1. Warrior Students Veterans as a culture for today’s educators
Glenn Barnes, MSN, RN, EMT-P, LCDR USN Retired
Debbie Sikes, DNP, RN, CNE
July 2017

2. Session Disclosure 1) Approval Statement
This continuing education activity was approved by the Western Multi-State Division, an accredited approver by the American Nurses Credentialing Center’s Commission on Accreditation.
Arizona, Colorado, Idaho, and Utah Nurses Associations are members of the Western Multi-State Division. Approval # 72-17
2) Criteria for Successful Completion
To receive contact hours, participants must check-in to the session using the barcode scanner, attend the entire session and then complete both the session evaluation and full conference evaluation by July 31, 2017.
3) Conflicts of Interest
This educational activity does not include any content that relates to the products and/or services of a commercial interest that would create a conflict of interest.
4) Commercial Support
There is no commercial support being received for this session.

3. Learning Objectives Increase understanding of military culture
Identify various military stereotypes
Define impact of military culture on classroom environment
Describe methods of interaction with the veteran student and integration into civilian education

4. Definitions of Culture
Customary beliefs, social forms, and material traits of a racial, religious, or social group (Miriam Webster, 2017) 
Characteristic features of everyday existence (as diversions or a way of life) shared by people in a place or time (Miriam Webster, 2017) 
The set of values, conventions, or social practices associated with a particular field, activity, or societal characteristic. (Miriam Webster, 2017)
Shared patterns of behaviors and interactions, cognitive constructs and understanding that are learned by socialization. (University of Minnesota, 2017)

5. Military Culture Defines dress, grooming, and behaviors
Service members are immersed 24/7
Sign a contract and take an oath
Established hierarchy for total family related to rank, housing, and social association
Important to understand
The branch of military
Why the individual joined
How veteran students prefer to be addressed
Military rank: officer, warrant officer, or enlisted
These aspects are enforced by LAW and punishable if not followed.
(Department of Veterans Affairs, 2014)

6. What Military Culture Provides
Connection of past to present
Collective power- uniform, formations, hymns, jargon, flag
Homage- to the valor of past service members and units
Core values
Rank
Structure
Discipline
Camaraderie/ Family. This collective will storm beaches, wade through jungles, fight in deserts.
(Department of Veterans Affairs, 2014)

7. Chain of Command Order of responsibility Addressed needs of personnel
Sets values, morals, issues
Again, enforced by law…whether good or bad superiors. You can go to jail to telling your boss to get stuffed.
(Department of Veterans Affairs, 2014)

12. Military Culture- Veteran Students
Roles in the military
What was your rank?
What was your job?
What training did you receive?
Where were you stationed?
Did you deploy? How many times?
Reserves/National Guard
Adjustments
How are you adjusting to civilian life?
What are the challenges you are facing?
Why did you leave the military?
How can we assist you in the transition process from military to public/civilian education?
Students may not be completely transitioning from the military to civilian life, as they may be reservists and living in both worlds.
(Department of Veterans Affairs, 2014)

13. Military Culture Military Culture Gender Religion Race Age
Sexual Orientation
Economic Background

14. Military Culture Examples
Daily behaviors
Saluting
Standing at attention
Use of titles such as “sir” or “ma’am”
Ranks, badges, medals and ribbons on the uniform
Military birthday celebrations
Ceremonies
Change of Command
Promotions
Reenlistments
Awards
Honor the fallen
(Department of Veterans Affairs, 2014)

15. Military Culture vs. Civilian Culture
Do what you’re told- NOW, but assess the battlespace.
Emotional stoicism
Combat zone- offensive driving
Civilian Culture
Critical thinking
Emotional relationships
Neighborhood- defensive driving
(Hopkins, Herrmann, Wilson, Allen & Malley, 2010)

16. We are referring to the former
Definition of Warrior/Veteran
A person who fights in battles and is known for having courage and skill (Merriam-Webster, 2017)
The term has been used over a broad spectrum of jobs: lawyers, businessmen, survivors of various mental or physical adversity
We are referring to the former

