Professional Portfolio Bianca Innaurato

Professional Portfolio

Bianca Innaurato, BSN, RN, CMSRN

3012 S Sydenham Street
Philadelphia, PA 19145

[email protected]
267-226-6576

Table of Contents

Professional Overview
Cirriculum Vitae
Personal Philosophy

Samples of Professional Work
PowerPoint Presentations
Multiple Choice Questions

Professional Presentations
Poster Presentation: Fall Prevention
Poster Presentation: Applying Andragogy to healthy eating

Certifications and Licenses
PA RN Liscense
Certfied Medical-Surgical Nurse
ACLS certified
Simulation in Education

Professional Overview

Bianca Innaurato, BSN, RN, CMSRN

3012 S Sydenham Street, Philadelphia, PA 19145 ▪ (267) 226-6576 ▪
[email protected]

LICENSES

Registered Nurse, State of PA
License Number: RN608288

Expires: 10/31/2018

CERTIFICATIONS

CMSRN Certification
Certified through: 5/31/2018

BLS Certified
Expires: 4/2018

ACLS Certified
Expires: 1/2019

EDUCATION

Drexel University 2018
MSN- Nursing Education

Practicum Experience- Nursing Professional Development Specialist

Gwynedd-Mercy College 2011
Bachelor’s Degree in Nursing

Minor in Biology

Gwynedd-Mercy College 2009
Associates Degree in Nursing

Saints John Neumann and Maria Goretti High School 2007
High School Diploma
National Honor Society
Editor of the Student Newspaper
Member of the Latin Club

PROFESSIONAL EXPEREINCE

Penn Presbyterian Medical Center

Registered Nurse- PACU January 2017-Present

• Assumed care for patients recovering from surgery in the immediate post-
operative phase in the Post-Anesthesia Care Unit (PACU)

• Responsibilities include obtaining and recording vital signs, administering anti-
emetics and focusing on pain control

• Discharge teaching in the outpatient population

• IV insertion

Penn Presbyterian Medical Center February 2012-December 2016

Registered Nurse- Ortho/Med-Surg

• Assumed care of 5 to 6 patients on an orthopedic and general surgery floor with
medicine and trauma overflow

• Worked together with members of the interdisciplinary team to organize an
individualized care plan

• Functioned as day shift charge nurse

• Precept new nurses to the unit

• Taught pre-operative joint class to knee and hip replacement patients and family
members

• Organized and rolled out the indwelling urinary catheter education to my fellow
co-workers

Thomas Jefferson University Hospital April 2014 -January 2017

Registered Nurse- Medical Surgical Float Pool

• Assumed care of a wide range of 4-5 patients on medical and surgical floors

Saint Monica Manor May 2010-February 2012

Registered Nurse- Long term and sub-acute care facility

§ Administered medications, respiratory treatments, wound care treatments and

care and comfort measures for twenty to thirty long-term and sub-acute care

residents

§ Participated in care coordination rounds with physicians, dieticians, social

workers and case management to ensure optimal care for the patients

§ Educate patients and families, ensuring needed knowledge is learned

Taylor Hospital May 2008-May 2009

Nurse’s Aide

§ Assist the nurse in caring for patients and performing ADLs, taking vital signs,

performing lab draws, as well as any other task in which the nurse needed

assistance

ACTIVITIES AND COMMUNITY SERVICE

• Co-chair (and past chair) of the Professional Development Committee
• Past co-chair of the unit council and current unit council member
• Functions as dayshift charge nurse and preceptor
• Daisy award nominee
• Teaches preoperative joint education class
• Teaches IV skill station at Penn Nursing Orientation
• Lectured at Penn Medicine Trauma Nurse Course
• Performed blood pressure screenings at Mercy Life Center and at Community

Health Fairs
• Super user for CO2 monitoring in the PACU setting
• On Campus Intensive hosted by Drexel University

Personal Philosophy in Nursing Education

According to Billings and Halstead (2016), a philosophy is a narrative statement
of values or beliefs. Nurse educators should create a personal philosophy as a foundation
to build their career upon. The author most closely relates to behaviorism, and so
therefore, the author will use this philosophical perspective to build a philosophy.

