Aubrey Howell has over 8 years of experience as a registered nurse, nursing instructor, and case manager. She has a Bachelor's of Science in Nursing and is pursuing a Master's in Nursing Education. She is board certified as a Holistic Baccalaureate Nurse and is currently a nursing instructor at ITT Technical Institute where she teaches in the skills lab, classroom, and clinical settings. Prior to her current role, she has worked as a registered nurse in long-term care facilities, rehabilitation centers, and home health.
The Teaching Learning Process: Intro, Phases, Definitions, Theories and Model...
(MST) The Teaching-Learning Process in Educational Practices
First set of report/discussion
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow.
Educational Aims, Objectives and other Aspirations
This document discusses different types of educational objectives:
1) Behavioral objectives aim to clearly define specific learner outcomes but can be limiting and reductionist.
2) Problem-solving objectives present learners with problems to solve rather than predefined behaviors. This allows for more creative thinking.
3) Expressive outcomes focus on learners expressing themselves through means such as art, music, and creative writing rather than demonstrated behaviors or problem-solving. The document examines the benefits and limitations of each approach to setting educational objectives.
The document discusses the relationship between teaching and learning. It states that teaching is an intentional activity aimed at inducing learning, though teaching activities do not guarantee learning. Effective teaching involves understanding the relationship between teaching and learning in order to make the process successful. Both teaching and learning are goal-oriented and require skills, though only good learners can become good teachers. The teaching-learning process involves diagnostic, prescriptive, and evaluative functions and follows principles like encouraging student-faculty contact and active learning.
The document discusses concepts related to andragogy, including Knowles' principles of andragogy, which state that adult learners feel a need to learn, prefer a mutual respect between learner and teacher, see learning goals as their own, share responsibility for planning, and value experience. It also discusses the differences between pedagogical and andragogical assumptions and design factors. Additionally, it covers informal and incidental learning, Grow's stages of learning autonomy, and studies on informal learning experiences.
This document discusses Glickman's theory of developmental supervision, which views supervision as a process aimed at improving instruction. The theory proposes that teachers operate at different levels of professional development and effectiveness, so they need to be supervised in different ways. The goal of supervision is to help every teacher progress to higher stages of thought. The supervisor's task involves three phases - diagnostic, tactical, and strategic. In the diagnostic phase, the supervisor assesses teachers. In the tactical phase, the supervisor helps teachers solve immediate problems using directive, collaborative, or nondirective approaches. In the strategic phase, the supervisor aims to accelerate teacher development by exposing them to new ideas and problem-solving techniques.
The Teaching Learning Process: Intro, Phases, Definitions, Theories and Model...Monica P
(MST) The Teaching-Learning Process in Educational Practices
First set of report/discussion
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow.
This document discusses different types of educational objectives:
1) Behavioral objectives aim to clearly define specific learner outcomes but can be limiting and reductionist.
2) Problem-solving objectives present learners with problems to solve rather than predefined behaviors. This allows for more creative thinking.
3) Expressive outcomes focus on learners expressing themselves through means such as art, music, and creative writing rather than demonstrated behaviors or problem-solving. The document examines the benefits and limitations of each approach to setting educational objectives.
The document discusses the relationship between teaching and learning. It states that teaching is an intentional activity aimed at inducing learning, though teaching activities do not guarantee learning. Effective teaching involves understanding the relationship between teaching and learning in order to make the process successful. Both teaching and learning are goal-oriented and require skills, though only good learners can become good teachers. The teaching-learning process involves diagnostic, prescriptive, and evaluative functions and follows principles like encouraging student-faculty contact and active learning.
A guide to instructional practice in teaching & learningKeithH66
The document discusses instructional practices and learning theories. It provides an overview of different learning theories including behavioral, cognitive, constructivist, and situative approaches. It also discusses aspects of instructional design like learning outcomes, resources, assessments, and applying learning theories to pedagogical approaches. Group activities are suggested to identify desirable stages of instructional practice and align them with theoretical models.
