Erin McCafferty Portfolio

Professional Portfolio
Erin McCafferty BS, BSN, RN (609) 970-7571 [email protected]


Table of Contents
Professional Overview
p. 4-5 CV
p. 6-7 Personal Teaching Philosophy p. 8-9 Personal Philosophy of Learning
Samples of Professional Work
p. 11 Padlet Poster: Experiential Learning Theory
p. 12 CourseSites Platform: Introduction to Maternal-Newborn Nursing p. 13-18 Syllabus: Introduction to Maternal-Newborn Nursing
Samples of Teaching Technology
p. 20 Piktochart: Interpreting a Fetal Heart Tracing p. 21 Reach for the Sky
p. 22 Motivate


Professional Overview


Erin McCafferty, BSN, BS, RN
50 Abbington Lane Sewell, NJ 08080 (609) 970-7571 [email protected]
EDUCATION
Drexel University
Master’s in Nursing Education
Rutgers University, Stratford, NJ
Bachelor of Science in Nursing; Summa Cum Laude
Rider University, Lawrenceville, NJ
Bachelor of Science, Behavioral Neuroscience; Summa Cum Laude
CONTINUING EDUCATION
Cooper University Hospital, Camden, NJ
Ten Steps to Successful Breastfeeding Introduction to Fetal Monitoring
Baby Friendly
Critical Care Course
Telemetry Course
PROFESSIONAL EXPERIENCE
Registered Nurse, Cooper University Hospital
Estimated date of graduation: June, 2018 January 2014
May 2012
December 2015 September 2015 August 2015
August 2014 July 2014
v Labor o
o o
o o o o o
and Delivery Responsiblefortotalpatientcareincludingantepartum,intrapartum,andpostpartumas well as Maternal Acute Care Unit (MACU) patients. CareforpatientsonvariousmaternalhealthunitsincludingObstetricalTriage, Mother/Infant unit, and Maternal Fetal Care unit. Functionasoperatingroomcirculatorandpost-anesthesiacareunitRNforcaesarean sections and tubal ligations.
Preceptorfornewhiresandnurseexterns
ChargeNurse
Unit-basedcouncilmember Activeinqualityimprovementprojectssuchashand-hygienesurveyor Advancedtolevel4ontheClinicalLadder
v Post-Surgical Unit June 2014- June 2015 o WasResponsiblefortotalpatientcareincludingIntermediateSurgicalIntensiveCareUnit
(ISICU) patients; Charge Nurse.
Lab Assistant, Rider University, Biology Dept. September 2008- May 2012
v Performed independent research on the effects of GDNF on pronephric duct development in
Xenopus laevis
v Collaborated with the Chair of the Biology Department
v Presented at the Society of Developmental Biology’s national and regional conferences
NURSING EDUCATION SPECIFIC COURSEWORK
Practicum, Rutgers University, School of Nursing Spring 2018 v Completed 160 hours of student teaching
v Precepted by Jeanann Sousou Coppola, DNP, RN, CNM, CNE
June 2015-present


v Assisted with Advanced Health Assessment and Nursing Seminar courses
v Was responsible for entire week of course work including: lecture, lab, grading
assignments, and building online platform
v Assisted with creation, proctoring, and analysis of midterm and final exams
v Assisted students in health assessment lab and class activities
v Assisted in proctoring final head-to-toe assessments
On-Campus Intensive, Drexel University, School of Nursing
v “Simulation in Education,” Three Day Immersion Residency v Application of technologies in the classroom
v Presented 5-minute mini lecture on Skin-to-Skin
Course-Sites Online Module
January 2018
v Creation of faux course on Course-Sites platform
v Creation of syllabus, weekly objectives, PowerPoint lecture, assignments, test questions,
interactive technologies, and Piktochart
ACADEMIC PRESENTATIONS
McCafferty, E., Moomaw, A., Rakarich, B., Bodinet, A. (2016). Using Kolb’s learning theory to
improve a nurse residency program.
McCafferty, E. (2016). Experiential learning theory: Breastfeeding for the 1st time mother.
McCafferty, E., Gerrard, V., Revere, N., Drawbridge, J. (2010). A role for GDNF in pronephric duct cell migration in Xenopus laevis. Developmental Biology, 344(1).
Doi: https://doi.org/10.1016/j.ydbio.2010.05.266 LICENSURE & CERTIFICATIONS
v BLS certification (10/2019) v Registered Nurse License, New Jersey (5/2018) v ACLS certification (11/2019) v Registered Nurse License, Pennsylvania (10/19) v NRP certification (11/2019)


