Health Care and Sample Portfolio free essay sample

My career as a university teacher has spanned 30 years including the past fifteen years as a faculty at the UTMB School of Nursing with a joint appointment at GSBS and previously, fifteen years as a faculty at the University Of Arizona School Of Nursing with an adjunct appointment at the School of Public Policy. From that vantage point, I have had the opportunity to teach and learn from hundreds of graduate and undergraduate students in nursing, medicine, allied health, philosophy, ethics, health policy, and other disciplines. My educational philosophy has evolved over time in response to my own experiences and growth as a teacher and clinician as well as continued interchange with students. My overriding philosophy is based on the belief that students are not â€Å"empty vessels† to be shaped by faculty, but rather that they come to the educational enterprise with a vast array of life experiences, knowledge, and skills that can be incorporated and translated into their professional health education. We will write a custom essay sample on Health Care and Sample Portfolio or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I believe that teachers, at their best, serve as guides and catalysts who engage students in critical thinking, reasoning, and dialogue about the core scientific, clinical and humanistic knowledge that is required for promoting health and healing among their patients and the multi-faceted roles of health professionals in that endeavor. I also believe that teaching- learning is a partnership between teacher and students and that it is synergistic. I have learned far more from students than I have probably ever imparted to them. I also believe that excellent teachers help establish an atmosphere in both classroom and clinical settings that promotes honesty and integrity and that encourages students to examine their own beliefs, knowledges and assumptions as well as invite constructive debate and feedback. It is important that health professional students, who will often practice as part of a team, learn to respect diverse opinions while at the same time learn to articulate their own perspectives and judgments. Students must also learn to take responsibility for their own lifelong learning as they enter the worlds of practice and education. Describe how you have prepared yourself for your role as a teacher, assessor, mentor and/or advisor. Revised 2010 Page 1 of 13 Sample Portfolio: names, publications, etc. are fictional and designed to represent one type of portfolio that an Academy applicant could submit. Each sample portfolio is designed to meet the â€Å"standard† for admission into the Academy. My doctoral education was in Biomedical Ethics and Public Health Policy and my master’s degree in Community Health and Political Science with a functional focus on teaching. I have drawn on both of these programs as a framework for developing courses and learning experiences that help students examine complex issues in health care ethics and public policy and develop strategies for helping to resolve those issues. One of the most significant ways that I enhanced my skill as a teacher was receiving one of the first Joseph P. Kennedy Fellowships in Bioethics for Faculty at Georgetown Univ. in the early 1980’s. This Fellowship was specifically focused on the preparation of nursing and medical school faculty in the newly emerging field of biomedical ethics. That educational experience shaped my efforts to help integrate biomedical ethics into nursing and other health-related curricula at the Univ. of Arizona and later at UTMB. I have continued to expand my knowledge about the teaching of ethics and humanities and clinical ethics consultation during the past several decades through participating in a large number of diverse educational workshops and conference programs sponsored by the Association for Bioethics, the Kennedy Center for Bioethics, the Hastings Center, and the American Society for Law, Medicine and Ethics. I have especially benefited from a series of intensive summer workshops designed for educators by the Kennedy Center for Bioethics. I have also focused a lot of effort on expanding my knowledge and skills related specifically to doctoral education in nursing including a series of intensive workshops with noted nurse consultants in the field of doctoral education while at Univ. of Arizona and at UTMB. In addition, I have regularly attended the annual National Assoc. of Doctoral Program meetings and the Academy of Nursing Science Meetings which regularly address graduate education issues and initiatives in nursing. Teaching/Assessment Activities For Teaching and Assessment activities, duplicate and complete this table for each separate activity you wish to present. In the Appendix, provide examples of work that support the scope, quality and dissemination of the activity, if available. Teaching/Assessment Activity Context of activity (school or department, format of activity) Description of role Duration of service (give years) Service quantity (e. g. , hours/semester or year) Number and type of learners (e. g. , number per year, semester, term; undergrad or grad) Goals for the activity Revised 2010 Course in History and Philosophy of Science Core required course in doctoral program in Nursing Developer and primary teacher of Course 2002-present Fall semesters 15 weeks 3 hours per week in direct teaching and 5-6 hours per week in course preparation, student consultation, review of papers and projects Approx. 