Schon's models of curriculum disseminationDambar Khatri
Schon identified three models of curriculum dissemination:
1. The center-periphery model involves dissemination controlled from a central source spreading outward.
2. The proliferation of centres model establishes primary and secondary centers that both support and expand dissemination.
3. The shifting- centres method emerges from social movements and lacks clearly established secondary centers, instead dissemination responds to local demands.
The document discusses the teaching profession. It defines teaching, examines its relationship to learning, and explores viewing teaching as a profession, mission, and vocation. Teaching incorporates aspects of both an art and science. While some are teachers by choice or chance, it is most fulfilling as a calling that requires continual learning and development to effectively guide students.
UD -designing learner centered curriculumpraveenraj265
This document discusses learner-centered and student-centered curriculum. It defines these concepts and outlines their key features and advantages according to various scholars like Kelly, Dewey, and the Progressive Education Commission. The main points made are:
1) A learner-centered curriculum focuses on students' needs, interests, and development rather than a fixed set of lessons.
2) Key aspects include allowing student interaction, teaching according to growth stages, and suiting interests/abilities.
3) A student-centered curriculum provides direct experiences like field trips and indirect experiences like media. It is flexible and puts the student at the center of learning.
4) Advantages include increased student motivation, participation, and functional learning skills. Limit
Student name michel garcia tapanes _____________________________ssusere73ce3
This document provides instructions for a student to complete a self-assessment of their professional behaviors. The student is asked to review criteria for 10 professional behaviors and assess themselves as functioning at a beginning, intermediate, entry, or post-entry level for each behavior. They then provide examples to support their assessment and identify areas for improvement. Finally, the student and faculty will discuss the assessment, get feedback, and set goals to work on areas that need improvement.
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Developmental supervision views instructional leadership as a process of improving teaching. The supervisor diagnoses teachers' development levels and needs, which vary due to experience. Supervisors then use directive, collaborative, or nondirective approaches to help teachers solve problems tactically. Strategically, supervisors expose teachers to new ideas and problem-solving techniques while lessening dependence, to accelerate development and independent thinking. The goal is increasing each teacher's ability to think at higher stages.
Reflective teaching as innovative approach pptAnnie Kavitha
Reflective teaching is a process where teachers think critically about their teaching practices by analyzing lessons and looking for ways to improve student learning outcomes. It involves self-evaluation techniques like peer observation, journaling, and recording lessons to better understand classroom interactions. Reflective teaching supports teachers' professional development and helps them meet rising educational standards by ensuring they are aware of each student's learning and tailoring instruction appropriately.
This document discusses how to become an effective learner. It notes common problems students have like being tardy or distracted. To become an effective learner, one must change their attitude, beliefs, and themselves. Effective learners take control of their own learning and can predict learning outcomes. Key characteristics of effective learners include goal-setting, time management, using learning strategies, self-evaluation, seeking help, and self-motivation. Self-regulation involves phases like forethought, performance, and self-reflection. Being an effective learner requires persistence, hard work, and patience.
Differentiated Supervision – Because Students Are Not the Only Ones with Diff...rdbks12
Presentation for Teachers and Administrators in the
New Canaan Public Schools, New Canaan, CT
PowerPoint orginally located on TeacherTube.com under the following URL - media2.teachertube.com/files/articles/4290.pptx
The document discusses principles and maxims of teaching. It defines teaching as helping students acquire knowledge and skills while developing their personality, mind, spirit, and character. The purposes of teaching include immediate mastery of subjects as well as overall growth. Key principles of teaching outlined are having clear aims, being activity-based, linking to real life, planning, motivating students, and having a supportive environment. Characteristics of good teaching include appropriate responsibility, indirect control by teachers, well-managed classrooms, and personal relationships between teachers and students. Maxims of teaching provide guidance on moving from known to unknown concepts and from simple to complex ideas.
