EDUCATOR PORTFOLIO

Name and Degree(s): Stephanie Bailey BSN, RN-C, CCRN-NIC

Position: Registered Nurse
School (SOM, SON, SHP, GSBS): Graduate School of Biomedical Sciences
Department/Program: PhD in Nursing

Section I: Educational Leadership, goals & preparation

Educational Leadership:
Professional Competence and Expertise: This will be described more in depth as I
continue to describe my experiences throughout my teaching practicum below.
Professional Organizations & Networking: At present I maintain a membership in the
National Organization of Neonatal Nurses (NANN). While there have been offers to place
in positions of leadership in this organization, I am holding off on that until I have fewer
responsibilities as those involved in full-time student status in a PhD program and parttime work status in the Neonatal ICU.
Community and Professional Service: I hope to conduct some community service next
semester as part of the acute care practicum. At present, all hours are occupied with
school and work activities.
Scholarship:
Discovery: My current path towards PhD in nursing will directly involve discovery. I am
currently composing a qualitative research proposal. This could possibly lead to real
nursing research and fulfill my role in discovery.
Teaching: I consider myself still a beginning practitioner when it comes to imparting
teaching. I was able to flex my teaching muscles a little this last semester. I received
great feedback and believe I am primed to improve this aspect of my scholarship. I intend
to greatly expand this role next semester as I continue in my acute care clinical. I will be
including evaluation statement on my performance in my teaching role to help document
my progress in this area.
Applications to clinical Practice: I maintain my clinical practice through part-time work
in the level III NICU in the DFW metroplex. At present I am classified as a level II RN. I
also maintain National Resuscitation Program certification from the American Academy of
Pediatrics. I have also obtained nursing certifications of CCRN-NIC and RNC-NIC
certifying my knowledge of care of the NICU infant.
Integration of ideas from nursing and other professions: As part of my teaching
practicum at TCU I was privileged to participate in interprofessional activities providing
health screenings to disadvantaged students at Morningside Elementary School. The
screenings were performed in conjunction with medical students, audiology and dental
hygiene students from the University of North Texas.
Educational Portfolio Template developed by the UTMB Academy of Master Teacher, last edited July 2012

GOALS.
Goals:
My goals are primarily to enter the field of nursing research. As a nursing scientist, I hope to
elevate the practice of nursing and formalize its existence within other fields of science.
Within 1 year of defending my dissertation, I hope to be employed as a full time nurse
researcher. My ideal position would be to be a nurse researcher for one of the larger local
hospitals where I would work to design, propose, implement and coordinate nursing research
within that facility.
A lofty goal might be to establish a center for neonatal research within the Dallas-Fort Worth
Metroplex through one of the larger hospital organizations. Several Scandinavian hospitals
are currently seen as the centers for the most advanced and innovative research in caring for
the preterm and sick infant. I believe our area holds resources that could offer similar
prestige within the United States.
As a PhD educated nurse, I will undoubtedly be involved in education as a natural part of any
position I inhabit. It would be well within reason that I would conduct classes educating
nurses in my facility on evidence-based practice and research topics. I would formally and
informally coach nurses on how to conceive and implement various levels of continuous
improvement projects, evidence-based practice projects and new nursing research.
PREPARATION
I have prepared myself for my role as educator through a variety of formal and informal
methods. I also have goals to continue my preparation as I do not believe it to be complete.
My original nursing preparation was at the Associate Degree level. That education was quite
accelerated and had little to no concentration on teaching and learning. Through my years of
bedside practice I functioned as an informal educator to my peers as appropriate though I
realize the techniques certainly reflected the lack of formal preparation. I have been exposed
to at least two different preceptor classes designed to assist the bedside nurse in being a
more effective preceptor and therefore peer educator.
When I returned for my Bachelor in Science in Nursing in 2012-2013, I did have the
opportunity to learn more formally about teaching and learning theory and practice. The
abbreviated coursework for BSN have me some basis to improve my educational skills.
I chose to further my education in 2014 and started coursework at UTMB-Galvestons BSN to
PhD course of study. I selected to make my graduate concentration in education. The MSN
courses I took were an intense exposure to teaching and learning philosophy and theory.
Later courses concentrated on practical procedures for teaching such as managing students
Educational Portfolio Template developed by the UTMB Academy of Master Teacher, last edited July 2012

and composing formal assessments to evaluate learning.

As my graduate level coursework has drawn to a close, I was given the chance to follow a
Texas Christian University professor of nursing. This preceptorship allowed me a an
opportunity to marry theory with practice.
PHILOSOPHY
When I was first studying theory and philosophy of teaching I was more drawn to the
humanistic learning theorists such as Carl Rogers. This philosophy was more supportive
and the educator would serve more as a facilitator. As I gained experiences in the
classroom with actual nursing students I feel this approach by itself would not serve the
students best. They would need more support as developing nurses than could be
provided by a pure facilitator. I continue to be inspired by Banduras role modeling as a
philosophy well suited to most any stage of nursing education. If my future goals lead me
to work with novice nursing students I will need to evaluate some additional educational
philosophies and theorists to supplement my existing one.
Teaching Component
Educational Material
Teaching methods
Role in development
Course Content
Goals or purpose of educational
material
Outcomes, accomplishments,
and other indicators of quality of
service or impact of this material
Student and preceptor
evaluations

Lecture on Child Abuse

PowerPoint Presentation with live lecture
accompaniment. Included several quiz questions to
stimulate discussion.
Creator, compiler and presenter
Description of different kinds of child abuse, appropriate
assessments to detect child abuse. Nursing actions and
interventions appropriate in the fact of abuse.
Presenting new material and stimulating critical thinking
on the topic.
Students involved in quiz questions throughout lecture
with additional quiz questions presented at the next
lecture.
Mostly positive. Please see further discussion under
Evaluation statements from students and faculty
below.