Person and the Environment
The author recognizes that all students should be treated with respect, as each
student is unique in their own way. Education should include classroom teaching, as well
as clinical experiences. Classrooms and clinical facilities should be conductive to
learning. Classrooms should be equipped with comfortable desks and chairs and include
sufficient lighting and a comfortable temperature. Adequate resources should be readily
available, including access to technology and research.

Nursing and Health
Health should be “promoted, maintained or regained” (Billings & Halstead, 2016,
p 123). Nurses should provide high-quality, compassionate care to each patient that they
encounter. Nurses are an integral part of the interdisciplinary care team. Nurses should
function as patient advocate and educator. They should include the patient and their
family in the plan of care. Nurses should always be respectful. Nurse educators should
emphasis to their students the importance of community service, volunteer work and
giving back to the society.

Learning and Teaching
According to Billings and Halstead (2016), behaviorism is education that
emphases on developing mental discipline. Behaviorism can be achieved by building new

educational information on top of already learning material and by memorization, drill,
and recitation (Billings & Halstead, 2016). Behavioral reinforcement is a part of the
philosophical perspective of behaviorism, according to Aliakbari, Parvin, Heidari and
Haghani (2015). For example, positive reinforcement should be used to encourage the
repetition of positive behavior. This method could be particularly useful in the clinical
setting, as well as while educating in the lab working with mannequins.

The Educator and the Student
As a nurse educator, the author will demonstrate a hands on approach to learning
and provide various interactive methods to teaching. The author will engage students, at
all levels, including adult learners. As a nurse educator, the author will demonstrate
flexible learning opportunities to the students, as opposed to the traditional teaching
methods.

Conclusion
Developing a personal philosophy provides an integrated, consistent basis for
making judgments and decisions, according to the PowerPoint by Mary Ann Krisman-
Scott (n.d). The author believes it is crucial to develop a personal philosophy to guide
their career as a new nurse educator. The philosophy should be reexamined throughout
the course of the author’s career to change with the beliefs of the person, current facility
and healthcare trends.

References:
Aliakbari, F., Parvin, N., Heidari, M., & Haghani, F. (2015). Learning theories

application in nursing education. Journal of Education and Health Promotion,4
(2).
Billings and Halstead. (2016). Billings, D., & Halstead, J. (2016). Teaching in nursing: A
guide for faculty (5th ed) MO: Elsevier Saunders.
Krisman-Scott, M. (n.d. ). Educational philosophy [PowerPoint slides]. Retrieved from
https://learn.dcollege.net/webapps/blackboard/content/listContent.jsp?course_id=
_151507_1&content_id=_4519657_1&mode=reset

Samples of Professional Work

Educators need to be able to address sensitive issues in the workplace
environment. A PowerPoint presentation on impaired nurses was designed to

shed light on a sensitive topic for an ethics class in the Drexel Master’s
program for Nursing Education. View the full presentation here:

https://youtu.be/QYdFcfeeQVo

The Impaired Nurse

Bianca Innaurato
Drexel University

May 24, 2015

The Health Assessment course in Drexel’s Masters of Nursing Education
Program required a PowerPoint Presentation on your disease of choice. I
chose Cholecystitis since this was a diagnosis I often ran into while working

on a medical-surgical floor. View the full presentation here:
https://youtu.be/YyE4_qXgjJI

Cholecystitis

Bianca Innaurato

Multiple Choice Questions

Objective 1: The nurse will interpret assessment findings of the postoperative patient for
possible complications. (Analysis)

1. The nurse is caring for a 65-year-old female who is post-op day #1 for a total
abdominal hysterectomy and bilateral salpingo-oophorectomy. Her urine output
has decreased from 50cc/hr to 15cc/hr. Her heart rate is 126 and her blood
pressure is 92/54. After speaking with the doctor, the nurse should expect an
order to administer (Application)

