Jenny Stephens- Portfolio

PROFESSIONAL
PORTFOLIO Jenny Stephens BSN, RN, SCRN
1017 Spruce Street Apt D Philadelphia, PA 19107 [email protected] 405.640.6963


Table of Contents
Curriculum Vitae
Pages 3-4
Teaching Philosophy and Personal Statement
Pages 5-6
Samples of Professional Work
Pages 7-12
Online Course
Prezi Presentation
Screencast-O-Matic Test Questions
Post-Conference Activity Poster Presentations
Page 13
Certifications/License/Accolades
Pages 14-20
Nursing License
BLS, ACLS
SCRN/TNCC
Organ Donation Champion Simulation in Education Daisy Award Nominee


EDUCATION
Drexel University
1017 Spruce Street, Apt DŸPhiladelphia, PA 19107 Phone 405.640.6963ŸE-mail [email protected]
JENNY R. STEPHENS
Philadelphia, PA
Master of Science in Nursing: Expected graduation: June 2018 Concentration: Nursing Education and Faculty Role
Current Cumulative GPA 3.9
University of Oklahoma Health Sciences Center (OUHSC)
Oklahoma City, OK
Bachelor of Science in Nursing: May 2013 Cumulative GPA 3.7
PROFESSIONAL EXPERIENCE
Thomas Jefferson University Hospital
Philadelphia, PA
Registered Nurse
Neuroscience Intensive Care Unit
John Peter Smith Hospital 2015
Fort Worth, TX
Registered Nurse
Pre-Op, PACU, and Endoscopy
University of Oklahoma Medical Center 2014 Oklahoma City, OK
Registered Nurse
Trauma Intensive Care Unit
University of Oklahoma
Norman, OK
Anatomy Tutor
Anatomy Lab Teaching Assistant
Peer Learning Assistant, Certified Tutor Level I
ACADEMIC EXPERIENCE
La Salle University
Philadelphia, PA
MSN Practicum Student Teacher
July 2015—Present
June 2014 – June
July 2013 – June
August 2012—December 2013 January 2011—May 2011
January 2018—Present


LEADERSHIP ACTIVITIES
Jefferson Hospital for Neuroscience July 2015—Present
Epic Super User
• Served as “at the elbow” support for staff during the transition to EPIC; created documentation tip sheets that were distributed hospital-wide.
Orientation Preceptor
• Acted as a teacher and guide to new clinical staff entering the Neuroscience ICU; responsible for education and evaluation during 13-week training period.
OU Medical Center July 2013—June 2014
Skin Care Champion
• Completed NDNQI pressure ulcer training; conducted prevalence survey of pressure ulcers at OU Medical Center; encouraged evidenced based practices regarding skin care in the TICU
Christian Medical and Dental Association (CMDA) Aug 2011—May 2013
Nursing Liaison
• Represented CMDA within the College of Nursing; relayed information regarding student chapter events and activities; spoke to incoming nursing class and developed calendar of events
Medical Mission Trip Participant
• Largest medical mission trip departing from Oklahoma; led group of healthcare students in preparation for the trip; assessed and triaged patients in rural communities of Mexico and Honduras
CERTIFICATIONS
Registered Nurse (PA)- RN669094
ACLS Certified
BLS Certified
Stroke Certified Registered Nurse
Trauma Nurse Core Course Provider Simulation in Education Immersion Residency Organ Donation Champion
Palliative Care Enrichment Course
HONORS AND AWARDS
Daisy Award Nominee (TJUH)
Graduated with Distinction (OUHSC)
Academic Achievement Award (OUHSC) Outstanding Professional Service Award (OUHSC)
Expiration- 04/30/2018 Expiration- 02/2020 Expiration- 02/2020 Expiration- 12/2022 Expiration- 05/2018 Certified- 01/2018 Certified- 03/2017 Certified- 05/2013
December 2015 May 2013
May 2013
May 2013


PERSONAL TEACHING PHILOSOPHY
As a master’s prepared nursing educator, I have three basic beliefs about education: 1. The learner constructs new understanding by building upon existing knowledge that is gained through experience. 2. The educator acts as a coach and facilitator. 3. The student is a unique individual who brings diverse experience and a distinctive point of view into the classroom.
Based on the theory of constructivism, I believe in the importance of experience for the learner. It is through experience that the learner is allowed to form, elaborate, and test mental models, while at the same time connecting past learning with new knowledge. In this way, the learner is also an active participant who seeks meaning in experience and builds toward self-efficacy. Students not only have the potential to learn from the instructor, but also through their peers. Learning is interactive and occurs within a social setting, therefore it is important to encourage peer learning through communication, collaboration, reflection, and questioning.
As the educator, I view my role as one of coach and facilitator. Faculty act as senior learners, with the intention of providing assistance, or scaffolding, that is slowly withdrawn as the student achieves mastery of specific knowledge, skills, or attitudes. As a facilitator, I believe in the importance of using innovative teaching strategies to support and motivate the learner. It is also imperative to create a safe environment that allows for mistakes and supports the sharing of ideas. As an effective coach, the educator provides access to information and resources rather than acting as the sole source of knowledge.
Each student is uniquely diverse and brings various perspectives to nursing education and practice. Individual beliefs, experiences, and ideas from the student should be valued and respected, while assistance should be provided to maximize strengths, identify and minimize weaknesses, and overcome limitations to reach a desired goal. By allowing students to build off personal experiences and participate as an active learner, the learning process becomes more meaningful and impactful.


