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 International Honor Society – Nu Eta Chapter
21 Sigma Theta Tau International Honor Society – Delta Rho Chapter

Community Involvement
Gift of Life Family Home Cooked Hero’s
Joy of Sox

Professional Overview

LAURA CLARK

313 MONROE AVENUE
CHERRY HILL, NJ 08002
PHONE 609-929-0419 EMAIL [email protected]

EDUCATION
Drexel University
Philadelphia, Pennsylvania

Master of Science in Nursing : Expected date of graduation June 2018
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 April 2013- Present

Philadelphia, Pennsylvania

Registered Nurse

Endoscopy/Interventional Pulmonary

Unit Council Chair 2015-Present

Clinical Advancement and Recognition Program Committee 2015-Present

Lankenau Medical Center June 2008- April 2013
Wynnewood, Pennsylvania
Registered Nurse 2012-2013
Medical/Surgical ICU 2011-2013

Unit Council Co-Chair
Magnet Ambassador

LICENSES AND CERTIFICATIONS

Registered Nurse (R.N.) Pennsylvania #RN606257 Exp.Date10/31/2018
Registered Nurse (R.N.) New Jersey #26NR18493300 Exp. Date 5/31/2018
Certified Critical Care Nurse (CCRN) Exp. Date 6/30/2018
Advanced Cardiac Life Support (ACLS) Exp. Date 3/2019
Basic Life Support (BLS) Exp. Date 3/2019

PROFESSIONAL MEMBERSHIPS

Society of Gastroenterology Nurses and Associates January 2015- Present
American Association of Critical Care Nurses March 2012- Present
Sigma Theta Tau National Honor Society,
April 2009-Present
Delta Rho Chapter January 2018-Present
Nu Eta Chapter

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 2015,2016,2018
2016,2017
Children’s Network Disney Princess Half Marathon 2014- 2016
Christmas in July Homeless Shelter 2016
Gift of Life Family House Home Cooked Heroes Program 2014-2016
Joy of Sox 2014-2016
Rear in Gear
Undie Run

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

St ar t i ng w i t h t he St ud ent : Pr ep ar i ng f or t he Bat t l e of Nu r si ng Inci vi l i t y

Laur a Cl ar k , RN BSN CCRN, Ch am n i t For d , RN BSN, & An na Har r i s, RN BSN
Dr exel Univer sit y

BACKGROUND I N T ERVEN T I O N O UT CO M ES

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

§ Loss of confidence, feeling disrespected, powerless, low self-esteem, atmosphere
sense of isolation, depression, symptoms of post traumatic stress § Collaborate with clinical instructors and the clinical sites to create mutual expectations for student and employee behavior
disorder (PTSD) § 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
§ Performance/Patient Safety:
§ During the learning process, bullying can impede nursing students in non-threatening, confidential environment
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)

Course Site

Foley Module created for a Nursing Fundamentals coarse.

Licenses/Certifications

New Jersey Nursing License

Pennsylvania Nursing License

CCRN

CPR/ACLS

Professional Memberships

AACN

Sigma Theta Tau International Honor nd select Print.
Society r membership card along the solid line.

550 W. North St. • Indianapolis, IN 46202 USA membership card in half along the center line.
Fax: +1.317.634.8188 • U.S./Canada: 888.634.7575
This is to certify that
Phone: +1.317.634.8171
Laura Clark E-mail: [email protected] • Web: www.nursingsociety.org

is an active member of
317 Nu Eta Chapter 111 Delta Rho Chapter

Member Number: 0585695 Chief Executive Officer VISION:
Active Through 1/1/2018-12/31/2018
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.