Nursing Nurse
Resume:
Personal Identification
Cynthia Ann Garey EdS, MS, RN
Holly, Michigan 48442
Cell 513-***-****
adhr2p@r.postjobfree.com
Northcentral University, Prescott, Arizona
Education Specialist-EdS-Currently enrolled to complete my EdD
Curriculum Development tract
January 2013-August 2015/current
Walden University, Minneapolis, Minnesota
MS in Nursing concentration on Education
August 2005-August 2007
Wright State University, Dayton, Ohio
Bachelor of Science in Nursing
January 2003-May 2005
Miami University, Middletown, Ohio
Associate Degree in Nursing
August 1997-June 1999
Specialization
I have experience in orthopedics, bariatric surgery, staff development, cardiac telemetry and emergency room. I have been an adjunct faculty member for clinical instruction for second year nursing students in an ADN program as well as first year nursing students. I recently taught didactic for second year nursing students and pre-nursing students. I have been involved in continuing education of nursing staff in the Nurse Educator role.
Professional Experience
ATOS
Senior Clinical EHR Educator
1/2/2019-current
Provide education to new hires, RN, NA and UC related to the use of EMR, Paragon and Cerner at various McLaren Hospitals. Create a curriculum to ensure the education provided is appropriate and up to date to meet the needs of both the students and the organization. Provide education on EMR to new nursing students at a local college.
Pioneer Specialty Hospital
Director of Quality Management
7/11/2018-1/2/2019
Ensure the organization is compliant with the rules and regulations set forth by the governing bodies. Review and revise policies. Report to CMS, Joint Commission and HFAP.
Crestmont Nursing Care
Staff Development Manager/Assistant Director of Nursing
11/2017-7/10/2018
Assist with daily activities related to staff development and education, infection control and scheduling for the nursing staff. Work closely with the Administrator and DON to ensure safe resident care.
McLaren Oakland, Pontiac, Michigan
Nurse Educator/ER
7/2016-11/2017 (still working in ER)
Assists with the continuing education of the nursing staff within the hospital. Assist with onboarding of new nurses to the organization. Review and revise policy and procedures. Develop a Preceptor program for staff.
Direct patient care in a free standing ER. Collaborate and work closely with physicians, PAs and NPs regarding safe patient care.
Sinclair Community College/Dayton Ohio
Adjunct Clinical Faculty
8/2012-12/2015-Various times
Oversee nursing students in the foundation rotation for patient care. Grading assignments and mentor to AD nursing students. Oversee nursing students in the cardiac rotation for patient care. Grading assignments and mentor to AD nursing students.
Kettering Medical Center
3 West Cardiac Telemetry, Staff Nurse, Charge Nurse, Professional Development, ER
5/2003-8/2016
Responsibilities included direct patient care, staffing assignments for daily patient care, scheduling of the staff nurses. Team meetings with other disciplines caring for the patients. Mentoring and precepting students and newly hired nurses. Assists with the continuing education of the nursing staff within the hospital. Assist with onboarding of new nurses to the organization. Review and revise policy and procedures. Development of Nursing Orientation program, placement for nursing students from various colleges for clinical experience, review and revision of practice standards and policies, administrator of Mosby’s Nursing Skills and Mosby’s Nursing Consult. Collaborate with team members and physicians for direct patient care. Preceptor to nursing students and newly hired nurses in the department.
Middletown Regional Hospital
Main 2, Orthopedics and general surgery, Staff Nurse and Charge Nurse
7/1999-5/2003
Responsibilities included direct patient care, staffing assignments for daily patient care, scheduling of the staff nurses. Team meetings with other disciplines caring for the patients. Mentoring and precepting newly hired nurses. Chart review and audits as needed.
Kettering College of Medical Arts
Adjunct Faculty, Clinical Instructor
Various times from 2005-2014
Oversee nursing students in the cardiac rotation for patient care. Grading assignments and mentor to AD nursing students.
Philosophy of Teaching
Teaching is complex and an abstract concept that has many different definitions (Vandeveer and Norton, 2005). So is the learning process of the adult. It is a process of understanding, clarifying, and applying the meaning of the knowledge acquired according to Vandeveer and Norton (2005). The process of learning is something that can only be accomplished by the learner with the assistance of a good teacher.