PERSONAL STATEMENT
From elementary school through my graduate studies, I have always had an affinity for teaching. Every summer in elementary school, I would turn my bedroom into a classroom. My little sister acted as my dedicated pupil, completing assignments I had prepared using my mom’s old teaching materials and receiving a report card at the end of the summer. Later on in college, I accepted a coveted job as a teaching assistant in human anatomy cadaver lab and worked as a peer-learning assistant for the same subject. Although I have always had this natural inclination toward instructing others and also come from a strong family background of educators, I never considered pursing a degree in education. My distinct call was to nursing. Looking back over my years as a nursing major and now as a practicing registered nurse, I see that teaching is an integral part of my vocation. My desire is to further develop this skill into a full-time profession after obtaining my Masters of Science in Nursing Education.
During my undergraduate years at the University of Oklahoma, I actively sought out opportunities to engage with other students as a leader and representative of the school while excelling in my academic studies. During both years in nursing school, I participated in international medical missions as a participant as well as a small group leader. I also acted as a nursing liaison, answering questions and giving campus tours to prospective students. One of my favorite activities was tutoring individual pre-nursing naval ROTC students enrolled in human anatomy. After obtaining my Bachelor of Science in Nursing, I entered a graduate nurse residency program at OU Medical Center in the Trauma Intensive Care Unit (TICU). During this time, I was able to work closely with our unit educator and also take on nursing and paramedic students. In more recent years, I have had the tremendous opportunity to live and work in a variety of settings in the United States, including endoscopy, pre-operative, post anesthesia care, and neuroscience critical care. This has brought about many challenges, opportunities for growth, and has allowed my intellectual and professional interest to take shape.
Upon completion of my graduate degree, my hope is to positively impact the future of nursing. I want to be apart of instructing, encouraging, cultivating and supporting students as they learn how to excel in the nursing profession. My own interaction with nursing professors during school revealed how impactful an educator can be in the life of a student. Additionally, my own practice as a nurse has shown me that I have the aptitude, flexibility, and drive necessary to excel as an educator. I believe that my past professional experiences, new academic exposures, and a commitment to lifelong learning will work to shape me into the successful, imaginative, and passionate nursing educator I hope to become.


ONLINE COURSE
Educators must remain up to date with new technology and strategies to engage student in active learning. For one of my graduate courses, Teaching/Learning Methods and Technologies for Nursing Education, I was required to develop an online course. The topic my course covered was acute ischemic stroke. Below you will find part of the syllabus I created for the course as well as a two presentation that were embedded within the course.
Course Title: Course Number: Credits:
AIS522 – Acute Ischemic Stroke
University Health Center
Acute Ischemic Stroke AIS522
2 CNE Hours
Instructor information:
Jennifer Stephens, MSN, RN
[email protected]
405.640.6963 (cell)
Please note: The primary method of contact should be by email. A response should be received within 24 hours. If no response is given within 24 hours, assume the instructor did not receive your email. A phone number is provided as a secondary method of communication.
Course Description:
This course is designed for nurses who have a basic understanding of ischemic stroke, but are new to caring for stroke patients in the acute care setting. By the completion of the course, the nurse should understand risk factors for stroke, recommendations for stroke prevention, and signs and symptoms of stroke syndromes. Nurses should also be able to calculate a NIHSS score and develop a nursing plan of care for a stroke patient.
Course Learning Objectives:
Upon completion of this course:
1. Recognize modifiable and non-modifiable risk factors for stroke and recommendations for stroke prevention.
2. Discuss the signs and symptoms of stroke syndromes to the involved vessel.
3. Determine the National Institutes of Health Stroke Scale (NIHSS) score for a
patient presenting with stroke symptoms.
4. Develop a nursing plan of care for a patient based on the common patient
problems, nursing interventions and expected outcomes for acute stroke patients


NIH Stroke Scale presentation created using Prezi:
https://prezi.com/view/xbKl0orbmDXnyLhZLl9C/
Ischemic Stroke presentation created using PowerPoint, Jing, and Screencast-o-matic:
http://www.screencast.com/t/yYyzsHvmwyh