Learning and Teaching
My personal teaching philosophy blends the theory of constructivism, with the philosophies of progressivism and pragmatism. The blend of these philosophies and theory enhances learning by allowing students to be the driving force in their education.
Using constructivism, students build on their current knowledge base. As stated in Billings & Halstead, constructivism is based on the work of Piaget, Vygotsky, and Bandura. Constructivists believe that leaners build knowledge in an attempt to make sense of their experiences and those learners are active in seeking meaning. Building on this theory, I also believe in progressivism. According to progressivism, teachers will facilitate learning. I accomplish this by using a learner-centered approach. According to Billings & Halstead, A learner centered approach means allowing students to develop naturally and in harmony with the individual’s unique characteristics and preferences. I believe it is important to remember that students come to class bringing with them different experiences, cultures, and beliefs. This allows for students to see situations from various perspectives.
Lastly, my teaching philosophy includes pragmatism, which is the idea that truth is relative to an individual’s experiences. I incorporate this philosophical perspective into the teaching session by using real-life examples.
In my personal teaching philosophy, the educator acts as a facilitator in the learning process, which is accomplished via the flipped-classroom method. I provide students with active learning activities such as case studies, small group work, and thoughtful group discussions. In addition, I provide students with real-world examples by incorporating clinical experiences and simulations into their curriculum.


This philosophy places responsibility not only on the educator, but the students as well as they must actively participate in classroom sessions. Students are held accountable for their own learning and are expected to supplement the material covered in class. It’s important to discuss my classroom environment. Part of my philosophy includes creating a safe and comfortable space that is conducive to learning. The classroom should be a place in which students feel comfortable expressing their thoughts and opinions. Also, the classroom should be a collaborative space. According to Goldenberg, Students are more motivated to learn when they have a voice in what and how they learn.
In conclusion, my teaching philosophy incorporates progressivism, pragmatism, and constructivism. In my opinion, It is the educator’s responsibility to facilitate learning and provide students with various engaging activities. It is important to allow students to have a voice in their education and prepare them to be life-long learners. At times I find myself struggling to balance the roles of teacher and facilitator and therefore, have not fully mastered my personal teaching philosophy. However, it is something that I strive to achieve more fully every day.


PERSONAL PHILOSOPHY OF TEACHING AND LEARNING 3
Personal Philosophy of Teaching and Learning
Developing a personal teaching philosophy is important because it allows educators to
create a framework for teaching. The following philosophy is based on progressivism, pragmatism, and constructivism. The blend of these philosophies and theory enhances learning by allowing students to be the driving force in their education. Educators should create a safe space for learning and facilitate the educational process.
Person
Students come to class bringing with them different experiences, cultures, and beliefs. This allows for students to see situations from various perspectives. This is vital to nursing practice as patients come from all walks of life. It is important for nursing students to develop a respect for one another, as this will help them provide competent and non-biased nursing care.
Environment
Students are more driven to learn in a safe environment (Iwasiw & Goldenberg, 2015). The classroom should be a place in which students feel comfortable expressing their thoughts and opinions. In addition, students should feel safe asking questions. Also, the classroom should be a collaborative space. Students are more motivated to learn when they have a voice in what and how they learn (Iwasiw & Goldenberg, 2015).
Nursing and Health
Nurses are responsible for being patient advocates, being lifelong learners, promoting health, and collaborating with the healthcare team (Miracle, 2011). To fulfill these responsibilities, students need to learn how to actively process incoming information (Billings & Halstead, 2016, p.165). This is important because nurses need to constantly build on their current knowledge in order to care for patients of all ages and from all walks of life.


