prom to clinical assoc professor · american nurses association 2011-present indiana state nurses...
TRANSCRIPT
Dossier presented for: Promotion to Clinical Associate Professor
Julie Poore IU School of Nursing Dept. of Community and Health Systems
Area of excellence: Teaching Sections in the sample dossier: In this order: CV Candidate’s statement Teaching load Evidence through scholarly dissemination (of teaching) Impact of instruction on student learning outcomes Undergraduate and graduate research mentoring and outcomes Course and curriculum development Teaching local regional national (awards) Service Other sections exist in the dossier but were not included here:
• Sections where there is only a repeat of the CV entries • Student evaluations • Peer evaluations
Note that a majority of candidates chose to have one combined candidate statement (7 pages total) rather than a separate statement in different sections. These are not included:
• Internal review letters (chair, department committee, school committee, dean) • External letters • Appendices
1
CURRICULUM VITAE
NAME: Poore, Julie Ann
EDUCATION: GRADUATE Institution Degree Date Awarded University of Southern Indiana University of Phoenix
Doctor of Nursing Practice MSN
May 2014 January 2006
UNDERGRADUATE Institution
Degree Date Awarded
Indiana University South Bend BSN December 1992
APPOINTMENTS: ACADEMIC Institution Indiana University Indiana University
Rank/Title Undergraduate Simulation Liaison Course Leader B453, Interprofessional Collaborative Practice
Inclusive Dates May 2014-Present August 2014-December 2016
Indiana University Indiana University Marian University Indiana University Marian University
Clinical Assistant Professor Visiting Lecturer Visiting Lecturer Clinical Instructor Clinical Instructor
August 2010-Present January 2006-August 2010 Summer 2007 & 2008 January 2004-December 2005 August 2004-December 2005
2
NON-ACADEMIC (i.e. Administrative, Hospital or Corporate Appointments, Consultantships) Institution/Entity
Title Inclusive Dates
Simulation Mastery Institute Coordinator Simulation Mastery Institute Coordinator Wolters Kluwer Health | Lippincott Williams & Wilkins Ivy Tech Simulation Mastery Institute Coordinator Simulation Mastery Institute Coordinator Laerdal Medical/ National League for Nursing Indiana University Health North Integrity Home Health Care Riley Children’s Hospital
Indiana University School of Nursing Center for Professional Development and Lifelong Learning Indiana University School of Nursing Center for Professional Development and Lifelong Learning Advisory Board Consultant for Pediatric Virtual Simulation Indiana University School of Nursing Center for Professional Development and Lifelong Learning Indiana University School of Nursing Center for Professional Development and Lifelong Learning Author for Pediatric Simulation Scenarios Staff Nurse, Pediatric ICU/ Neonatal ICU Home Care IV Infusion Nurse Staff Nurse, Pediatric ICU, Pediatric Emergency Room
August 2016 August 2015 December 2013-March 2015 October 2014 August 2014 2011 May 2009- July 2012 2003-2005 1994-2005
3
LICENSURE, CERTIFICATION, SPECIALTY BOARD STATUS (as applicable for discipline): Credential
Number Inclusive Dates
Registered Nurse, Indiana Certified Healthcare Simulation Educator Basic Life Support Pediatric Advanced Life Support
28123643A 151201
1994-present 2015-Present 1994- present 2002- 2012
PROFESSIONAL ORGANIZATIONS: Organization
Role Inclusive Dates
International Nursing Association for Clinical Simulation and Learning Society for Simulation in Healthcare Sigma Theta Tau, Alpha Chapter National League for Nursing American Nurses Association 2011-Present Indiana State Nurses Association
Member Member Member Member Member Member
2015-Present 2015-Present 2006-Present 2006-Present 2011-2015 2011-2015
PROFESSIONAL HONORS AND AWARDS: TEACHING Award Name Indianapolis Star’s Salute to Nurses Award 2017 STTI Excellence in Leadership Award 2017 Dean’s Faculty Award for Partnerships Outstanding BSN Faculty Award Trustees Teaching Award Sequoia Award
Granted By Star Media Sigma Theta Tau International Honor Society Indiana University School of Nursing Indiana University BSN Class of Dec. 2015 Indiana University School of Nursing Indiana University School of Nursing
Date Awarded Nominee Nominee April 2016 December 2015 April 2015 April 2015
MENTORED STUDENT AWARDS:
Award Name IUPUI Top 100 Student Megan Coleman
Granted By IUPUI
Date Awarded April 2017
4
IUPUI Top 100 Student Kendra Mifflin Lillian Wald Award for Clinical Excellence in Community Health Nursing Practice Award Megan Coleman Dorcas Rock Brewer Award Josselyn Howell Jacqueline Beretta Dwyer Award Sydney Hite Ethel McCaffrey Award Hannah Morgan William M. Plater Civic Engagement Medallion Megan Coleman William M. Plater Civic Engagement Medallion Kendra Mifflin William M. Plater Civic Engagement Medallion Josselyn Howell IUPUI Top 100 Student- Top female student of 2016 Emily Storkman IUPUI Top 100 Student- Top ten female students 2016 Lisa Edgington Lillian Wald Award for Clinical Excellence in Community Health Nursing Practice Award Lisa Edgington Dorcas Rock Brewer Award Alexandra Evans Lavern Sutton Award Toure Scott Ethel McCaffery Award Heather Zurcher Jacqueline Beretta Dwyer Award Megan Coleman William M. Plater Civic Engagement Medallion Lisa Edgington William M. Plater Civic Engagement Medallion Alexandra Evans William M. Plater Civic Engagement Medallion Emily Storkman
IUPUI IU School of Nursing IU School of Nursing IU School of Nursing IU School of Nursing IUPUI IUPUI IUPUI IUPUI IUPUI IU School of Nursing IU School of Nursing IU School of Nursing IU School of Nursing IU School of Nursing IUPUI IUPUI IUPUI
April 2017 April 2017 April 2017 April 2017 April 2017 March 2017 March 2017 March 2017 April 2016 April 2016 April 2016 April 2016 April 2016 April 2016 April 2016 March 2016 March 2016 March 2016
5
IUPUI Top 100 Lisa Edgington Dorcas Rock Brewer Award Cheryl Gustin Jacqueline Dwyer Award Heather Zurcher Ethel McCaffery Award Cynthia Saint Lavern Sutton Award Danielle Brown
IUPUI IU School of Nursing IU School of Nursing IU School of Nursing IU School of Nursing
April 2015 April 2015 April 2015 April 2015 April 2015
GENERAL: Award name Granted By Date Awarded National League for Nursing Leadership Academy for Simulation Educators Health Information Technology Scholar Fairbanks Simulation Scholar Sigma Theta Tau International Honor Society
National League for Nursing National League for Nursing Indiana University Omicron Delta Chapter
2014 2009 2009 2006
TEACHING: TEACHING ASSIGNMENTS: UNDERGRADUATE Course # Short Title Format Role Term Enrollment S474 S488 B453
Applied Healthcare Ethics Synthesis IP Collaborative Practice
Online Lecture Lecture
Instructor Instructor Instructor
Summer 2017 Summer 2017 Spring 2017
39 39 49
B453 IP Collaborative Practice Lecture Leader Fall 2016 50 B453 IP Collaborative Practice Lecture Leader Spring 2016 47 B453 IP Collaborative Practice Lecture Leader Fall 2015 55 B453 IP Collaborative Practice Course Leader Spring 2015 44 H363 Developing Family and Child Lecture Lecturer Fall 2014 84 H363 Developing Family and Child Lecture Lecturer Summer 2014 50 S483 Clinical Practice Capstone Clinical Instructor Summer 2014 12 S484 Research Utilization Seminar Seminar Instructor Summer 2014 12
6
H363 Developing Family and Child Lecture Lecturer Spring 2014 107 H363 Developing Family and Child Lecture Lecturer Fall 2013 126 S483 Clinical Practice Capstone Clinical Instructor Summer 2013 13 S484 Research Utilization Seminar Seminar Instructor Summer 2013 13 H363 Developing Family and Child Lecture Lecturer Spring 2013 108 H363 Developing Family and Child Lecture Lecturer Fall 2012 126 H363 Developing Family and Child Lecture Lecturer Summer 2012 40 S483 Clinical Practice Capstone Clinical Instructor Summer 2012 12 S484 Research Utilization Seminar Seminar Instructor Summer 2012 12 H364 Developing Family and Child Clinical Instructor Spring 2012 10 H363 Developing Family and Child Lecture Lecturer Spring 2012 125 H363 Developing Family and Child Lecture Lecturer Fall 2011 118 H364 Developing Family and Child Clinical Instructor Fall 2011 10 H363 Developing Family and Child Lecture Lecturer Summer 2011 39 H363 Developing Family and Child Lecture Lecturer Summer 2011 126 H364 Developing Family and Child Clinical Instructor Summer 2011 10 H363 Developing Family and Child Lecture Lecturer Fall 2010 133 H364 Developing Family and Child Clinical Instructor Fall 2010 10 H363 Developing Family and Child Lecture Lecturer Summer 2010 40 S483 Clinical Practice Capstone Clinical Instructor Summer 2010 12 S484 Research Utilization Seminar Seminar Instructor Summer 2010 12 H363 Developing Family and Child Lecture Lecturer Spring 2010 126 H364 Developing Family and Child Clinical Instructor Spring 2010 10 H363 Developing Family and Child Lecture Lecturer Fall 2009 133 H364 Developing Family and Child Clinical Instructor Fall 2009 10 H363 Developing Family and Child Lecture Lecturer Summer 2009 40 S483 Clinical Practice Capstone Clinical Instructor Summer 2009 12 S484 Research Utilization Seminar Seminar Lecturer Summer 2009 12
