Matthew L. Wolever

****-**** ****** **** ******, IL 61201 309-***-**** ad2un5@r.postjobfree.com

Education

Clinical Pastoral Care Residency – OSF St. Francis Medical Center, Peoria, IL (2019-2020)

Clinical Pastoral Care Internship – OSF St. Francis Medical Center, Peoria, IL (2018)

Doctorate of Bioethics, Bioethics — Loyola University Chicago, Chicago, IL (2015-2017)

Courses:

BEHP 401 Clinical Topics in Bioethics

BEHP 402 Justice and Health Care

BEHP 403 Ethics Across the Care Continuum

BEHP 405 Research Ethics

BEHP 409 Religion and Bioethics

BEHP 410 Ethics Consultation Seminar

BEHP 421 Practicum in Clinical Ethics

BEHP 423 Doctoral Capstone I

BEHP 424 Doctoral Capstone II

Doctoral Capstone

“An Argument for a Substantively Weak-Dialogical Approach to Autonomy.”

Master of Arts, Health Care Ethics — Saint Joseph’s University, Philadelphia, PA

(2013-2015)

Member of ALPHA EPSILON LAMBDA – a national honor society for the promotion of academic

excellence for graduate and professional students.

Courses:

HCE 550 Health Services Research

HCE 551 Methodological Issues in Bioethics

HCE 552 Theological Issues in Bioethics

HCE 553 Philosophical Ethical Theories in Bioethics

HCE 573 Death and Dying: End of Life Decision-Making

HAD 553 Health Care Organization

HAD 554 Health Care Law

HAD 559 Health Care Policy

HAD 570 Psychosocial Aspects of Chronic Illness and Disability

HAD 600 Ethics of Health Care

HED 560 Bio-psychosocial Characteristics of the Aging American

Master’s Capstone Paper

“In Front of the Veil: A Theory in Practice Treating Individuals with Chronic HCV.”

Master of Arts, Philosophy — Southern Illinois University, Carbondale, IL

(2008-2010)

Courses:

Phil 468 Kant: Theoretical Philosophy

Phil 470 Greek Philosophy – Plato

Phil 473 The Empiricists – Hume

Phil 477 Indian Philosophy

Phil 479 Chinese Philosophy

Phil 551 Introduction to Teaching and the Profession

Phil 577 Classical American Philosophy – James

Phil 577 Classical American Philosophy – Dewey

Phil 590 General Graduate Seminar – Schelling

Master’s Thesis Paper

“A Metaphysical Exploration”

https://opensiuc.lib.siu.edu/theses/294/

B.A., Philosophy — Saint Ambrose University, Davenport, IA (2003-2005)

Graduated Summa Cum Laude

Dean’s List: Fall 2003, Spring 2004, Fall 2004, and Spring 2005.

A.A., Liberal Arts – Black Hawk College, Moline, IL (2001-2003)

2004 Who’s Who in American Junior Colleges – National Academic Honor Roll

Publication(s)

An Argument for a Substantively Weak-Dialogical Approach to Autonomy. International

Journal of Feminist Approaches to Bioethics, 12(1). (Spring 2019).

Experience

Primary Care Provider (Summer 2020-Fall 2023)

Help my elderly parents with activities of daily living.

Utilize my clinical pastoral care and ethics training in this position.

Pastoral Care Residency (Two CPE Units) - OSF Saint Francis Medical Center Peoria, IL (Fall 2019-Spring 2020)

Clinical Rounding-

• Adult Specialty Unit

• Adult Cardiac Unit

• Adult Acute Neurological ICU

• Adult Medical ICU Unit

• Adult Surgical ICU Unit

• Adult Intermediate Unit

• On-call responding to Trauma 1 and Trauma 2 Medical Events

• Pediatric ICU Unit

• Neonatal ICU Unit

Pastoral Care Internship (One CPE Unit) - OSF Saint Francis Medical Center Peoria, IL

(Summer 2018)

Clinical Rounding-

• Adult Cancer Unit – where I:

• Supplied emotional and spiritual support to patients and their families.

• Supplied emotional and spiritual support to medical staff.

• Ensured that worship opportunities were provided to patients and families.

• Ensured that religious ritual and sacramental needs were provided.

• Served as a liaison and mediator between medical staff and families to safeguard patients’ autonomy.

Clinical Ethics Practicum- OSF Saint Francis Medical Center Peoria, IL (Spring 2017-Summer 2017)

Clinical Consultation Component-

• Took part in several family meetings learning how to figure out key ethical issues, how to ask for and discern the patient’s needs and interests and engage the stakeholders in shared decision-making to ensure that the decision is in the patient’s best interests and that are in keeping with institutional policies.