SECTION II: Teaching Responsibilities & Evaluation

1. Responsibilities and experiences

Educational Portfolio Template developed by the UTMB Academy of Master Teacher, last edited July 2012

My experiences during the teaching practicum were varied. I was exposed to two different
professors co-teaching a Pediatrics Concepts course. One of these professor also taught a
Developmental Psychology course for pre-nursing students. I also attended a laboratory
skills class for pre-nursing students learning physical assessment skills.
My responsibilities other than general support were to teach a module on child abuse for
the Pediatrics Concepts course. I also conducted a post-conference session to the
Pediatrics Concepts students on the importance/pitfalls of social media use for bedside
nurses. I also was able to teach head, ears, nose and throat assessment skills to the
students in the skills lab.
2. Evaluation statements from students and faculty
.

I was able to learn quite a bit from the feedback given by the faculty and students following
my educational presentations. Following the child abuse lecture, the supervising professor
Dr. Bashore commented that Stephanie has a great teaching style. Integrates clinical
scenarios, offered supportive comments to students questions.
There were multiple very positive comments from the students such as I really like how
you use language that relates to us and our educational level. I like that you also go over a
wide variety of info for all age groups and different situations. Very nice, clear speech, lets
us ask questions for clarification, asks us questions to test our knowledge. Other people
who have presented here can be monotone, and boring. Kept us engaged. Included
materials we are also learning in maternity and asked critical questions.
Another student made positive comments but also included this Maybe consider engaging
students more in content versus lecture format. I found this very interesting especially in
light of the other comments however on further reflection I believe this indicates that one
style of engaging students doesnt always meet the needs of all learning styles. This
indicates I may need to explore a variety of methods of engaging the students such as
perhaps giving the students case scenarios to work on then discuss with the whole class
room.
Evaluation statements from the social media presentation were much more abbreviated
though most of the students provided very positive feedback. There was one student who
commented that it would have been nice to provide funny visuals to further engage the
students. I believe this would be an excellent suggestion and exemplifies why feedback
should be sought from the learners.
Feedback from the Head, Ears, Nose and Throat skills lab presentation was also quite
revealing. The students largely gave positive feedback with many complimentary
statements. A couple of students checked the box that indicated I only did a fair job of
relating theory to practice. While I admit I had not given much thought on attempting to
integrate theory to the practice of physical assessment, I believe this could be an excellent
addition to that area.
My primary preceptor was Ms. Weatherly. She provided a very positive evaluation of my
Educational Portfolio Template developed by the UTMB Academy of Master Teacher, last edited July 2012

performance for my time with her. One of the most significant statements she wrote was
that Ms. Baileys quest for answers provides a great foundation for success in her
program and I was happy to assist her with course objectives. I really liked this statement
because I felt that I really did try to dig down and discover the core of the teaching
philosophy of the Harris College of Nursing at Texas Christian University.
I was able to reflect on why I constructed the course as I did; a PowerPoint presentation
with live lecture. This was mostly driven by the current custom of the professors
conducting the course. They allowed me freedom to present whatever material I felt
appropriate for the topic at hand though they did provide me with materials that could be
helpful. I was given latitude to include personal experiences as applicable from my clinical
area of expertise; Neonatal ICU. I found that anytime I inserted personal clinical
experiences, the students really paid attention and became more interactive and engaged.
Timeline for NLN Nurse Educator Certification
I am dedicated to obtaining certification. There is already evidence of my dedication to
obtaining and maintaining nursing certifications as evidenced by my obtaining and
keeping certifications in my current specialty: Neonatal ICU.
I will not be eligible to sit the Certified Nurse Educator exam until I have finished my
current course of study. At present, I am projected to defend my PhD dissertation
sometime between Spring 2018 to Spring 2019. After this is successfully completed, I
project that I will be prepared to take the CNE exam within 6 months of completing my
degree.
This Educator Portfolio Template was created by the UTMB Academy of Master Teachers.
The template was adapted from Simpson D, Fincher RM, Hafler JP, Irby DM, Richards BF, Rosenfeld GC, Viggiano TR.
Advancing Educators and Education by Defining the Components and Evidence Associated with Educational Scholarship.
Med Educ. 2007 Oct; 41(10):1002-9. Epub Sep 5, 2007.
See also: Simpson D, Marcdante K, Fenzel J. (2007). The Educator's Portfolio & Curriculum Vitae - Workshop & Resource
Guide. MedEdPORTAL: http://services.aamc.org/30/mededportal/servlet/s/segment/mededportal/?subid=677

Educational Portfolio Template developed by the UTMB Academy of Master Teacher, last edited July 2012