7
H363 Developing Family and Child Lecture Lecturer Spring 2009 130 H364 Developing Family and Child Clinical Instructor Spring 2009 20 H363 Developing Family and Child Lecture Lecturer Fall 2008 129 H364 Developing Family and Child Clinical Instructor Fall 2008 20 H363 Developing Family and Child Lecture Lecturer Spring 2008 130 H364 Developing Family and Child Clinical Instructor Spring 2008 20 H363 Developing Family and Child Lecture Lecturer Fall 2007 126 H364 Developing Family and Child Clinical Instructor Fall 2007 20 H363 Developing Family and Child Lecture Lecturer Spring 2007 130 H364 Developing Family and Child Clinical Instructor Spring 2007 20 H363 Developing Family and Child Lecture Lecturer Fall 2006 130 H364 Developing Family and Child Clinical Instructor Fall 2006 20 H363 Developing Family and Child Lecture Lecturer Spring 2006 128 H364 Developing Family and Child Clinical Instructor Spring 2006 20 H364 Developing Family and Child Clinical Instructor Fall 2005 20 H364 Developing Family and Child Clinical Instructor Spring 2005 20 H364 Developing Family and Child Clinical Instructor Fall 2004 20 H364 Developing Family and Child Clinical Instructor Spring 2004 20 GRADUATE Course # Short Title Format Role Term Enrollment D749 Integrative Experience Clinical Instructor Spring 2017 24 D749 Integrative Experience Clinical Instructor Fall 2016 14
TEACHING GRANT/CREATIVE ACTIVITY: AWARDED GRANTS/FELLOWSHIPS Title Granting Agency Award Amount Inclusive Dates
Interprofessional Grand Rounds: An Initial Step in the Development of an Interprofessional Curriculum for the Health Profession Schools Role: Co- Principal Investigator (Principle Investigator: Scott, P)
Indiana University Center for Teaching and Learning Curriculum Enhancement Grant
$15,000 04/22/15- 6/11/16
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TEACHING ACTIVITIES
Title Collaborators Outcomes Inclusive Dates
Interprofessional Teaching Grand Rounds Using Simulation Based Interprofessional Education to Improve Communication and Collaboration Among Nursing, Medical, and Respiratory Therapy Students
Patricia Scott, Andrea Pfeifle Gina Schaar, Deborah Cullen, Lesley Milgrom, Linda VanScoder
Manuscript; Presentation, January 2017; Poster Presentation, October 2016; Curriculum Enhancement Grant Poster Presentation Aug. 2013; Podium Presentation April 2014 Publication May 2014
April 2014-January 2017 Fall 2012- May 2014
SERVICE: PROFESSIONAL SERVICE: LOCAL
Organization Activity Inclusive Dates
MESH Coalition Ebola Simulation Committee Jan 2015-Jan 2106
Fairbanks Simulation Center Simulation Education Evaluation Committee
August 2014-Present
Indiana University Student Outreach Clinic
Faculty Volunteer August 2014-Present
REGIONAL
Organization Ball State University Ball State University Organization University of Indianapolis
Activity Preceptor for MSN student in Nursing Education Preceptor for MSN student in Nursing Education Activity Preceptor for MSN student in Nursing Education from the University of Indianapolis
Inclusive Dates Summer 2017 2014 Inclusive Dates 2009
NATIONAL
Organization Creative Nursing
Activity Guest Editor for the August 2017 Issue
Inclusive Dates January-May 2017
9
Creative Nursing National League for Nursing Drexel University
Reviewer for Journal Articles Reviewer for NLN Simulation Innovation Resource Center Courses Preceptor for MSN student in Nursing Education from Drexel University
March 2017-Present Nov 2015 2007- 2008
INTERNATIONAL
Organization International Nursing Association for Clinical Simulation and Learning International Nursing Association for Clinical Simulation and Learning International Nursing Association for Clinical Simulation and Learning
Activity Facilitator for Home Grown Solutions session at the 2017 INACSL conference Home Grown Solutions Committee Co-Chair Home Grown Solutions Committee Member
Inclusive Dates June 23, 2017 May 2017-Present June 2015-May 2017
UNIVERSITY SERVICE:
DEPARTMENT
Activity Community and Health Systems Dept Family Health Nursing Dept.
Role Member Member
Inclusive Dates 2013-Present 2004-2013
SCHOOL
Activity DNP APG/CSA committee DNP Student Mentor Activity Debriefing Workshop Podcast: Interprofessional Education: Innovative Nursing Initiatives B253 Interprofessional Event IU Student Outreach Clinic IUSON 100th Anniversary B253 IPE Event IU Student Outreach Clinic
Role Member Preceptor for DNP practicum student Role Planner/Presenter Interview for Indiana University School of Nursing Center for Professional Development and Lifelong Learning
Facilitator/ Planning Committee Advisor Volunteer Facilitator/Planning Committee Proposal Development Advisor
Inclusive Dates Dec. 2016- Present 2015 - 2016 Inclusive Dates August 2016 May 2016 November 2015 October 2014- 2016 June 2014 November 2014 May 2014- October 2014
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ePDP Committee Capstone/Synthesis Committee Interprofessional Committee Clinical Concepts Committee Preceptor for T670 student BSN APG Committee Preceptor for T670 student Simulation Interest Group BSN Student Admission Process BSN Curriculum Committee BSN Student Mentor
Member Member Member Member Preceptor Member Preceptor Member Interviewer Member Mentor
2012-2013 2012-2014 2012-2014 2012 2011 2010-Present 2009 2009-2013 2007 2005-2013 2007-2009
CAMPUS
Activity IUPUI Top 100 Students IUPUI Top 100 Students
Role Judge Judge
Inclusive Dates February 2017 February 2016
IU Center for Interprofessional Health Education and practice IU Center for Interprofessional Health Education and practice Activity University College Professor Panel
Search and Screen for Project Manager Search and Screen for director position Role Panel member
Dec. 2014-Jan. 2015 March-April 2014 Inclusive Dates Spring 2011
OTHER PROFESSIONAL ACTIVITIES:
LOCAL Title
Organization
Date
Mentored Poster: An Innovative Role for Nursing Students in a Student Run Free Clinic, Wright, L., Howell, J., Poore, J.
Indiana Campus Compact 7th Annual Service Engagement Summit, Indianapolis, IN
February 2017
REGIONAL
Title Mentored Poster: An Innovative Role for Nursing Students in a Student Run Free Clinic, Wright, L., Howell, J., Poore, J.
Organization 2016 Indiana Nursing Summit Indianapolis, Indiana
Date November 2016
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Mentored Poster Presentation: Analysis of BSN Nursing Student Attitude towards Teamwork using TeamSTEPPS® 2.0 versus a Conventional Method, LaMothe, J., Meek, J., Poore, J. Podium Presentation: Incorporating IPE into High - or Low-Resource Environments, Parrish, K., Dunbar, D., Poore, J., Dawson, J.
2016 Midwest Nursing Research Society. Milwaukee, Wisconsin Georgia Simulation Alliance Conference, Jekyll Island, GA
March 2016 Feb. 2016
NATIONAL
Title Mentored Poster Presentation: Nursing Health Coaching Initiatives at the Indiana University Student Outreach Clinic, Howell, J., Wright, L., Poore, J. Mentored Podium Presentation: An Innovative Role for Nursing Students in a Student Run Free Clinic, Coleman, M., Edgington, K., Mifflin, K., Zurcher, H., Poore, J. Mentored Poster Presentation: Multifaceted Patient Education in a Student Run Free Clinic, Edgington, L., Evans, A., Scott, T., Zurcher, H., Poore, J. Poster Presentation: Transforming Clinical Education on Accountable Care Teams by Leveraging a Partnership Between an Academic Health Center, School of Nursing and School of Medicine to Optimize Outcomes, Hendricks, S., DeMeester, D., LaMothe, J., Pfiefle, A., Phelps, L., Poore, J., Priest, C., Washington, M. Poster Presentation: Interprofessional Simulation Debriefing Tool for High/LowTechnology Conference Resource Environments, Dunbar, D., Parrish, K., Dawson, J., Poore, J. Mentored Poster Presentation: BSN Student Attitudes Toward Teamwork using TeamSTEPPS® 2.0 vs. a Conventional Method.LaMothe, J., Meek, J., Poore
Organization Society for Student Run Free Clinics Anaheim, CA Society for Student Run Free Clinics Phoenix, AZ Society for Student Run Free Clinics Phoenix, AZ American Association of Colleges of Nursing BSN Education Conference Orlando, FL National League for Nursing 2015 Technology Conference Tampa, FL Professional Nurse Educator Group (PNEG) 2015 Conference Indianapolis, IN
Date Feb. 2017 Jan. 2016 Jan. 2016 Nov. 2015 Oct. 2015 Oct. 2015
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Podium Presentation: Developing Team Communication Skills in a Fast-paced Interprofessional Learning Activity, Romito, L., Jackson, R., Maxwell, L., Clark, C., Hendricks, S., Townsend, B., Mueller, M., Poore, J., McCabe, H., Kelton, G. Poster Presentation: Developing Team Communication Skills in a Fast-Paced Interprofessional Learning Activity, Romito, L., Jackson, R., Maxwell, L., Clark, C., Hendricks, S., Townsend, B., Mueller, M., Poore, J., McCabe, H., Kelton, G.
