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Professional Assessment

Clinical Competence
After I have completed the self-assessment section of the University Texas Medical
Branch of Galveston's Competency Based-Orientation (CBO) Basic Competencies: Clinical
Educator, I am knowledge deficit in all areas of the performance criteria. I need extensive
education and training in learning the role and responsibilities of the clinical educator.
1.

Utilizes assessment data to provide learning opportunities to meet the educational

needs of staff: develops and implements needs assessment for unit staff, develops
and implements annual educational plan and revises as needed, develops and
implements learning activities based on needs assessment, prioritizes needs based on
unit(s) and department goals, serves as a resource for information about educational
offerings.

2. Facilitate the orientation process for new employees and transfers: participates in
assessment of orientee's competence, reviews self-assessment, reviews nursing
service orientation assessment data, assist orientee to develop action plan to meet
performance expectations and documents on CBO tool, meets with orientee and
preceptor to further delineate action plan, assists and supports preceptor to complete
bi-weekly preceptor feedback tool, monitors progress of orientee and mentors
preceptor as needed.
3. Promote educational programs to assigned staff: present offerings such as: write
objectives and lesson plan, utilizes adult learning theories, demonstrates effective
presentation skills, presents materials in organized manner, uses clear visual aids,

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allows and answers questions, encourages class participation, speaks in a loud voice,
offers variety of educational activities to meet in-service, CE, and staff development
needs, uses AV/equipment effectively.
4. Evaluates educational programs: Maintains documents, attendance roster, objectives,
lesson plan and outline, evaluations, develops and utilizes evaluation tool for each
educational activity offered, provides feedback to speakers and NM about
evaluations.
5. Evaluates learning following educational programs: evaluates learning through a
variety of methods such as: observation on clinical unit, performance evaluations, QI
data, risk management data, chart audits, patient satisfaction surveys.
6. Promotes educational programs to assigned staff: present offerings, writes objectives
and lesson plans, utilizes adult learning theories, demonstrates effective presentation
skills, presents materials in organized manner, uses clear visual aids, allows and
answers questions, encourages class participation, speaks loud, clear voice, offers
variety of educational activities to meet in-service, CE, and staff development needs,
uses AV/equipment
7. Participates in continuous quality improvement and risk management, collaborates
with NM, CES, and staff to develop short-term and long-term educational goals based
on patient populations served, high risk and low volume procedure and competencies,
patient satisfaction surveys, staff competence, sentinel events, QI findings, risk
management, equipment use and safety, examines findings to identify educational
problems, documents intervention taken, develops education plan to improve
outcomes.

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I understand that learning and becoming competent in all the performances listed will be
ongoing. This will be a true challenge but once I reach all my goals of becoming a competent
clinical nurse educator, the experience will be rewarding.
Professional Organizations/Association
Currently, I am a member of the Emergency Nurse Association (ENA) and the Texas
Nurse Association (TNA). The ENA members enjoy a strong sense of community as they work
together to use their time, knowledge, and experience to advocate for patient safety and
excellence in emergency nursing. Being a member of TNA, I have the privilege to represent all
segments of nursing practice, bedside to administration, consulting to advanced practice, and
education to legislation.
Networking and Professional Liaisons
I am currently a home care pediatric private duty nurse. My recent yearly evaluation has
been excellent. My Clinical Nurse Director has given me an opportunity to shadow a clinical
supervisor to learn about case management and processing documents for re-certification for
each patient. The protocol involves accurate documentation of clinical assessment of the patient,
diagnosis, current medications, and plan of nursing care that supports the need for continued
skilled nursing care for the homebound patient. After documentation have been organized and
completed, the information will be fax to the primary care doctor for signature. Medicare,
Medicaid, or private insurance will review final documents for approval or denial. I participated
with the Clinical Nurse Educator to set up annual nursing skills fair. This opportunity have
helped me learn about all the responsibilities of management and field nursing staff under the
Maxim umbrella.

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Scholarship
According to Boyer (1990), he proposed that scholarship involves four areas: discovery is
where new and unique knowledge is generated, teaching is where the teacher creatively builds
bridges between a teacher's and student's learning and understanding, application is where new
knowledge is use to solve society's problems, integration is where new networking relationships
grow and expand. I am participating in scholarship by signing up for the medical mission trip to
Lima, Peru. This involvement includes discovery, teaching, application and integration. I am
traveling with a group of UTMB doctors, pharmacist, nurse practitioners, physical therapists,
ophthalmologist, medical students, and nursing students. We will be setting up a free medical
clinic for four days at a local Baptist Church to provide patient care. This is a wonderful
teaching experience for me when I interact with other healthcare professionals and patients from
a different culture.
Educational Leadership
I am currently involve and in charge of a patient pilot program that has launched a month
ago. This program is individual-based to a patient plan of care. The goal of this project is to
prevent medication errors, identify barriers that can cause miscommunication among the
healthcare team, and provide patient specific orientation for new nurses to provide continuity
following the plan of care.

References
Boyer, E. (1990). Scholarship reconsidered: Priorities for the professoriate. Princeton, NJ: The
Carnegie Foundation for the Advancement of Teaching.