients that you're dealing
with?
So I always take it as anopportunity, because I'm in that
space, to bring them in andeducate them, because I want you
(29:12):
to then provide better care foreveryone in the community,
because I know that youcurrently are not in a place to
do that because you're treatingme bad.
Speaker 2 (29:24):
You say ignorant stuff to me, so I can only
imagine what you're going to say.
You're treating me bad and I'myour co-worker.
Speaker 3 (29:31):
I'm your co-worker with a master's degree and you
treat me like this.
I'm co-working with a master'sdegree.
Are you treating me like this?
What are you doing in thoserooms to the people who don't
have education or don't haveinsurance my gosh, they didn't
have insurance to get healthcare, or they have some sort of
drug problem that's showing upand impacting them.
(29:51):
What are you saying to them?
What are you doing to them?
How are you treating them?
That's going to impact theirhealth outcomes.
Speaker 2 (30:00):
Go ahead, Dr J.
Speaker 1 (30:01):
No, but you're right Healthcare outcomes, that's what
matters, because when we'retalking about microaggressions
in your field, that couldtranslate into life or death
right.
And something I want to clarify.
Earlier, when I said that weall exhibit microaggressions,
including those of us who aretraditionally underrepresented,
one of the main differences thatit's important to highlight is
that when it's done to Black andbrown, gay, lesbian or
(30:25):
transgender people, that equatesto death.
Also, because it creates thisnarrative and this whole mindset
that gives license to people toactually treat people
differently, put them insituations where they and their
families are in harm.
I just wanted to make sure Iclarified that.
I wanted to make it seem likeoh, we all do microaggressions.
When it happens to Black andBrown people, it's a totally
(30:46):
different impact.
Speaker 2 (30:47):
That's why it's dangerous.
Speaker 1 (30:49):
Black and Brown people, LGBTQ plus community.
We're not empowered to causeharm, so that makes a huge
difference though.
Speaker 2 (30:56):
Stereotypes are degradation of generalizations.
There's got to be some truthsomewhere from our small sample.
But we have to know that wethink, like researchers and
scientists, that we'reconstantly refining, fine tuning
our theories, our assumptions,testing our hypotheses, what we
think something is and why it is, and we encourage the world to
(31:18):
do the same.
Just because you've hadexperience with a group of
people and you think, like allthat group of people are like
this or do this maybe some ofthem, but not all.
That is never the answer.
We should always constantly berefining and fine-tuning and
questioning and being curiousabout whatever knowledge enters
our mind.
Dr J, I know we have anotherquestion to get to, but did you
(31:38):
want to take a moment to tell usabout the step-in framework
that you have with ImagineConsulting for when we are
dealing with microaggressions?
Speaker 1 (31:47):
Yeah, that's a great question.
Let me see Basically.
The step-in is a strategy fordisrupting microaggressions.
If you are a manager or leaderin an organization, we have
another framework called MICROthat you use if you happen to be
the target of a microaggression.
But for leaders, step IN standsfor S serious attention, t,
(32:10):
train, e, engage, p, promote,valuing differences.
I inform and N normalize newbehaviors.
In each of those letters.
It's a mnemonic Step.
In has a list of activitieswithin it, but we'll put a link
in the chat for you to access ordownload one pager to give you
(32:30):
more information on that.
Speaker 2 (32:31):
Thank you, we can step in and do better.
My next question some stuff isgoing on in the world.
There are some diseaseoutbreaks happening right now.
We saw in Texas that there's acase where somebody has died
from the measles.
Thought we got rid of that.
Nurse Ty, what is your opinionregarding the various disease
(32:54):
outbreaks going on right now?
Speaker 3 (32:59):
It is atrocious what has been done to the systems
that were in place to help andit's been nicked away where
people don't trust vaccinationsanymore, Like we had eradicated
measles and now it's back andit's killed two people and it's
(33:20):
spread.
It was just Texas, Now it'sTexas, New Mexico and
California's got cases.
There's cases up the coast.
From there there's 14 states.
I think there are severalstates with outbreaks right now
of a disease that we haderadicated with vaccinations.
Vaccines work.
I'm very passionate about this.
(33:42):
Why?
Speaker 2 (33:42):
are we here.
Speaker 3 (33:44):
It's the same thing when they rolled back all of the
care.
When they rolled back theabortion.
The rates of death and sepsisinfection have tripled the
amount of women that are dyingfrom care that they should have
access to.
It's ridiculous.
(34:07):
We've got H1N1 going on.
It's outbreak.
It's jumping.
From now it was just in birds,now it's in the animals, and now
it's getting to's jumping.
From now it was just in birds,now it's in the animals, and now
it's getting to people who workwith flu virus.
Yeah, so the regular flu wasreally bad this year.
It did kill a lot of people.
And then there's also the birdflu.
Speaker 2 (34:27):
The bird flu is now they've got some people that are
getting sick from that what canpeople do, despite some of the
challenges, like what can we doto protect ourselves, to remain
educated, not sensationalized bysome of the misinformation and
(34:47):
the other things that are goingon?
What can we do to protectourselves and our families right
now?
Speaker 3 (34:54):
Firstly, always have a trusted healthcare team for
yourself and your family peoplethat you can get information
that you trust from a trustedsource.
Right and just those normalthings of eating a healthy diet,
washing your hands, eating ahealthy diet, washing your hands
(35:17):
.
I don't want to scare people,but there are outbreaks of
tuberculosis as well.
Places have gone back to COVIDprecautions.
If you're going to be in acrowded area, like I told my
family, you're getting on theplane, go ahead and put that
mask on.
There's just so much going onright now.
I don't wear a mask everywhere Igo, but when I get on a plane
(35:37):
I'm wearing one.
If I'm going to a crowded area,I'm back to give me my six feet
in the front and the back, butmeasles is.
So now I'm vaccinated, butmeasles is so contagious that 12
feet won't do you good.
So get a trusted source thatyou can get information from,
(35:58):
because a lot of people usestuff to get clickbait and they
get information that isn'tnecessarily founded in facts and
I know a lot of the times, justbecause I've heard people oh
gosh, the guy that is in chargeis supposed to be in charge of
(36:18):
this right now.
He's supposed to be like makingsomebody talk about a dei hire.
I don't even think he has anynepotism yeah he.
I don't even think he has acertification in health anything
, or sarah certified rfk robertf kennedy jr.
Speaker 2 (36:34):
Okay, I don't even think he has a certification in
health Anything, or a Sarahcertificate.
I think I'm an RFK.
Speaker 1 (36:37):
Robert F Kennedy Jr.
Okay, I didn't know who you'retalking about.
Speaker 3 (36:40):
Yeah, it's terrible and it's insulting of the amount
of work that healthcare workershas done and the science field
has done to just have it all Tohave it.
Speaker 1 (36:54):
Undone.