Collaborating Across Borders V Conference. Roanoke, VA National Academies of Practice Alexandria, VA
October 2015 April 2015
INTERNATIONAL
Title Preconference Worshop: Debriefing 2.0--Finding the Missed Opportunities for Learning, Schneidereith, T., Poore, J., Herrington, A., Morgan, P., Nye, C, Farrina, C. Poster Presentation: Real Time System Quality Improvement Through Simulation, Stephenson, E., Poore, J. Interprofessional Grand Rounds. How We Did It! Poore, J., Stephenson, E., Scott, P. Title Real Time System Quality Improvement Through Simulation. Stephenson, E., Poore, J., Mast, J., Harter, A. Interprofessional Debriefing: A Tool for Recognition and Reflection, Dunbar, D., Parrish, K., Poore, J., Dawson, J. Develop an Interprofessional Faculty Development Series, Copper, D., Byrne, B., Dwyer, J., Hasty, G., Poore, J., Stephenson, E., Turner, J TeamSTEPPS® Virtual Teams enable teamwork training for health professional learners, Das, R., Gossett, E., Mariner, M., Hodson-Carlton, K., Poore, J., Scott, P., Sweigart, L., Truman, B.
Organization International Nursing Association for Clinical Simulation and Learning, Washington, D.C. International Nursing Association for Clinical Simulation and Learning, Washington, D.C International Meeting for Simulation in Healthcare, Orlando, Florida Organization International Meeting for Simulation in Healthcare, Orlando, Florida International Meeting for Simulation in Healthcare, Orlando, Florida International Meeting for Simulation in Healthcare, Orlando, Florida International Meeting for Simulation in Healthcare, Orlando, Florida
Date June 2017 June 2017 January 2017 Date January 2017 January 2017 January 2017 January 2017
13
Incorporating IPE Debriefing into Any Simulation: A Tool for Understanding Professional Roles and Responsibilities. Part 1, Dunbar, D., Parrish, K., Poore, J., Dawson, J. Incorporating IPE Debriefing into Any Simulation: A Tool for Understanding Professional Roles and Responsibilities. Part 2, Dunbar, D., Parrish, K., Poore, J., Dawson, J. Mentored Poster: BSN Student Attitudes towards Teamwork using TeamSTEPPS® 2.0 vs. a Conventional Method. LaMothe, J., Meek, J., Poore, J. Preconference Workshop: Advanced Debriefing: Facilitating the Complexities, Schneidereith, T., Herrington, A., Poore, J., Bensfield, L., Morgan, P., Nye, C, Farrina, C. Develop an Interprofessional Faculty Development Series, Copper, D., Byrne, B., Dwyer, J., Hasty, G., Poore, J., Stephenson, E., Turner, J
National League for Nursing Education Summit 2016, Orlando, Florida National League for Nursing Education Summit 2016, Orlando, Florida Sigma Theta Tau International’s 27th International Nursing Research Congress, Cape Town, South Africa International Nursing Association for Clinical Simulation and Learning, Grapevine, TX International Meeting for Simulation in Healthcare, San Diego, CA
September 2016 September 2016 July 2016 June 2016 January 19, 2016
INVITED PRESENTATION – NON-REFEREED
LOCAL
Title Podium Presentation: Faculty Development in Simulation, Copper, D., Byrne, B., Dwyer, J., Hasty, G., Poore, J., Stephenson, E., Turner, J Poster Presentation: Interprofessional Grand Rounds: An Initial Step in the Development of an Interprofessional Curriculum for the Health Profession Schools, Scott, P., Poore, J Podium Presentation: Debriefing Across the Curriculum, Friesth, B., Poore, J., Stephenson, E., Ebert, D., Byrne, B. Podium Presentation: What Inspires a Successful Simulation Experience for Learners, Poore, J., Stephenson, E., Ebert, D Podium Presentation: Kolb’s Experiential Learning Theory to Guide Simulation, Poore, J.
Organization Simulation Center at Fairbanks Hall Indiana University Center for Teaching and Learning. 2016 Curriculum Enhancement Grant Symposium Indiana University School of Nursing Simulation Center at Fairbanks Hall Simulation Center at Fairbanks Hall
Date November 2016 October 2016 August 2016 March 2016 January 2016
14
Panel Presentation: Panel Presentation: Assessment, Research and Sustainability, Turner, J., Cooper, D., Poore, J., Panel Presentation: Debriefing, Byrne, B., Cooper, D., Poore, J., Stephenson, E., Egan, B. What Inspires a Successful Simulation Experience for Learners, Poore, J., Stephenson, E., Ebert, D Podium Presentation: Kolb’s Experiential Learning Theory to Guide Simulation, Poore, J. Podium Presentation: Kolb’s Experiential Learning Theory to Guide Simulation, Poore, J. Podium Presentation: Cueing to Maintain Fidelity and Keep Simulation Moving, Poore, J. Podium Presentation: Cueing to Maintain Fidelity and Keep Simulation Moving, Poore, J. Podium Presentation: Interprofessional Simulation, Poore, J.
Simulation Center at Fairbanks Hall Simulation Center at Fairbanks Hall Simulation Center at Fairbanks Hall Simulation Center at Fairbanks Hall Simulation Center at Fairbanks Hall Ivy Tech Simulation Mastery Institute Indiana University Simulation Mastery Institute Indiana University Simulation Mastery Institute
May 2015 April 2015 March 2015 January 2015 November 2014 October 2014 August 2014 August 2013
REGIONAL
Title Podium Presentation: Using Interprofessional Education To Improve Communication and Collaboration, Poore, J. Poster Presentation: Using Interprofessional Education To Improve Communication and Collaboration, Poore, J, Schaar, G.
