Professional Portfolio

Professional Portfolio
Laura Clark, RN BSN CCRN 313 Monroe Avenue Cherry Hill, NJ 08002 (609) 929-0419 [email protected]


Table of Contents
Professional Overview
4-5 Curriculum Vitae
6 Teaching Philosophy
Sample Professional Work
8-10 Sample Presentations
11 Podium Presentation
12 Professional Poster
13 Course Sites
Licenses/Certifications
15 New Jersey Nursing License
16 Pennsylvania Nursing License
17 Certified Critical Care Registered Nurse
18 CPR
18 ACLS
Professional Memberships
20 American Association of Critical Care Nurses
21 Sigma Theta Tau Honor Society
Community Involvement
23 Joy of Sox
24-25 Gift of Life Home Cooked Hero’s


Professional Overview


Drexel University
LAURA CLARK
313 MONROE AVENUE
CHERRY HILL, NJ 08002
PHONE 609-929-0419 EMAIL [email protected]
EDUCATION
Master of Science in Nursing : Expected date of graduation June 2018
Philadelphia, Pennsylvania
Concentration: Nursing Education and Faculty Role
Thomas Jefferson University
Philadelphia, Pennsylvania
Bachelor of Science in Nursing: May 2009
PROFESSIONAL EXPERIENCE
Hospital of the University of Pennsylvania
Philadelphia, Pennsylvania
Registered Nurse Endoscopy/Interventional Pulmonary
Unit Council Chair
Clinical Advancement and Recognition Program Committee
April 2013- Present
2015-Present 2015-Present
Lankenau Medical Center
Wynnewood, Pennsylvania
Registered Nurse Medical/Surgical ICU
Unit Council Co-Chair Magnet Ambassador
LICENSES AND CERTIFICATIONS
Registered Nurse (R.N.) Pennsylvania #RN606257 Registered Nurse (R.N.) New Jersey #26NR18493300 Certified Critical Care Nurse (CCRN)
Advanced Cardiac Life Support (ACLS)
Basic Life Support (BLS)
PROFESSIONAL MEMBERSHIPS
Society of Gastroenterology Nurses and Associates American Association of Critical Care Nurses Sigma Theta Tau National Honor Society,
Delta Rho Chapter Nu Eta Chapter
June 2008- April 2013
2012-2013 2011-2013
Exp.Date10/31/2018 Exp. Date 5/31/2018 Exp. Date 6/30/2018 Exp. Date 3/2019 Exp. Date 3/2019
January 2015- Present March 2012- Present
April 2009-Present January 2018-Present


PROFESSIONAL PRESENTATION
Campi, M. & Clark, L. 2015. Preventing Falls in the Outpatient Endoscopy Unit. Podium presentation at the Hospital of the University of Pennsylvania Magnet site visit. Philadelphia, PA.
PROFESSIONAL POSTER
Clark, L., Ford, C. & Harris, A. 2016. Starting with the student: preparing for the battle
of nursing incivility. Virtual poster presentation. Philadelphia, PA. COMMUNITY INVOLVEMENT
Children’s Network Disney Princess Half Marathon Christmas in July Homeless Shelter
Gift of Life Family House Home Cooked Hero’s Program Joy of Sox
Rear in Gear
Undie Run
2015,2016,2018 2016,2017 2014- 2016
2015 2014-2016 2014-2016


Teaching Philosophy
There are different learning and teaching styles that foster the environment of nursing education. I believe as an educator, it is important to recognize the learning styles of your students, so you can adapt to meet their needs. As such with teaching, there are different teaching styles for different personal teaching preferences. With nursing education, there is a blend between classroom and clinical environments for teaching. Incorporating the various teaching and learning methods assists in creating a successful learning environment.
I consider myself to have a Humanism approach to the philosophy of nursing education. Humanism supports that the education must provide for learner autonomy and respect their dignity. It also must help individuals achieve self-actualization by developing their full potential. Supporting this philosophy I believe and follow Patricia Benner’s concept of “from novice to expert” in which nurses develop skills and an understanding of patient care over time from a combination of education foundation and personal experiences.
I feel that the learning environment with nursing education should be a welcoming, collaborative environment that incorporates participation of the students and faculty. The environment of nursing education should include multiple components, including: classroom, clinical sites and especially simulation labs. The professional nurse needs to be respectful and culturally competent of the diverse population. The educator should treat their students: with respect, dignity, and understanding of different cultural, and religious beliefs.