Speaker 3 (36:55):
Being undone in front of your eyes is just.
It's insulting and it's scary.
How many people have beenpoisoned with this
disinformation, misinformation,alternative facts?
That's going to cost them theirlives.
Like all of those people who,like that woman whose child died
(37:16):
from measles, I can onlyimagine how she feels right now
knowing that she could have.
It's a preventable situation.
Speaker 1 (37:24):
RFK Jr is telling people to take vitamin A for
measles.
Speaker 3 (37:28):
And don't get me wrong, I know a nurse who
doesn't believe in vaccinationand she was on her social media
telling people all you need is ahealthy diet.
Maybe a healthy diet is notgoing to protect you from
measles.
Speaker 2 (37:41):
So once she gets the measles, what happens then?
And just hope you don't die?
That's the other scary thing.
Like you said, when you have anurse and colleague, there's
someone who does havecredentials that we would trust
is also saying oh, I'm a nurse,trust me, you don't need this
and this.
Speaker 3 (37:54):
But that's why I said a trusted source, because when
I say, look at her a trustedsource, look at everything that
they're saying.
Speaker 1 (38:02):
Yeah, because even people who you think you can
trust, you may not be able to,and that answers the question of
how we got here.
I guess, too, you have peoplewho are health care
professionals still giving outadvice.
Speaker 2 (38:14):
Dismiss information, that's yeah, I'm smiling, not
because I think this is funny ordismissive.
This is part of my emotionaldissonance, but I'm smiling out
of cause, I'm coping, cause.
Speaker 3 (38:26):
I'm like this is a legit issue.
It is a legit issue and this isanother reason why, when y'all
ask me, what do I feel is reallygood?
Why do I feel so good aboutworking with new nurses, new
nurses and new nursing students?
Because when they come to mewith questions like, well, why
would this?
(38:46):
And I put it back to them whydo you think?
What is it that you see?
Why would do that?
What is the reason?
If you know that you can getbetter outcomes, why wouldn't
you do the things that wouldlead to better outcomes?
Speaker 2 (39:03):
professor, nurse ty, I think what you just described
is critical thinking.
That's such a dirty word thesedays anything, anything critical
in it.
Bring back critical thinking toevaluate, like you said, why,
what would you, why would you?
Yes, critical thinking,evaluating the pros and cons of
(39:23):
every decision and thinkingabout those implications.
I love that you tie everythingback to health care outcomes.
I feel like it's a little bitharder for us as a DEI
researcher, even as a talentmanagement professional, it's
hard to say there's thishardcore outcome that this ties
to Although right now I amseeing hardcore correlations and
(39:47):
regressions related to physicalsafety from an inclusion,
practices of inclusion andbelonging how they connect
directly to safety outcomes,like you said, healthcare
outcomes.
We all have been or will be apatient at some point.
Speaker 3 (40:03):
Exactly, and which is why I feel like the RFK now.
He won't have to deal with any.
He won't have to deal with theramifications of any of this
faulty lies that they're spewing.
But that nurse that I know shewill.
It's our hospitals that aregetting bombarded with this.
(40:26):
She will, and not only that.
I feel like there should bemore of a connection to the
outcomes, right?
Why should these hospital CEOsbe getting all this money if
their outcomes are so terrible?
Why should these insurancecompanies keep getting paid if
people are having such terribleoutcomes?
(40:47):
That's right.
There should be a directcorrelation.
If any industry has a directcorrelation, it should be
healthcare.
A lot of the times it's beingtaken just the priority has been
completely removed to be profit.
(41:09):
It's just profit and it's likeyou're just prioritizing profits
when you should be prioritizingthe outcomes of the people in
the community that you serve andthere's a disconnect.
And I feel like the newgeneration of nurses are going
to make the connection.
That's my hope, that's alwaysmy hope.
Speaker 2 (41:29):
I believe too, and I'm here to help Current gen.
Next gen, we got Nurse Ty,who's going to help usher in a
new generation of well-informedcritical thinkers who care about
all patients.
Speaker 1 (41:42):
Yes, all patients.
This has been a pretty somberinterview, unfortunately,
talking about these poor healthcare outcomes right, these poor
health care outcomes right, it's.
So now we're going to segueinto some fun and which is, with
the hour, the top of the hourpeople like to know the top
fives and you asked us to askyou about your top five favorite
(42:08):
songs on your playlist yes, sodrum roll.
What's the first?
Speaker 3 (42:13):
okay, this is this in any order, or you're just
giving them it's not in anyorder.
Okay, it is very hard becausemy music you like all types of
music oh, I love everything andso I'm just narrowing.
I'm sorry I'm.
Speaker 1 (42:27):
Sometimes we've been married like almost 30 years and
I'm like, yeah, let me stop,because we know each other so
well, go ahead.
Speaker 3 (42:36):
I do everything I do from yo-yo mod to the most glow.
Really, I love all of it, butthis week on my playlist,
keeping me going, this week wegot I feel love.
I feel love.
Donna Summer Okay, yes, becauseit's always a vibe and then so
(43:00):
I couldn't pick specific songsfor these next two.
They're on the playlist and allof their stuff is on the
playlist.
It's the playlist.
Speaker 1 (43:09):
If you want to do five playlists Like a theme.
Speaker 2 (43:16):
I'm going to help her narrow it down narrow it down.
Speaker 3 (43:18):
Okay, toby and fat okay five five.
I know it's an old song, butthat song just hits five five.
I like that song and then y'allprobably won't know this one.
This one is miriam makiba.
She's no longer us, she's inthe spiritual world right now.
But Tanayi, that's where I getmy name from, and so I like that
(43:40):
little vibe.
And then another one y'allprobably won't know.
She's a newer artist and hername is Binta.
Binta B-I-N-T-A.
Outside, it's always a vibe,let's see.
Speaker 1 (43:54):
Sing it for us.
Speaker 2 (43:55):
That's five.
I Feel Love by Donna.
Speaker 3 (43:58):
Summer I Feel Love.
That's four.
Speaker 2 (44:01):
That's four Okay go ahead.
Speaker 3 (44:02):
Okay, so I'm going to go with Lotto Sunday Service.
I know that's an old song.
Speaker 2 (44:07):
It's not well, it's new, new or old, it don't matter
, super old, that's.
Speaker 3 (44:10):
Sunday service by Lotto.
This week I'm from Chicago.
Speaker 1 (44:14):
Oh, and I'm from you.
Got no Kanye in your playlist,I'm just playing.
Speaker 2 (44:17):
I said this week I'm just playing, I'm just playing.
Speaker 3 (44:22):
I know.
If that's the case, I shouldhave some other Chicago people,
but no, this week.
Speaker 2 (44:28):
I got a playlist for this week so I can vibe with you
, Nurse Ty.
Speaker 1 (44:35):
Yeah, I wonder if there's a way we can create like
a top five playlist.