Organization University of Southern Indiana Evansville, Indiana University of Southern Indiana Evansville, Indiana
Date April 2014 August 2013
PROFESSIONAL DEVELOPMENT Course/Workshop Title 16th Annual International Nursing Association for Clinical Simulation and Learning Conference Every Nursing Program is Unique; Learn how to Optimize Yours
Provider International Nursing Association for Clinical Simulation and Learning Washington, D.C. National League for Nursing
Date June 2017 June 15, 2017
15
International Meeting for Simulation in Healthcare Independent Applying the Quality Matters Rubric (APPQMR) : (Statewide Systems) 2016 Indiana Nursing Summit National League for Nursing 2016 Summit Nurse Tim 15th Annual International Nursing Association for Clinical Simulation and Learning Conference Certified Nurse Educator Review Course Society for Student Run Free Clinics Conference International Meeting for Simulation in Healthcare Webinar: Introduction to NLN Public Policy and Advocacy Webinar: Strategic Planning: Turning Vision into Reality Webinar: Co-creating Organizational Change and transformation in Complex Organizations 31st Annual Educational Conference National League for Nursing 2015 Summit Simulation User Network Conference Webinar: Taking the OSCE on the Road: How Application of Mobile Technology Saves Money 14th Annual International Nursing Association for Clinical Simulation and Learning Conference 2015 TeamSTEPPS® National Conference
Society for Simulation in Healthcare, Orlando, FL IUPUI Center for Teaching and Learning Indiana Center for Nursing, Indianapolis, IN National League for Nursing, Orlando, FL Indiana University School of Nursing, Indianapolis, IN International Nursing Association for Clinical Simulation and Learning Grapevine, TX Indiana University School of Nursing Center for Professional Development and Lifelong Learning Society for Student Run Free Clinics Phoenix, AZ Society for Simulation in Healthcare, San Diego, CA National League for Nursing National League for Nursing National League for Nursing National League for Nursing, Las Vegas, NV Laerdal, Louisville, KY Education Management Solutions International Nursing Association for Clinical Simulation and Learning Atlanta, GA Hospital Quality Institute
January 2017 December 2016 November 7, 2016 September 2016 May 9, 2016 June 2016 June 2016 Jan 2016 Jan. 2016 Dec 2015 October 2015 Sept. 2015 Sept. 2015 Sept. 2015 July 8, 2015 June 2015 June 16-18, 2015
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Webinar: Building a Simulation Dream Team Webinar: The Equity of Opportunity...Beyond the Rhetoric Maintaining the Momentum of Interprofessional Practice Workshop Webinar: Managing Conflict in Organizations Leading the Way: Developing Faculty Capacity in Interprofessional Engagement and Leadership Healthcare Remixed Presentation Academic Leadership Excellence: Co-creating a Positive Collaborative Organizational Culture! Simulation Innovation Resource Center Course: Curriculum Integration Simulation Innovation Resource Center Course: Maximizing Realism Simulation Innovation Resource Center Course: Standardized /Simulated Patients Simulation Innovation Resource Center Course: Developing Faculty Webinar: In Situ and Mobile Simulation:What You Really Need to Know Simulation Innovation Resource Center Course: Designing and Developing Simulations Simulation Innovation Resource Center Course: Debriefing and Guided Reflection Simulation Innovation Resource Center Course: Beyond Basic Debriefing Simulation Innovation Resource Center Course: Teaching and Learning Strategies
Education Management Solutions National League for Nursing Indiana University, Center for Professional Development and Lifelong Learning National League for Nursing Indiana University, Center for Interprofessional Health Education and Practice Indiana University, Center for Interprofessional Health Education and Practice National League For Nursing Conference, San Antonio, TX National League for Nursing National League for Nursing National League for Nursing National League for Nursing Education Management Solutions National League For Nursing National League For Nursing National League For Nursing National League for Nursing
June 3, 2015 May 19, 2015 May 2015 April 2015 Feb 5, 2015 March 2015 Feb. 2015 Feb 2015 Feb 2015 Feb 2015 Feb 2015 Feb 2015 Jan 2015 January 2015 January 2015 January 2015
17
Simulation Innovation Resource Center Course: Simulation-Based Interprofessional Education SBIRT Symposium: Screening, Brief Intervention, and Referral to Treatment Cincinnati Children’s 2014 Regional Simulation Conference University of Southern Indiana, Research, Evidence-Based Practice, and Performance Improvement in Healthcare Conference, April 2014 Critical Appraisal II Capstone VII Cultural Diversity Critical Appraisal I Capstone VI Capstone V
National League for Nursing Indiana University Cincinnati Children’s Hospital University of Southern Indiana University of Southern Indiana University of Southern Indiana
January 2015 December 2014 Sept 2014 April 2014 Spring 2014 Fall 2013
Health Policy Informatics Capstone III Integrating Nursing Informatics into the Curriculum: Creative Strategies for Success University of Southern Indiana, Research, Evidence-Based Practice, and Performance Improvement in Healthcare Conference, April 2013 Analytic Methods Resource Utilization in Healthcare Capstone II Theory and Practice Systems Leadership & Interprofessional Collaboration Capstone I
University of Southern Indiana Indiana University School of Nursing University of Southern Indiana University of Southern Indiana University of Southern Indiana
Summer 2013 May 21, 2013 April 2013 Spring 2013 Fall 2012
PRINT AND/OR ELECTRONIC PUBLICATIONS: TEACHING
Refereed Poore, J. A., Milgrom, L., Edgington, L. (accepted). An innovative role for nursing students within a student run free clinic. Creatvie Nursing. Umoren, R. A., Poore, J. A., Sweigart, L., Rybas, N., Gossett, E., Johnson, M., Allen, M., Scott, P. J., Truman, B., Das, R. (accepted). TeamSTEPPS® virtual teams: Interactive virtual simulation team training and practice for health professional learners. Creative Nursing
18
Poore, J.A., Stephenson, E., Jerolimov, D., Scott, P. (published ahead of print). Development of an interprofessional teaching grand rounds. Nurse Educator. Mast, J., Poore, J., Stephenson, E., Harter, A., Fawcett, D.. Roembke, C., Harden, V., Foster, M.Gibbs, S., Voris, A. & McMasters, M. (2017). An exercise in the provision of care for an adult patient under Investigation (PUI) for Ebola: A patient care drill. Virginia Henderson Global Nursing e-Repository. Retrieved from http://hdl.handle.net/10755/621373 Stephenson, E., Poore, J. (2016). Tips for Conducting the Pre-Brief for a Simulation. The Journal of Continuing Education in Nursing, 47(8) 353-355. Romito, L., Jackson, R., Maxwell, L., Clark, C., Hendricks, S., Townsend, B., Muller, M., Poore, J. A., McCabe, H. A. & Kelton, G. (2015). Developing Team Communication Skills in a Fast-Paced Interprofessional Learning Activity. Journal of Interprofessional Education & Practice, 1(2), 68-69. Poore, J. A., Cullen, D., Schaar, G. (2014). Simulation based interprofessional education guided by Kolb's Experiential Learning Theory. Clinical Simulation in Nursing. doi:10.1016/j.ecns.2014.01.004 Non-refereed
Mast, J., Poore, J., Stephenson, E., Harter, A., Fawcett, D., Roembke, C., Harden, V., Foster, M., Gibbs, S., Voris, A., McMasters, M., Mabrey, T., Titus, M. (2016). An exercise in the provision of care for an adult patient under investigation of (PUI) for Ebola: A patient care drill, Exercise toolkit. MESH Coalition, http://www.meshcoalition.org/resources/1u8ppo0i4o02ebuetqbywcgldfqgj6 Poore, J. (2014). Test Questions for Chapters 1-9 in D. Billings & D. Hensel (Eds). Lippincott’s Q and A Review for NCLEX-RN 11th Ed, Philadelphia: Lippincott, Williams, Wilkins. Poore, J. (2011).Generalized Tonic-Clonic Seizures. Simulation in Nursing Education – Pediatric Scenarios. National League for Nursing. Retrieved from http://www.mysimcenter.com/Content/generalized-tonic-clonic-seizures-sms3965.aspx Poore, J. (2011). Status Epilepticus. Simulation in Nursing Education – Pediatric Scenarios. National League for Nursing. Retrieved from http://www.mysimcenter.com/Content/status-epilepticus-sms3960.aspx Poore, J. (2010). Test Questions for Chapters 1-9 in D. Billings & D. Hensel (Eds). Lippincott’s Q and A Review for NCLEX-RN 10th Ed, Philadelphia: Lippincott, Williams, Wilkins. Poore, J. A. (2010). Growth and Development. In V. Richardson (Ed.), Pediatric success: A Course review Applying Critical Thinking to Test Taking. Philadelphia: F.A. Davis. Poore, J. A. (2010). Respiratory Disorders. In V. Richardson (Ed.), Pediatric success: A Course review Applying Critical Thinking to Test Taking. Philadelphia: F.A. Davis.
6-30-2017
Julie A. Poore
CANDIDATE’S STATEMENT
Julie A. Poore, DNP, RN, CHSE
I am seeking promotion to Clinical Associate Professor. My declared area of excellence is
teaching. My primary contributions to teaching and service are in the areas of simulation and
interprofessional education (IPE). I have been dedicated to preparing the next generation of
expert clinicians and leaders by inspiring learning through teaching and mentoring and through
service to my profession, the School of Nursing, the university, and the community at large.
“True teachers are those who use themselves as bridges over which they invite their students to
cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their
own.” Nikos Kazantzakis
The quote above illustrates the foundational piece of my teaching philosophy. As an educator, I
see myself as a facilitator of learning. I create an environment that is student centered, where
faculty and student are equal partners in the educational process. My goal is to discover students'
talents, cultivate their intellectual interests, and engage them in active learning strategies that
foster their ability to become reflective practitioners. I strive to nurture students to forge a path of
their own through innovation and creativity by using interactive and collaborative learning
environments to promote problem-solving, critical thinking, and leadership skills. Throughout
my teaching career I have accomplished this through: (a) innovative curriculum design, (b)
developing and nurturing collaborative relationships, (c) incorporating simulated learning
experiences, (d) facilitating interprofessional learning opportunities where students are able to
collaborate with other disciplines, and (e) mentoring students and new faculty to develop as
leaders and scholars. My teaching is closely intertwined with the mission of the Indiana
University School of Nursing (IUSON). I have intentionally structured student focused
educational initiatives that partner with other health profession programs, organizations, and the
Indianapolis community. These innovative initiatives encourage our students to learn about,
from, and with other disciplines to improve patient outcomes.
TEACHING (Area of Excellence)
I have been in rank as a Clinical Assistant Professor since 2010. As a didactic and clinical
instructor, I constantly updated course content to meet the needs of varying learning styles for
130 undergraduate students per semester. Understanding the needs of the millennial learner, I
continue to immerse myself in curriculum development focused on experiential learning and
teaching with technology. I use clicker technology to include practice test questions in each class
to help prepare students for high order thinking required for exams. Clickers also help me
evaluate my own teaching. Seeing individual responses from students in real time gives me the
opportunity to provide additional educational materials in areas where a knowledge gap exist.
