Position of Nurse Educator: Professional Portfolio - Essay Example

?Contents Contents Letter of Application Curriculum Vitae 3 Philosophy of Teaching 6 Philosophy of Nursing 11 References 15 Letter of ApplicationYour Name: Your Address: Your Contact Number: Your Email Add: 9 October 2012 Company Company Address Dear Sir/Madam: I am writing this letter in response to the advertisement regarding the open position of Nurse Educator in your company. I am tendering my application for the said position. I believe that, with my education and work experiences, I am highly qualified and the definite match for the open position. I have worked as Nurse Educator for (number of) years. I have learned to develop my lectures and present discussions so that it responds to the variegated learning needs of students. Likewise, I have designed assessment and evaluation tools such as questionnaires, interview, and survey. Aside from actual Nurse Educator experience, I also have a wide range of clinical nursing experiences, which have provided me with more depth and insights regarding my experience of Nursing as a profession, as an art, and as a science. I am currently working on my MS in Nursing Education at the ------University. I have earned my BS Nursing at ----University. I have also gained Post Graduate Certification for Public Health. In addition, I have attended various seminar-workshops to hone my nursing skills and knowledge. I have attached a copy of my CV, which shows my work experiences, educational background, and relevant personal information. I look forward to hearing from you. Respectfully yours, Curriculum Vitae Name: Address: Telephone #: Email address: Education 20—to Present Master OF Science in Nursing Education ---------- University Units Earned : ( No of Units ) School Yr B.S. Nursing -------- University School Yr Certificate of Post Graduate Training in Public Health ------- University Certifications Basic Cardiac Life Support Certification Advance Cardiac Life Support Certification IV Certification Work Experiences Year Public Health Nursing Supervisor --------Health Department Conducts researches and studies regarding health issues of the Community Coordinates with the other government agencies regarding the health issues of the community Spearheads awareness campaigns Heads the Committee involved in dissemination of information, education, and training of nurses Led fund raising activities Year Senior Psychiatric Nurse Psychiatric Hospital Middle East Conducts training seminars for the Staff Plots the schedule of the Staff nurses Coordinates with the management regarding activities and concerns relevant to the Ward Monitors and provides primary care for various psychiatric cases like schizophrenia, depression, manic-depressive psychosis, ETOH withdrawal, and other similar cases Assists in procedures such as EEG, electroconvulsive therapy and other similar therapies Participates in occupational theraphy Year Associate Professor II Institute of Health and Sciences -------- University Has Taught the following Courses:------- Serves as Thesis Adviser Member of the Committee handling the evaluation of the students Year Assistant Head Nurse University Hospital and Medical Center New York City Coordinates with Sectors of the Hospital regarding the flow of patients, the number of available beds, the need for CNAs and other similar concerns Year Nursing Supervisor Nursing Home and Rehabilitation Center Plans the activities of the patients Conducts training of nurses Involves in the selection of hiring process of nursing staff Conducts seminars, training, and informal learning activities for the nurses Membership New York State Nurses Association Sigma Theta Tau International Honor Society of Nursing Recognition Model Nurse of the Year Seminar- Workshops Attended Performance Appraisal System Better Teaching Through Effective Speech Communication Empowering Preceptorship Reproductive Health Care Urban Primary Health Care Health Care Delivery System in the Urban Setting Researches 1.Beliefs and Practices on Hypertension of Selected Residents of------- 2. The Comprehensive Health Care –Delivery in the Urban Setting in the City of ---------- Character References Philosophy of Teaching Hannah Arendt in the book the Human Condition characterizes the human world as a space that is highly influenced by the continuous search for meanings and not just by the struggle for survival. In this quest for meanings and understanding of the human condition in the human world, society becomes the public space wherein human interaction is made possible , and exchanges of information and knowledge is realized (Arendt 1998, p 6). In this regard, learning begins from the inherent desire of human persons to understand the human condition they are experiencing and the desire to know and learn are given its arena – human interaction in particular and society in general. Learning in nursing occurs, not in a vacuum, but it begins, grows, and flourishes in the condition of a human person’s quest for understanding and interaction with others. In this regard, learning in nursing happens in both formal and informal learning activities whose format may vary depending on the context and learning activities undertaken (O’Shea 2002, p. 1). Formal and informal learning activities in nursing like EKG workshops, preceptorship workshops, MA and Post Graduate studies and other similar undertakings are made to enhance leaning and knowledge in nursing. For learning to be effective, various strategies are adopted. Several options are opened to the nurse educator. The nurse educator may adopt the traditional approach