PERSONAL PHILOSOPHY OF TEACHING AND LEARNING 4
Learning and Teaching
Using constructivism, students will build on their current knowledge base (Culatta, 2015). In addition, according to progressivism, teachers will facilitate learning (Billings & Halstead, 2016). By using a learner-centered approach, students will develop the skills necessary to synthesize information and be active participants in the classroom. Lastly, pragmatism is incorporated into the teaching session by using real-life examples (Billings & Halstead, 2016).
Role of the Educator and Student
The educator acts as a facilitator in the learning process. This is accomplished via the flipped-classroom method. The educators will provide students with active learning activities such as case studies, small group work, and thoughtful group discussions (Billings & Halstead, 2016). The educator should also provide students with real-world examples by incorporating clinical experiences and simulations into their curriculum.
Students must actively participate in classroom sessions (Iwasiw & Goldenberg, 2015). Students should feel comfortable to share ideas with their classmates. In addition, students need to be responsible for their own learning and supplement the material covered in class (Iwasiw & Goldenberg, 2015). Preparing prior to class and reviewing information after the learning session accomplish this.
Conclusion
In conclusion, learning is a dynamic process that is developed using progressivism, pragmatism, and constructivism. It is the educator’s responsibility to facilitate learning and provide students with various engaging activities. These activities should reflect the students’ needs and areas of interest. It is important to allow students to have a voice in their education and prepare them to be life-long learners