17. Stereotypes

18. It’s not all foxholes
and hand-grenades.

19. Who are our Warriors? Veteran Students Reservists
900,000+ veterans and military received education benefits
Largest increase (42% increase)
4% of student body population
Texas has 2nd highest and Colorado has 11th highest veteran student populations
Reservists
1.1 million reservists
875,147 called to active duty since Sep 2001
50 million service days since 2001
¼ of all American forces in Afghanistan and Iraq
(National Conference of State Legislatures, 2014)
Add information regarding amount of money afforded to veteran students---
(Department of Veterans Affairs, 2014)

20. Veteran Traits Positive Not So Positive Honor Integrity Courage
Adaptability
Steadfastness
Arrogance
Entitled
Easily bored
Emotional Issues (PTSD)
Requires a Change of Perspective
For both the Veteran and Educator

21. Challenges for Educators
Veteran students may challenge educators…
Isn’t this a path to growth?
Are we afraid they’re right?
Veteran perspective…
They’ve been around the world
“Because I said so” is NOT a legitimate answer
Trained to question but still complete mission
“Sham if you can” (lower enlisted mentality)
The BS Flag (may be thrown by both sides)

22. Care and Feeding of your Veteran
Be Honest- even if the truth is unpleasant, be honest.
Do Not…
Patronize- Save that for others, not us
Try to empathize- the movies, books, news reports are not the same
Try to be part of the club- it’s not needed...and it’s OK.
Please don’t bring attention to us…
that usually meant we were selected
for some type of unpleasant detail

23. Relating to Veteran Students
DO’s
Ask about military job
Clerks and mechanics will transition better than infantry types.
Number of deployments-
More is not always better.
Ask about our motivation/objective
We’re goal oriented, use that!
DON’Ts
Ask if we killed anyone
Tell us you know what we’re feeling
Let us get carried away with war stories …because we will.
Talk about how they can contribute to the conversation with their vast experiences- remember to talk about suicide awareness

24. Relating to Veteran Students
Respect- Given and returned, but lost forever.
Honesty-especially for mistakes. Take ownership
Don’t be intimidated because of their experiences.
You are the expert in YOUR field.
They will respect that.
Role Transition especially if they were close to the field you are teaching.
As medics/corpsmen, they had a huge scope of practice that they no longer have.
They have to deal with it.

25. Veteran Life Experiences
“They’re always alone”
We just don’t have that much in common with someone from high school right to college.
Love-Hate relationship with status.
We want to be proud of what we’ve done, we just don’t want to be isolated by it.

26. Green Zone Training Learning Modules: General Orientation
Cultural Competence
Mental Health
Academic Advising
Disability Services
Benefits
Green Zone Training for faculty/staff should be developed to provide an overview of current veteran population, recognize common issues experienced by student veterans, summarize benefits for veteran students, and to identify and provide resources for student veterans.

27. Veteran Friendly Iraq and Afghanistan Veterans of America recommend:
School Websites
Application Process
Student Orientation
Credit Transfers
Tuition, Fees, & Scholarships
Veterans Groups
Veterans Day
(Hopkins et al., 2010; Iraq and Afghanistan Veterans of America (IAVA), 2017)

28. Veterans Perspectives
“The willingness with which our young people are likely to serve in any war, no matter how justified, shall be directly proportional to how they perceive the veterans of earlier wars were treated and appreciated by their nation.”
George Washington
(Hopkins et al., 2010: Image retrieved from

29. References
Department of Veterans Affairs. (2014). Military culture: Core competencies for healthcare professionals. Employee Education System and Mental Health Services. Retrieved from
Department of Veterans Affairs. (2016). Fact sheet: Women’s veterans population. Retrieved from
Hopkins, C., Herrmann, D., Wilson, R. B., Allen, B. & Malley, L. (2010). Improving college education of veterans. Washington, D. C.: Douglas Herrmann.
Iraq and Afghanistan Veterans of America (IAVA). (2017). Retrieved from
Miriam Webster. (2017). Definition of culture. Retrieved from
National Conference of State Legislatures. (2014). Veterans and college. Retrieved from
University of Minnesota. (2017). Center for advanced research on language acquisition. Retrieved from
VA Campus Toolkit. (n.d.). Military culture quiz. VA Campus Toolkit Handout. Retrieved from

30. Session Evaluation To evaluate this session, please do the following:
Go to 2017necintherockies.sched.com/mobile (the online schedule) on your mobile device
Click on the session you attended
Press “Feedback Survey”
Complete survey for the session
*Remember to enter your unique identifier located on the back of your badge when completing survey.