Experiential learning has been a significant part of my work and my teaching philosophy. The
desire to incorporate more interactive elements in my teaching led to my collaboration with a
small group of faculty at the IUSON to implement simulation within the undergraduate
curriculum. As one of the first IUSON faculty members to utilize simulation, I was competitively
selected as a Fairbanks Simulation Scholar in 2009. The Fairbanks Simulation Scholar program
was a grant funded project that provided advanced simulation training to a select group of faculty
from four local universities and two hospital systems. In the same year, I was also selected by the
National League for Nursing (NLN) as a Health Information Technology Scholar which is a
program that allows nursing faculty to develop, implement, and evaluate innovative educational
strategies that use technology to prepare graduates to practice in complex healthcare
environments. In 2010, I worked with a team of faculty to integrate high fidelity simulation
within the pediatric clinical course. Since only limited numbers of pediatric simulations were
available, I developed, programmed, piloted, and implemented two simulations in the pediatric
course, which were subsequently peer reviewed and published in the NLN, Simulation in
Nursing Education – Pediatric Scenarios. I have continued to develop a wide range of
simulation initiatives and have advanced my own professional development in simulation. Most
recently, I was competitively selected for the 2015 cohort of the prestigious NLN Leadership
Academy for Simulation Educators. As part of this work, three of my colleagues and I have
developed a debriefing tool to include an IPE component within any simulation experience. The
tool was presented at the 2017 International Meeting for Simulation in Healthcare (IMSH)
Conference, the 2016 Georgia Simulation Alliance Conference, the 2016 NLN Summit and the
2015 NLN Technology Conference. A manuscript describing this tool is also in process.
As a simulation expert, I was appointed as the undergraduate simulation liaison between the
IUSON and the Fairbanks simulation center in August 2014. My leadership role as liaison
includes: acting as a faculty resource for scenario development; promoting evidence based
practice in simulation; ensuring the integration of simulated learning experiences throughout the
curriculum and identifying the needed resources to ensure successful integration; developing and
disseminating simulation education information for faculty; and promoting simulation standards
for best practice. My expertise in simulation was validated through my achievement of the
Certified Healthcare Simulation Educator credential in November 2015.
Course and Curriculum Development
I was a very active member of the IUSON Baccalaureate curriculum committee during
implementation of our new curriculum. My primary responsibilities were to develop and assume
the role of course leader for an undergraduate course in interprofessional collaborative practice
(IPCP). Many universities have implemented IPE initiatives but few have incorporated courses
within their curricula. As course leader, I coordinated clinical and didactic classes for
approximately 130 learners each semester. In addition, I was responsible for orienting and
mentoring course faculty and coordinating interprofessional learning experiences. When I
developed this innovative course, I strived to find clinical sites that would provide students with
an invaluable opportunity for interprofessional collaboration. The Indiana University Student
Outreach Clinic (IUSOC), an interprofessional student run free clinic for the uninsured and
underserved members of the Indianapolis community, seemed like the perfect place for nursing
students to collaborate with health profession students from a variety of disciplines. I learned that
nursing was not represented at the IUSOC and in order for nursing to become involved, a faculty
advisor must work with a group of students on a proposal to join the IUSOC as a partner. This
provided me an incredible opportunity to fill in the role of faculty advisor for undergraduate
nursing students to enhance their leadership skills, collaborate with other health professions, and
to give back to our community; in this role, I mentored eight undergraduate students to create a
partnership proposal. Our proposal was successful and resulted in nursing being added to the
IUSOC as a full partner in January 2015. Since initiating our partnership, I have mentored and
advised one graduate and 18 undergraduate nursing students who had the opportunity to develop
and strengthen their leadership skills as clinic board members. Over 475 uninsured patients have
been cared for by 128 undergraduate clinical nursing students and 75 nursing student volunteers.
The outreach clinic experience has allowed my students to collaborate with faculty and students
from 10 other disciplines and will better prepare them for future collaborative practice.
Through the development of the IPCP course, I have built relationships with many faculty across
campus. One opportunity combined my love of simulation and my desire to expand IPE. I
collaborated with a faculty member from occupational therapy and the director for the Indiana
University Interprofessional Practice & Education Center (IUIPEC) to develop an
interprofessional grand rounds initiative. The grand rounds was developed with funding from a
curriculum enhancement grant and the IUIPEC. As a co-PI on the grant, I helped recruit faculty
from 15 health professions and two campuses to participate in discussion and development of the
grand rounds. Thus far, I have co-facilitated the grand rounds event five times, impacting 294
learners from nine different health profession programs. The grand rounds initiative has resulted
in one local poster presentation, one international presentation, and a manuscript, which was
published in Nurse Educator. Co-leading the grand rounds experience, I have built collegial
relationships to expand not only my network for developing additional interprofessional
initiatives, but broadened my perspectives of collaborative practice.
I have also worked with collaborators across campus to expand IPE in our Doctor of Nursing
Practice (DNP) program. Each semester, we partner with a different stakeholder to solve a real-
world challenge related to the delivery of healthcare. Each team of interprofessional graduate
students proposes an evidence based solution to resolve the stakeholder’s dilemma. While the
Integrative Experience (D749) course has been successfully offered for three semesters, the
challenges of ongoing engagement with interprofessional partners still remain. I am currently
working with faculty from eight schools on campus to develop a sustainable course model.
I am also working with an interprofessional team on a study using virtual simulation. Acute care
virtual scenarios were provided to undergraduate and graduate students in nursing, occupational
therapy, and physician assistant programs to study variance in teamwork attitudes before and
after TeamSTEPPS® training. The study has resulted in a peer-reviewed presentation at the 2017
IMSH conference, one manuscript that has been accepted by Creative Nursing and a second
manuscript that is under review at the Journal of Interprofessional Education and Practice.
As a result of my expertise in simulation, the Assistant Dean for the Center for Professional
Development and Lifelong Learning requested that I coordinate a four day immersive simulation
mastery workshop. The institute is open to educators from academia and practice. In the last two
years, I have coordinated the workshop three times, and have had national and international
participants. As a member of the Fairbanks simulation center leadership team, I have worked
with interprofessional colleagues to create a simulation faculty development series. Five half day
sessions were developed to assist academic and hospital-based educators in the development of
simulation. The faculty development series has resulted in podium presentations at the 2016 and
2017 IMSH conferences. In 2016, 85 interprofessional participants attended the session. Overall
evaluation of the session as well as my evaluation as a speaker were rated at 4.4 out of 5.0 with
65% of attendees completing the survey. We had 78 attendees for the 2017 session. Overall
evaluation of the session as well as my evaluation as a speaker were rated at 4.32 out of 5.0 with
73% of attendees completing the survey.
Peer reviews and Student Evaluations
I have received two reviews of my IPCP course. Few nursing programs offer a course in IPCP,
therefore, I felt compelled to have this course reviewed. An instructional designer from the
Center for Teaching and Learning reviewed the course in Spring 2016. The review was positive
and cited the use of clickers, class discussion, and case studies to promote active engagement.
The review also commended the course design using sound pedagogical principles. All quality
indicators for each of the 11 characteristics evaluated were noted to be present in my teaching.
Items for improvement focused on increasing student participation. In response, I implemented a
small group interaction model in Fall 2016 and have sought subsequent student feedback.
In Fall 2016, the IPCP course was reviewed by a peer from the IUSON with considerable
knowledge in the area of IPE and with more than 22 years of experience as an educator. The
review was highly favorable highlighting my multidimensional approach to presenting material.
An area of improvement suggested by the reviewer was to try and seek opportunities for the
observers to actively engage while other students were presenting case material. Using this
suggestion, I integrated clicker questions allowing more interactivity.
My teaching load has been consistent with other clinical assistant professors and has been
adjusted due to release that has ranged from 10% to 20% while in rank. I have taught courses in
both the undergraduate and graduate programs using the Principals of Undergraduate Learning
(PULs) and Graduate Learning (PGLs). Each semester, I update my courses using student
evaluation data from previous semesters. I have consistently received positive student
evaluations with an average rating of 4.5 for all courses taught on a scale of 1.0 - 5.0, with 5.0 as
a perfect rating. I have worked with over more than 2,900 undergraduate nursing students and 38
graduate students.
Scholarship
My work in simulation has resulted in several opportunities for scholarship. In 2010, I was
invited by the NLN in partnership with Laerdal Medical to author two of the simulation cases for
the Sim Junior Manikin. These simulations were published and sold internationally as part of the
Simulation in Nursing Education – Pediatric Scenarios set. In 2013, I was invited by Wolters
Kluwer Health/Lippincott Williams & Wilkins in partnership with the NLN and Laerdal Medical
to participate as a member of the advisory board transitioning the original pediatric simulation
scenarios to a virtual platform that are now sold internationally to nursing programs.
From August 2012 - May 2014, I completed my DNP Degree. During my coursework, I
conducted a study titled, “Using Simulation Based IPE to Improve Communication and
Collaboration among Nursing, Medical, and Respiratory Therapy Students.” This work was one
of the first to identify a theoretical model to guide interprofessional simulation and resulted in
the manuscript titled, “Simulation Based Interprofessional Education Guided by Kolb's
Experiential Learning Theory” which was published in Clinical Simulation in Nursing. The work
has been cited 23 times in peer-reviewed manuscripts in nursing and interprofessional journals,
adding to the science of teaching. A second manuscript presenting the results of the study is
currently under review with the Journal of Nursing Education.