A. 500 cc NSS fluid bolus one time
B. 20 mg IV Lasix
C. 2.5 mg IV Metoprolol
D. 2 liters Oxygen via nasal cannula

2. The nurse is caring for a patient who had a left total hip replacement 2 days ago
and notes the incision is red and warm. The patient complains the incision is
more tender today than it has been. The nurse should recognize this indicates the
incision is (Analysis)

A. healing properly
B. developing an infection
C. irritated from movement
D. beginning to dehisce

3. The nurse is caring for a patient who is post op day #1 from a gastric bypass. His
heart rate is 125, his pulse ox is 89% on room air and he is complaining of
shortness of breath. What post-operative complication is this patient most likely
developing? (Analysis)

A. DVT
B. PE
C. Dehydration
D. Infection

4. The nurse is caring for a patient who is post op day #1 for a total abdominal
colectomy. She notices the patient’s NGT drainage over the past hour has increased
to 200 cc of blood tinged drainage. The patient’s BP is 85/40 and he reports “not
feeling well”. Which of these measures is a priority for this patient? (Application)
A. Hold the scheduled Heparin SQ
B. Reposition the NGT
C. Flush the NGT with 30 cc of water
D. Draw the CBC ordered by the doctor

Objective 2: The nurse will determine effective ways to manage a patient’s pain, nausea,
and DVT prevention in the postoperative period. (Application)

5. Which of these assessment findings would indicate that a patient may have
received too much Morphine? (Comprehension)
A. Heart Rate 122 beats/minute
B. Respiratory Rate 8 breaths/minute
C. Blood Pressure 118/65
D. Pulse Oximetry 93% on 2 Liters of Oxygen

6. The nurse knows that predisposing factors known as Virchow’s Triad often causes
Deep Vein thrombosis. This includes which of the following? (Knowledge)
A. Arterial stasis, vein wall trauma, and hypercoagulability
B. Arterial stasis, vein wall thickening, and hypercoagulability
C. Venous stasis, vein wall trauma, and hypocoagulability
D. Venous stasis, vein wall trauma, and hypercoagulability

7. The nurse administered 50mcg of IV fentanyl Q 5 minutes x 4 doses to a patient s/p
robotic prostatectomy, which of these measures should the nurse include in the care
plan? (Application)
A. Perform incision checks Q 5 minutes
B. Monitor Foley catheter output
C. Monitor the patient for nausea
D. Monitor the patient’s respiratory status

8. Which of these nursing interventions is a priority when planning care for a
postoperative

patient with a history of deep vein thrombosis? (Application)
A. Maintaining bed rest for patient’s comfort
B. Holding subcutaneous Heparin dose if the incision bleeds
C. Applying sequential compression devices when the patient is in bed
D. Monitoring the patient for hypotension

Objective 3: After review of the various types of anesthesia and sedation, the nursing
student will develop a treatment plan for a postoperative patient based on the type of
anesthesia or sedation they received. (Application)

9. Which nursing measure should the nurse include in the care plan for a patient
who received general anesthesia? (Application)
A. Place a Foley catheter for retention
B. Place a nasogastric tube for nausea
C. Monitor the patient’s respiratory status
D. Monitor the patient for signs of infection

10. A patient who has just had a knee replacement performed under spinal
anesthesia comes into the recovery room. Which of these actions would be a

priority for the nurse to take in the immediate postoperative period? (Application)
A. Assess capillary refill

B. Test the patient’s dermatome level
C. Check the patient’s blood pressure

D. Monitor the patient for incontinence

Professional Presentations

A falls prevention program was re-desgined and put into place to decrease
the number of falls in an outpatient endoscopy unit. A professional poster
was designed to demonstrate the problem, background, purpose, educational

stratagy, limitations and conclusion. View the full presentation here:
https://youtu.be/nK8_ys8zF3U

