FINALSchurrPortfolio022518

Biosketch
 

Paige Schurr joined the Penn Medicine Princeton Medical Center in
2008 as a new graduate nurse and entered the Periop 101 nurse
residency program for the operating room in which she learned to
scrub and circulate all specialties. Within one year she was selected to
become a preceptor for new graduate nurses and her love of teaching
was discovered. In 2010 she received her CNOR certification and in
2014 she began the MSN program for Education at Drexel University.
In order to gain additional experience within Surgical Services,
beginning in the fall of 2016 she began cross-training to other areas
within Surgical Services including the Ambulatory Surgical Center, the
Pre-op area, Phase II recovery, and Pre-Admission Testing. Also in
2016 she worked as adjunct clinical faculty for the Nursing
Fundamentals course for first semester students at Aria Health School
of Nursing. In 2017 she began her current role of Professional
Development Specialist for Surgical Services responsible for the
education for the Operating Room, two Ambulatory Surgical Centers,
Pre-op, PACU phases I and II, Pre Admission Testing, Cardiac
Catheterization Lab, Interventional Radiology, and Radiology.

Education
 

Drexel University, Philadelphia, PA (2014-Present)
Currently pursuing MSN in Nursing Education
Anticipated graduation date, June 2018
 
LaSalle University, Philadelphia, PA
Degree: Bachelor of Science in Nursing (May,
2008)
 
East Tennessee State University, Johnson City, TN
(1987-1991)
Degree: Bachelor of Science in English (1991)

Work
 Experience
 

Penn Medicine – Princeton Medical Center (August 2008 –
present)

Professional Development Specialist, Surgical Services (September,
2017 – the present)

Responsibilities include:
u  Development and coordination of new hire nursing orientation
u  Development and maintenance of annual competencies for

nurses, technologists, nurse anesthetists, nursing assistants and
support staff
u  In-service training on new products and processes
u  Hospital wide education programs
u  Educator for EMR documentation
u  Administrator of AORN’s Periop 101 course for residency program

Work
 Experience
 
 

Registered Nurse, Surgical Services (August 2008 –
September, 2017)

Responsibilities included:
uPatient care and support before, during, postop and
discharge
uCirculating and scrubbing cases (General, Plastics,
ENT, Neuro/Spine, Orthopedics, Urology, GYN)
uCollaboration with other healthcare professionals
uDocumentation in EHR
uSpecialty team coordinator – orthopedics
uFloated to main OR, ASC, PAT, Pre-op, Phase II Post-op

Work
 Experience
 

Aria – Jefferson Health (2016)

Adjunct Faculty – Clinical Instructor

Responsibilities included:
uSupervising first semester students in Nursing Fundamentals
uPre and post clinical conferences
uSupervising care plan creation
uSupervising skills lab hours

Professional
 Associations
 and
 
Committees
 

OA  ORN Member (2008-present)
O Patient Education Committee (2017-present)
OP  harmacy and Nursing Committee (2017-

Present)

Teaching
 Philosophy
 

My Philosophy of Education most closely resembles the Sociocultural Learning Theory by Vygotsy.
Within the Sociocultural Learning Theory, it is believed that learning involves three stages:
cognitive self-instruction, assisted learning and the zone of proximal development. This learning
theory capitalizes on the idea of the educator as facilitator. The educator supports the learner
and over time, slowly withdraws instruction and coaching as the learner gains experience and
independence.

What I like about this theory is that it teaches the student that they may not always have the
answers right away, but they learn how to critically think for themselves and learn where to go for
the answers. For example in nursing it may mean collaborating with other healthcare
professionals or consulting evidenced-based research to determine best practice. I believe this is
what occurs every day in nursing. We manage our own “domains” and provide the best care that
we can for our patients utilizing our critical thinking skills and the evidence-based resources we
have available to us.

I am also interested in the Revised Bloom’s Taxonomy, specifically the type of knowledge referred
to as metacognitive knowledge, where the learner becomes aware of not only knowledge itself but
also an awareness of what knowledge they possess and what they do not possess. I believe this
is where critical thinking takes place. The difficult part is in knowing the “why” of what we are
doing so that we can be a more informed member of the healthcare team and therefore advocate
for our patients appropriately when things just don’t seem right.

In summary, I want to teach my students to be informed, independent thinkers with confidence in
their nursing knowledge and skills. It’s ok to not know everything but you have to know where to
go to get the answers and to have the confidence to voice them.
 

Licensure
 and
 Certifications
 
New
 Jersey
 License
 

Licensure
 and
 Certifications
 
Pennsylvania
 License
 

Licensure
 and
 Certifications
 
ACLS
 and
 BLS
 
 

Licensure
 and
 Certifications
 
CNOR
 Original
 and
 Renewal
 

Licensure
 and
 Certifications
 
Periop
 101
 Administrator
 

Teaching
 Toolkit
 

 

https://padlet.com/paschurr/zchc29gnwafq

Teaching
 Strategy
 utilizing
 
ThingLink
 

Staff Roles in a Malignant Hyperthermia Emergency

https://www.thinglink.com/scene/1021760632971591682

Test
 Questions
 Example
 

Test
 Questions
 Example
 

 

Test
 Questions
 Example
 

Test
 Blueprint
 Example
 

Lesson
 Plan
 Example
 

Lesson
 Plan
 Example
 
Psychomotor
 Example
 

Lesson
 Plan
 Example
 

Poster
 Presentation
 

Patient
 Education
 Example
 

Nurse
 Competency
 Example
 

Contact
 Information
 

Paige Schurr, BSN, RN, CNOR
[email protected]
267-253-7056 (cell)
609-853-7329