to learning such as textbook learning, memorization, Socratic Method, and lecture. In the lecture, the nurse educator may be able to show innovativeness and creativity in creating the ambiance for learning. The lecture may be divided into sections – the conceptual part and the practical part. During the conceptual clarification segment of the lecture, the nurse educator has to set a clear objective and question to guide and inform the audience what they can expect from the discussion and use, handouts, chalkboards, and flash cards may be used in order to emphasize the fundamental concepts that underpin the theory. On the other hand, in communicating the practical implications of the concepts, the nurse educator may use slides, projectors, or film showing to show highlighting the practical facets of the discussion. In addition, games, simulations, and patient visitation (Mashab and Brink 1994) are another way of presenting the discussion. However, more than the strategy, what is more critical, is the learning framework of the nurse educator. The nurse educator’s perception of what is learning is crucial in creating effective learning. When the educator ceases to be the repository of knowledge and becomes a co-journeyer to learning, then learning becomes effective as it becomes a joint endeavor between the nurse educator and the audience. In addition, nurse educator should be able to communicate and share ideas and knowledge to everybody regardless of the diversity of the audience. In this scenario, the nurse educator must have a clear of the role and who are the audience. According to Gramscki (2002), a staff development educator role involves six aspects and these are (1) educator (2) facilitator (3) change agent, (4) researcher, (5) consultant, and (6) leader. As a nurse educator, it is expected that the nurse educator spearhead the planning of educational programs (Gramscki 2002). The programs are encompassing in the sense that it involves not only the nursing staff, but also non-nursing personnel such as secretaries, and housekeeping (Gramscki 2002). Likewise, educators have to prepare the materials that are required to examine the output of the program. They have to collect the necessary information, not those pertaining to the program, but also on how the program influences those who have participated. Finally, it is also expected that the educator will keep all the records of the attendees, the lecture, and salient details that are necessary in case the attendees need certification of their training. On the other hand, after determining the role of the educator, it is also responsibility of the educator to assess the learners. This is done by identifying the learners and then determining the appropriate setting or place for the training. This is essential to create the learning ambiance that is crucial in learning. Then collect data about the learner, as well as, information from them. These are all crucial in order to identify the learning needs of the audience. After which, prioritizing the needs of the learners, securing the available resources to respond to the needs identified, the educator will also have to assess what are the needs of the organization and time-management (Bastable 2008). After all of these are accomplished, the actual strategy for learning should incorporate approaches suitable for a visual learner, auditory learner, and tactile learners. For the visual learners, handouts, power point presentation, graphics and other visuals will enhance their learning. Meanwhile for auditory learners, learn better when listening. As such, a loud discussion is necessary. They may appear to be not interested, but auditory learners are keen listeners. They talk about procedures, methods, and problems. They engage in verbal explanations. On the other hand, for tactile learners, the need for the incorporation of frequent breaks is essential. Likewise, the need for simulation and hands on practice are critical for their learning. Knowing this, the educator must be able to find the balance in order to address all the learning needs of the learners. In this regard, life-long learning is crucial for personal and professional growth of the learners (employees, students, and other stakeholders). This is maintained on the premise that it is a necessary need as identified in Maslow’s hierarchy of needs (Armstrong 2006). At the same time, life-long learning is pivotal in professional growth. Technology has paved for the democratization of knowledge. It has allowed people to access information anytime, anywhere. As such, it is expected that learners should be abreast with current trends and developments in nursing so that they can provide suitable nursing care that will help the patients restore their health and regain their well-being. In addition, the various levels of education available in nursing offer a wide range of options for students. However, as an educator, the same dedication, understanding, openness, and alacrity in providing and sharing with the students the necessary knowledge that will equip them is the same regardless of their course. Perhaps, expectation will be higher for graduate students, but the same dedication in mentoring students in becoming skilled and humane nurses permeates all levels of learning. The Case Study. When the hospital decided to implement the computerization of all the files in the hospital, the ward where the writer is the Assistant Charged Nurse, was selected to be part of the pilot wards for the computerization. The writer was tasked to attend the training , and after which, the writer will re-echo to the ward things that she