We have a link to the episodefor each episode whenever they
do something like that.
Speaker 2 (44:41):
I know you well.
I don't mean to just shout outSpotify, but I know I've created
public playlists on Spotify,like with my students, with my
classes, what are we vibing?
Speaker 1 (44:51):
and so it's definitely possible oh, wow,
maybe, wow, maybe that'ssomething we could do for future
episodes.
Maybe this episode We'll seeSounds like a plan.
All right, we got to the topfive.
Those are nice.
And man, donna Summer.
Speaker 2 (45:05):
I immediately started getting into my it just hit a
song in your head.
Speaker 1 (45:09):
You just want to start dancing.
Yeah, yeah, it does dance to itand it's like the way, the
rhythm and the music it's in ameditative state too.
It's just everything about thissong.
It's a hit, it's classic.
Wow, thank you nurse ty mybetter half.
(45:29):
We're just like two parts of awhole yeah thanks for allowing
us to interview you.
Thank you for all the work thatyou're doing, helping save lives
and build future health careleaders and that's important,
especially when we have peoplewho believe, misinformed people
who think that taking vitamin ain the world that have massive
implications.
Thank you, professor thank youfor the interpretation I'm like
(45:54):
luther and you break it down theway it should be done.
All right, hey everybody,thanks for joining us today.
Peace out.
I'm top five, dr J and.
Speaker 2 (46:05):
Petty Professor, nurse, thank you.
I feel loved.
I feel loved, thank you.
Hello good people.
Welcome to the Top 5 DEIPremier Podcast for and about
folks who cultivate diversity,equity and inclusion in their
craft.
We are your co-hosts, dr J.
Speaker 2 (00:17):
Dr Carlos Miller, the Petty Professor.
Speaker 3 (00:19):
I'm Tanai Lambert Nurse Ty.
Speaker 1 (00:26):
Lambert, nurse Ty, and thank you for joining us
today.
Speaker 2 (00:29):
Today is special because we get to interview our
very own, one of our own, ourco-host Nurse.
Speaker 1 (00:33):
Ty.
What's up, nurse Ty?
So let me just dive in and tellyou about Nurse Ty.
Meet Nurse Ty Tanai Lambert,msn, rnc OB.
I know that's a lot ofimportant letters.
That means she knows what she'sdoing.
She's a nurse educator, birthcoach and mother-baby specialist
with over 17 years ofexperience.
(00:54):
She's a clinical assistantprofessor at UT Arlington, where
she trains the next generationof nurses in antepartum care,
obstetrical emergencies, laborand delivery and maternity
family care.
Beyond the classroom, nurse Tyis deeply committed to community
building, empowering families,youth and fellow nurses through
education and advocacy.
(01:16):
She's also led community-basedhealth initiatives, ensuring
that vital knowledge reachesthose who need it most.
To learn more about her, visitthe links and the podcast.
Welcome to the show, nurse Ty.
Speaker 3 (01:28):
Thank you.
Speaker 1 (01:31):
So, man, I want to say welcome to the show, but you
were part of the show.
Welcome to the show.
Speaker 2 (01:38):
You are the show.
Speaker 1 (01:41):
So I'm going to dive into this first question.
I'm sure our listeners are verycurious.
Speaker 3 (01:57):
How did you get into your field?
Tell us your journey.
A science teacher, I taughtbiology, earth, space science on
the south side of Chicago inthe Chicago public schools, and
I absolutely loved it.
What grades I taught?
Freshman through high school,so ninth through 12th.
(02:18):
I saw a lot of socioeconomicissues that plague our community
.
Speaker 2 (02:27):
Tell us, though when you say socioeconomic issues
that plague the community,because I'm not from Chicago.
Speaker 3 (02:33):
Oh, okay, well, poverty education levels are
lower and it's sad but it'shonest.
I went back and I taught at theschool I graduated from.
Growing up in Chicago, I grewup on the North side initially,
and so I didn't move to theSouth side until I was 16.
When I moved to the South side,they were two years behind, so
(02:54):
I grew up on the South side, soNorth side versus South side is
like North side there's moreresources.
Yeah, yeah.
So on the north side I went topublic schools the whole time.
I never no, like I'm saying thesocioeconomic things like as if
they don't affect me like myparents, my family, drugs, drug
(03:17):
taking all of those thingsimpacted myself and so when I
moved to the south side at 16, Iwas like what in the world?
I felt like I was in anothercountry, almost yeah chicago is,
like it's so segregated it'sone of the most segregated
cities.
Speaker 1 (03:33):
So north side you can be on the low end of
socioeconomic ladder, butbecause you're on the north side
there's resources that can helpmitigate stuff.
South side it's fewer resourcesand they don't really take care
of the community as much allthe men at least.
Speaker 3 (03:48):
Then they weren't doing their jobs and so I'm sure
it's a big culture shock foryou and so like, to my side of
town on the north side, I wasstill plagued with issues.
There were programs to take upfor it.
So, no, I may not have hadsomebody to help me with
homework, but I could go to thetutoring program that was free
(04:10):
of charge, at the park, at thechurch, and so I had access to
get the help that I needed.
When I moved to the South side,I remember are you a teenager?
You go out.
I remember the bus stop, thebuses, public transportation
stopped at some hour and I waslike, but we're still partying.
How are we going to get home?
(04:30):
What is this?
So now I can't party as long asI want to.
They were two years behindacademically.
I was just shocked I'm comingto the school and I was just
like, wow, this is.
I don't know.
As a teenager, I didn't knowwhy that was exactly, I just
knew that it was.
As an adult.
I decided to go back and teachat the school and do the things
(04:55):
that I felt were missing, that Ifelt I would have really
enjoyed Now being the teacher,what I can do and provide for
the students.
I got there and I noticed itwas hard to do that.
It was very hard to do that inthat environment, not always
having the support or theresources that you need.
While I was teaching, I workedwith pregnant and or parenting
(05:22):
teams so students who were outon maternity leave or bed rest
and I spent a lot of my timeconnecting them to resources,
getting things for them thatthey needed.
I was supposed to be going overscience and math and the
subjects of the day, but how areyou going to go over the
(05:43):
subjects of the day when you'reworried about your baby not
having what they need?
So I spent a lot of time likelet's take care of those
problems and those issues beforewe can get to like the school
stuff.
And so then I was like, oh,clearly there's an issue.
If parents knew that they wouldneed all of these things prior
to getting pregnant, clearlythey'll do better.
(06:04):
And so I was like let me goback and be a nurse so that I
can teach what needs to betaught, so that they can be
prepared.
And then saw again that you arenot given all of the things
that you need to do, what needsto be done to get to the people
who need.
And that's how I got intonursing.
(06:26):
Wow, the education, and so,like as a teacher, I was like,
oh, let's teach them abouthealth.
They need to know.