Angela Peterson provides her contact information and summarizes her extensive experience working with school-age children with disabilities and/or mental illness in Minnesota and Texas. She lists her work history from 2009 to 2016 as an Academic/Behavior Manager at a school for at-risk students, from 2005 to 2010 as a Correctional Officer at a county sheriff's department, and from 2003 to 2005 as a Speech/Language Clinician at a public school. Peterson received a Bachelor's degree in Communication Disorders from St. Cloud State University and an Associate's degree from Cambridge Community College. She is pursuing Speech Language Pathology Assistant licensure and holds certifications in Crisis Prevention & Intervention, First Aid/CPR/AED, and
This resume summary provides information about Davia McFarlane's professional background and qualifications. She has experience providing administrative support, onboarding new hires, customer service, and job analysis. Her skills include communication, organization, attention to detail, Microsoft Office proficiency, event planning, and critical thinking. Recent work history includes roles as an office assistant where she planned events and maintained communications, and an HR intern where she updated job descriptions. She has a Bachelor's degree in Business Administration from the University of Oregon.
Carlee Todd is seeking a job where she can utilize her experience and skills. She has a Bachelor's degree in Criminal Justice from the University of Nevada, Reno. She has several years of experience in customer service roles, including as a cashier, server, and intern with a public defender's office. Her skills include being dependable, fast learning, teamwork, and adapting quickly to changes. She has proficiency in Microsoft Office programs and references available.
Abel I. Tirado is seeking admission to The King's College for a degree in Finance with a Minor in Pre-Law. He has a background of strong customer service skills developed through various roles in hospitality and as the founder of his own catering business. Letters of recommendation from previous managers and professors highlight his maturity, work ethic, leadership abilities, and academic strengths including high grades. Overall, the document presents Abel as a well-rounded, motivated individual with the skills and qualifications to succeed in his academic and career pursuits.
Jasmine Schwab graduated from New York University with a Bachelor's degree in Social Justice and Mental Health. She has experience interning at a school guidance counseling office and working with children in various educational and theatrical roles. Her resume highlights relevant coursework and experiences in counseling, advocacy, and working with families and children.
Curt Knudsen has over 25 years of experience as a production supervisor and trainer in manufacturing and aircraft maintenance. He has a proven track record of leading teams, improving safety, quality and productivity through Lean techniques. Currently he supervises over 60 employees and two shifts as Production Supervisor at Crosby National Swage, responsible for $650k in weekly components. Previously he held supervisory roles at Remington Arms and in the US Air Force, where he managed teams of up to 90 personnel and aircraft valued at $1.6 billion.
This curriculum vitae summarizes Ajaya Raghava Karimbalappu's experience working for 9+ years in IT projects involving application development and support. He has experience with Oracle PL/SQL, Java, JavaScript, and shell scripting and has worked on telecom OSS/BSS projects using products like AXIOM and Singl.eView. His most recent roles involve programming analysis for projects involving order fulfillment systems.
This document provides a summary of qualifications for Diana Barwald as a legal secretary. She has over 33 years of continuous legal experience and has been a notary public in Utah since 1986. Her skills include proficiency with Microsoft Office, legal research and filing documents with courts and government agencies online. She has extensive experience preparing legal documents and maintaining files for various law firms throughout her career.
This document is a resume for Calandra Baker summarizing her experience in claims management and customer service roles over the past 18 years. She has over 10 years of experience exceeding goals in claims management at Zurich North America, with expertise in areas such as customer service, communication, negotiation, evaluation, investigations, and time management.
This document provides a profile and resume for Ali Karimi, a Registered Practical Nurse. The profile outlines Karimi's nursing qualifications and experience providing care such as taking vital signs, administering medication, and monitoring patients. The resume summarizes Karimi's qualifications including experience providing nursing care to various patient populations with empathy. Karimi's professional experience includes their current role at Maven Care and previous roles at Long Term Nursing Home and North York General Hospital where nursing duties such as patient care, documentation, and medical administration were performed.
The document discusses various clinical teaching methods in nursing. It begins by outlining the general and specific objectives of the seminar on clinical teaching methods. It then defines key terms and introduces different clinical teaching models like the teaching model, preceptor model, and CTA model. The document also describes the components and purpose of nursing care plans, and explains the phases of bedside clinics in detail. Finally, it lists some commonly used clinical teaching methods in nursing like nursing care plans, case studies, bedside clinics, rounds, process recording, and group/individual conferences.