TEST QUESTIONS AND OBJECTIVE WRITING
Along with studying objective writing, teaching plan development, and item analysis, I was also required to perform item writing during my graduate studies at Drexel University. The following are examples of test questions developed during an Assessment, Measurement, and Evaluation Methods in Nursing Education course.
Objective Two
During the nursing orientation post-test, the graduate nurse will predict the educational needs of a patient who is undergoing new chest tube insertion.
6. A patient is being prepared for chest tube placement in interventional radiology. The bedside nurse is educating the patient on chest tube management post-procedure. Which of these responses from the patient indicates a need for further education? (Comprehension)
A. “I will let my nurse know when I am experiencing increased pain.”
B. “I will perform incentive spirometry 10 times every hour that I’m awake.”
C. “I will change my position frequently while lying in bed.”
D. “I will be in bed until the chest tube is removed by a physician.”
7. A patient has just undergone placement of a new chest tube. While educating the patient, what intervention will the nurse identify as the most important for promoting re-expansion of the lung after chest tube insertion? (Application)
A. Administration of analgesics
B. Administration of corticosteroids C. Administration of bronchodilators D. Administration of oxygen
8. Which of these instructions should a nurse teach to a patient who has a chest tube and is requesting to ambulate? (Application)
A. The chest tube must be clamped by the nurse prior to ambulation
B. The chest tube system must be disconnected while ambulating
C. The chest tube system must be below the insertion site while ambulating D. The chest tube must have no output for two hours prior to ambulation
Objective Three
During the nursing orientation post-test, the graduate nurse will correlate the signs and symptoms of respiratory compromise with the correct nursing interventions for a patient with a chest tube.
9. The nurse is performing an assessment on a patient who has just had a chest tube removed from the right chest wall. The assessment reveals tachycardia, decreased breath sounds on the right, and dyspnea. The nurse’s priority intervention will be: (Analysis)


A. Resuscitating the patient with a bag valve mask
B. Preparing for immediate insertion of a new chest tube
C. Preparing for immediate intubation
D. Placing a three-sided dressing over the chest tube site
10. The nurse enters the room of a patient with a chest tube. The patient is taking quick and shallow breaths, appears to be in discomfort, and has a SpO2 of 86% on the monitor. The nurse determines their first intervention should be to: (Application)
A. Notify the physician
B. Apply supplemental oxygen
C. Take a full set of vital signs
D. Check the chest tube for air leaks
Non Multiple-choice Items
During the nursing orientation post-test, the graduate nurse will identify changes in the nursing assessment of a patient with a chest tube that require intervention.
11. In the event of chest-tube disconnection with contamination, the nurse may submerge the tube two inches below the surface of a bottle of sterile saline or water until a new chest drainage system is set up for reconnection.
A. True
B. False
12. When subcutaneous emphysema with no respiratory compromise is suspected in a patient with a chest tube in place, the nurse should prepare for surgical intervention.
A. True
B. False
13. The nurse is caring for a trauma patient who has multiple rib fractures and a chest tube in place, but is still at risk for a tension pneumothorax. Which of these findings, if identified in the client, should the nurse recognize as a manifestation of tension pneumothorax? Select all that apply. (Alternate format question)
A. Muffled heart sounds B. Cyanosis
C. Hemoptysis
D. Tracheal deviation
E. Flail chest
F. Nasal flaring
G. Jugular venous distension
14. Upon skin assessment of a patient with a chest tube, the nurse feels “rice krispies” under the patients skin on the chest and neck. What complication should the nurse be concerned about? Subcutaneous Emphysema


POST-CONFERENCE ACTIVITY
During my practicum experience, I was able to complete my teaching capstone by lecturing in a Fundamentals of Nursing course, act as an instructor during skills lab, and lead pre- and post-conference during clinical. I developed the following pre- conference worksheet and post-conference activity entitled “A Day in the Life” to evaluate student’s understanding of priority setting and time management in the clinical setting.




POSTER PRESENTATIONS
The first presentation, “Fostering the Preceptor to Enhance Nurse Retention,” was designed to demonstrate the problem of retaining newly graduated nurses and strategies to improve outcomes. The second presentation, “Application of Experiential Learning Theory in a DNR Simulation,” used Carl Rogers’ theory to guide healthcare providers’ approach conversations about death and dying.
To view poster presentations: https://padlet.com/carruth_jenny/t2bfyey3nwl8


PENNSYLVANIA RN LICENSE


ACLS/BLS CERTIFICATION


SCRN/TNCC


ORGAN DONATION CHAMPION


SIMULATION IN EDUCATION


DAISY AWARD NOMINATION




Thank you.