Speaker 2 (06:36):
Your route to nursing was really through seeing the
need for education, communityresources and support, and you
wanted to be part of it that wayExactly, I thought I can do it.
Speaker 3 (06:50):
I could do it If it's coming for someone that looks
that's from the community,clearly I can do it.
Speaker 2 (06:59):
But I just got and I appreciate you.
I know being a nurse is hard,just from watching my
sister-in-law go through hertraining and education I know we
were talking about.
You have early days, late days,you're never off, and you're
also educating and building thenext generation of caregivers
and providers, and so you'retackling some much needed areas
(07:22):
from so many different ways.
Some much needed areas from somany different ways.
But I'm still curious how yougo from being a science educator
to dealing with guts and goreand blood.
Speaker 3 (07:33):
In science.
I love all aspects of science.
When I was teaching, I wasworking with students who were
pregnant or parenting.
To me, healthcare is scienceand so it was a natural
progression.
When I went to apply for schoolat the time because I had a
background in science I met allof the prerequisites and my
(07:56):
entry I already had a bachelor'sdegree.
At the time it was like, oh, Icould either pursue a master's
or get an associate degree or abachelor's degree in nursing.
And so at the time I wasalready married, we had children
, we had another one on the wayand I was like, oh, what's the
most economical way to do this?
Right?
And back then it was less than$5,000 to finish the ADN program
(08:20):
.
And, wow, I was.
The associate nursing degree isADN program and it was much
less expensive.
So $5,000, as opposed to atthat time, the master's program
was way more than that.
And so it's the bachelor'sprogram.
I left education and I got intoan associate degree nursing
(08:43):
program in the city and it was atwo-year program.
I finished and I went into aspecialty that connected to me
as a teacher.
I worked with the parentingteens and the pregnant teens.
I wanted to continue workingwith people, bring in life into
the world, so I went directlyinto labor and delivery after I
(09:07):
graduated with my nursing degree.
Speaker 2 (09:11):
Wow, great.
I know this is a podcast,primary audio.
We're also video recording andit's so cool to sit here and see
Dr J For those of you who maynot know, nurse Ty is married to
our co-host, dr J and to seehim just smile and be in what
pride.
It's so cute.
Speaker 1 (09:31):
Yeah, I remember those tough days Studying hard.
Yeah, the kids, they werebabies.
Those were the days.
Speaker 2 (09:38):
Those were the days.
Speaker 1 (09:40):
Okay.
Speaker 2 (09:41):
Can you share.
You've done a lot.
You're fire.
Can you share because you'vedone a lot.
Your fire, your dope, you slayin all the areas.
But what's an accomplishment ora project or some type of event
that elevated an aspect ofdiversity, equity, inclusion,
that you were part of, thatyou're really proud of or that
(10:04):
you found really impactful orimportant?
Speaker 3 (10:08):
I can't point to one specific project, but in my
current iteration as a nurseprofessor so lucky to be I feel
like empowering those nextgeneration of students who are
(10:30):
going to be going out and takingcare of our community.
I feel like that's the bestthing I can be doing right now
is teaching them, showing themwith my actions and how they see
me interact on the units in ourdiscussions, showing them the
importance of diversity ofthought, not just looking at
(10:54):
somebody's skin color, butsometimes looking at somebody's
skin color means a difference inhealthcare.
It's important, right?
Because a health issue onsomebody with darker skin,
melanated skin, is going to lookdifferent from an issue with
somebody with very light skin.
Give us an example, just mylast group of students that I
(11:16):
just finished with.
Something that all nurses haveto do is learn how to find vein
and start ivs something,Something in the healthcare
community finding a vein onsomebody with melanated skin.
a lot of times people, the firstthing they want to do is look
for what's easy, right?
(11:37):
I love that they call Luigilight skin, Because now they all
like skin right I love it whenthe skin is light.
Like luigi, you can see throughthe skin, oftentimes to see the
veins and see a place to startright.
Oftentimes on people withdarker skin it makes it a little
(11:58):
more challenging to see yeah,I'm looking at my skin.
Now I can't easily spot a veinright, and I had each of them.
Try to find a vein on me.
Just find one on me Right,because I know my veins, I've
been living with them my wholelife and I know how to find them
.
Start IVs, and so I just hadthem with a tourniquet find IV
(12:20):
sites on me, on my arms, becauseit's going to look different on
me than it will on somebodyelse, oftentimes with their
taught in these learninginstitutions.
Right, they're taught by.
Most of the people that they'rebeing taught by don't
necessarily look like me either,and so that might not even be
(12:41):
something that they're thinkingof.
Oh, yeah, right, that might noteven be something that they're
thinking of oh yeah.
Right.
It may not even occur to themto be like, oh no, you just look
, because they're so used tosaying, oh no, it's right here,
you just find what you could see.
It's not even been a thought tothem that you can't go by what
you have to go by what you feel,because that's more reliable
(13:02):
with people with darker skin,and so, to me, training people
to see people's entirety is themost important thing that I'm
doing right now.
I feel like that's the.
I love that.
I feel that is super important.
Speaker 2 (13:21):
Yes because you're getting them to not only it's
not even just culturalcompetency, it's just how to do
your job in a way that meets thepatient, to be able to deliver
what the patient needs.
So it's not even that deep,it's just like how can you find
a vein by not assuming that youcan just look for it Exactly.
(13:41):
Oh, that's awesome, yeah.
Speaker 1 (13:47):
Yeah, I like how you said Luigi's light skin.
That threw me for a loop, I hadto Google.
Is she really talking aboutthat dude, the healthcare?
Speaker 2 (13:53):
The guy who tries to take matters into his own hands.
He didn't try, he did it Afriend of mine.
Speaker 1 (13:58):
he's been on the show before I call him.
Ai the culture guy, aaronIreland.
He always says that whitepeople are light-skinned
Africans.
They either just don't know itor they don't want to accept it,
and I was like, yeah, so tocall them light-skinned, that
really makes sense right.
Speaker 2 (14:28):
Because we're all from Africa.
Article in the New York Timesthat has this long list of words
that have been eliminated fromthe administration, from the
website.
And we think, okay, healthcareis a major component of
government services.
But if you can't say culture orblack, or socioeconomic some of
the things that affect how weeven approach patient care and
health care what can you say?
And if someone can't saymelanated or someone can't say I
(14:53):
, think it's our skill like howdo you train?
the next generation if they'retrying to erase these words from
even women was listed.
Speaker 3 (15:01):
Email on our work.
We do research, funded research, and that's a concern.
Like scientists around theworld are like what is going on
in america because, like yousaid, you all are even in health
care, and so you're like how isthis going to impact?
That's exactly my point.
In health care, you have peoplewho prescribe to these things
(15:25):
as well, which is sad, but it'scounterproductive to having the
outcomes that are necessary tohave good health.
However you feel personally,that's your business.