Samples of Professional Work


Padlet
Experiential learning theory: Breastfeeding for the 1st time mother
OVERVIEW
• Breastfed infants have decreased risk of necrotizing enterocolitis, sudden infant death syndrome, diabetes, and obesity (“Breastfeeding,” 2015)
• Mothers who breastfeed are at lower risk for postpartum blood loss, postpartum infection, and breast cancer (“Breastfeeding,” 2015)
• 79% of newborns are initially breastfed, but at six months of age the number decreases to 49% and drops to 27% at 12 months of age (“Breastfeeding Report Card,” 2014) (Figure 1)
• One way to increase the number of breastfed infants is to provide better education to new mothers about breastfeeding
• Experiential learning theory focuses on facilitated teaching in which learning is self-directed and holistic in nature
EXPERIENTIAL LEARNING THEORY
NATURE OF THE LEARNER
• Patients, first-time mothers
• Need knowledge and emotional support in order to learn breastfeeding skills • New mothers need encouragement and positive reinforcement
• Must possess the will to want to learn how to breastfeed
APPLICATION OF THEORY
TEACHING APPROACHES
CONCLUSIONS
• Experiential learning theory can be used in various teaching scenarios, including breastfeeding for the first time mother
• The educator facilitates learning and helps the student develop holistically
• Educators should focus on emotional, psychological, and cognitive
achievements
• Educators should be genuine and accepting
• Educators should use various teaching techniques such as debriefing as well as reflective and facilitative learning
• Outcomes include self-directed learning and self-actualization
• The caveat to experiential learning theory is that the learner must have the
desire and drive to learn the skill
REFERENCES
1. Billings, D.M. & Halstead, J.A. (2016). Teaching in nursing: A guide for faculty. (5th) Elsevier: St. Louis, MO.
2. Breastfeeding (2014). [Website]. Retrieved from: http://womenshealth.gov/breastfeeding/learning-to-breastfeed.html
3. Breastfeeding. (2015). Nursing for Women's Health, 19(1), 83-88. doi:10.1111/1751486X.12195
4. Breastfeeding report card (2014). [Website]. Retrieved from: http://www.cdc.gov/breastfeeding/pdf/
2014breastfeedingreportcard.pdf
5. Kolb, A. Y., Kolb, D. A., Passarelli, A., & Sharma, G. (2014). On becoming an experiential educator: The educator role profile.
Simulation & Gaming, 45(2), 204-234. doi:10.1177/1046878114534383
6. Rogers, C. R. (1979). The foundations of the person-centered approach. Education 100(2), 98-107. Retrieved from:
http://web.a.ebscohost.com.ezproxy2.library.drexel.edu/ehost/pdfv iewer/pdfviewer?sid=cf797a69-aafb-42eb-
bef630d4d87712b0%40sessionmgr4002&vid =1&hid=4206
7. Smith, M. K. (1999). Humanistic orientations to learning. [Website]. Retrieved from:
http://infed.org/mobi/humanistic-orientations-to-learning/.
8. Smith, M. K. (2003). Learning theory: models, product, and process. [Website]. Retrieved from: http://infed.org/mobi/learning-
theory-models-product-and-process/.
DEBRIFING
• Used at the end of a learning session
• Debriefing gives students the ability to discuss (Kolb, A.; Kolb, D.; Passareli;
& Sharma, 2014):
• What they learned and their feelings
• What concepts they are struggling with
• What teaching techniques worked for them
• Educators can clarify certain concepts and alter their approach for future sessions.
REFLECTIVE LEARNING
• Connect experience and ideas through reflection (Kolb et al., 2014, p. 216)
• Ask questions requiring deep thought and consideration
• Example: “Why is breastfeeding important to you and what systems do you have in place to support you?”
• Patients may take several minutes gather their thoughts before responding
• Allows students to connect their experiences with learning topics and share it
with others
FACILITATIVE LEARNING
• Create a warm and welcoming environment
• Patients ask questions when they feel comfortable (Kolb et al., 2014).
• Get to know the patient on a personal level
• Answering all questions with the same amount of respect
ASPECT
Experiential Learning Theory
EXAMPLE
VIEW OF THE LEARNING PROCESS
A personal act to fulfill potential
• Provide education during a breastfeeding session
• Demonstrate various breastfeeding holds and ask
the patient what feels best for her
LOCUS OF LEARNING
Affective and cognitive needs
• Assist mother with latching and feeding on one breast
• Have patient demonstrate how to hold and feed infant on the opposite breast
• Provide positive feedback and ask the mother how she feels
PURPOSE OF EDUCATION
Become self-actualized, autonomous
• As time progresses and knowledge increases patient will need less help
• After positioning the baby, the patient may ask for help latching
• Patient may get the infant to latch, but ask if she is “doing it correctly”
EDUCATOR’S ROLE
Facilitates development of whole person
• Educator can have the patient support the breast while she helps the infant to latch
• Evaluate the patient’s attitudes before and after the teaching session
MANIFESTATIONS IN ADULT EDUCATION
Self-directed learning
• Patient should evaluate her progress
• Discuss what went well and what can be improved
• Discuss the patient’s feeling and frustrations
• Demonstrate genuine acceptance
• Students learn by doing (Billings & Halstead, 2016)
• Main concept in this type of learning is human growth (Smith, 1999).
• Involves several elements:
• Student’s feelings in addition to his/her mind (Smith, 1999)
• The learning event is self-initiated (Smith, 1999)
• It is pervasive and positively affects the behavior, attitude, and personality
of the learner (Smith, 1999)
• The learner evaluates his/her progress (Smith, 1999)
• The theory’s main principle is meaning (Smith, 1999)
• True learning occurs when teaching involves the whole person and their experiences
• Person-centered approach.
• Carl Rogers stated, “it is that the individual has within him or herself vast
resources for self-understanding, for altering the self concept, basic attitudes, and his or her self-directed behavior and that these resources can be tapped if only a definable climate of facilitative psychological attitudes can be provided” (1979, p.98)
• Elements of the teacher (Rogers, 1979) • Genuineness
• Acceptance
• Empathetic understanding
• When the learner is empathetically heard, he or she can accurately listen to themselves and the teacher (Rogers, 1979)
90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
0 Months
6 Months
12 Months
“Breastfeeding Report Card,” 2015
Figure 1. Breastfeeding Rates in 2011
Experiential Learning Theory: Breastfeeding for the 1st Time Mother
Erin McCafferty Drexel University
Template ID: multicolorgradients Size: 36x54
https://padlet.com/jm532/NURS591_901_Spring16