Fall(Preven]on(in(an(Ou(tpa]ent(Endoscopy(Unit((

Geri(Arnell,(BSN,(RN,(OCN,(Bianca(Innaurato,(BSN,(RN,(CMSRN(&(Kimberly(Korpalski,(RN,(BSN(
Drexel(University,(Philadelphia(PA((

Problem Purpose Limitations
o  Time((
o  An(increase(in(pa]ent(falls(aoer(endoscopy( o  EvidenceQbased(prac]ce(shows(that(a(fall(preven]on( o  Pa]ents(
procedures(in(the(recovery(unit(( program,(when(performed(correctly,(can(help(to( (((((((((Q(Mispercep]on(of(fall(risk(
•  2(falls(in(FY(2014(vs.(8(falls(in(FY( prevent(pa]ent(falls( o  Environment(
2015(( ((((((((((QNurses(can’t(visualize(all(pa]ents(from(central(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((
•  6(of(the(8(falls(occurred(while( o  The(aim(would(be(to(decrease(the(rate(of(falls(on(the( loca]on(
pa]ents(were(gepng(dressed(aoer( postQprocedural(units(((( o  Need(for(addi]onal(resources(
procedure(
Educational Strategy QCapital(
o  Increased(use(of(Propofol,(instead(of(Versed/( QHospital(Funding(to(allocate(addi]onal(
Fentanyl(combina]on( o  Perform a falls risk assessment, prior to the patient RN(staffing(
•  Shortened(recovery(]me( receiving sedation.
•  Pa]ents(feel(more(alert,(yet( Conclusions
judgment(is(s]ll(impaired( o  The falls risk assessment should include risks such o  A(falls(preven]on(program,(when(performed(
as a history of falls, assistive devices, visual or
o  No(systema]c(falls(risk(iden]fica]on(process(in( auditory impairment, the use of sedating successfully,(has(the(ability(to(decrease(falls(
place( medication, gait imbalance and use of the Morse
Fall Scale. (Kline, Thom, Quashie, Bosnan & References
o  Nurses(lack(of(responsibility(and(sufficient(staffing( Dowling, 2008) o  Hilsenbeck,(J.(&(Trepanier,(S.((2014).(A(hospital(system(
for(fall(preven]on(interven]ons(
o  A falls prevention protocol should consist of approach(at(decreasing(falls(with(injuries(and(cost.(
Background environmental modification, falls prevention Nursing(Econmics,(32((3),(135Q141.((
o  The(Outpa]ent(Endoscopy(Unit(at(the(University(of( education and effective communication for all o  Francis,(D.(L.,(Prabhakar,(S.,(BryantQSendek,(D.(M.,(&(
patients, family members and staff. (Kline, Thom, Larson,(M.(V.((2011).(Quality(improvement(project(
Pennsylvania(Health(System(is(a(four(phase(procedure( Quashie, Bosnan & Dowling, 2008) eliminates(falls(in(recovery(area(of(high(volume(
unit(where(various(endoscopic(procedures(are( endoscopy(unit.(Quality(and(Safety(in(Health(Care,(20(2),(