What are we going to be lookingat with the outcomes of the
health of the people?
Unless you're intentionallytrying to just kill a certain
(15:47):
type of people, then just saythat, right, but these things
have to be dealt with.
They have to be like you said.
You have to say, woman, youhave to.
There's, there's no way to getaround it.
You have to talk aboutdiversity.
You have to talk aboutsocioeconomic differences and
(16:07):
the impact that they have,because you do have health care
deserts, and some of them, moreand more, are in.
Oh, am I getting ahead ofmyself here?
Speaker 2 (16:18):
no, I just got word of the day health care desert.
I don't know what that means.
What is that?
Speaker 1 (16:24):
that's our word of the day.
Speaker 3 (16:25):
Just like a food desert, right when you're having
people, don't?
They have to go X amount ofways before they have access to
good quality food?
It's the same thing forhealthcare.
Some impoverished communitieshave had poor access to
healthcare already, but now,with the changes, places are
(16:48):
having to shut down healthcare,leaving people without access
for over two hours, and it's hadthe way they get to it having
there.
There's so many impedimentsbeing that are in place that
we're still trying to figure outhow to deal with when all of
(17:08):
this stuff is coming down thepike.
It's going to make it that muchmore difficult.
A healthcare desert is the sameas a food desert.
Your people have issues withaccess, they have issues getting
there, they have issues withhaving quality providers
available to them who acceptinsurance, if they have
(17:30):
insurance and it's how far theyhave to go to get there.
Speaker 1 (17:35):
I think one thing people never realize is that
when we talk about DEI, I thinkmajority of the public, or at
least certain legislators, wantus to believe that it's only
about race.
But you mentioned things likethe ability to pay for afford
health care, right?
So socioeconomic status.
We're talking about how they'retrying to remove things like
women and gender from lists forresearch, which is very
(17:56):
important, and we need to havethat because there are real
differences.
When DEI thrives, all boatsrise.
The DEI tide thrives, all boatsrise, and what you're sharing
exemplifies that it's a goodpoint to raise.
To raise Now this next questionyou wanted me to ask.
(18:16):
I know a lot about it becausewhen you come home, you and I we
have pillow talk and I hearabout all the.
We have a paper we publishedtogether.
It talks about bullying in theworkplace.
Speaker 2 (18:22):
But this is more than that, make sure we drop a link
to that paper so we can allaccess it.
Speaker 1 (18:28):
The question I have for you is how do you mitigate
or how do you deal withmicroaggressions?
Speaker 2 (18:36):
Can we start with the definition of microaggressions?
Speaker 1 (18:39):
Microaggressions.
Speaker 3 (18:40):
I'm sorry me and I go back and forth with this one,
only because these words aregoing to be erased from the
dictionary.
Speaker 2 (18:45):
I just want to make sure I get it out there.
Speaker 1 (18:49):
So microaggressions are the research, technical
definition of it mostly relatedto like slights that might be
innocuous, subtle, sometimesintentional, sometimes
non-intentional, that aredirected toward marginalized
individuals.
You have like micro insults,there's micro assaults, there's
(19:10):
micro invalidations.
So, for example, to say tosomeone that you speak very well
for a black person, right, thatwould be like a micro insult or
micro invalidation, becausethis, first of all, it's an
insult.
So to assume that I wouldn'tspeak well if I, if I'm black
and also an, invalidates what itmeans to be black.
(19:30):
Or someone might say, oh, youdon't look black, or you don't
have hair like a black person,that's a micro invalid.
Like a Black person, that's amicro-invalidation.
Touching someone's hair, that'sa micro-assault, because you're
actually without theirpermission, right.
And so these are different typesof micro-aggressions, but they
have a huge impact.
Speaker 2 (19:47):
The micro at all.
Speaker 1 (19:48):
Yeah, and that's why she said she's not getting to it
because she's like yeah, butthey're not micro.
I'm like no, they are, becausethey could be subtle.
People could hide behind it andsay oh, that's not racism,
because it can be a situationand a behavior or a verbal act
that can be considered innocuousor hard to tell.
That's why they're calledmicroaggressions, because when
(20:09):
you go to your boss it's notexplicit racism, so there's no
law that can really address it.
And if bosses are not trained inhow to deal with
microaggressions, thenoftentimes they will ignore it,
disregard it or pretend like itdidn't happen.
So that's a reason why it'scalled microaggressions.
Now there are alsomacroaggressions and, phil, we
(20:30):
can say the macroaggressions arewhat we consider, that explicit
sexism, racism that we see inthe workplace, or ableism, et
cetera.
So back to the question.
Speaker 2 (20:41):
Yes, back to the question.
Speaker 1 (20:42):
The professor always reminds me, and that's why she's
the Professor Petty.
She's not being petty, butshe's helping me out.
Speaker 3 (20:49):
The details are important, they matter, yeah.
Speaker 2 (20:51):
And I'll say, before answering that question, I
wanted to drop a resource.
It's called the Micropedia ofMicroaggressions.
You can go through differentaspects of dimensions of
identity and diversity, to eveneducate, like how and this is
user generated content, wherepeople submit.
(21:12):
This is what I consider to be amicroaggression.
Here's why I felt the way aboutit, here's what you can do
about it.
And then it also goes into, ifyou scroll down, like how to
avoid microaggressions, how torespond and how to be
accountable.
Now back to you, nurse Ty.
Speaker 1 (21:28):
So you definitely put this link in the notes, along
with the magic consulting stepin framework.
But how do you mitigatemicroaggressions?
Speaker 2 (21:36):
okay, come on in listen academia.
Speaker 3 (21:40):
I love it.
I did not learn all of that Igrew up on the north side of
chicago, and so, that being,said I went to a great.
I went to a great elementaryschool.
I went to school with doctors,kids, lawyers, kids.
The governor's daughter wentthere.
That being said, I was one of afew black children in the class
(22:03):
, and so I learned how to dealwith microaggressions very early
on.
If somebody came up and grabbedmy hair, I grabbed their hair.
If they said something to me, Isaid it back to them.
How do you feel about that?
Right back at you.
So, as a kid, that's how Idealt with it like right back at
you, like real, real quick,like that.
And so that's how I've dealtwith it out in public as well.
(22:26):
But in my profession, you evenknow what you were doing I did.
I was just that kid was likehow dare you touch me without my
permission?
You're invading my space, soI'm gonna invade your space back
.
I was that kid that was likewhat do you mean?
I'm beautiful, period, fullstop.
I'm smart, full stop, like I'mfull.
That's just what it is.
(22:48):
I grew up seeing, oh, she's thegovernor, she's got security
and everything.
I thought we're the same.
As a kid I didn't know whatthat was, but I could see the
world might be trying to saythat you guys are better or
you've got this, but I'm in theroom with y'all and I can see
that the world is lying we'relearning the same things.