CourseSites: Introduction to Maternal-Newborn Health
INTRAPARTUM FETAL SURVEILLANCE
Erin McCafferty BS, BSN, RN Drexel University
https://www.coursesites.com/webapps/portal/frameset.jsp?url=%2Fwebapps%2F blackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_461489_1%2 6url%3D


MATERNAL-NEWBORN NURISNG SYLLABUS 6
Appendix A Syllabus
Savmor University
Karing, NJ
School of Nursing
Bachelor of Science in Nursing Program
NURS 305: Introduction to Maternal-Newborn Nursing Course Syllabus
Fall 2016
COURSE NUMBER: NURS 305-100 MEETING PLACE/TIME: 109 Florence Hall
Monday and Wednesday 9:45am-11:15am CLINICAL: Friday 7am-3pm, clinical sites TBD
PREREQUISITES: NURS 101, NURS 200, NURS 302
UNDERGRADUATE CREDIT HOURS: 4 (3 didactic, 1 clinical)
FACULTY INFORMATION: Erin McCafferty, BSN, BS, RN [email protected]
Phone: (856) 123-4567
Office: 351A Florence Hall
Office Hours: Tuesday and Thursday, 9am-10am; additional meeting times can be arranged via e-mail.
COURSE DESCRIPTION
In this course students will learn how to care for women during the antepartum, intrapartum, and postpartum periods. In addition, students will learn how to perform a newborn assessment. This course will provide current didactic information as well as a comprehensive clinical experience. An emphasis is placed on the nurse’s role in health promotion, disease prevention, and education to women of childbearing age.


MATERNAL-NEWBORN NURISNG SYLLABUS 7
COURSE OBJECTIVES
Upon completion of this course the student will be able to:
1. Describe the maternal physiological changes during pregnancy.
2. Demonstrate a focused physical assessment during the ant-partum, intra-partum, and
post-partum periods.
3. Interpret and categorize a fetal heart tracing and list methods of intrauterine resuscitation.
4. Explain the phases of labor, including the nurse’s role.
5. Discuss ethical issues surrounding artificial reproductive technologies, infertility, and
family planning.
6. List different forms of pain management during labor and their pros and cons.
7. Compare and contrast various forms of birth control.
8. Demonstrate a basic physical assessment of the newborn.
9. Compare and contrast breastfeeding vs. bottle feeding.
TEACHING & LEARNING METHODS
A variety of teaching and learning methods will be used during this course. These include lectures, PowerPoints, readings, group discussions, YouTube videos, group assignments, and simulation.
REQUIRED TEXTBOOK
Murray, S.S., McKinney, E.S. (2014). Foundations of maternal-newborn and women’s health nursing (6th ed.). St. Louis, MO: Elsevier. IBSN: 978-1455733064
Murray, S.S., McKinney, E.S. (2014). Study guide for foundations of maternal-newborn and women’s health nursing (6th ed.). St. Louis, MO: Elsevier. IBSN: 978-1455737482
RECCOMMENDED MATERIALS
Holloway, B.W., Moredich, C., & Ed, K.A. (2011). OB/GYN peds notes (2nd ed.). Philadelphia, PA: F.A. Davis Company. ISBN: 858-0001151687
Silvestri, L.A. (2014). Saunders comprehensive review for the NCLEX-RN examination (6th ed.). St. Louis, MO: Elsevier. IBSN: 978-1455727551


