Professional Summary

1 Professional Summary I began my journey into nursing in 2011 after an economic downturn effectively removed me from my former occupation as a driver and planner of senior citizen outings. I returned to school at that time to obtain a GED, followed by an AAS in nursing. I was fortunate in being given a six month notice prior to the removal of funding for my position, as this gave me an opportunity to think about my options. Without realizing it, I began using the nursing process at that time, assessing my skills, diagnosing my situation, planning my future, implementing my choices, and evaluating my progress. After careful reflection, I formulated a plan to get my associate’s degree, and then work as RN, while progressing toward obtaining a BSN. I graduated with high distinction, obtaining my AAS in nursing in June of 2014. I took a couple of months off, and then passed the NCLEX in August of 2014. My first job as an RN was in a skilled nursing facility which had a rehabilitative wing, a ventilator wing, and a long term care wing. I chose to work per diem, as this allowed me to adapt my hours to accommodate my BSN school schedule. In September of 2014, I enrolled in a University of Washington RN to BSN program, which held classes on Tuesdays. I found working part time and going to school exhausting, but doable, and completed my first quarter with a 4.0 GPA. At this time, I also took a second part time nursing job assisting with a flu vaccine efficacy study. Two weeks into my second quarter, I was hired by the county jail, and was told during the interview process that they would accommodate my school schedule. The money was excellent, and I found the work exciting, however, once I was hired, I was informed that they were unable to accommodate my school schedule. I made the difficult choice to withdraw from my studies, losing half my tuition in the process. I decided that when and if I chose to continue my BSN studies, I would select an online 2 program so that if my work schedule changed, my school schedule would be able to accommodate it. Although I enjoyed my job, I had a sense of unfinished business surrounding my BSN degree, and also felt that if I obtained a BSN it would give me a competitive edge and a greater diversity of career options in the future. Finally, in September of 2016, after reviewing my options, I enrolled at Western Governors University (WGU). I resolved to avoid burn-out and maintain work-life balance by not overloading my schedule and by taking healthy breaks between each semester. After evaluation of my transcript and experience, I was told my degree plan would require completion of 34 total competency units to obtain my BSN. I have been pleasantly surprised by the quality of the online curriculum at WGU; although there were a few classes that I felt were redundant. For example, although I took microbiology, molecular biology, and chemistry while working toward my AAS, WGU required me to take biochemistry, which was basically a recap of what I had already learned elsewhere. Nevertheless, it was beneficial to review these concepts, and the quality of coursework was exceptional. Nutrition for Contemporary Society was also a review, but was completed quickly through an objective exam. Although I thought Care of the Older Adult would be redundant, I found that the Genetics, Genomics and Genethics certification, which was required as part of that course, was insightful (See Appendix A). The genomics component of the course provided valuable information about how genetic variation not only impacts disease processes and susceptibilities, but also influences treatment efficacy and can inform which treatments are indicated based on genetic makeup (AMNH, 2012). WGU’s Professional Roles and Values course facilitated my growth as a professional nurse by forcing me to examine the content of the nurse practice act that governs my practice, and by giving me the opportunity to compare it with nursing regulations in other states. This 3 course facilitated a thorough examination of nursing ethics and personal values. It also familiarized me with the function of various regulatory agencies, and helped me gain an understanding about how regulations created by other agencies impact options available to me and my patients (See Appendix B). Coursework completed during enrollment in WGU’s Evidence Based Practice (EBP), helped me to develop critical thinking skills through evaluation of an actual problem in my workplace and analysis of potential EBP solutions (See Appendix C). In this course I utilized an established model devised by John Hopkins University to consider stakeholders, evaluate research and non-research sources, devise viable solutions, and recommend practice changes (Dearholt & Dang, 2012). The course also allowed me to earn a certificate of completion for John Hopkins EBP for Nurses (See Appendix D). I gained a global and financial perspective of nursing through coursework completed during Organizational Systems and Quality Leadership, during which I learned about differing structures and funding sources of healthcare systems around the world. It was enlightening to learn how expensive healthcare is in the United States in comparison to several other developed nations. My essay in this course compared Japan’s healthcare system with that of the US, and illustrates my understanding of how organizational differences at a government level can impact quality, access, and cost of healthcare for individuals (See Appendix E). I also learned how to apply Plan-Do-Study-Act (PDSA) concepts to accelerate improved outcomes through procedural changes (Institute for Healthcare Improvement (2018). Completion of related online coursework yielded an Institute for Healthcare Improvement (IHI) certificate documenting proficiency in basic quality and safety improvement concepts (See Appendix F). 