Sample Professional Work


Sample Presentations
Prezi Presentation
Interventional Pulmonary


Rigid Bronchoscope
ERBE Cryoablation


Asthma
Incivility


Podium Presentation
Magnet Site Visit Exemplar Presentation


Poster Presentation
Starting with the Student: Preparing for the Battle of Nursing Incivility
Laura Clark, RN BSN CCRN, Chamnit Ford, RN BSN, & Anna Harris, RN BSN Drexel University
BACKGROUND
OUTCOMES
§ Incivility: rude or unsociable speech or behavior
§ Incivility/bullyingorlateralviolenceencompasses:
§humiliation, verbal abuse, lack of respect, belittling, hostile treatment with academic accomplishment
§ ThemesofBullyingBehaviors:
§ Being ignored, avoided or isolated
§ Witnessing non verbal behaviors
§ Experiencing negative interactions
§ Being denied an opportunity to learn § Being hazed
§ Being intimidated
§ Whoiteffects: students, faculty, nurses, patients, support staff
§ Forms:
§ Student/Student § Faculty/Student § Faculty/Faculty § Student/Nurse
§ Studies have shown the most reported bullying behavior was being told negative remarks on becoming a nurse (Clarke, Kane, Rajacich, & Lafreniene, 2012)
§ Much research exists on combatting incivility in the workplace, however this behavior occurs prior to the workplace and starts in undergraduate nursing education (Seibel, 2014)
§ Bullying/incivility is a widely recognized persistent problem in the nursing profession, nursing students being at higher risk because of their limited authority and experience (Smith, Gillespie, Brown, & Grubb, 2016)
INTERVENTION
v Early interventions initiated by nursing educators during undergraduate studies can better prepare students to cope and combat incivility throughout their academic and nursing career.
Zero Tolerance Policies
§ Zero tolerance policy towards bullying and other violent behaviors provide a statement of intent towards those involved
in bullying actions.
§ Fining and suspending those who do not comply with a zero tolerance program sends a strong message on how
administration views this behavior (Johnston, Phanhtharath, & Jacksonn, 2010).
§ Zero tolerance policies should apply across the health system, not just pertaining to students, but including staff, nurses,
and other personnel. These policies provide insight on the rationale for creation of these policies as well as educational
interventions and disciplinary actions.
§ Zero tolerance polices must be enforced to be effective. A task force designed to supplement and enforce the policies give
depth to its importance.
Anti- Bullying Education Program
§ Nurse educators should begin addressing bullying and incivility early in nursing programs and integrate bullying
education throughout the curriculum. Through the use of role play and crucial conversations, students can develop techniques to alleviate incivility amongst classmates and other health care professionals.
Curriculum topics:
§ Recognition of bullying behaviors and incivility
§ Common courtesy and respect for others
§ Knowledge of appropriate interventions to manage incivility such as cognitive recognition, reflection
journaling, and acknowledgement of personal anger triggers (Thomas, 2010)
§ How to interact professionally with individuals of diverse backgrounds
Professional techniques:
§ Addressing the situation as it occurs
§ Allude confidence when sticking up for oneself
§ Refrain from holding grudges or talking behind someone’s back
§ Use “I” rather then “U” when sharing feelings with the perpetrator
§ Seeking guidance of faculty for suggestions and support (Smith et al., 2016; Thomas, 2010)
Nurse Educator Professional Responsibilities
§ Identify clinical sites where staff are welcoming to nursing students and willing to provide a constructive learning
atmosphere
§ Collaborate with clinical instructors and the clinical sites to create mutual expectations for student and employee behavior
§ Lead by example and demonstrate respect, understanding and patience with nursing students
§ Make students aware of procedures for reporting incidences of incivility and ensure students are able to speak freely in a