MATERNAL-NEWBORN NURISNG SYLLABUS 8
COURSE OUTLINE
Week
Topics
Assignments
1
• History of maternity nursing
• The nrse’s role in maternal-newborn health
• Assigned readings
• Med math quiz: Friday, 9am
• Clinical prep/simulation: Friday, 10am-
4pm
2
• Reproductive anatomy and physiology
• Hereditary and environmental influences on
childbearing
• Assigned readings
3
• Conception and prenatal development
• Assigned readings
• Review YouTube video of prenatal
development found on blackboard prior to class
4
• Physiologic adaptations to pregnancy
• Antepartum fetal assessment
• Assigned readings
• Practice NCLEX questions
5
• Nutrition and perinatal education
• Assigned readings
• Exam #1: Monday, 9:45am
6
• Birthing Process
• Assigned readings
• View vaginal and caesarean birthing
video on blackboard
• Patient education handout due Monday, 9:45am
7
• Nursing care during labor and birth
• Interpretation of fetal heart tracing
• Assigned readings
• Practice problems on FHT interpretation
8
• Pain management during birth
• Nursing care during obstetrical procedures
• Assigned readings
• Practice NCLEX questions
9
• Post partum physiologic changes
• Assigned readings
• Exam #2: Monday, 9:45am
10
• Process of adaptation in the normal newborn
• Normal newborn assessment
• Infant feeding
• Assigned readings
11
• Group presentations
• Group Project due
12
• High-risk obstetrical patients
• Assigned readings
Happy Thanksgiving!
13
• Intrapartum complications
• Postpartum complications
• Assigned readings
14
• High-risk newborn
• Infertility & Family planning
• Assigned readings
• Final exam review session
15
Finals week
• Final exam: Monday, 9:45am


MATERNAL-NEWBORN NURISNG SYLLABUS 9
METHODS OF EVALUATION
Assignment
Weight
Week
Medication Math Quiz
*Required to attend clinical
10%
1
Clinical prep/simulation lab
*Required to attend clinical
Pass/fail
1
Exam #1
20%
5
Patient Education Handout
10%
6
Exam #2
20%
9
Group Project
15%
11
Final Exam (Cumulative)
25%
15
Clinical
Pass/fail
GRADING POLICY
*A minimum grade of a C is required for students to continue in the BSN program*
Medication Math Quiz: Students will be required to receive a minimum of 80% on the medication administration test in order to attend clinical. This exam will consist of 20 questions and will be held on the Friday of the first week of classes. The test will take place prior to the clinical prep/simulation session.
Clinical Prep/Simulation Lab: Students are required to attend this session, which will be held on the Friday of the first week of classes. During this session students will receive their clinical placement, be provided with a list of clinical expectations, and participate in various stimulations/demonstrations that will prepare them for their clinical sites.
Exams: Exams will consist of 50 NCLEX style questions. Students will have 60 minutes to complete the exam. Review sessions can be held upon student request.
A 94-100 C+ A- 90-93 C B+ 86-89 C- B 83-85 D+ B- 80-82 D-
F Below 68
76-79 75-77 73-75 71-73 68-70