4 The most daunting coursework I encountered while earning my BSN was the Community Health and Population Field Experience, during which I assessed my local community, studied the impact of substance use disorder, evaluated available resources, and developed a social media campaign geared toward primary prevention. I chose to focus on substance use disorder due to the tragic impact it has on my local community. At first, I struggled to define specific primary care interventions, but as I explored the issue, I found that many secondary and tertiary prevention interventions aimed at substance users also served as primary prevention for their children by restoring family stability. This, in effect, increases protective factors and reduces risk factors associated with development of substance use disorder. I found the social media component of this project challenging, as I am not adept at using social media, having only recently graduated from using a flip phone to using a smart phone. I strayed from my comfort zone while exploring social media solutions. My stress concerning this aspect was alleviated when I realized that as a leader, I don’t have to know how to develop social media, but must be able to tap into the skills of those who do. After learning this, the project became much easier (See Appendix G). Although this assignment was uncomfortable at first, I also consider it the most valuable experience I participated in during my course of study, as substance use disorder is an issue that is close to my heart both as a nurse and as a human being. I learned a lot about my community, and was inspired by the efforts of volunteers, workers, and organizations dedicated to improving the quality of life for those who are struggling within my community. My coursework helped me meet WGU’s nine program outcomes as follows: 1. Regular verbal and electronic communication with my mentors and instructors was required to help me understand assignment requirements. Written communication was demonstrated through well-organized and comprehensive 5 essays. Interpersonal communication was utilized both during field experiences and bi-weekly conversations with my mentor. 2. Clinical reasoning, ethical considerations, and best practice evidence was demonstrated during a case study task performed during Organizational Systems and Quality Leadership (See Appendix H). It was also demonstrated during exploration of insomnia and possible sleep improvement interventions during an EBP assignment (See Appendix C). 3. Accountability for providing safe, quality care in accordance with ethical, professional, and legal standards was met during my Leadership Learning Experience, which required collaboration with those in authority, as well as challenging current procedures on the basis of deficient application of ethical and safety standards (See Appendix I). 4. Synthesis of knowledge from multiple disciplines occurred during gathering of information and compiling that information into legible essays during each course of study within the BSN program. 5. My field experience demonstrated compassionate, patient-centered care, as I sought to understand the complexities, risk factors, and underlying reasons related to substance use disorder and explored potential solutions. 6. I applied leadership and education skills during my leadership experience by informing stakeholders of a problem and presenting a viable solution. 7. Inter-professional collaboration was embraced during field experiences which involved a meeting of minds among those in various disciplines, including 6 teachers, mental health professionals, law enforcement, social workers, clergy, government entities, and medical professionals. 8. Genetics is incorporated into the care of patients by taking into account heritage and family histories to predict and monitor health conditions. 9. By participating in online courses and utilizing on-line libraries and databases, I have demonstrated the ability to access and obtain valid sources for studies and research material concerning best practices, pharmaceutical information, and disease trends. This allows me to make informed decisions in caring for patients and to disseminate that information to empower the patient to make healthy decisions. As a nurse, I am required to wear many hats. Three roles that I fill as a nurse, and that were further developed during my course of study at WGU are the nurse as a detective, scientist, and manager of the healing environment. In the jail setting, I frequently act as a detective when information provided to me by inmates is not congruent with symptoms seen. As a detective, I seek to resolve inconsistencies by examining medical charts to discern the truth concerning medical history and current health concerns. By acting as detective, I also act as a manager of the healing environment, as once the facts concerning health status are revealed it is often possible to treat inmates in-house and to avoid expensive, unnecessary trips to the hospital. For example, an inmate may describe a recent emergency room visit as being a heart attack, but review of records may reveal that the inmate was actually seen for chest pain related to anxiety, or an inmate may report surgery for colon cancer, when what actually occurred was removal of a benign polyp during a colonoscopy. I fulfill the role of 7 scientist by reviewing current studies to determine best practices associated with health conditions. For example, if an inmate has a history of alcoholism and encephalopathy, and arrives in booking intoxicated, I may advocate for starting the inmate on Lactulose to help purge excess ammonia from their body, as well as placing the inmate under observation for signs of alcohol withdrawal symptoms. I also act as a scientist by observing and charting results of interventions, and by evaluating the need to revise interventions to improve outcomes. Through my course work at WGU, I have evolved as a nurse and my critical thinking skills have been sharpened. I have gained a greater understanding of community health, particularly in regard to my own community. I have developed greater insight into health resources available in my community, as well as a greater awareness of vast unmet needs. As a result of this, I endeavor to become involved as a volunteer in the community after graduation and will likely become involved in efforts to alleviate homelessness. 8 References AMNH (2012). Genetics, genomics, genethics for nursing. Retrieved from https://moodle.amnh.org/course/view.php?id=2 Dearholt, S. L., & Dang, D. (2012). John Hopkins nursing evidence based practice: Model and guidelines (2nd ed.). Indianapolis: Sigma Theta Tau International Institute for Healthcare Improvement (2018). IHI open school online courses: Overview. Retrieved from http://www.ihi.org/education/ihiopenschool/courses/Pages/default.aspx