Summary of Experience The True Colors assessment categorized my leadership philosophy into the category of Gold, otherwise known as the Stabilizer or Institution-Oriented. According to the test, my detailed and thorough leadership style follows the path of punctuality, order, and loyalty and seldom questions tradition or rules. In organizations, my leadership approach stabilizes and maintains the details to be the backbone of decisions. Generally, the sense of right and wrong is prevalent alongside the sense of practicality and reality. Overall, a strong respect for authority is necessary to feel belonging and cohesion. The This is My House activity focused on an analysis of personal values, supportive actions, proud qualities, borrowed qualities, mechanisms of protection, and forms of release. My values are love, honesty, and passion, and my supportive actions are reaching out and opening up to others. Academics is my proud quality, and flexibility is my borrowed quality. My mechanism of protection is a hideaway in my head, and my form of release is creativity in thinking. The theory of Transformation Leadership resonated with my belief system. Transformational leadership is the process whereby a person engages with others and creates a connection that raises the level of motivation and morality in both the leader and the follower. Four components comprise transformational leadership: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Synthesizing my past leadership philosophy with my present leadership philosophy created a parallel between the two, highlighting the difference to simply be the lack of or addition of formal defining terms.
As an Anatomy & Physiology I/II Supplemental Instructor, I lead biweekly review sessions and hosted office hours for challenging course material for students. The review sessions and office hours facilitated active learning exercises and peer collaboration. I made myself an asset to the Learning Commons by providing a welcoming learning environment since Anatomy & Physiology is such a challenging course. I created a positive mindset toward Anatomy & Physiology despite its negative reputation since it is a difficult educational field. I developed creative active learning activities focusing on difficult course material, using worksheets, concept maps, diagrams, graphs, and figures and facilitating peer collaboration, group work, and basic academic skills. I utilized active listening, decision making, flexibility, and strategic thinking focusing on matching the intelligence level of my peers at the current time. I professionally developed and maintained professional behavior focusing on presenting myself in a respectable setting to my peers and Learning Commons faculty/staff members.
Sample of Work
Individual Development Plan describes the role my position as an A&P Supplemental Instructor plays as an undergraduate student seeking to prepare for graduate school. It describes the connection between my role as a teacher vs. as a student.
I am a member of the Undergraduate Research Scholars at the University of Cincinnati College of Nursing. The goal of the University of Cincinnati College of Nursing Undergraduate Research Scholars is to nurture research interest and develop research skills in a diverse group of academically-excellent undergraduate nursing students. The CON-URS is a select group of approximately 10 undergraduate nursing students who have been chosen for the program because of their strong interest in research. Each CON-URS is assigned annually to a CON researcher to advance their research study. Every CON-URS is expected to work with an assigned faculty member or PhD student on their research project for 60 hours each academic year, accurately record hours, attend check-in meetings, attend program meetings, maintain a cumulative GPA of 3.5 or above to remain eligible for the program. I work with Dr. Tamilyn Bakas on the Caregiver Self-Management Needs through Skill-Building research project. The purpose of this study is to enhance the Telephone Assessment and Skill-Building Kit version II for stroke caregivers to a Task III version that is optimized for delivery through various modes of technology, and that provides a stronger emphasis on caregiver self-management of their own healthcare needs to sustain positive health outcomes over time. As a research assistant, I am trained to participate in recruitment, screening, informed consent, focus groups, data collection, TASK III and ISR intervention procedures, data management, data analysis, and/or dissemination of the results.
I participated in the UC CoN Co-Op program in the CVICU. The Nursing Co-Op program is committed to providing an intense integration of academic study with clinical practice. The nursing Co-Op students are provided numerous opportunities to explore various nursing positions and are assisted in finding "their niche." Along with the vast experience gained in the clinical settings, the students may have the opportunity to participate in various committees and projects at their respective placement hospital. These experiences introduce students to other important roles nurses have within the health care system; an opportunity that is rare for a nursing student.
The Nursing Co-Op program helped me to: Grow more rapidly as a professional. The Nursing Co-Op program allowed me to participate in the actual practice of the professional nurse and guided me in understanding the complexity of the professional role and practice. Practice in a variety of healthcare areas. I was provided numerous opportunities to participate in nursing practice in various work environments. The program was individualized to meet my needs and desires in developing a career plan. Experience more "real-world" nursing situations. I experienced the everyday challenges professional nurses face and learn how to provide quality patient care amidst the challenges.
Sample of Work
I chose to include my checklist that I completed throughout the program. The checklist showcases my skills developed throughout the summer.
The Nursing Tribunal is a democratic organization of duly elected or appointed representatives. The purpose of the College of Nursing Tribunal is to represent the University of Cincinnati College of Nursing, to promote, coordinate, and regulate the student activities of the College, to advise on all affairs, and to make recommendations to the College on all affairs and activities related to the College. We provide student representation on college and university committees and work with Undergraduate Student Government on main campus. Tribunal also organizes a variety of student interest events. This year, we have done the flu shot clinic, social media giveaways, and restaurant/fitness fundraisers to name a few! The Class Representatives are in charge of communication to their respective classes, as well as gathering information from their respective class members at general body meetings. This information may be of any questions, comments, or concerns regarding respective classes that can be communicated during executive meetings and with faculty. The Class Representatives are also responsible for planning one event per year for their respective classes.
In relation to these roles and responsibilities, I have developed so many great relationships with so many diverse groups of people, all thanks to clinical, class, and college fun of course, that I felt compelled to run for Senior Class Representative. I felt compelled to represent the class that has made me feel like I belong at the University of Cincinnati.