This document is a resume for Melvyn Paolo R. Francisco, a nurse seeking employment. It outlines his objective of securing a nursing position where he can apply his skills and continue learning. It then details his qualifications, including being skilled at learning new concepts, working well under pressure, and having computer skills. It provides information on his nursing experience and education, as well as licenses and training.
The role of nurses in tertiary hospitalSaleh Ahmed
Nurses play vital caring roles in tertiary hospitals through providing appropriate, effective, efficient, acceptable and scientific quality care. As the hospitals are also teaching facilities, nurses are responsible for teaching colleagues and students while performing their duties. The additional teaching role makes nurses in tertiary hospitals unique in imparting their specialized knowledge and skills.
Margarida Martins-Pires has over 15 years of experience as a registered nurse. She currently works as a Nursing Supervisor at Kindred Hospital in Stoughton, MA where she hires, trains, and supervises nursing staff, develops nursing protocols, and ensures high quality patient care. Previously, she was the Director of Nursing at Cape Verdean Adult Day Health, Inc. and held various nursing roles including Clinical Leader and Registered Nurse at Mount Auburn Hospital. She has a BA in Nursing, a certificate in health management, and is fluent in Spanish and Cape Verdean Creole.
This document outlines the job profile for a Senior Staff Nurse position at Leaders in Oncology Care. The role involves providing specialist nursing care to cancer patients, ensuring high quality individualized care. Key responsibilities include patient assessment, documentation, clinical procedures like cannulation, communication with the multidisciplinary team, education of patients and families, and evaluation of patient care. The nurse will also support junior staff and students, maintain clinical competency, and deputize for the Senior Sister in their absence. Qualifications required include registration as an oncology nurse and experience in an outpatient cancer treatment setting.
Veronica V. Peraza has over 20 years of experience as a registered nurse, with extensive experience in utilization management, case management, and care coordination roles. She currently serves as the UM Department Manager for Alameda Alliance for Health, where she oversees clinical operations and ensures efficient healthcare delivery. Prior to this role, she held several leadership positions involving utilization review, care management, and discharge planning for hospitals and health plans in California. Peraza has a Master of Science in Nursing degree and certifications in ACLS and BLS.
This document outlines a seminar on evidence-based nursing practice. It defines evidence-based practice as using the best available research evidence, clinical expertise, and patient values to guide nursing care. The five steps of evidence-based practice are described as formulating questions, searching literature, critically analyzing evidence, implementing useful findings, and evaluating changes. Barriers to evidence-based practice include lack of skills, support, time and access to research. Clinical nurse educators and administrators can promote evidence-based practice through role modeling, education and creating supportive environments for nursing research.
Serene White has over 10 years of experience in healthcare environments including as a certified nursing assistant. She has a Master's degree in Public Health from Kaplan University and certificates in nursing assistance, paralegal studies, and teaching. Her experience includes delivering patient care, assisting in educational programs, and volunteering in emergency preparedness.
Veronica V. Peraza has over 15 years of experience as a registered nurse, with expertise in case management, utilization review, and care coordination. She is currently the UM Department Manager at Alameda Alliance for Health, where she oversees clinical operations and ensures efficient healthcare delivery. Prior to this role, she held several leadership positions involving utilization management, care coordination, and nursing management. She has a Master of Science in Nursing and is certified in ACLS and BLS.
Nurses’ patient education is important for building patients’ knowledge, understanding and preparedness for self-management. The ultimate goal of patient educational program is to achieve long-lasting changes in behavior by providing patients with the knowledge to allow them to make autonomous decisions to take ownership of their care as much as possible and improve their own outcomes.
CONCEPT OF PATIENT EDUCATION
Education on health issues is necessary for a patient’s physical and mental health.
Everybody finds themselves in situations where they require special knowledge and skills in order to meet their basic needs and sustain their lives.
All patients have the right to be educated on maintaining their health, disease prevention, and health promotion.