15 doctoral students course on campus and additional 5-6 students via teleconference at Stephen F. Austin Univ. In Nacogdoches Course is offered Fall and Summer semesters The goal of this course is to teach the students skills in critically examining the historical evolution of science and  comparative philosophical views of scientific Page 2 of 13 Sample Portfolio: names, publications, etc. are fictional and designed to represent one type of portfolio that an Academy applicant could submit. Each sample portfolio is designed to meet the â€Å"standard† for admission into the Academy. Outcomes, and other indicators of quality Dissemination among the community of educators Teaching/Assessment Activity Context of activity (school or department, format of activity) Description of role Duration of service (give years) Service quantity (e. g. , hours/semester or year) Number and type of learners (e. g., number per year, semester, term; undergrad or grad) Goals for the activity Outcomes, and other indicators of quality research in health care and nursing The overall course evaluations for this course during the past five years have consistently been very good as reflected in the following averages on a 5 point scale: (2002-4. 5; 2003-4. 6; 2004-4. 7; 2005—4. 7; 2006 –4. 6). Students have made many positive comments about how they have honed their critical analysis skills. I received SON Outstanding Faculty Teaching Award in 2002. Presentation of Approaches to Teaching of Philosophy of Science and Ethics to Students in Health Professions at Society of Bioethics Conference Oct. 2002 and 2005 Course in Ethics of Health Care and Research Required core course in doctoral program in Nursing Developer and primary teacher of Course 2002-present 3 hours per week in direct teaching and 5-6 hours per week in course preparation, student consultation, review of papers and projects Approx. 8-10 doctoral students on campus and additional 5-6 students via teleconference at Stephen F. Austin Univ. in Nacogdoches. The goal of this course is to help students develop skills in analyzing contemporary ethical dilemmas in  health care as well as in learning strategies to respond effectively to dilemmas. The course also teaches the students to critically analyze research related to ethical issues, eg. End of life care as well as to examine underlying ethical issues related to conducting research. e. g. informed consent. Course evaluations are consistently in the 4. 6-5 point range. (2002-4. 6; 2003—4. 7; 2004—4. 7; 2005—4. 8; 2006— 4. 8) Students’ teams have developed outstanding critiques of ethical issues in health care and research and developed position papers in response to those issues. They have also developed a series of excellent PowerPoint presentations which have been shared with classmates as well as with faculty and clinicians at UTMB and other health facilities where many of the nursing doctoral students practice. One other significant indicator of the impact of this Revised 2010 Page 3 of 13 Sample Portfolio: names, publications, etc. are fictional and designed to represent one type of portfolio that an Academy applicant could submit. Each sample portfolio is designed to meet the â€Å"standard† for admission into the Academy. Dissemination among the community of educators Teaching/Assessment Activity Context of activity (school or department, format of activity) Description of role Duration of service (give years) Service quantity (e. g. , hours/semester or year) Number and type of learners (e. g. , number per year, semester, term; undergrad or grad) Goals for the activity Outcomes, and other indicators of quality course is that 10 doctoral students have developed and completed dissertation research that is related to ethical issues in health care. Wrote article Preparation of Doctoral Students in Identifying and Responding to Ethical Issues in Nursing Research: Advances in Nursing Science June 2003. Course in Health Policy This is a required course for all of the masters’ level students in the SON. Lead teacher 2002-present 3 hours per week in direct teaching and 5-6 hours per week in course preparation, student counseling, evaluating papers and projects This course has averaged approx. 40-50 students per semester including onsite and distance ed. students in Nacogdoches and Beaumont and is taught twice a year (approx. 100 students/year). One of the central goals of this course is to help nursing students in the Advanced Practitioner masters program develop abilities in critical analysis of the  context and process of policy development in health care; and development of skills that will help them engage in various stages of the policy process. Evaluations for this course over the past five years have been consistently high with average scores between 4. 5-5 on a 5 point scale. ( 2002—4. 5; 2003— 4. 6; 2004—4. 7; 2005—4. 6; 2006—4. 