non-threatening, confidential environment
PROBLEM/ IMPACT
Incivility in the workplace or clinical setting leads to negative patient outcomes as well as severe psychological and mental impairment to the affected nursing student.
§ Physical/EmotionalImpacts:
§ Sleeplessness, feeling sick, headache, nausea, weight loss
§ Anxiety, anger, discomfort being around offending nurse, worry, fear,
increased stress
§ PsychologicalImpacts:
§ Loss of confidence, feeling disrespected, powerless, low self-esteem, sense of isolation, depression, symptoms of post traumatic stress disorder (PTSD)
§ Performance/Patient Safety:
§ During the learning process, bullying can impede nursing students in
reaching a safe and competent level of performance (Smith et al., 2016). Incivility can lead to decreased productivity during clinical, increase in errors, and increase in risk for compromise of patient safety.
§ Retention:
§ Over 50 percent of nursing students who experienced verbal and
academic abuse thought about leaving the profession (Clarke et al., 2012)
§ Promote awareness of nursing incivility in both the academic and professional arena
§ Decrease the prevalence and severity of nursing incivility nationwide
§ Incorporate incivility –focused educational programs to better prepare undergraduate nursing students for future educational and professional
practice
Zero Tolerance Policies Anti-Bullying Educational Programs
§ Promote a professional atmosphere through the introduction of therapeutic behaviors
§ Strengthen the teacher-student relationship
§ Encourage educators to reevaluate current institutional policies or
teaching strategies that do not promote a bully-free environment
Lee,
Bertstein
, Lee, &
Nokes
,. 2014
REFERENCES
Clarke, C. M., Kane, D. J., Rajacich, D. L., & Lafreniene, K. D. (2012). Bullying in undergraduate clinical nursing education. Journal of Nursing Education, 51(5), 269-276. doi:10.3928/01484834-20120409-01
Johnston, M., Phanhtharath, P., & Jackson, B. (2010). The bullying aspect of workplace violence in nursing. JONA’s Healthcare Law, Ethics, and Regulation, 12(2)36-42. doi:10.10.1097/NHL.0b013e3181e6bd19
Lee, Y. J., Bernstein, K., Lee, M., & Nokes, K. (2014). Bullying in the nursing workplace. Nursing Economics, 32(5), 255-267
Seibel, M. (2014). For us or against us? Perceptions of faculty bullying of students during undergraduate nursing education clinical experiences. Nurse Education in Practice, 14(3), 271-274. doi: 10/1016/j.nepr.2013.08.013
Smith, C. R., Gillespie, G. L., Brown, K. C., & Grubb, P. L. (2016). Seeing students squirm: Nursing students’ experiences of bullying behaviors during clinic rotations. Journal of Nursing Education, 55(9), 505-513. doi: 10.3928/01484834- 20160816-04
Thomas, C. (2010). Teaching nursing students and newly registered nurses strategies to deal with violent behaviors in the professional practice environment. The Journal of Continuing Education in Nursing, 41(7), 299-308. doi:10.3928/00220124-20100401-09


Course Site
Username: lauraloui1 Password: drexel123


Licenses/Certifications


New Jersey Nursing License


Pennsylvania Nursing License


CCRN


CPR/ACLS


Professional Memberships


AACN


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ut your membership card along the solid line.
your membership card in half along the center line.
Sigma Theta Tau International Honor Society
This is to certify that
Laura Clark
is an active member of
317 Nu Eta Chapter 111 Delta Rho Chapter
Member Number: 0585695
Active Through 1/1/2018-12/31/2018 Chief Executive Officer
550 W. North St. • Indianapolis, IN 46202 USA
Fax: +1.317.634.8188 • U.S./Canada: 888.634.7575 Phone: +1.317.634.8171
E-mail: [email protected] • Web: www.nursingsociety.org
VISION:
The vision of the Honor Society of Nursing, Sigma Theta Tau International is to create a global community of nurses who lead in using knowledge, scholarship, service and learning to improve the health of the world’s people.


Community Involvement


Joy of Sox


Gift of Life


Gift of Life