clinton technical school 2011 portfolio jennifer blanchard, rn, msn, cwon cts pn coordinator

Clinton Technical School 2011

Portfolio

Jennifer Blanchard, RN, MSN, CWON

CTS PN Coordinator


Table of Contents

Overall Reflection Core Competencies of Nurse Educators Artifacts for Scholarly Activity Professional Development PlanI. Leadership and VisionII. CommunicatingIII. Nursing ReasoningIV. InteractingV. Managing InformationVI. Professional Valuing


Overall Reflection My philosophy of teaching involves the caring phenomenon

(Coyle-Rogers & Cramer, 2005). I believe in fostering an environment of compassion in nursing education for successful transference of this fundamental competency into practice. Trust and respect are multi-focal and require a commitment from both parties in the learning process. It is my hope and goal that my own dedication to continual improvement will be reflected in my pedagogy and overall student outcomes.

Coyle-Rogers, P. & Cramer, M. (2005). The phenomenon of caring: The perspectives of nurse educators. Journal for Nurses in Staff Development 21(4), 160-170. Retrieved from Ovid database.


NLN (2005) CORE COMPETENCIES OF NURSE EDUCATORS ©

Competency 1 – Facilitate Learning Competency 2 – Facilitate Learner Development and Socialization Competency 3 – Use Assessment and Evaluation Strategies Competency 4 – Participate in Curriculum Design and Evaluation of

Program Outcomes Competency 5 - Function as a Change Agent and Leader Competency 6 - Pursue Continuous Quality Improvement in the Nur

se Educator Role Competency 7 – Engage in Scholarship Competency 8 – Function within the Educational Environment

National League of Nursing (NLN). (2005) Core competencies of nurse educators. Retrieved from http://www.nln.org/facultydevelopment/pdf/corecompetencies.pdf.

http://www.nln.org/facultydevelopment/pdf/corecompetencies.pdf


Competency 1 – Facilitate Learning

This competency is based on effectively facilitating learning in the classroom, clinical, and clinical settings via the cognitive, affective, and psychomotor domains.

Overall Reflection Licensure Certification Artifacts for Scholarly Activity


Competency 2 – Facilitate Learner Development and Socialization

This competency is based on helping students to develop into the nurse role, and ensuring congruency of effective socialization behaviors.

Overall ReflectionArtifacts for Scholarly Activity


Competency 3 – Use Assessment and Evaluation Strategies

This competency is based on using variety in the art of formal and informal assessment techniques in the classroom, clinical, and laboratory settings.

Artifacts for Scholarly ActivityProfessional Development PlanPersonal Goals


Competency 4 – Participate in Curriculum Design and Evaluation of Program

This competency is based on the nurse educator’s ability to formulate and participate in contemporary healthcare based student outcomes in curriculum design.

Artifacts for Scholarly Activity


Competency 5 - Function as a Change Agent and Leader

This competency is based on the nurse educator’s role in implementing needed and effective change.

Artifacts for Scholarly Activity


Competency 6 - Pursue Continuous Quality Improvement in the Nurse Educator Role

This competency is based on the commitment to continuous self-improvement in nursing education.

Overall Reflection Artifacts for Scholarly Activity Professional Development Plan Personal Goals


Competency 7 – Engage in Scholarship

This competency is based on the role and responsibility of partaking in nursing scholarship.

Artifacts for Scholarly Activity Professional Development Plan


Competency 8 – Function within the Educational Environment

This competency is based on the understanding and advocacy of the history and present trends in nursing education, including political, institutional, and economic impacts that affect decision making processes.

Overall Reflection Artifacts for Scholarly Activity Professional Development Plan


Leadership and Vision

Personal Goals Prepare adult men and women to function safely and effectively as entry-

level nurses within the guidelines established by the Missouri Nurse Practice Act.

Promote human dignity of the individual regardless of condition, race, nationality, creed, or handicap in hopes that students will apply this knowledge to meet the emotional, physical, spiritual, and social needs of patients.

Integrate the restorative promotion and maintenance of physical and mental health, and the prevention of illness for individuals and groups throughout the life cycle in pedagogical strategies and assessment techniques.

Teach these concepts using a variety of methods suited to adult learning, relating previous experiences to newly presented material.


Leadership and Vision Cont’

What I’ve done:Artifacts for Scholarly ActivityMy current reflections:Overall ReflectionMy future plans:Professional Development Plan


Communicating

Outcome definition: Reciprocal process utilizing multiple modes (Effective, Oral, Written, Therapeutic, Media, and Technological) in adapting language and communication strategies appropriate to nursing practice roles and settings.



Nursing Reasoning

Outcome Definition: Intellectual skill based on the use of theories and principles guided by logic and sound judgment to allow for the provision of nursing care. Use of reasoning to assess, plan, intervene and evaluate while providing holistic care in diverse environments utilizing pertinent resources.



Interacting

Outcome Definition: Active engagement in interaction based on mutual respect with collaboration toward goal achievement to nursing roles and settings.



Managing Information

Outcome Definition: (Finding Information-Accessing, Inputting, Retrieving): Consistently utilizes basic information management skills to obtain and organize a broad range of advanced practice data and advanced practice professional issues.



Professional Valuing

Outcome Definition: The demonstration of ethically grounded professional nursing behaviors reflective of the ANA Standards of Advanced Nursing Practice (1996) and ANA Code for Nurses (2001).



Artifacts for Scholarly ActivityCurrently Coordinator for CTS PN Program Initiated, proposed, developed, and implemented all new program management including

curriculum framework Philosophy and Vision Curriculum Guide 16 Syllabi Clinical tools and rubrics Clinical Affiliation Agreements Faculty and Student Policy and Procedures Faculty Bylaws and Governance Organization Systematic Program Evaluation Tool

2011 Graduate UCM Masters Family Rural Nursing: Nurse Educator Track Research project in Graduate Orientation Innovation

Preceptor/Guest Speaker for Wound Ostomy Nursing Specialty National American University students 2008

Taught CEU Courses for Multiple Professions/Laypersons 16 hours CEU Wound Ostomy for RN, LPN, PT, OT, PTA 2008 Ostomy Education Courses 2007-2011 Diabetic Education Courses 2007-2011

Co-authored policies and procedures GVMH Wound Care Clinic 2007

http://www.gvmh.org/downloads/Course%20OutlinesJB.doc


Licensure

MSBN

https://renew.pr.mo.gov/licensee-search-detail.asp?passkey=1840590


Certification

Current AHA BLS Instructor and Healthcare Provider (expiration Feb 2012)

Current DESE Teaching Certificate

https://k12apps.dese.mo.gov/WebApps/Licensure/Educator/EDUCATORREPORTVIEWER.ASPX


Professional Development Plan

Maintain DESE Teaching Certificate Obtain CNE Obtain Doctoral Degree within the next 10 years Maintain certification as a BLS Instructor from AHA Maintain CWON certification Attend 1-2 continuing education seminars per year Obtain membership in Sigma Theta Tau International, NLN,

MLN, ANA, and/or MONA organizations Maintain membership in MCPNE organizations Remain active in CTS PN Faculty Governance

clinton technical school 2011 portfolio jennifer blanchard, rn, msn, cwon cts pn coordinator

Documents

learning competency

socialization competency

leader competency

scholarship competency

fundamental competency

clinton technical school

nurse educator role

scholarly activity slide