7). As part of the course, teams of students became involved in working with selected policy makers, e. g. legislators, Board of Nurse Examiners, and mayors to assess selected health policy issues, propose new strategies, and in some cases were involved in helping  implement selected policy at local and state levels. Dissemination among the Revised 2010 Many of the students’ comments on evaluations suggested that the course had spurred their interest in working more directly with various policy leaders as a strategic part of their professional role. Several of the students have become members of city councils in Santa Fe and Houston, members of School boards, etc. While I cannot claim responsibility for their actions, I do think the course served as a catalyst for some to become more involved in the policy arena. Article: Robinson, S. (2005) Integration of Health. Page 4 of 13 Sample Portfolio: names, publications, etc. are fictional and designed to represent one type of portfolio that an Academy applicant could submit. Each sample portfolio is designed to meet the â€Å"standard† for admission into the Academy. community of educators Policy in Curriculum for Advanced Practitioner Students published in Journal of Advanced Nurse Practitioners, vol 10, 55-60. Teaching/Assessment Activity Context of activity (school or department, format of activity) Description of role Duration of service (give years) Service quantity (e. g. , hours/semester or year). Case Management Clinical Course This is a required clinical course for all senior nursing students Lead Clinical teacher Spring 2004, 2005, 2006 Teaching/ supervision of students in clinical sites for eight hours/day for two days per week during the semester 10-12 students per semester in each rotation Number and type of learners (e. g. , number per year, semester, term; undergrad or grad) Goals for the activity Outcomes, and other indicators of quality Dissemination among the community of educators Teaching/Assessment Activity Context of activity (school or department, format of activity) Description of role Duration of service (give years) Service quantity (e. g. , hours/semester or year) Revised 2010 This course provides students with an opportunity to assess and give care to elderly and disabled clients who are living in nursing homes, group homes, as well as some family settings. All of these clients are legally wards of the state and have guardians. I have worked with a local judge to integrate our students into her assessment of these patients. Student’s asses the patients and report back to the judge as well as make referrals to physicians and other health agencies. Students have consistently rated this clinical  experience as one of the most satisfying and challenging as reflected in their averaged course evaluations (2002—4. 8; 2003—4. 8; and 2004—4. 9 on 5 point scale) Presented this teaching approach to Health Law Teachers Conference June 2006; Also have shared the Case Management course approach and successes with several Family court judges in Texas who are interested in developing a similar program for follow-up of wards of the court. CE Program—Project Help Continuing Education Program in Health Care Ethics and Law Developed and Coordinated PROJECT HELP. A distance education initiative in health care ethics and  law for nurses and physicians in rural areas of Texas 2002-2005 5-6hrs/wk. during academic year Page 5 of 13 Sample Portfolio: names, publications, etc. are fictional and designed to represent one type of portfolio that an Academy applicant could submit. Each sample portfolio is designed to meet the â€Å"standard† for admission into the Academy. Number and type of learners (e. g. , number per year, semester, term; undergrad or grad) Goals for the activity Outcomes, and other indicators of quality Dissemination among the community of educators Approx. 50 nurses and doctors per Fall and Spring  emesters took courses during 4 year period of grant(total of 400 students) This was a blended learning opportunity for nurses and physicians in rural and underserved areas of the state to receive continuing education courses in ethical-legal issues in Health Care using both teleconferencing and web-based methodologies Goals were to provide professional clinicians with skills in assessing and responding to ethical dilemmas in care of their patients as week as to provide them with updates and resource materials on current legal cases in medicine and nursing. As noted in educational materials section, materials  used in these CE programs are being developed for a web based course in health care ethics and law for health professionals across the country. Received the American Assoc. of University Women Teacher of Distinction Award for this educational project. 