Health promotion is the process of advancing knowledge, influencing attitudes, and determining relevant solutions so that people can make informed choices, change their behavior and subsequently attain a desirable level of physical and mental health improve their social and physical environment.
Effective patient education starts from the time patients are admitted to the hospital and continuous until they are discharged. Nurses should take advantage of any appropriate opportunity throughout a patient’s stay to teach the patient about self-care.
The self- care instruction may include teaching patients how to inject insulin, bathe an infant or change a colostomy pouching system.
MEANING OF PATIENT EDUCATIONThe Latin origin of the word doctor “decree” means “to teach" and the education of patients and their families, as well as communities, is the responsibility of all physicians.
Family physicians are uniquely suited to take a leadership role in patient education.
Family physicians build long- term, trusting relationships with patients, providing opportunities to encourage and reinforce changes in health behavior.
Patient education enables patients to assume better responsibility for their own health care, improving patients’ ability to manage acute and chronic disorders.
Patient education provides opportunities to choose healthier lifestyles and practice preventive medicine.
Patient education attracts patients to the provider and increases patients’ satisfaction with their care, while at the same time decreasing the provider’s risk of liability.
Patient education promotes patient-centered care and as a result, patients’ active involvement in their plan of care.
Patient education increases adherence to medication and treatment regimens, leading to a more efficient and cost- effective health care delivery system
Patient education ensures continuity of care and reduces the complications related to illness and incidence of disorder/disease.
Patient education maximizes the individual’s independence with home exercise programs and activities that promote independence in activities of daily living as well as continuity of care needed
Session 01 Ward Management for nurses.pptxRehmat18
The document provides an introduction to nursing management and the role of the nurse manager/head nurse. It discusses that nurse management involves coordinating nursing resources to accomplish goals using management functions like planning, organizing, directing and controlling. The nurse manager/head nurse acts as a link between top management and staff nurses, taking responsibility for one hospital unit. Effective ward management requires planning patient care, managing personnel, maintaining supplies and equipment, keeping the environment clean, and following policies and procedures.
The document provides an orientation guide for adjunct clinical faculty at the University of Maine School of Nursing. It outlines the objectives and expectations of clinical instructors, including identifying characteristics and functions of the role, accessing resources, teaching strategies, communication skills, evidence-based practice, managing difficult student situations, and expectations for clinical/laboratory days. It also reviews topics like the clinical evaluation tool, providing feedback, grading, pre-conferences and post-conferences, liberal education, professionalism, scholarship, critical thinking, documentation, and technical skills. The guide aims to prepare new adjunct clinical faculty for their teaching responsibilities.
C. Brooks is a registered nurse with over 10 years of experience in pediatrics, utilization review, case management, and healthcare IT. She holds a Bachelor of Science in Nursing from Tennessee State University and is licensed as a registered nurse in Georgia. Her experience includes roles at Northside Hospital, Anthem BCBS, United Healthcare, Children's Healthcare of Atlanta, Pediatric Services of America, and Mollen Immunization Clinics where she has provided direct patient care, utilization review, case management, and IT support. She is proficient in systems such as EPIC, MCCM, Interqual, Milliman's Care Guidelines, and Curaspan/eDischarge.
Lucretia Corns is an experienced Licensed Practical Nurse seeking a new position. She has a strong record of providing competent and dignified patient care in nursing home settings. Corns has an Associate's degree in Nursing and is a registered nurse in Ohio. She is currently working as an LPN at Canton Healthcare Center, where she cares for patients ranging from young adults to geriatrics. Corns aims to uphold high standards of nursing care in medical, surgical, pediatric, emergency room, and outpatient settings.
Sarah Russell is a pediatric home health registered nurse in Portland, Maine seeking new opportunities. She has over 2 years of experience providing one-on-one patient care to children, administering medications and treatments, assessing home situations, and supporting families. Russell earned her Associate's degree in nursing from the University of Maine at Augusta and has clinical experience in medical/surgical, long term care, mental health, and pediatric settings. She is licensed as a registered nurse in Maine.