learned from the training. Recognizing that not all the nurses are technology savvy, differences in the schedule, and variegated opinions regarding the implemented change, the writer planned to present the information in such a way that all the needs of the learners are addressed. This is done via (1) preparing handouts and slide presentation for the training. (2) Open discussion is included in the presentation. (3) Hands on training is given ample time in the training. In addition, the training is scheduled in two batches in order to accommodate the morning shift and the night shift. At the same time, using technology, the writer provides the nurses with advance reading materials that they will need to get an idea on how the computerization of the files works. When the actual training was conducted, the writer followed the planned learning approach. At the end of the training, an evaluation of the training was given to participants. Through this assessment, the writer was able to get the feedback, opinions, and other relevant details shared by the nurses. There was a positive feedback , and they openly voiced out that the learning approach adopted in the training was effective. Thus, their apprehensions and doubts regarding the new policy were minimized. Philosophy of Nursing Nursing is a “synthesis of practice, multidimensional assessment / intervention, interpersonal communication, case management, and resource-linking on behalf of patients” (Jackson et al., 2009, p. 150). As a profession, nursing necessitates the acquisition and possession of specific technical knowledge and skills necessary as they discharge their assigned functions and care for their patients (Gastmans et al. 1999). However, skills and knowledge are just part of the foundation of nursing. The other buttress of nursing is the ‘nursing care’ that they provide their patients. This aspect of the profession distinguishes the profession from other disciplines in health care service. In fact, van Hooft (1999) states the high quality of care that patients receive from nurses, despite constraints in the profession, makes the nursing profession an ethical profession. In effect, this can be claimed to be true because nurses are the front liners in health care. This means that they respond to the needs and demands of their patients 24/7 and not only during rounds. They relate, communicate, address concerns of the patients and their family, educate, and continuously provide them the necessary information that will help the patient understand their condition and create a plan that will enable them to regain their well- being. In other words, nurses provide ‘the care’ when patients need and, as they need it. As an institution, nursing ensures the quality of nursing by setting the standards of care, by keeping nursing abreast with the trends and developments in technology and by securing the epistemological basis of the profession. In this regard, what is nursing? Nursing is the segment of the health care service that renders the nursing care to the patients enabling them not only to recover from illness, but also regain their well-being holistically. This is possible because nursing is “an experience lived between human beings...where concern, compassion, care, and relation with the other” (Paterson and Zderad 1988, p3) defines the reality of nursing. To understand further nursing, four key facets of nursing have to be touched. These elements are nurses, patient, environment, and health. The existing interrelationship among these facets provides the paradigm in which nursing is contextualized and understood. The nurse-patient relationship. In understanding, the nurse-patient relationship integral is the concept of a human being. A human person is not just merely to be understood within the context of her physiological needs and rationality. A human being is a person who is to be respected, treated as an equal, cared for, and at all times bearing dignity. This view of the human person is rooted on contemporary humanistic supposition of a person – a conscious being, who is a subject, and continuously knowing and trying to find the meaning of their condition and context (Klieman 1993). In this context, the nurse-patient relationship, under the humanist theory, rests on the basic presupposition that both the nurse and the patient are human persons. As such, they are both subjects, and that ‘never’ in their interaction they become an object. However, it must be recognised that the encounter between the nurse and the patient happens during the time that the patient is actually vulnerated by illness. On the other hand, the nurse is in a condition wherein she can provide the appropriate response necessary to help the patient. In this sense, the nurse-patient encounter becomes “supreme test of solicitude, when unequal power finds compensation in an authentic reciprocity of exchange, which in the hour of agony, finds refuge in the shared whisper of voices, or the feeble embrace of clasped hands” (Ricoeur 1992, p 191). As such, the nurse –patient relationship is built on the basic premise that both are human persons that ought to be given respect and be treated with care and dignity. However, the context of their encounter is such that the patient is vulnerated while the nurse is the one that capable of responding to the vulnerated condition of the patient. In effect, their relationship and encounter becomes a condition wherein “respect the truth of the person and be true to the person” (Naef, 2006, 49) is prerequisite, and “comportment of the self towards others, which has the inherent goal of enhancing the existence of