4. Mentoring/Advising Activities For Mentoring and Advising activities, duplicate and complete this table for each mentoring/advising relationship you wish to present. Name of mentee or advisee Description of role as mentor/ advisor Purpose or goals of relationship Description of mentoring/advising process Current status of advisee Outcome(s) of relationship Documentation. Advisor to 15 doctoral students; and chair of 5 dissertation committees 2003-7 Provide guidance and consultation to students during progression through doctoral program To serve as a mentor and advisor through the dissertation process Meets with students frequently throughout semester to discuss and review progress on each phase of dissertation research through individual advising sessions and independent studies. Average of 3 hours per week for each doctoral student. Four of five students have completed and defended dissertation research and graduated; fifth student has defended research and will graduate in May, 2007. Students have successfully completed research and graduated. One student received Award for Outstanding Dissertation Research from GSBS in 2005. Three students have published results of dissertation research in peer-reviewed Nursing and other journals; One student has asked dissertation chair to coauthor article with him and article is in development. Use space below for descriptions of teaching accomplishments that either do not fit the other categories or fall outside the requested time frame but that are significant. Revised 2010 Page 6 of 13 Sample Portfolio: names, publications, etc.  are fictional and designed to represent one type of portfolio that an Academy applicant could submit. Each sample portfolio is designed to meet the â€Å"standard† for admission into the Academy. SECTION II: ENDURING EDUCATIONAL MATERIALS 1. Describe the goals or philosophy that guide your development of educational materials. I have had a long-term commitment to helping develop educational courses and resource materials in health care ethics, law, and policy for nursing students and practicing clinicians which can help them respond to the complex dilemmas that they may encounter in their practice. Part of the goal is to help them develop sustainable skills and knowledge that will promote their continued interest and self-education in health care ethics, law, and policy. To further this goal, I have helped develop several web-based continuing education courses as well as related articles and study guides for use by students in both formal academic and informal courses. 2. Describe how you have prepared yourself for your role as a developer of educational materials. During the past several decades I have continued to develop my knowledge of relevant content in ethics, law, and policy as well as further develop my skills in innovative teaching methods both as a faculty at the Univ. of Arizona , Georgetown Univ. , and as a faculty at UTMB. I have been especially interested in distance education modalities to help reach students and clinicians in rural and underserved areas of Texas and the Southwest and was one of the first faculty in the SON at UTMB to utilize teleconferencing to teach groups of masters and doctoral level students in a variety of multiple settings, e. g. Beaumont/Port Arthur, Victoria Nacogdoches, and Brownsville. I have attended a series of instructional methodology courses during the past decade which have focused on distance education strategies including teleconferencing and more recently web-based course development with an emphasis on real-time interactive components such as WIMBA. 3. Duplicate and complete this table for each enduring material you wish to present. It is best to list your materials in reverse chronological order, with the most recent one on top. In the Appendix, provide examples of work that support the scope, quality and dissemination of the activity, if available. Educational Material Revised 2010 Health Care Ethics and Law Course(web-based) CE program for nurse clinicians Page 7 of 13 Sample Portfolio: names, publications, etc. are fictional and designed to represent one type of portfolio that an Academy applicant could submit. Each sample portfolio is designed to meet the â€Å"standard† for admission into the Academy. Description of material Role in development Goals or purpose of educational material Outcomes, accomplishments, and other indicators of quality of service or impact of this material . Dissemination among the community of educators Educational Material Description of material Role in development Goals or purpose of educational material Outcomes, accomplishments, and other indicators of quality of service or impact of this material . Dissemination among the community of educators Educational Material Description of material Revised 2010 A 12 module web -based program for nurses in ethics and law( available to nurses as a distance ed. ce program offered through the UTMB Office of Distance Education Technology Co-developer of program To facilitate clinicians in developing more advanced knowledge and skills in participating in effective resolution of ethical dilemmas in the workplace Grant funding to implement project secured from Kempner Fund, 1999-2004. Approx. 200 nurse clinicians from Texas and across the US to date who have taken the CE program. Their post-course evaluations rank the course high in skill and knowledge building and impact on their overall ability to analyze ethical issues and participate in patient-centered outcomes. Many nurses are able to use this course to meet BNE requirement for ethics continuing education. Course is widely available on the web and has received excellent reviews from American Journal of Nursing and Online Educator for high-quality content and teaching methods. Ethics in Contemporary Health Care Leadership Core course in new Leadership in Health Care Organizations Program for masters-level students – uses â€Å"blended† teaching methods including web based and onsite teaching approaches Co-developer of course This course was designed to assist nurses who are in management roles in health care organizations develop more advanced know ledges and skills related to ethical, legal, and regulatory dimensions of their leadership/managerial roles . Based on the positive evaluations 2005-average 4. 