Nursing student turns heartbreak into healing

Chellae Simmonds’ route to nursing was shaped by both vocation and loss. On Saturday, January 31, she will graduate from the University of Technology (UTech), Jamaica with a Bachelor of Science in Nursing, first-class honours, and a GPA of 3.96. Her decision to pursue the profession was clarified in late 2017, when her sister was diagnosed with stage four gastric cancer – a turning point that transformed long-held interests into a clear sense of calling.

Simmonds had long been drawn to caregiving roles, particularly those involving children, but accompanying her sister through illness gave that inclination urgency. “Walking with her through that journey changed everything but also solidified for me that nursing was my calling,” she reflected. “I was able to see first-hand what compassionate, skilled nursing looked like as I watched nurses advocate for her, comfort her, and treat her with dignity on her hardest days.”

Her academic journey unfolded under considerable strain. After her sister’s death in 2018, Simmonds assumed responsibility for helping to raise her sister’s three children, while managing the physical and emotional demands of a rigorous nursing programme. “Balancing my own healing with the responsibility of ensuring they felt supported and secure was a challenge that stretched me in every way,” she said. “There were days when it felt difficult to focus on caring for patients in clinical settings while still carrying such a personal loss at home but that experience strengthened my resilience and deepened my purpose. I learned to lean on mentorship, reflection, faith, and family support. Every step of this journey reminded me why I chose nursing, not despite what I’ve been through, but because of the compassion and perseverance those experiences instilled in me.”

Clinical rotations – often spanning twelve-hour shifts – tested her stamina, while courses in anatomy, pharmacology, research and management pushed her academically. She adapted by imposing structure, joining study groups, collaborating with peers and shifting her focus from rote memorisation to clinical application.

Family support remained central to her perseverance. “I wanted my progress to honour the sacrifices of those who supported me, especially my sister, whose memory remains a daily reminder of why I strive for excellence. Helping to raise her children also meant that quitting was never an option. I needed to show them that adversity can refine you, not define you,” she said.

COMMUNITY SERVICE

Her commitment to service extended beyond the classroom. Through her work with the Kicks for Kids Foundation, where she serves as sponsorship and donations coordinator, and through her experience supporting children with special needs, she saw the wider impact of healthcare on families. “Seeing parents exhale with relief when answers finally replaced uncertainty reminded me that my efforts could change entire family experiences. Those moments made the work feel too important to be derailed by temporary stress,” she said.

One of her most formative experiences came through a community health assignment involving a young mother and her two children living in severe deprivation. The family resided in a board house with exposed wiring, limited food and no school enrolment, owing to difficulties accessing the Programme of Advancement Through Health and Education (PATH). Simmonds’ group helped secure PATH registration, arranged food supplies through a wholesaler and supported improved nutrition. “Witnessing the tangible difference this made, seeing the family move toward stability and improved wellbeing was profoundly rewarding,” she said.

The project reinforced her view of nursing as both a clinical and advocacy-driven profession. “It reinforced my commitment to using nursing not just as a clinical profession, but as a platform to advocate for vulnerable populations and create meaningful, tangible change. It also strengthened my leadership, teamwork, and problem-solving abilities, as I coordinated interventions alongside peers and community stakeholders.”

She credits lecturers and mentors with modelling professional advocacy. “Many of them saw potential in me before I had the confidence to fully claim it. They set high standards that demanded excellence, but they paired those expectations with real support and encouragement. Whether it was staying after labs to demonstrate a skill one more time, challenging me to think more critically, or simply checking in when they sensed I was overwhelmed, they consistently showed up in ways that made a difference,” she said. Their support proved critical as she balanced academic pressure with guardianship and community commitments.

‘Intentional about growth’

Simmonds encourages aspiring nurses to be deliberate in their development. She urges them to be “intentional about growth, academically, professionally, and personally and let service guide your choices”, while emphasising consistency, engagement beyond the classroom, early relationship-building with mentors and personal wellbeing.

Having successfully passed the Regional Examination for Nurse Registration, she is preparing to begin practice as a registered nurse, with long-term plans to become a certified registered nurse anaesthetist. Observing the teams who cared for her sister was decisive. “Witnessing the skilled anaesthesia teams who supported her through procedures opened my eyes to how critical this role is in protecting patient safety, reducing pain, and providing comfort during some of the most vulnerable moments of care,” she said.

She plans to continue her involvement in community outreach and programmes that promote access and equity, particularly for children with special needs. “What I value most about UTech is its practical, service-oriented ethos,” she said. “UTech doesn’t just teach concepts; it emphasises application, social responsibility, and readiness for the workplace.”