I have demonstrated teaching excellence by disseminating four peer reviewed manuscripts in
premier nursing journals including, Clinical Simulation in Nursing, Nurse Educator, and The
Journal of Continuing Education in Nursing with impact factors ranging from 0.60 to 1.14. I
have also disseminated teaching through a toolkit for testing hospital processes related to the care
of patients with highly infectious diseases, contribution of NCLEX questions to three books, and
two pediatric simulation scenarios that have been utilized internationally for both high fidelity
and virtual simulation platforms. My passion for simulation and IPE has resulted in numerous
collaborative presentations including: 14 peer reviewed and eight mentored peer reviewed
presentations at local, regional, national, and international conferences. In addition, I have given
12 local and two regional invited presentations.
Mentoring
I have mentored many students at the undergraduate, masters, and doctoral levels of education.
As the advisor for the IUSOC nursing student board, over the last two years, I have seen my
students at the outreach clinic grow as leaders, patient advocates, and collaborative care
providers. Mentoring outcomes include four posters and a podium presentation by faculty and
student clinic volunteers. We have submitted one additional poster abstract for future
presentation. Three of our presentations were done at the national Student Run Free Clinics
Conferences (SRFCC). The SRFCC offers student run free clinics an opportunity to collaborate,
innovate, and support one another to maximize underserved and uninsured patient outcomes.
Additional outcomes include student board members being recipients of 25 awards for their
clinic work.
I have also mentored masters’ students from four different universities completing practicum
hours for their MSN in nursing education. Most recently, I mentored one of our DNP students
completing her practicum scholarly project. Her DNP research project resulted in two regional
and one international presentation including, Sigma Theta Tau International’s 27th International
Nursing Research Congress in Cape Town, South Africa.
Recognition and Awards
My program of teaching excellence has been acknowledged through the competitive selection of
several prestigious awards. In 2015, I was awarded the Trustees Teaching Award and the
Sequoia Award. Also that year, I was the recipient of the Outstanding BSN Faculty Award,
which is bestowed by the members of the baccalaureate graduating class. In 2016, I received the
Dean’s Faculty Award for Partnerships because of my interprofessional efforts with colleagues
across the IUPUI campus and curricular work with the IUIPEC.
Plan for Increasing Future Teaching Effectiveness
Course development is an iterative process with ongoing revision to meet the expectations,
needs, and level of the learners to achieve the best possible student learning outcomes. I will
continue to use my knowledge and skills to assess, implement, evaluate, and revise my teaching
in didactic, practicum, and online classes. I will also participate in ongoing professional
development to ensure that I am providing my students with the most current information. I
recently attended the Quality Matters workshop and plan to revise my online DNP course site to
reflect Quality Matters standards.
SERVICE
Professional Service
As a result of my simulation efforts, the Assistant Dean for Operations & Community
Partnerships at the IUSON asked me to serve on a multi-service team under the guidance of the
Managed Emergency Surge for Healthcare Inc. (MESH Coalition) to develop a toolkit for
hospitals to test their protocols and internal systems when caring for a patient with a highly
infectious disease. MESH “is a non-profit, public-private partnership that enables healthcare
providers to effectively respond to emergency events and remain viable through recovery.
MESH provides: (1) preparedness and planning services; (2) innovative clinical education and
training programs; (3) healthcare intelligence services; and (4) sophisticated legal, regulatory,
policy and financial analysis – all in support of effective healthcare sector emergency
management”. Our collaborative effort resulted in a toolkit titled “An Exercise in the Provision
of Care for an Adult Patient Under Investigation (PUI) for Ebola: A Patient Care Drill”. The
Office of the Assistant Secretary for Preparedness and Response (ASPR)/Technical Resources,
Assistance Center, and Information Exchange (TRACIE) has reviewed and accepted the toolkit
as part of their Healthcare Emergency Preparedness, which can be accessed as a free resource by
hospital systems worldwide at:
https://asprtracie.hhs.gov/technical-resources/resource/3516/an-exercise-in-the-provision-of-
care-for-an-adult-patient-under-investigation-pui-for-ebola-a-patient-care-drill
I am also an active member on the Home Grown Solutions Committee for the International
Nursing Association for Clinical Simulation and Learning (INACSL). As a committee member, I
evaluate innovative simulation solutions that are submitted to the Home Grown Solutions
website. Effective solutions are published on the website for open access to all simulation users.
The top solutions of the year are presented at the annual INACSL conference.
Department, School, and Campus Service
I am an active member of the IUSON’s Department of Community and Health Systems and
Faculty Assembly. My current service to the IUSON includes being an active member of the
undergraduate admission, progression, and graduation committee (APG). I am also a member of
the DNP C/SA (curriculum/student affairs) and APG committees. Members of the APG
committee review and act on course failures, requests for transfers to the program, requests for
waivers of academic policies, issues of dismissal related to academic and personal misconduct,
and student appeals. During the most recent DNP accreditation visit, I met with reviewers and
answered questions regarding our curriculum, and provided them with detailed information
regarding my work toward revision and sustainability of the D749 Integrative Experience course.
I currently function as the advisor for the nursing student board for the IUSOC. As a leader of
the clinic, I coordinate with nursing student board members and volunteer faculty to ensure the
presence of adequate numbers of students and faculty to provide nursing services 50 weekends a
year. I also supervise fundraising efforts and have been able to secure resources through class
and individual donations and small corporate grants.
While in rank, I have participated as a facilitator and committee member for an IPE initiative for
the undergraduate communication course, which has resulted in one presentation and one
publication. I have been a member of the undergraduate curriculum committee and participated
on several short-term committees as part of the IUSON undergraduate curriculum revision,
including ePDP Committee, Capstone/Synthesis Committee, Interprofessional Committee, and
the Clinical Concepts Committee.
At a campus level, I served as a judge to determine the Top 100 undergraduate students at IUPUI
in both 2016 and 2017. I have participated in a University College Professor panel for students
interested in pursuing a nursing career. Additionally, I worked with the IUIPEC as a member of
their search and screen committee for the director and manager positions from 2014 to 2015.
FUTURE GOALS
My future goals for professional service include joining a committee in the Society for
Simulation in Healthcare, which is the leading interprofessional organization for simulation
professionals worldwide. I also intend to continue working on the Home Grown Solutions
Committee for INACSL, which is an international nursing organization dedicated to promoting
and expanding simulation pedagogy. I was recently asked to be the co-chair of the Home Grown
Solutions committee beginning June of 2017. Within the school of nursing, I plan to be more
involved in the DNP CSA/APG committee by seeking a committee chair role.
Course development is an iterative process, I plan to continue to revise the D749, Integrative
Experience course with the goal of expanding educational partnerships and creating a sustainable
model for the course. I also plan to publish and present the curricular model and student
outcomes associated with the course.
I will continue advising the nursing student board at the IUSOC and work toward expanding
nursing’s role within the clinic. I am currently working with the board to develop a health
coaching program for patients. We will also continue dissemination of our work at the IUSOC.
My personal faculty development goal is to seek the Certification for Nurse Educators in 2017.
This national certification will demonstrate my dedication to maintaining high standards of
excellence in nursing education.
CANDIDATE’S STATEMENT
Julie A. Poore, DNP, RN, CHSE
I am seeking promotion to Clinical Associate Professor. My declared area of excellence is
teaching. My primary contributions to teaching and service are in the areas of simulation and
interprofessional education (IPE). I have been dedicated to preparing the next generation of
expert clinicians and leaders by inspiring learning through teaching and mentoring and through
service to my profession, the School of Nursing, the university, and the community at large.
“True teachers are those who use themselves as bridges over which they invite their students to
cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their
own.” Nikos Kazantzakis
The quote above illustrates the foundational piece of my teaching philosophy. As an educator, I
see myself as a facilitator of learning. I create an environment that is student centered, where
faculty and student are equal partners in the educational process. My goal is to discover students'
talents, cultivate their intellectual interests, and engage them in active learning strategies that
foster their ability to become reflective practitioners. I strive to nurture students to forge a path of
their own through innovation and creativity by using interactive and collaborative learning
environments to promote problem-solving, critical thinking, and leadership skills. Throughout
my teaching career I have accomplished this through: (a) innovative curriculum design, (b)
developing and nurturing collaborative relationships, (c) incorporating simulated learning
experiences, (d) facilitating interprofessional learning opportunities where students are able to
collaborate with other disciplines, and (e) mentoring students and new faculty to develop as
leaders and scholars. My teaching is closely intertwined with the mission of the Indiana
University School of Nursing (IUSON). I have intentionally structured student focused
educational initiatives that partner with other health profession programs, organizations, and the
Indianapolis community. These innovative initiatives encourage our students to learn about,
from, and with other disciplines to improve patient outcomes.