6; and 2006—4. 7 on 5 point scale) from the first two groups of students, this course has been expanded to  include a totally web-based distance education program for nurses in leadership roles around the US. Journal articles: Robinson, S. and Lindquist, J. Innovative Educational Programs in Ethics, Law, and Policy for Nurse Managers (2006) Journal of Nursing Education, vol. 10, 25-30. Educational Video in Health Care Ethics One hour educational video and related case materials workbook â€Å"Hard Choices at the End of Life† examining a series of current cases related to end of Page 8 of 13 Sample Portfolio: names, publications, etc. are fictional and designed to represent one type of portfolio that an Academy applicant could submit. Each sample portfolio is designed to meet the â€Å"standard† for admission into the Academy. Role in development Goals or purpose of educational material Outcomes, accomplishments, and other indicators of quality of service or impact of this material. Dissemination among the community of educators life care and discussion of ethical-legal issues and decision-making strategies in clinical situations Served as content specialist to video producers Baxley Films, Chicago. Goal of videotape was to provide students and clinicians with mediated learning activity to assist them in examining and responding to complex end of life  ethical dilemmas in patient care Video purchased by est. 300 SONs, SOMs and clinical facilities across US. Producers have received several national video awards from AJN (2000); Golden Eagle , 2002; Video has been widely distributed in educational facilities and is currently in revision as a web-based educational program SECTION III: EDUCATIONAL LEADERSHIP 1. Describe the goals or philosophy that guide your educational leadership. I believe that I have a responsibility to assume an educational leadership role both in my academic institution but also at state and national levels. Nursing education is at a significant crossroads in its development as it tries to respond to the growing need for more clinical nurses and nurse faculty. Faculty must assume greater leadership roles in helping develop clinicians, teachers, and researchers that can respond to the needs of complex patients and community-based health issues. There is the need for leadership that helps us develop creative teaching strategies that reach diverse populations of learners in Texas and across the country. To that end, I have tried to provide leadership within my School in the integration of ethical, legal , and policy concepts within the curriculum for students at all levels and for the development of distance education courses for academic students as well as for clinicians who are already in practice. I have also assumed leadership roles in various nursing and bioethics organizations in helping advance national dialogue regarding curricula for nursing and medical students, ethics consultation services, and educational criteria for teachers in bioethics. Describe how you have prepared yourself for your educational leadership roles. Revised 2010 Page 9 of 13 Sample Portfolio: names, publications, etc. are fictional and designed to represent one type of portfolio that an Academy applicant could submit. Each sample portfolio is designed to meet the â€Å"standard† for admission into the Academy. I have taken a number of advanced courses at UT Austin and Univ. Colorado related to Innovation in Distance Education and have also continued to attend special courses/conferences sponsored by the Kennedy Center in Bioethics, Hastings Center for Ethics, and the Society for Ethics, Law, and Policy which provide advanced and updated content on current ethical-legal issues in Health Care. 3. Duplicate and complete this table for each leadership activity you wish to present. It is best to list your materials in reverse chronological order, with the most recent one on top. In the Appendix, provide examples of work that support the scope, quality and dissemination of the activity, if available. Activity Description of leadership role Duration of service (give years) Goals and/or initiatives Outcomes, accomplishments, and other indicators of quality of service or impact in this role. Revised 2010 Development of New Doctoral Program in Nursing One of the most substantial contributions that I have made to health science education has been to participate as a core member of the doctoral task force that was charged with developing and implementing a new and innovative PhD program in Nursing at UTMB as part of the Graduate School of Biomedical Sciences. The program was developed in response to a severe shortage of doctorally  prepared faculty in Texas and across the country. The program has a very strong focus on Health Promotion and Healing Among Vulnerable Populations and an emphasis on the students’ integration of those concepts into their future roles as teachers, clinicians, and researchers Member of Doctoral planning Task Force199497and program was