performed.((( o  A standardized set of fall risk identifiers should be in 170Q173.(
o  The(unit(performs(from(60(to(85(procedures(daily(and((( place so all are aware of the patient’s potential fall o  Kline,(N.,(Thom,(B.,(Quashie(W.,(Bosnan,(P.(&(Dowling,(
monitored(anesthesia(care(is(used(for(70%(of(the(cases.(( risk. These identifiers may include a colored band, M.((2008).(A(model(of(care(delivery(to(reduce(falls(in(a(
The(remainder(of(cases(are(done(with(intravenous( a falling star emblem on the outside of the paper major(cancer(center.(Advances(in(Pa]ent(Safety:(New(
conscious(seda]on((IVCS)(and(or(local(anesthesia.(( chart and colored non-skid socks. (Lloyd, 2011) Direc]ons(and(Alterna]ve(Approaches.(Volume(1Q4,(
o  A(pa]ents(mental(status(is(altered(as(a(result(of(the( AHRQ(Publica]on(Nos.(08Q0034((1Q4).(Agency(for(
anesthesia(provided(and(or(the(interven]on(performed.( Outcomes Healthcare(Research(and(Quality,(Rockville,(MD.(
o  Some(pa]ents(are(at(risk(for(falls(prior(to(admission(to( o  Decrease(in(falls(since(program(implementa]on((July( o  Lloyd,(T.((2011).(Crea]on(of(a(mul]Qinterven]onal(fallQ
the(Endoscopy(Unit.((This(known(fall(risk(or(history(of( preven]on(program:(using(evidenceQbased(prac]ce(to(
falls(combined(with(anesthesia(places(the(pa]ent(at( 2015)( iden]fy(highQrisk(units(and(tailor(interven]ons.(
greater(risk(for(a(fall(in(the(postprocedure(area.(( •  FY(16((July(2015(through(June(2016)(–(3( Orthopaedic(Nursing,249Q257.(
o  Pa]ent(falls(can(result(from(a(variety(of(factors,( falls( o  Rubenstein,(L.((2006).(Falls(in(older(people:(
including(a(history(of(a(previous(fall,(weakness,(fa]gue,( •  FY(17(July(2016(to(present)(–(0(falls( epidemiology,(risk(factors(and(strategies(for(preven]on.(
sensory(or(motor(deficits,(and(certain(medica]ons.( Age(and(Ageing,(37Q41.(
(Kline,(Thom,(Quashie,(Bosnan(&(Dowling,(2008)(( o  100%(compliance(with(fall(preven]on(interven]on(
o  A(fall(can(be(defined(as(“an(uninten]onal(coming(to(rest( o  Falls(assessments(now(in(Electronic(Medical(Record( Contact Information
on(the(ground,(floor,(or(other(lower(level,(but(not(as(a( Geri(Arnell(
result(of(syncope(or(overwhelming(external( (EMR);(to(be(assessed(in(every(phase(of(Endoscopy( Bianca(Innaurato([email protected](
force.”((Hilsenbeck(&(Trepanier,(2014)( Kimberly(Korpalski([email protected](
o  Falls(are(one(of(the(most(serious(clinical(adult(problems(
and(are(among(the(5th(leading(cause(of(death(in(older(
adults.((Rubenstein,(2006)((
o  Falls(lead(to(increased(disability(and(mortality.(