Mary Rose Gaughan has over 30 years of experience in nursing education, clinical practice, and healthcare administration. She currently works as an Assistant Professor of Nursing at Erie Community College, where she teaches medical surgical and pediatric nursing courses. Previously, she has held roles as an adjunct professor, clinical manager, insurance outreach specialist, and nurse educator. Gaughan has a PhD, Master's degree in Nursing Administration, and Bachelor's degree in Nursing. She has a proven track record of expanding programs, achieving measurable outcomes, and receiving awards for her work in healthcare.
The document provides a clinical teaching plan for medical-surgical nursing practicum. It includes:
- An introduction outlining the philosophy, objectives, and responsibilities of students and instructors.
- A description of the 5-day clinical attachment focusing on general and specific learning objectives.
- An evaluation plan and outline of student competencies expected at entry, intermediate, and terminal stages.
- A calendar of daily activities and focus of learning during the attachment period.
- Sample assessment forms for physical assessment and Gordon's Functional Health Patterns.
Elizabeth Miles is seeking a position as a registered nurse fellow to further her experience as a nursing student. She has a Bachelor of Science in Nursing degree from Purdue University Calumet graduating in December 2016. She has experience working in clinical rotations at St. Catherine Hospital from October 2015 to December 2015.
1. Howell, Aubrey
Aubrey Howell BSN, RN, HNB-BC
184 Purple Finch Loop, Pataskala, Ohio 43062
614-406-1049
AHowell86@gmail.com
____________________________________________________________________________
Summary
• HolisticallyCertified Registered Nurse,Nursing Instructor/Teaching Assistant
• Proficient in learning new skills and concepts
• Desirable clinical and education Decision-Making skills
• Successful with working under pressure to meetdeadlines
• Strong “Critical Thinking” and “Leadership Skills” with integrative and capable “PatientAvocation Skills”
• Excellent “Therapeutic Communication” and positive nurse-patientrelationship establishment
• Practice “Patient-Centered Care”
• Expert computer skills with effective written communication and documentation
• Fine ChartReview & Auditing skills
• Promotes enthusiasm oflife-long learning
____________________________________________________________________________
Education & Certifications
• Bachelor of Science in Nursing August 2005-May 2009
Capital University, Columbus, OH
Endorsed by the American Holistic Nurses Association
Magna Cum Laude,GPA 3.75/4.00
• Masters of Science in Nursing Education January 2016-Current
WesternGovernors University,Salt Lake City,UT
Projected to graduation no later than 12/2017
• Registered Nurse Licensure 2009 Ohio License Expires 2017
• AHNCC Holistic Nursing Certification October 2013-Current
Holistic Baccalaureate Nurse,Board Certified
Validation of ability to practice nursing in a Holistic manner including treating the patientas a whole,and
discerning the inter-connectedness between the body, mind,spiritand environment
• BLS for the Healthcare Provider Expires March 2017
ProCPR
____________________________________________________________________________
Career History and Experience
Nursing Instructor, Teaching Assistant April 2013-Current
ITT Technical Institute, Breckinridge School of Nursing
3781 Park Mill Run Dr., Hilliard, OH 43026
Lab Manager
• Responsibilities
• Develop scenarios in the skills lab to meetand exceed student objectives.
• Form objective assessments to determine ifstudents have the skills to ensure safe-
ty and test clinical decision-making and critical thinking.
• Formulate and Conduct labs for three nursing classes including Fundamentals ofPa-
tient Care, Introduction to Nursing Skills and Techniques and Comprehensive
Nursing Assessment.
• Ensure that each student is competent in all of the skills before progressing through
program.
• Hold open lab sessions to allow studentmore one-on-one time
• Instruction to include proper documentation for each situation.
2. Howell, Aubrey
• Determine whatsupplies are needed for each nursing technique.
• Inventory supplies thatare on hand and compile oflist of items that are needed and
order those supplies.
• Demonstrate all skills prior to each student performing.
• Maintain simulation models in working condition.
• Incorporate a variety of learning styles within the laboratory setting including videos,
live demonstration, critical thinking scenarios, group learning, individual competency
and written competency.