There are adult learning theories that are directed toward the ways in which the adult will learn. Adults are self-directed, problem centered and have the need to learn useful information that they can apply in practice. Knowles (1980) explain that the adult learner have various life experiences that they can bring to the educational experience.
The teacher must take into account the diversity of the students and incorporate teaching methods to ensure that information that is being presented can be learned by everyone. Richardson (2005) explains that the students with culturally diverse backgrounds may face difficulties that can hamper their ability to be successful in the college setting. The teacher is critical in the success of the learning for these students.
Learning is a lifelong process for those who do not wish to become stagnant. The learning process will keep the nurse current on the latest information that is available to safely care for patients and in the education process of the future nurses. This can be accomplished with certifications, continuing education, conferences and interactions with colleagues. This lifelong learning is for all the different levels of nurses.
As previously stated, teaching is very complex. The teacher cannot go into the classroom with the notes and present the lecture and expect the students to learn from this. There has to be creativity, passion, excitement and caring that for the students that are in the class. If teaching were easy then everyone would want to do it. Yet teaching does not have to be impossible, but a challenge for the teacher to become the best at what they do. Learning will happen with the teacher at the leader role.
References:
Knowles, M. S. (1980). The modern practice of adult education. Chicago: Follett.
Richardson, V. (2005). The diverse learning needs of students. In D. M. Billings & J. A. Halstead (Eds.). Teaching in Nursing. A guide for faculty. St. Louis. MO. Elsevier/Saunders.
Vandeveer, M.B. (2005). From teaching to learning, theoretical foundations. In D. M. Billings & J. A. Halstead (Eds.). Teaching in Nursing. A guide for faculty. St. Louis. MO. Elsevier/Saunders
Philosophy of Nursing
What nursing is:
Nursing is more than just going in for the shift that has been assigned, clock in and put in your time. Nursing is caring for the patients and the family members in a manner that you would like to have you or one of your loved ones cared for. Nursing is a gentle touch to someone who is in pain, a kind word to someone who is saddened, a sympathetic ear to someone who needs just to talk and a soft but strong shoulder for someone to cry on. This is for both the patients and each other. We all have seen examples of these. When you look back on this, you can smile, cry and understand why we are nurses. Nursing is diverse and ever changing. This is both exciting and terrifying.
Each of the four concepts in nursing’s metaparadigm: nursing, patient, environment, and health.
Nursing is the use of critical thinking skills. Nurses have patients that may present with the same disease process but does not react to treatment the same. The nurse must utilize the critical thinking skills that they have developed over time to care for each of these patients in the unique manner the patient requires.
The patient is a unique individual with unique needs and wants. The nurse should not care for each of their patients in the same manner. The patients that are coming in for health care are much sicker than in the past with multiple comorbidities. The patient stays in the hospital less time and the treatments, many times are continued at home or in the nursing home. Patient education is very important. The patient population today is more educated and has the internet to turn to for answers.
The environment from which a student comes from can determine how the student will learn. According to Richardson (2005) children who grow up in a stimulating and supportive environment are more likely to have a positive attitude about learning and are eager to learn as an adult. Likewise, those children who come from an environment that is not stimulating or is not supporting will be less eager to learn as an adult (Richardson, 2005). The teacher must assess the different learning styles and preferences of the students in order to present the information in a manner where all have the ability to learn.
The state of one’s health is subjective. There are those who have no health issues and then there are those who have many. The latter group could see themselves as healthy. Their present state of health is the best for them. This is an important issue to discuss with the students. The nurse should be sensitive to how the patient defines health.
The nurse, patient, environment and health are all issues that need to be addressed with students. It is important for the student to understand how they see each of these and how they see each of these involved in their life. The teacher will need to assess these issues as well.
Reference:
Richardson, V. (2005). The diverse learning needs of students. In D. M. Billings & J. A. Halstead (Eds.). Teaching in Nursing. A guide for faculty. St. Louis. MO. Elsevier/Saunders.
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