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The learning theory, Andragogy, by Knowles’ was applied to lifestyle
changes for healthy eating. This theory focuses specifically on adult learners
and this presentation was designed to be delivered to a group of adults in the

hospital setting. View the full presentation here:

https://youtu.be/mk3MD9aW-Y0

Applying Knowles’ Andragogy theory to Lifestyle changes for healthy eating

Bianca Innaurato

Drexel University

INTRODUCTION APPLICATION OF THEORY TEACHING APPROACHES

•  Obesity is one of the biggest preventable chronic health conditions (Trust View of the Learning Process •  Adult learners learn differently than traditional students • Educators will assess the prior knowledge of the learners,
for America’s Health: Robert Wood Johnson Foundation, 2017). •  Theory of Andragogy focuses specifically on adult learning knowing that adult learners have a bank of experience and
knowledge
•  25 states in the United States have an obesity rate of 30 percent or higher Locus of Learning •  Collaboration between educator and learner
(Trust for America’s Health: Robert Wood Johnson Foundation, 2017). •  Self-directed learning with guidance and explanation from educator • Educators will provide instruction regarding the basics of
lifestyle changes for healthy eating and this will allow the
•  The states with the highest obesity rates are in the south and the highest Purpose of Education •  To teach the healthcare employees lifestyle changes for healthy learners to continue education by self-directed learning.
rates of diabetes and hypertension are also in the south (Trust for America’s eating
Health: Robert Wood Johnson Foundation, 2017). • Adult learners learn best by experimenting so the educator will
•  Assess what the learners want and need to learn about a healthy have a table set up with various foods and will ask the learner
•  Obesity-related illnesses include diabetes, hypertension and various types to pick out what is healthy versus unhealthy and educators will
of heart disease (Trust for America’s Health: Robert Wood Johnson Educator’s Role in Learning lifestyle and healthy eating provide guidance accordingly.
Foundation, 2017).
Process •  Teach the learners the necessary information and provide guidance • Educators will recommend the the learners start a food diary or
•  Obesity-related illnesses are preventable through healthy lifestyle changes, journal after the educational session, as this is an activity
such healthy eating, which includes a diet rich in fruits and vegetables and as they self-directly learn geared towards the adult learning theory.
low in fat (Trust for America’s Health: Robert Wood Johnson Foundation,
2017). Manifestations in Adult •  Self-directed learning CONCLUSIONS
Education •  Motivation is internal
•  Knowles’ theory of Andragogy focuses on adult learning, which can be •  Andragogy learning theory can be used to teach adult learners
helping in teaching adult learners lifestyle changes for healthy eating. Rates of Obesity Across America: The rates of obesity across the United States lifestyle changes for healthy eating.
are high, but rates also vary state to state.
ANDRAGOGY LEARNING THEORY Yellow 20-24.9%, Orange 25-29.9%, Red 30-34.9% States in the south have higher obesity rates, •  Obesity and obesity-related illness rates are high and lifestyle
and Purple 35% and up and also higher diabetes and hypertension rates. changes must be made to increase healthy eating and decrease
• In 1980, Malcolm Knowles developed the theory of Andragogy, obesity and obesity-related illnesses.
which is the art and science of adult learning (Smith, 2003). (Trust for American’s Health: Robert Wood Johnson (Eat this, not that, 2017)
Foundation, 2017) •  Adult learners are self-directed and motivated.
• Knowles noted that adult learners are self-directed learners (Smith,
2003). NATURE OF THE LEARNER •  Educators should teach learners why the educational information is
significant to learn
• Adult learners have prior life experience, which is a great resource •  Aapproximately, 22% of the United States population are considered overweight, 28% are considered
for learning (Smith, 2003). obese and 41% are considered severely obese. Obesity is linked with many preventable health diseases. REFERENCES

• Adult leaners learn best when they understand why the education is •  Adult learners, who are healthcare employees at the local hospital 1.  Kearsley, G. (2017). The Theory Into Practice Database. Retrieved from http://
necessary and when the information will have immediate relevance Instructionaldesign.org
in their life (Teaching Excellence in Adult Literacy, 2011). •  Education will be more successful if the learners who are attending the session want to learn lifestyle
changing for healthy eating 2. Pappas, C. (2013). The adult learning theory-andragogy-of Malcolm Knowles. Retrieved
• Adult learners are motivated to learn by internal factors (Teaching from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-
Excellence in Adult Literacy, 2011). knowles

• Adult learners need to be involved in the planning of their 3. Smith, M. K. (2003). Learning theory, the encyclopedia of informal education. Retrieved
education and are task or experiment oriented when they are from http://infed.org/mobi/learning-theory-models-product-and-process/
learning (Smith, 2003).
4. Smith, M. K. (2003). Malcolm Knowles, informal adult education, self-direction and
andragogy. Retrieved from http://infed.org/mobi/malcolm-knowles-informal-adult-
education-self-direction-and-andragogy/

5. Teaching Excellence in Adult Literacy. (2011). Adult learning theories. Retrieved from
https://lincs.ed.gov/programs/teal/guide/adultlearning

6. Trust for America’s Health: Robert Wood Johnson Foundation. (2017). Obesity rates &
trends: the state of obesity. Retrieved from http://stateofobesity.org/rates/

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Certifications and Licenses

PA Nursing License

Certified Medical-Surgical Nurse

ACLS Certified

Simulation in Education