those others” (van Hooft 1999, p 190) becomes a crucial factor in the nurse- patient relationship. In effect, the humanity, dignity, and integrity of both the nurse and the patient are maintained and sustained, thus enabling both the patient and the nurse attain human flourishing as they both traverse the path towards the recovery of the patient’s well being. Another integral aspect of nursing is the concept of health. Health viewed within the lens of nursing is not a monolithic concept, but is considered as a total system that touches all dimensions of the person – physiological, mental, social, and spiritual (Basavanthappa 2003). Health is a dynamic state. In its broadest sense, it refers to the adaptation of the individual to both internal and external factors to maintain a state of well-being. The internal factors include genetics, psychology, spiritual, intellectual, and disease process (Basavanthappa 2003). On the other, external factors are outside elements affecting the person and these are socio-economic factors, physical environment, and political dynamics. In this regard, although a conception of health may be used a benchmark in understanding it, the notion of health is primarily defined by the person and is influenced by several factors (Basavanthappa 2003). Newman (1990) maintains that health and illness form a continuum. This implies that persons experience fluctuation between health and illness in the course of their lifetime. There is no one permanent state in the continuum and that the person may experience a diminished or impaired functioning in one the dimensions affecting the person along the way. This view posits the idea that health is constantly changing. In this sense, nurses provide not only care during the time of actual illness, but nurses, as primary caregiver, aid patients in avoiding illness, restoring health, and maintaining wellness. In this way, nurses are not just focus in the event of illness but are concerned with the holistic well-being of the patient. From this perspective, it can be deduced that the concept of health and illness within nursing is a fluid ideal that is apprehended from the person’s standpoint and the scheme or framework provided by theories and scholars. This connotation of health provides the opportunity of defining the various roles of nurses in the spectrum of health and illness, and establish nursing care plan, nursing care action, and nursing education capable of addressing issues and concerns encountered in the spectrum of health and illness. Environment is another essential factor affecting the health of the person. When talking about the environment of the person, it refers to the internal and external environment of the person. As mentioned earlier, the internal environment pertains to the physical, genetics, psychological, intellectual, and spiritual. On the pother hand, the external environment of the person pertains to the socio-political, economic, cultural, tradition, norms, religion, beliefs, and other similar factors that affect the surroundings and outside environment of the person. The nurse has to respect the environment of the patient as it helps define and shape the perspectives and worldview of the patients. In this regard, the truism that nurse-patient relationship and nursing happen, not in a vacuum, but in context, is reaffirmed. It establishes the actuality of the relationship and the factors that influence the relationship. In effect, the environment becomes the arena or the space wherein the actual encounter between the nurse and the patient transpires (Paterson and Zderad 1988). In this regard, nursing metaparadigms establish the framework in which nursing may be understood. However, at the same time, it highlights the reality that there is no one, universal theory that is capable of encompassing the nature and essence of nursing. References Arendt H. (1958/1998) The Human Condition. Chicago, IL: The Universityof Chicago Press. Armstrong, M (2006). A handbook of Human Resource Management Practise (10th Ed). London: Kogan Page. Basavanthappa, B (2003). Fundamentals of Nursing. Bangalore, India: Jaypee. --- (2007). Nursing Theories. Bangalore, India: Jaypee. Bastable, S. (2008). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice 3rd Ed. Ontario: Jones and Bartlett Publishers. Gastmans, C., Dierckx de Casterle, B., & Schotsmans, P. (1998). “Nursing Considered as a Moral Practise: A Philosophical-Ethical Interpretation of Nursing”. Kennedy Institute of Ethics Journal, 8 (1), pp 43-69. Grasmick, L.L. (2002). Roles of the Staff Development Educator. In K.L. O’Shea (ed) Staff Development Nursing Secrets. Amsterdam: Elsevier. Jackson, J.P., Clements, P. T., Averill, J. B., & Zimbro, K. (2009) Patterns of knowing: proposing a theory for nursing leadership. Nursing Economic, 27(3), pp. 145 – 155. Klieman, S (1993), “Clinical applications of the humanistic nursing theory,” In M Parker (ed) Patterns of Nursing Theories in Practice. New York: National League for Nursing Press. Naef, R. (2006). “Bearing witness: A moral way of engaging in the nurse-person relationship”.Nursing Philosophy, 7, pp 146 – 156. Newman M.A. (1990) Newman’s theory of health as praxis.Nursing Science Quarterly, 3, pp. 37–41. O’Shea, K.L. (Ed) (2002). Staff Development Nursing Secrets. Amsterdam: Elsevier. Paterson, J.G. & Zderad, L.T. (1988). Humanistic Nursing. New York, NY: National League for Nursing. Ricoeur, P. (1992). Oneself as Another. Trans. By Katherine Blarney. Chicago: University of Chicago Press. van Hooft, S. (1999). “Acting from the virtue of caring in nursing”. Nursing Ethics, 6 (3), pp 189 -201. Read More