TEACHING (Area of Excellence)
I have been in rank as a Clinical Assistant Professor since 2010. As a didactic and clinical
instructor, I constantly updated course content to meet the needs of varying learning styles for
130 undergraduate students per semester. Understanding the needs of the millennial learner, I
continue to immerse myself in curriculum development focused on experiential learning and
teaching with technology. I use clicker technology to include practice test questions in each class
to help prepare students for high order thinking required for exams. Clickers also help me
evaluate my own teaching. Seeing individual responses from students in real time gives me the
opportunity to provide additional educational materials in areas where a knowledge gap exist.
Experiential learning has been a significant part of my work and my teaching philosophy. The
desire to incorporate more interactive elements in my teaching led to my collaboration with a
small group of faculty at the IUSON to implement simulation within the undergraduate
curriculum. As one of the first IUSON faculty members to utilize simulation, I was competitively
selected as a Fairbanks Simulation Scholar in 2009. The Fairbanks Simulation Scholar program
was a grant funded project that provided advanced simulation training to a select group of faculty
from four local universities and two hospital systems. In the same year, I was also selected by the
National League for Nursing (NLN) as a Health Information Technology Scholar which is a
program that allows nursing faculty to develop, implement, and evaluate innovative educational
strategies that use technology to prepare graduates to practice in complex healthcare
environments. In 2010, I worked with a team of faculty to integrate high fidelity simulation
within the pediatric clinical course. Since only limited numbers of pediatric simulations were
available, I developed, programmed, piloted, and implemented two simulations in the pediatric
course, which were subsequently peer reviewed and published in the NLN, Simulation in
Nursing Education – Pediatric Scenarios. I have continued to develop a wide range of
simulation initiatives and have advanced my own professional development in simulation. Most
recently, I was competitively selected for the 2015 cohort of the prestigious NLN Leadership
Academy for Simulation Educators. As part of this work, three of my colleagues and I have
developed a debriefing tool to include an IPE component within any simulation experience. The
tool was presented at the 2017 International Meeting for Simulation in Healthcare (IMSH)
Conference, the 2016 Georgia Simulation Alliance Conference, the 2016 NLN Summit and the
2015 NLN Technology Conference. A manuscript describing this tool is also in process.
As a simulation expert, I was appointed as the undergraduate simulation liaison between the
IUSON and the Fairbanks simulation center in August 2014. My leadership role as liaison
includes: acting as a faculty resource for scenario development; promoting evidence based
practice in simulation; ensuring the integration of simulated learning experiences throughout the
curriculum and identifying the needed resources to ensure successful integration; developing and
disseminating simulation education information for faculty; and promoting simulation standards
for best practice. My expertise in simulation was validated through my achievement of the
Certified Healthcare Simulation Educator credential in November 2015.
Course and Curriculum Development
I was a very active member of the IUSON Baccalaureate curriculum committee during
implementation of our new curriculum. My primary responsibilities were to develop and assume
the role of course leader for an undergraduate course in interprofessional collaborative practice
(IPCP). Many universities have implemented IPE initiatives but few have incorporated courses
within their curricula. As course leader, I coordinated clinical and didactic classes for
approximately 130 learners each semester. In addition, I was responsible for orienting and
mentoring course faculty and coordinating interprofessional learning experiences. When I
developed this innovative course, I strived to find clinical sites that would provide students with
an invaluable opportunity for interprofessional collaboration. The Indiana University Student
Outreach Clinic (IUSOC), an interprofessional student run free clinic for the uninsured and
underserved members of the Indianapolis community, seemed like the perfect place for nursing
students to collaborate with health profession students from a variety of disciplines. I learned that
nursing was not represented at the IUSOC and in order for nursing to become involved, a faculty
advisor must work with a group of students on a proposal to join the IUSOC as a partner. This
provided me an incredible opportunity to fill in the role of faculty advisor for undergraduate
nursing students to enhance their leadership skills, collaborate with other health professions, and
to give back to our community; in this role, I mentored eight undergraduate students to create a
partnership proposal. Our proposal was successful and resulted in nursing being added to the
IUSOC as a full partner in January 2015. Since initiating our partnership, I have mentored and
advised one graduate and 18 undergraduate nursing students who had the opportunity to develop
and strengthen their leadership skills as clinic board members. Over 475 uninsured patients have
been cared for by 128 undergraduate clinical nursing students and 75 nursing student volunteers.
The outreach clinic experience has allowed my students to collaborate with faculty and students
from 10 other disciplines and will better prepare them for future collaborative practice.
Through the development of the IPCP course, I have built relationships with many faculty across
campus. One opportunity combined my love of simulation and my desire to expand IPE. I
collaborated with a faculty member from occupational therapy and the director for the Indiana
University Interprofessional Practice & Education Center (IUIPEC) to develop an
interprofessional grand rounds initiative. The grand rounds was developed with funding from a
curriculum enhancement grant and the IUIPEC. As a co-PI on the grant, I helped recruit faculty
from 15 health professions and two campuses to participate in discussion and development of the
grand rounds. Thus far, I have co-facilitated the grand rounds event five times, impacting 294
learners from nine different health profession programs. The grand rounds initiative has resulted
in one local poster presentation, one international presentation, and a manuscript, which was
published in Nurse Educator. Co-leading the grand rounds experience, I have built collegial
relationships to expand not only my network for developing additional interprofessional
initiatives, but broadened my perspectives of collaborative practice.
I have also worked with collaborators across campus to expand IPE in our Doctor of Nursing
Practice (DNP) program. Each semester, we partner with a different stakeholder to solve a real-
world challenge related to the delivery of healthcare. Each team of interprofessional graduate
students proposes an evidence based solution to resolve the stakeholder’s dilemma. While the
Integrative Experience (D749) course has been successfully offered for three semesters, the
challenges of ongoing engagement with interprofessional partners still remain. I am currently
working with faculty from eight schools on campus to develop a sustainable course model.
I am also working with an interprofessional team on a study using virtual simulation. Acute care
virtual scenarios were provided to undergraduate and graduate students in nursing, occupational
therapy, and physician assistant programs to study variance in teamwork attitudes before and
after TeamSTEPPS® training. The study has resulted in a peer-reviewed presentation at the 2017
IMSH conference, one manuscript that has been accepted by Creative Nursing and a second
manuscript that is under review at the Journal of Interprofessional Education and Practice.
As a result of my expertise in simulation, the Assistant Dean for the Center for Professional
Development and Lifelong Learning requested that I coordinate a four day immersive simulation
mastery workshop. The institute is open to educators from academia and practice. In the last two
years, I have coordinated the workshop three times, and have had national and international
participants. As a member of the Fairbanks simulation center leadership team, I have worked
with interprofessional colleagues to create a simulation faculty development series. Five half day
sessions were developed to assist academic and hospital-based educators in the development of
simulation. The faculty development series has resulted in podium presentations at the 2016 and
2017 IMSH conferences. In 2016, 85 interprofessional participants attended the session. Overall
evaluation of the session as well as my evaluation as a speaker were rated at 4.4 out of 5.0 with
65% of attendees completing the survey. We had 78 attendees for the 2017 session. Overall
evaluation of the session as well as my evaluation as a speaker were rated at 4.32 out of 5.0 with
73% of attendees completing the survey.
Peer reviews and Student Evaluations
I have received two reviews of my IPCP course. Few nursing programs offer a course in IPCP,
therefore, I felt compelled to have this course reviewed. An instructional designer from the
Center for Teaching and Learning reviewed the course in Spring 2016. The review was positive
and cited the use of clickers, class discussion, and case studies to promote active engagement.
The review also commended the course design using sound pedagogical principles. All quality
indicators for each of the 11 characteristics evaluated were noted to be present in my teaching.
Items for improvement focused on increasing student participation. In response, I implemented a
small group interaction model in Fall 2016 and have sought subsequent student feedback.
In Fall 2016, the IPCP course was reviewed by a peer from the IUSON with considerable
knowledge in the area of IPE and with more than 22 years of experience as an educator. The
review was highly favorable highlighting my multidimensional approach to presenting material.
An area of improvement suggested by the reviewer was to try and seek opportunities for the
observers to actively engage while other students were presenting case material. Using this
suggestion, I integrated clicker questions allowing more interactivity.
My teaching load has been consistent with other clinical assistant professors and has been
adjusted due to release that has ranged from 10% to 20% while in rank. I have taught courses in
both the undergraduate and graduate programs using the Principals of Undergraduate Learning
(PULs) and Graduate Learning (PGLs). Each semester, I update my courses using student
evaluation data from previous semesters. I have consistently received positive student
evaluations with an average rating of 4.5 for all courses taught on a scale of 1.0 - 5.0, with 5.0 as
a perfect rating. I have worked with over more than 2,900 undergraduate nursing students and 38
graduate students.