• I attended ethics committee meetings.

• I took part in case discussions with the clinical ethicists.

• I took part in “live” ethics consultations.

Organizational Ethics Component-

• I attended various subcommittee meetings:

• Assist Mission Partners to Serve on Mission Trips- I developed a schema to raise the funds for mission partners to go on mission trips.

• Organ Donation Steering Committee- I developed a schema to increase organ donation while demythologizing common barriers to organ donation.

• Fall Refusal of Alarms- I developed an institutional policy to prevent bed falls.

• Care of Complex Patients- I developed a schema to reduce the number of quarterly admissions for complex patients.

• Ministry Healthcare Surrogacy Policy and Process- I practiced revising institutional policies to simplify the wording to improve legal surrogate decision makers’ understanding.

• OSF Policy and Informed Consent for Anesthesia Care- I practiced revising the institutional policy on Anesthesia to clarify the available options for care.

• ICU Care Patients RIM Project- I made suggestions to simplify the rubrics on the questionnaire to improve the quantitative accuracy of the assessment.

• Decisional Capacity Workgroup- I practiced making addendums to statutory law by suggesting changes to the Surrogate Act to ensure patients’ interests are being served and the law is being consistently applied.

Educational Component-

• I practiced writing on ethical topics aimed at educating the both the staff and the public at large-e.g.,

• Harm Prevention in Healthcare

•Decisional Capacity

• Informed Consent

• Shared Decision-Making

• Surrogate Decision-Making

• Best Interests

• Organ Donation

• End-of-Life Care

• I also attended IRB meetings-e.g., helping find key components of a case study to know how to review a case study, so that members of the board can approve the study, approve the continuation of the study, table the discussion giving the investigators time make changes to the protocol, or disapprove the study.

Didactic Tools Developed During Practicum-

• Devised a new ethical principle that, if considered, would make direct abortions and physician aid in dying ethically impermissible.

• Developed a shared decision-making tool enabling physicians, family members, POAs, guardians, or surrogates to discern the patient’s unknown interests so that the decisions made are in the patient’s best interests.

• Developed a preventative ethical tool consisting of a four-step approach for updating patients’ families about their loved one’s condition to help reduce the need for ethics consultations.

• Developed an institutional policy on bed-fall alarms.

• Developed an informed consent policy for pediatric patients to consent to treatment and to participation in biomedical research.

• Developed a shared decision-making model for conducting ethics consultation.

• Developed a formula for resolving ethical dilemmas in the health care setting

• Developed a questionnaire to increase HPV vaccination rates.

• Developed a formula specifying “how” to act compassionately when delivery health care.

• Developed a formula for increasing first person consent for organ donation.

• Developed a discernment tool for pastoral care

• Developed a formula for preventing harm in the interim when a patient does not have a qualifying

condition, so LST cannot be withdrawn because a patient does not have a POA.

• Developed an adapted decisional-capacity continuum.

Para-Professional & Substitute Educator – Rock Island/Milan Public School District#41, IL

(2010-2013)

• Implemented curriculum to aid in student learning.

• Instructed students one-on-one for K-4th Grade.

• Led instructional lessons in Language Arts, English, Writing, Reading, Mathematics, the Social Sciences and Mathematics.

Graduate Student Teaching Assistant- Southern Illinois University – Dept. of Philosophy (Spring

2010)

• Taught and instructed on classical ethical theories to undergraduate students.

• Designed and developed a syllabus for the undergraduate introduction to ethics course.

• Developed weekly quizzes.

• Led discussions on ethical issues.

Graduate Assistant – Southern Illinois University- Dept. of Philosophy (Fall 2009)

• Managed organizational procedures for an academic conference.

• Performed administrative tasks to ensure conference success. Project

• Management implementing procedures for managing research requests.

Graduate Student Research Assistant — The Center for Dewey Studies – Southern Illinois

University (Fall 2008-Spring 2009)

• Determined the subject terms in scholarly literature regarding John Dewey.

• Contributed to textual editing of works by John Dewey and works on John Dewey.

General Education Diploma (G.E.D.) Instructor — Blackhawk College – Technology Center

(2006-2007)

• Developed individualized assessment plans for each student and implemented them.

• Successfully taught G.E.D. testing strategies to students.

• Successfully implemented teaching strategies for culturally diverse students.

Substitute Educator – Rock Island/Milan Public School District #41, Illinois (2005-2007)

• Implemented teacher plans to educate students.

• Taught lesson plans to students: mathematics, science, English, writing, and spelling.

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