MATERNAL-NEWBORN NURISNG SYLLABUS 10
Final Exam: The final exam will cumulative and will consist of 75 NCLEX style questions. Students will have 120 minutes to complete the exam. A review session will be held during week 14.
Patient Education Handout: Students will create a tri-fold educational handout for patients. Students will need to have their topic approved by week 4. Topics students have used in the past are skin-to-skin, breastfeeding, and importance of going the “Full Forty.” No more than 2 students can choose the same topic. Examples and further instruction will be provided during class. This is an individual assignment; therefore, students should work on this independently.
Group Project: Students will be randomly assigned to small groups consisting of 3 or 4 people. Each group will be given a topic and must create a 10-minute presentation on said topic. The presentation can be in whatever format the group chooses (PowerPoint, Prezi, pre-recorded video, “game-show,” etc.). The group will also need to create a one-page handout to provide the class that summarizes the topic. This is a chance for students to be creative and is meant to be a fun and engaging assignment! A rubric and more information will be provided in class.
COURSE POLICIES
Attendance Policy: Students are required to attend the clinical prep/simulation lab during the first week of class as well as all clinical sessions. In addition, students who miss more than 2 didactic classes will be required to submit documentation. A lot of material is covered in each class session and it is easy to fall behind. However, unexpected events are a part of life. As long as you keep an open communication I will do my best to work with you and help keep you on track.
Late/Missed Assignments and Exams: Assignments are due at the beginning of class. Any assignment that is handed in after this time is considered late (unless there is prior authorization from the instructor due to extenuating circumstances). 5 points will be deducted for each day an assignment is late, up to 5 days. If an assignment is more than 5 days late, the student will receive a “0” for the assignment. Students will not be allowed to make up missed exams and/or quizzes unless a prior arrangement has been made with the instructor. Students will receive a “0” for missed exams/quizzes in which no prior arrangement has been made.
**If a student misses the med math quiz he/she will NOT be allowed to attend clinical**
Clinical Preparedness: Students are expected to attend all clinical sessions. While at clinical students should act professional and be active participants in patient care. Students are also expected to arrive on time. If you are going to be late or must miss a clinical session you need to contact your clinical instructor ahead of time. As mentioned above, life happens and we cannot


MATERNAL-NEWBORN NURISNG SYLLABUS 11
always plan for it. Keep an open line of communication with your clinical instructor and me and we will do our best to accommodate any unexpected, urgent situations that arise.
Communication: Students are expected to maintain open communication with their professor and clinical instructor. Students should communicate professionally and in a timely manner. The best way to communicate is via university e-mail. Students can expect a reply to e-mails within 24-48 business hours. Students can also attend office hours or, if need be, set up an additional meeting time.
Disability Statement: It is the student’s responsibility to seek assistance for any disability that requires additional support during their education. The Learning Enhancement office is located in room 107 of the Esurn building and students with a disability should meet with a designated advisor prior to the start of classes. Students who require additional support due to a disability must notify the instructor during the first week of class so that special accommodations can be discussed.
Academic Honesty: Savmor University is dedicated to learning environment that upholds honesty. All members of the university are expected to maintain academic integrity. Students, as well as faculty and administrators, are responsible for all actions. Cheating and/or plagiarism of any type will not be tolerated by the university and will result in automatic dismissal. The full Academic Honesty Statement can be found online at: www.savmoruniversity.edu/academichonesty
Drop/Add/Withdrawal Policy: It is the student’s responsibility to drop/add/withdrawal classes within the appropriate time frames. The steps for adding/dropping/withdrawing as well as the time frames for each action can be found at: www.savmoruniversity.edu/courseactions
**Please note that the above syllabus is subject to change at the discretion of the professor** Students will be notified of any changes and provided with an updated syllabus in writing
ACKNOWLEDGEMENT
Upon receipt of this syllabus students will be provided the opportunity to ask questions for clarification during the first class meeting. After all questions are answered students will be required to sign an attendance sheet acknowledging receipt of and information provided in said syllabus.


Samples of Teaching Technology


Running head: MATERNAL-NEWBORN NURSING SYLLABUS 1
Introduction to Maternal-Newborn Nursing Syllabus Erin McCafferty
Drexel University


Running head: MATERNAL-NEWBORN NURSING SYLLABUS 1
Introduction to Maternal-Newborn Nursing Syllabus Erin McCafferty
Drexel University


Running head: MATERNAL-NEWBORN NURSING SYLLABUS 1
Introduction to Maternal-Newborn Nursing Syllabus Erin McCafferty
Drexel University