(23:11):
We're learning the same thingsand if we're the same things and
if we're the same, some of usare better at things than others
, right, and that's foreverybody.
And so I learned that veryearly, and so I took that
confidence, I think, helped metremendously out in the world.
And so, dealing with microaggressions, when somebody would
(23:33):
say I was being introduced on aunit, I was with the manager
and she was taking me around.
I had on a coat that had myname, like a work coat, that I
have a master's degree, and thiswoman, the nurse on that unit,
she walked up to me and she's ohmy gosh, I'm being introduced,
(23:54):
this is my new.
I'm just coming to the unit,you're just meeting me.
Oh, my god, you have a master's.
Look at you.
Are you always this pleasant?
And I'm being introduced Shall.
Speaker 2 (24:11):
I assume that this was a white woman.
Speaker 3 (24:15):
Let's change our frames.
She was very light-skinned,she's a light-skinned African.
Speaker 1 (24:20):
She's a very light-skinned woman.
Speaker 2 (24:24):
As you were being introduced, she was shocked.
Speaker 3 (24:26):
Oh my goodness, are you always this up front with
every person you meet?
Do you do this up front withevery person you meet?
Do you do this with?
Speaker 1 (24:39):
everybody.
Oh my gosh, what's her reaction?
Speaker 3 (24:41):
she just laughed, yeah, and so at that point I
looked at the manager and Iwalked off and I said that's
strike one for this place,clearly I didn't stay working at
that place very long.
Speaker 1 (24:52):
Good for you, because I just yeah, like you said,
you're not familiar with theresearch.
I think the reversal comeback,and that was a great job doing
that.
She tried to invalidate you,micro-invalidate you like.
Oh, to pretend as if she's sosurprised that you have this
advanced degree and you turnedit around for the back of her
face oh are you this all thetime?
(25:13):
That was awesome.
Speaker 2 (25:15):
What I think is important is we've talked about
our different neurodivergentattributes with microaggressions
.
It wasn't always clear to methat was an insult or an attempt
to invalidate, because I'm like, oh, you're asking a question,
why do you have that question?
So like I would probably askthe question, not even thinking
I'm clapping back, but just likelegit curious.
(25:37):
Like why is this shocking foryou?
Is this a shock for everyone orspecific to me?
Then you see the face.
Oh, I struck a nerve.
Were you trying to strike anerve with me, or did you not
realize it either?
Is this also you're like you'rea blind spot?
I don't know.
Speaker 3 (25:51):
And so I put it back like that, because maybe she was
unaware, I don't know what itwas, but let's put it back on
you and see how does it make youfeel?
Speaker 1 (25:59):
And that's why it's so good to implement strategies
like that, Because then it helpsgive you evidence, Because I'm
sure when you did that look onher face or as they do it you
can tell by body language thatit's a microaggression.
And that's what makes it micro,it's not just the words it's
how they say it and the behaviorbehind it.
So it makes you go crazysometimes, no, you're right,
(26:21):
sometimes they don't know butthat's what I learned today and
that's why it's good not to gettoo upset but use that strategy
so it can be a teaching momentfor them, because sometimes they
don't know.
Speaker 3 (26:31):
I use it as a teaching moment because, like I
said, the world has obviouslymisled you to have this false
information.
You're lacking information, solet me help you.
Speaker 1 (26:41):
And let me also say not to say that it's anyone's
responsibility to teach somebodyelse about their own isms and
things like that.
There's so much information inthe world today.
Speaker 2 (26:52):
Everyone has the same cognitive style.
Speaker 1 (26:54):
My philosophy is to kind of show grace.
Don't assume the worst.
Use that strategy for it to bea comeback moment for they can
maybe learn from it and thenafter that, then I know
definitely where somebody stands.
It's not my role to have to dothat.
I shouldn't have to do thatthough.
Speaker 2 (27:11):
Let me ask you this, though, and this is for Nurse Ty
Are you, dr J?
Have you ever yourselfcommitted microaggression and
then realized it and was like oh, because, like you said, we
show grace, but we also needgrace and that's why we show
grace, because otherwise we'd behypocrites.
Speaker 1 (27:28):
You don't have to be a majority member.
That means someone who's maybewhite, cisgender male.
You can be someone who's maybewhite, cisgender male.
You can be someone who'smarginalized, who exhibits
microaggressions towards othermarginalized communities without
even realizing it.
Yeah, and I've done that beforetoo, I'm so embarrassed by it.
I might tell you what it was.
But yeah, we all do them.
We all do them and that's whywe have to.
Speaker 3 (27:48):
But I also I appreciate.
If I'm doing somethingincorrect, I want to be
corrected right If I'm doingsomething that's making someone
feel uncomfortable in a spacethat we share.
I certainly want to have graceto correct me, but, like you
said, if you go learn today tome, it is not anybody else's
(28:09):
responsibility to teach people,but I feel like, if I have to
interact with someone like thatwoman was going to be my
colleague.
She is my colleague becauseright now she is a nurse
somewhere, and so I take that asan opportunity to bring her in
to then say, oh, my goodness,here's an opportunity for you to
(28:31):
then provide better care forthe community that we both serve
.
Because if you're having thosebiases show up at such a mundane
everyday thing as meeting yourcolleague, how is that going to
impact the care that you provideand the care that's given and
that you witness?
(28:52):
If you don't recognize thatthis small bit can have that
sort of an impact, what's to saythat something else small won't
impact the outcomes of thepatients that you're dealing
with?
So I always take it as anopportunity, because I'm in that
space, to bring them in andeducate them, because I want you
(29:12):
to then provide better care foreveryone in the community,
because I know that youcurrently are not in a place to
do that because you're treatingme bad.
Speaker 2 (29:24):
You say ignorant stuff to me, so I can only
imagine what you're going to say.
You're treating me bad and I'myour co-worker.
Speaker 3 (29:31):
I'm your co-worker with a master's degree and you
treat me like this.
I'm co-working with a master'sdegree.
Are you treating me like this?
What are you doing in thoserooms to the people who don't
have education or don't haveinsurance my gosh, they didn't
have insurance to get healthcare, or they have some sort of
drug problem that's showing upand impacting them.
(29:51):
What are you saying to them?
What are you doing to them?
How are you treating them?
That's going to impact theirhealth outcomes.
Speaker 2 (30:00):
Go ahead, Dr J.
Speaker 1 (30:01):
No, but you're right Healthcare outcomes, that's what
matters, because when we'retalking about microaggressions
in your field, that couldtranslate into life or death
right.
And something I want to clarify.
Earlier, when I said that weall exhibit microaggressions,
including those of us who aretraditionally underrepresented,
one of the main differences thatit's important to highlight is
that when it's done to Black andbrown, gay, lesbian or
(30:25):
transgender people, that equatesto death.
Also, because it creates thisnarrative and this whole mindset
that gives license to people toactually treat people
differently, put them insituations where they and their
families are in harm.