Theory Instructor
Responsibilities
Engage students using various teaching models to ensure that the learning needs of the individual
students are met.
Educate students in the areas of Dosage Calculation, Clinical Concepts, Medical-Surgical Nursing,and
Nursing Assessment.
Guide students throughout program utilizing Board-Approved curriculum, and develop extra learning
activities to assist with standardized exitexam as well as state board examination.
Clinical Instructor
• Responsibilities
• Prepare students to practice nursing independently within various clinical settings including Medical-
Surgical,Mental Health, Pediatric and Gerontology.
• Create daily lesson plans to enhance studentlearning and promote active participation with multiple
learning styles considered and utilized.
• Facilitate communication regarding studentprogress between superior instructors,administration and
nursing chair.
• Maintain favorable relations with clinical sites to ensure continuing placement to complete learning
objectives.
• Instruct students in the laboratory setting and promote safety procedures.
• Conductpre and post clinical conferences that focus on care plan and concept map formulation,
reflection, disease process and data interpretation.
• When in the clinical setting, ensure that quality care is provided, and instruct students by demonstrating
and implementing the following aspects of care my role modeling within my own practice of nursing:
• Application of nursing knowledge and theoretical concepts and principles from the humanities,
social, behavioral, physical and biological sciences,incorporating knowledge ofdisease process,
effective data collection and the expertise of growth and development to provide age-appropriate
care.
• Familiarityof nursing values with the roles of provider of care, manager ofcare, and member of
the nursing discipline to administer directpatientcare across the lifespan within an
interdisciplinaryteam.
• Understanding ofthe statutes,limitations, rules and governance ofnursing, and functions within
the legal boundaries ofpractice.
• Delivery of care that respects the dignity and rights of the patient without any discrimination while
maintaining confidentialityand promoting patientadvocacy.
• Utilization of the nursing process to develop a nursing care plan which addresses the patientas a
holistic person byconducting a thorough and accurate assessment, formulating and prioritizing
nursing diagnoses, developing realistic shortand long-term individualized goals thatare patient-
centered, perform interventions that ensure thatsafety and well-being ofthe patient, and utilizing
critical thinking skills to evaluate patient outcomes.
• Apply health promotion and patienteducation strategies as well as provide resources for health,
safety and well-being,and self-care management.
• Integrate safe and therapeutic communication skills in caring for individuals, families, groups,and
communities with evaluation ofeffectiveness.
• Management of care for units consisting ofpatients including medication administration, nursing
assessments, treatments, IV therapy, physical therapy, occupational therapy,physician orders,
wound care and documentation.
• Training
3. Howell, Aubrey
• Professional development courses including topics on classroom management techniques,
communication strategies/techniques, Bloom’s Taxonomy and instructional techniques.
• Leadership
• Provide students with a professional role model both in the clinical as well as academic setting.
• Faculty Advisor to individual students throughout course ofstudy.
• Faculty Secretary of Nursing Faculty Organization.
• Secretary of Admission, Progression, and Graduation Committee.
• Faculty Advisor for StudentNurses Association (a studentgovernance program).
• Organization of“Carnival for Mental Health” clinical rotation,focusing on aspects of holistic care.
• Took initiative to design “Health AssessmentTool” now used throughout nursing program.
• Accomplishments
• Outstanding student engagement, retention and passing rates.
• Excellentquarterly student surveys.
• Flawless Ohio Board of Nursing Audit regarding studentrecord keeping/medical documentation Oct2013.
• Created HESI and NCLEX tutoring program as well as intensive studentguide looking ateach body
system separately.
RN Case Manager, February 2015-June2015
Summit Orthopaedic Home Care
170 Taylor Station Rd., Columbus, OH 43213
Responsibilities
Maintain open communication with patientas well as other health care team members.
Timely notification to patient of when services will take place.
Complete head to toe assessment upon each visit, focusing on all active and non-active diagnoses.
Complete OASIS Start of Care,Resumption ofCare, Skilled Nursing Assessments & Discharges
completely and accurately in timely fashion to ensure highestquality of care and customer satisfaction.