implemented in Fall, 1997. The primary goal of this program was to prepare a cadre of doctorally-prepared nurse scholars who could assume faculty and/or clinical roles in Texas and the US The PhD program began in 1997 and has attracted a very ethnically diverse group of 60 doctoral students from Texas and many  other states as well as from India, China, Bahrain, and Saudi Arabia. Successful outcome measures of the program include the fact that many of the graduates of the program have or will become faculty in schools of nursing in Texas or the Southwest. In addition, many of the first and succeeding graduates have developed Page 10 of 13 Sample Portfolio: names, publications, etc. are fictional and designed to represent one type of portfolio that an Academy applicant could submit. Each sample portfolio is designed to meet the â€Å"standard† for admission into the Academy. programs of research that can potentially  impact the health and well-being of their patients/families and communities. Dissemination among the community of educators The evolution of this program with a major focus on Healing and Health Promotion with Vulnerable populations has been presented at sessions at the American Colleges of Nursing Annual Conference (2004) and an analysis of the program and its outcomes have been published in a peer-reviewed journal: Johnson, A. and Robinson, S. (2005) J. of Professional Nursing Education, Vol. 8, 15-20. Activity Description of leadership role American Association of Bioethics Chair Academic Curriculum Committee,  2003-05; Abstract Review Committee 19992001; 2006-07; Conference co-chair, 19992000 1998-current The goal of this organization is to provide dialogue and leadership among faculty teaching in ethics-law programs as well as clinical ethicists. I served on various taskforces and committees which have developed guidelines for proposed ethics-law curricula in schools of nursing, medicine, and allied health as well as proposed criteria and standards for clinical ethics consultation. The Society for Bioethics has published two monographs based on our committee recommendations :â€Å"Standards for Clinical Ethics Consultation† 2004  and â€Å"Proposed Curriculum in Health Care Ethics for a New Century† (2002) †which have been widely disseminated to Schools of Medicine, Nursing, and Allied Health and Clinical Ethics Programs in the US. Duration of service (give years) Goals and/or initiatives Outcomes, accomplishments, and other indicators of quality of service or impact in this role. Dissemination among the community of educators Activity Description of leadership role Revised 2010 National Leadership Conference on Ethics, Law, and Policy in Health Care Chair of Planning Committee and Conference Page 11 of 13 Sample Portfolio: names, publications, etc.  are fictional and designed to represent one type of portfolio that an Academy applicant could submit. Each sample portfolio is designed to meet the â€Å"standard† for admission into the Academy. Duration of service (give years) Goals and/or initiatives Outcomes, accomplishments, and other indicators of quality of service or impact in this role. Dissemination among the community of educators Activity Description of leadership role Duration of service (give years) Goals and/or initiatives Outcomes, accomplishments, and other indicators of quality of service or impact in this role. Dissemination among the community  of educators Revised 2010 2000-2001 Goal was to bring together national leaders in the field of nursing and medical ethics, law and public policy to examine the future directions of curricula, clinical consultation, and research/scholarship in the field and to examine cutting edge issues in health care ethics and law Evaluations from participants ranked the conference proceedings very high in terms of content and innovative strategies for incorporating ethics, law, and policy content into nursing and medical school curricula (average evaluations were 4. 7 on 5 point scale) I served as the co-editor of a published  monograph incorporating the major papers presented at the conference. Robinson, S. and Barton, W. (2001) Charting the Future of Ethics, Law, and Policy in Medical and Nursing Education. New York, Mosby Press. Texas Nurses Assoc. Ethics Council Served as Ethics Consultant to TNA in drafting organizational responses to proposed legislation regarding end of life issues and treatment of prisoners with mental and physical disabilities in TDCJ and providing testimony to Texas legislative committee hearings 1999-2003 Provide consultation to official nursing organization and legislative committees regarding complex ethical issues under  consideration Helped TNA draft four position papers on a series of proposed leg. Initiatives and also provided testimony to relevant leg. Committees. Language from position papers incorporated into revised bills and two passed Texas House and Senate Position papers distributed to Nursing and Medical communities as well as public through new releases; and acknowledgement of TNA role in Texas Page 12 of 13 Sample Portfolio: names, publications, etc. are fictional and designed to represent one type of portfolio that an Academy applicant could submit. Each sample portfolio is designed to meet the â€Å"standard† for admission into the Academy.