I just wanted to make sure Iclarified that.
I wanted to make it seem likeoh, we all do microaggressions.
When it happens to Black andBrown people, it's a totally
(30:46):
different impact.
Speaker 2 (30:47):
That's why it's dangerous.
Speaker 1 (30:49):
Black and Brown people, LGBTQ plus community.
We're not empowered to causeharm, so that makes a huge
difference though.
Speaker 2 (30:56):
Stereotypes are degradation of generalizations.
There's got to be some truthsomewhere from our small sample.
But we have to know that wethink, like researchers and
scientists, that we'reconstantly refining, fine tuning
our theories, our assumptions,testing our hypotheses, what we
think something is and why it is, and we encourage the world to
(31:18):
do the same.
Just because you've hadexperience with a group of
people and you think, like allthat group of people are like
this or do this maybe some ofthem, but not all.
That is never the answer.
We should always constantly berefining and fine-tuning and
questioning and being curiousabout whatever knowledge enters
our mind.
Dr J, I know we have anotherquestion to get to, but did you
(31:38):
want to take a moment to tell usabout the step-in framework
that you have with ImagineConsulting for when we are
dealing with microaggressions?
Speaker 1 (31:47):
Yeah, that's a great question.
Let me see Basically.
The step-in is a strategy fordisrupting microaggressions.
If you are a manager or leaderin an organization, we have
another framework called MICROthat you use if you happen to be
the target of a microaggression.
But for leaders, step IN standsfor S serious attention, t,
(32:10):
train, e, engage, p, promote,valuing differences.
I inform and N normalize newbehaviors.
In each of those letters.
It's a mnemonic Step.
In has a list of activitieswithin it, but we'll put a link
in the chat for you to access ordownload one pager to give you
(32:30):
more information on that.
Speaker 2 (32:31):
Thank you, we can step in and do better.
My next question some stuff isgoing on in the world.
There are some diseaseoutbreaks happening right now.
We saw in Texas that there's acase where somebody has died
from the measles.
Thought we got rid of that.
Nurse Ty, what is your opinionregarding the various disease
(32:54):
outbreaks going on right now?
Speaker 3 (32:59):
It is atrocious what has been done to the systems
that were in place to help andit's been nicked away where
people don't trust vaccinationsanymore, Like we had eradicated
measles and now it's back andit's killed two people and it's
(33:20):
spread.
It was just Texas, Now it'sTexas, New Mexico and
California's got cases.
There's cases up the coast.
From there there's 14 states.
I think there are severalstates with outbreaks right now
of a disease that we haderadicated with vaccinations.
Vaccines work.
I'm very passionate about this.
(33:42):
Why?
Speaker 2 (33:42):
are we here.
Speaker 3 (33:44):
It's the same thing when they rolled back all of the
care.
When they rolled back theabortion.
The rates of death and sepsisinfection have tripled the
amount of women that are dyingfrom care that they should have
access to.
It's ridiculous.
(34:07):
We've got H1N1 going on.
It's outbreak.
It's jumping.
From now it was just in birds,now it's in the animals, and now
it's getting to's jumping.
From now it was just in birds,now it's in the animals, and now
it's getting to people who workwith flu virus.
Yeah, so the regular flu wasreally bad this year.
It did kill a lot of people.
And then there's also the birdflu.
Speaker 2 (34:27):
The bird flu is now they've got some people that are
getting sick from that what canpeople do, despite some of the
challenges, like what can we doto protect ourselves, to remain
educated, not sensationalized bysome of the misinformation and
(34:47):
the other things that are goingon?
What can we do to protectourselves and our families right
now?
Speaker 3 (34:54):
Firstly, always have a trusted healthcare team for
yourself and your family peoplethat you can get information
that you trust from a trustedsource.
Right and just those normalthings of eating a healthy diet,
washing your hands, eating ahealthy diet, washing your hands
(35:17):
.
I don't want to scare people,but there are outbreaks of
tuberculosis as well.
Places have gone back to COVIDprecautions.
If you're going to be in acrowded area, like I told my
family, you're getting on theplane, go ahead and put that
mask on.
There's just so much going onright now.
I don't wear a mask everywhere Igo, but when I get on a plane
(35:37):
I'm wearing one.
If I'm going to a crowded area,I'm back to give me my six feet
in the front and the back, butmeasles is.
So now I'm vaccinated, butmeasles is so contagious that 12
feet won't do you good.
So get a trusted source thatyou can get information from,
(35:58):
because a lot of people usestuff to get clickbait and they
get information that isn'tnecessarily founded in facts and
I know a lot of the times, justbecause I've heard people oh
gosh, the guy that is in chargeis supposed to be in charge of
(36:18):
this right now.
He's supposed to be like makingsomebody talk about a dei hire.
I don't even think he has anynepotism yeah he.
I don't even think he has acertification in health anything
, or sarah certified rfk robertf kennedy jr.
Speaker 2 (36:34):
Okay, I don't even think he has a certification in
health Anything, or a Sarahcertificate.
I think I'm an RFK.
Speaker 1 (36:37):
Robert F Kennedy Jr.
Okay, I didn't know who you'retalking about.
Speaker 3 (36:40):
Yeah, it's terrible and it's insulting of the amount
of work that healthcare workershas done and the science field
has done to just have it all Tohave it.
Speaker 1 (36:54):
Undone.
Speaker 3 (36:55):
Being undone in front of your eyes is just.
It's insulting and it's scary.
How many people have beenpoisoned with this
disinformation, misinformation,alternative facts?
That's going to cost them theirlives.
Like all of those people who,like that woman whose child died
(37:16):
from measles, I can onlyimagine how she feels right now
knowing that she could have.
It's a preventable situation.
Speaker 1 (37:24):
RFK Jr is telling people to take vitamin A for
measles.
Speaker 3 (37:28):
And don't get me wrong, I know a nurse who
doesn't believe in vaccinationand she was on her social media
telling people all you need is ahealthy diet.
Maybe a healthy diet is notgoing to protect you from
measles.
Speaker 2 (37:41):
So once she gets the measles, what happens then?
And just hope you don't die?
That's the other scary thing.
Like you said, when you have anurse and colleague, there's
someone who does havecredentials that we would trust
is also saying oh, I'm a nurse,trust me, you don't need this
and this.
Speaker 3 (37:54):
But that's why I said a trusted source, because when
I say, look at her a trustedsource, look at everything that
they're saying.
Speaker 1 (38:02):
Yeah, because even people who you think you can
trust, you may not be able to,and that answers the question of
how we got here.
I guess, too, you have peoplewho are health care
professionals still giving outadvice.
Speaker 2 (38:14):
Dismiss information, that's yeah, I'm smiling, not
because I think this is funny ordismissive.
This is part of my emotionaldissonance, but I'm smiling out
of cause, I'm coping, cause.