Coordinate visits with Clinical Coordinator.
Formulate Nursing Care plans that are appropriate, patient-centered, measurable and time-based.
View the patient as a whole individual with multiple needs thatmay be addressed throughout his/her
care.
Use Therapeutic Communication when performing assessment.
Maintain open communication with Surgeon and Primary Care Physician when necessary.
Collaborate with medical supply services when specialized equipment or supplies are needed.
Perform appropriate skilled services upon each visitincluding Wound V.A.C. changes,PICC line
dressing changes, Lab draws, Incision Care,& Patient and Care-Giver Education.
Document and update Care Plans or Medication Records as per the latest development in treatment
and recovery processes.
Complete Registration/Admission paperwork with patientand care giver as appropriate.
Training
OASIS completion and compliance.
Charge Nurse, Registered Nurse June 2010-April 2013
Provider Services
Tuscany Gardens
7400 Hazelton-Etna Rd SW, Pataskala, OH 43062
• Responsibilities
• Provided Acute Skilled Rehabilitative services to patients with sub-acute/acute levels ofcare to include
Peritoneal Dialysis,PICC line infusion and maintenance; Enteral tube feed management, Wound Vac
administration and management, Trach care and IV insertion.
• Maintained accurate and complete records and documentation.
• Communicated pertinentinformation and concerns to daily rounding physician and collaborate with other
health care providers as well as patient/family to formulate the most appropriate way to provide quality
care.
4. Howell, Aubrey
• Admission and discharge teaching and planning.
• Leadership
• Conducted morning meetings on assigned unitto plan daily assignments.
• Assigned and delegated tasks as appropriate and within team member’s scope of practice.
• Provided assistantand professional advice to rounding nursing students.
• Involved in patientand family concern, solved issues & mutually developed solutions.
• Training
• CPR, Allevyn products and advanced wound care management.
Country View of Sunbury
14961 N. Old 3C Highway, Sunbury, OH 43074
• Responsibilities
• Provided Care to patient population including Skilled,Rehab,Long-Term,Palliative and Hospice.
• Nursing assignments to include Medication and TreatmentAdministration, Transcribing and Initiating
physician orders.
• Maintained an open dialogue between patient and Ancillary Services within the facility such as Billing,
Social Services, Laboratory, Pharmacy, UnitManagers, Dental Services, Dietary, Activities, Podiatry,
Physical,Occupation and Speech Therapies.
• Initiated Nursing Care Plans upon Admission and updated with changes as needed.
• Participated in weekly Risk Management meetings regarding Skin Impairments and Falls.
• Provided expertise regarding Nursing objectives in Care Planning Meetings.
• Leadership
• Performed Charge Nurse Responsibilities on a daily basis including directly communicating with Physician
and Nurse Practitioner concerning development ofplan of care for each patient.
• Managed care for Skilled Rehab and Long-Term care units.
• Created communication board within charting room to display daily pertinent patientinformation such as
antibiotics, IV therapy,skilled charting,dialysis, lab acquisitions, appointments, etc.
• Promoted the utilization ofevidence-based,bestpractice among colleagues especially with focus on
patientsafety and infection control/containment.
• Trained newly hired nurses including new grads.
• Informal leader with computerized charting and admission protocol for facility.
• Training Acquired
• Omnicare Parenteral, Enteral and TPN therapy,Wound V.A.C. and wound care, Omnicare Essentials of
Infusion Therapy.
Registered Nurse December 2009-May 2010
Huntington at Nashua
55 Kent Lane, Nashua, NH 03062
• Responsibilities
• Carried out nursing duties to long-term and assisted living units.
• Provided directpatient care including Medication Administration,Pain Control,Monthly Nursing
Summaries, End ofLife Care and Fall and Safety Prevention.
• Rapid Response provided to independentliving units.
• Training
• Charge Nurse training.
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Memberships & Affiliations
• American Holistic Nurses Association, Member
• Theta Theta chapter of Sigma Theta Tau, Member
• American Nurses Association, Member