Speaker 3 (38:26):
I'm like this is a legit issue.
It is a legit issue and this isanother reason why, when y'all
ask me, what do I feel is reallygood?
Why do I feel so good aboutworking with new nurses, new
nurses and new nursing students?
Because when they come to mewith questions like, well, why
would this?
(38:46):
And I put it back to them whydo you think?
What is it that you see?
Why would do that?
What is the reason?
If you know that you can getbetter outcomes, why wouldn't
you do the things that wouldlead to better outcomes?
Speaker 2 (39:03):
professor, nurse ty, I think what you just described
is critical thinking.
That's such a dirty word thesedays anything, anything critical
in it.
Bring back critical thinking toevaluate, like you said, why,
what would you, why would you?
Yes, critical thinking,evaluating the pros and cons of
(39:23):
every decision and thinkingabout those implications.
I love that you tie everythingback to health care outcomes.
I feel like it's a little bitharder for us as a DEI
researcher, even as a talentmanagement professional, it's
hard to say there's thishardcore outcome that this ties
to Although right now I amseeing hardcore correlations and
(39:47):
regressions related to physicalsafety from an inclusion,
practices of inclusion andbelonging how they connect
directly to safety outcomes,like you said, healthcare
outcomes.
We all have been or will be apatient at some point.
Speaker 3 (40:03):
Exactly, and which is why I feel like the RFK now.
He won't have to deal with any.
He won't have to deal with theramifications of any of this
faulty lies that they're spewing.
But that nurse that I know shewill.
It's our hospitals that aregetting bombarded with this.
(40:26):
She will, and not only that.
I feel like there should bemore of a connection to the
outcomes, right?
Why should these hospital CEOsbe getting all this money if
their outcomes are so terrible?
Why should these insurancecompanies keep getting paid if
people are having such terribleoutcomes?
(40:47):
That's right.
There should be a directcorrelation.
If any industry has a directcorrelation, it should be
healthcare.
A lot of the times it's beingtaken just the priority has been
completely removed to be profit.
(41:09):
It's just profit and it's likeyou're just prioritizing profits
when you should be prioritizingthe outcomes of the people in
the community that you serve andthere's a disconnect.
And I feel like the newgeneration of nurses are going
to make the connection.
That's my hope, that's alwaysmy hope.
Speaker 2 (41:29):
I believe too, and I'm here to help Current gen.
Next gen, we got Nurse Ty,who's going to help usher in a
new generation of well-informedcritical thinkers who care about
all patients.
Speaker 1 (41:42):
Yes, all patients.
This has been a pretty somberinterview, unfortunately,
talking about these poor healthcare outcomes right, these poor
health care outcomes right, it's.
So now we're going to segueinto some fun and which is, with
the hour, the top of the hourpeople like to know the top
fives and you asked us to askyou about your top five favorite
(42:08):
songs on your playlist yes, sodrum roll.
What's the first?
Speaker 3 (42:13):
okay, this is this in any order, or you're just
giving them it's not in anyorder.
Okay, it is very hard becausemy music you like all types of
music oh, I love everything andso I'm just narrowing.
I'm sorry I'm.
Speaker 1 (42:27):
Sometimes we've been married like almost 30 years and
I'm like, yeah, let me stop,because we know each other so
well, go ahead.
Speaker 3 (42:36):
I do everything I do from yo-yo mod to the most glow.
Really, I love all of it, butthis week on my playlist,
keeping me going, this week wegot I feel love.
I feel love.
Donna Summer Okay, yes, becauseit's always a vibe and then so
(43:00):
I couldn't pick specific songsfor these next two.
They're on the playlist and allof their stuff is on the
playlist.
It's the playlist.
Speaker 1 (43:09):
If you want to do five playlists Like a theme.
Speaker 2 (43:16):
I'm going to help her narrow it down narrow it down.
Speaker 3 (43:18):
Okay, toby and fat okay five five.
I know it's an old song, butthat song just hits five five.
I like that song and then y'allprobably won't know this one.
This one is miriam makiba.
She's no longer us, she's inthe spiritual world right now.
But Tanayi, that's where I getmy name from, and so I like that
(43:40):
little vibe.
And then another one y'allprobably won't know.
She's a newer artist and hername is Binta.
Binta B-I-N-T-A.
Outside, it's always a vibe,let's see.
Speaker 1 (43:54):
Sing it for us.
Speaker 2 (43:55):
That's five.
I Feel Love by Donna.
Speaker 3 (43:58):
Summer I Feel Love.
That's four.
Speaker 2 (44:01):
That's four Okay go ahead.
Speaker 3 (44:02):
Okay, so I'm going to go with Lotto Sunday Service.
I know that's an old song.
Speaker 2 (44:07):
It's not well, it's new, new or old, it don't matter
, super old, that's.
Speaker 3 (44:10):
Sunday service by Lotto.
This week I'm from Chicago.
Speaker 1 (44:14):
Oh, and I'm from you.
Got no Kanye in your playlist,I'm just playing.
Speaker 2 (44:17):
I said this week I'm just playing, I'm just playing.
Speaker 3 (44:22):
I know.
If that's the case, I shouldhave some other Chicago people,
but no, this week.
Speaker 2 (44:28):
I got a playlist for this week so I can vibe with you
, Nurse Ty.
Speaker 1 (44:35):
Yeah, I wonder if there's a way we can create like
a top five playlist.
We have a link to the episodefor each episode whenever they
do something like that.
Speaker 2 (44:41):
I know you well.
I don't mean to just shout outSpotify, but I know I've created
public playlists on Spotify,like with my students, with my
classes, what are we vibing?
Speaker 1 (44:51):
and so it's definitely possible oh, wow,
maybe, wow, maybe that'ssomething we could do for future
episodes.
Maybe this episode We'll seeSounds like a plan.
All right, we got to the topfive.
Those are nice.
And man, donna Summer.
Speaker 2 (45:05):
I immediately started getting into my it just hit a
song in your head.
Speaker 1 (45:09):
You just want to start dancing.
Yeah, yeah, it does dance to itand it's like the way, the
rhythm and the music it's in ameditative state too.
It's just everything about thissong.
It's a hit, it's classic.
Wow, thank you nurse ty mybetter half.
(45:29):
We're just like two parts of awhole yeah thanks for allowing
us to interview you.
Thank you for all the work thatyou're doing, helping save lives
and build future health careleaders and that's important,
especially when we have peoplewho believe, misinformed people
who think that taking vitamin ain the world that have massive
implications.
Thank you, professor thank youfor the interpretation I'm like
(45:54):
luther and you break it down theway it should be done.
All right, hey everybody,thanks for joining us today.
Peace out.
I'm top five, dr J and.
Speaker 2 (46:05):
Petty Professor, nurse, thank you.
I feel loved.
I feel loved, thank you.
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