Scholarship
My work in simulation has resulted in several opportunities for scholarship. In 2010, I was
invited by the NLN in partnership with Laerdal Medical to author two of the simulation cases for
the Sim Junior Manikin. These simulations were published and sold internationally as part of the
Simulation in Nursing Education – Pediatric Scenarios set. In 2013, I was invited by Wolters
Kluwer Health/Lippincott Williams & Wilkins in partnership with the NLN and Laerdal Medical
to participate as a member of the advisory board transitioning the original pediatric simulation
scenarios to a virtual platform that are now sold internationally to nursing programs.
From August 2012 - May 2014, I completed my DNP Degree. During my coursework, I
conducted a study titled, “Using Simulation Based IPE to Improve Communication and
Collaboration among Nursing, Medical, and Respiratory Therapy Students.” This work was one
of the first to identify a theoretical model to guide interprofessional simulation and resulted in
the manuscript titled, “Simulation Based Interprofessional Education Guided by Kolb's
Experiential Learning Theory” which was published in Clinical Simulation in Nursing. The work
has been cited 23 times in peer-reviewed manuscripts in nursing and interprofessional journals,
adding to the science of teaching. A second manuscript presenting the results of the study is
currently under review with the Journal of Nursing Education.
I have demonstrated teaching excellence by disseminating four peer reviewed manuscripts in
premier nursing journals including, Clinical Simulation in Nursing, Nurse Educator, and The
Journal of Continuing Education in Nursing with impact factors ranging from 0.60 to 1.14. I
have also disseminated teaching through a toolkit for testing hospital processes related to the care
of patients with highly infectious diseases, contribution of NCLEX questions to three books, and
two pediatric simulation scenarios that have been utilized internationally for both high fidelity
and virtual simulation platforms. My passion for simulation and IPE has resulted in numerous
collaborative presentations including: 14 peer reviewed and eight mentored peer reviewed
presentations at local, regional, national, and international conferences. In addition, I have given
12 local and two regional invited presentations.
Mentoring
I have mentored many students at the undergraduate, masters, and doctoral levels of education.
As the advisor for the IUSOC nursing student board, over the last two years, I have seen my
students at the outreach clinic grow as leaders, patient advocates, and collaborative care
providers. Mentoring outcomes include four posters and a podium presentation by faculty and
student clinic volunteers. We have submitted one additional poster abstract for future
presentation. Three of our presentations were done at the national Student Run Free Clinics
Conferences (SRFCC). The SRFCC offers student run free clinics an opportunity to collaborate,
innovate, and support one another to maximize underserved and uninsured patient outcomes.
Additional outcomes include student board members being recipients of 25 awards for their
clinic work.
I have also mentored masters’ students from four different universities completing practicum
hours for their MSN in nursing education. Most recently, I mentored one of our DNP students
completing her practicum scholarly project. Her DNP research project resulted in two regional
and one international presentation including, Sigma Theta Tau International’s 27th International
Nursing Research Congress in Cape Town, South Africa.
Recognition and Awards
My program of teaching excellence has been acknowledged through the competitive selection of
several prestigious awards. In 2015, I was awarded the Trustees Teaching Award and the
Sequoia Award. Also that year, I was the recipient of the Outstanding BSN Faculty Award,
which is bestowed by the members of the baccalaureate graduating class. In 2016, I received the
Dean’s Faculty Award for Partnerships because of my interprofessional efforts with colleagues
across the IUPUI campus and curricular work with the IUIPEC.
Plan for Increasing Future Teaching Effectiveness
Course development is an iterative process with ongoing revision to meet the expectations,
needs, and level of the learners to achieve the best possible student learning outcomes. I will
continue to use my knowledge and skills to assess, implement, evaluate, and revise my teaching
in didactic, practicum, and online classes. I will also participate in ongoing professional
development to ensure that I am providing my students with the most current information. I
recently attended the Quality Matters workshop and plan to revise my online DNP course site to
reflect Quality Matters standards.
SERVICE
Professional Service
As a result of my simulation efforts, the Assistant Dean for Operations & Community
Partnerships at the IUSON asked me to serve on a multi-service team under the guidance of the
Managed Emergency Surge for Healthcare Inc. (MESH Coalition) to develop a toolkit for
hospitals to test their protocols and internal systems when caring for a patient with a highly
infectious disease. MESH “is a non-profit, public-private partnership that enables healthcare
providers to effectively respond to emergency events and remain viable through recovery.
MESH provides: (1) preparedness and planning services; (2) innovative clinical education and
training programs; (3) healthcare intelligence services; and (4) sophisticated legal, regulatory,
policy and financial analysis – all in support of effective healthcare sector emergency
management”. Our collaborative effort resulted in a toolkit titled “An Exercise in the Provision
of Care for an Adult Patient Under Investigation (PUI) for Ebola: A Patient Care Drill”. The
Office of the Assistant Secretary for Preparedness and Response (ASPR)/Technical Resources,
Assistance Center, and Information Exchange (TRACIE) has reviewed and accepted the toolkit
as part of their Healthcare Emergency Preparedness, which can be accessed as a free resource by
hospital systems worldwide at:
https://asprtracie.hhs.gov/technical-resources/resource/3516/an-exercise-in-the-provision-of-
care-for-an-adult-patient-under-investigation-pui-for-ebola-a-patient-care-drill
I am also an active member on the Home Grown Solutions Committee for the International
Nursing Association for Clinical Simulation and Learning (INACSL). As a committee member, I
evaluate innovative simulation solutions that are submitted to the Home Grown Solutions
website. Effective solutions are published on the website for open access to all simulation users.
The top solutions of the year are presented at the annual INACSL conference.
Department, School, and Campus Service
I am an active member of the IUSON’s Department of Community and Health Systems and
Faculty Assembly. My current service to the IUSON includes being an active member of the
undergraduate admission, progression, and graduation committee (APG). I am also a member of
the DNP C/SA (curriculum/student affairs) and APG committees. Members of the APG
committee review and act on course failures, requests for transfers to the program, requests for
waivers of academic policies, issues of dismissal related to academic and personal misconduct,
and student appeals. During the most recent DNP accreditation visit, I met with reviewers and
answered questions regarding our curriculum, and provided them with detailed information
regarding my work toward revision and sustainability of the D749 Integrative Experience course.
I currently function as the advisor for the nursing student board for the IUSOC. As a leader of
the clinic, I coordinate with nursing student board members and volunteer faculty to ensure the
presence of adequate numbers of students and faculty to provide nursing services 50 weekends a
year. I also supervise fundraising efforts and have been able to secure resources through class
and individual donations and small corporate grants.
While in rank, I have participated as a facilitator and committee member for an IPE initiative for
the undergraduate communication course, which has resulted in one presentation and one
publication. I have been a member of the undergraduate curriculum committee and participated
on several short-term committees as part of the IUSON undergraduate curriculum revision,
including ePDP Committee, Capstone/Synthesis Committee, Interprofessional Committee, and
the Clinical Concepts Committee.
At a campus level, I served as a judge to determine the Top 100 undergraduate students at IUPUI
in both 2016 and 2017. I have participated in a University College Professor panel for students
interested in pursuing a nursing career. Additionally, I worked with the IUIPEC as a member of
their search and screen committee for the director and manager positions from 2014 to 2015.
FUTURE GOALS
My future goals for professional service include joining a committee in the Society for
Simulation in Healthcare, which is the leading interprofessional organization for simulation
professionals worldwide. I also intend to continue working on the Home Grown Solutions
Committee for INACSL, which is an international nursing organization dedicated to promoting
and expanding simulation pedagogy. I was recently asked to be the co-chair of the Home Grown
Solutions committee beginning June of 2017. Within the school of nursing, I plan to be more
involved in the DNP CSA/APG committee by seeking a committee chair role.
Course development is an iterative process, I plan to continue to revise the D749, Integrative
Experience course with the goal of expanding educational partnerships and creating a sustainable
model for the course. I also plan to publish and present the curricular model and student
outcomes associated with the course.
I will continue advising the nursing student board at the IUSOC and work toward expanding
nursing’s role within the clinic. I am currently working with the board to develop a health
coaching program for patients. We will also continue dissemination of our work at the IUSOC.
My personal faculty development goal is to seek the Certification for Nurse Educators in 2017.
This national certification will demonstrate my dedication to maintaining high standards of
excellence in nursing education.
SECTION 7: TEACHING
Information on teaching load of the candidate should be reported. (Teaching load)
While in rank as a Clinical Assistant Professor, I have maintained a teaching load consistent with
that of a full time faculty member, which is approximately seven courses per academic year.
From Fall 2010 through Spring 2012, I maintained a full teaching load which included educating
approximately 130 undergraduate students in the Developing Family and Child didactic course,
and teaching two sections of pediatric clinical each semester. In Fall 2012, I returned to school to
pursue a Doctor of Nursing Practice (DNP) degree. While earning my DNP, I received a one-
course reduction in my teaching load. While completing my degree in the Spring 2014, I
returned to a full time course load. As a ten-month faculty, summer teaching is not required.
However, I have consistently volunteered to teach summer courses to ensure that we are able to
provide instruction to students based on faculty expertise.
In May 2014, I was appointed to the role of Undergraduate Simulation Liaison for the Indiana
University School of Nursing (IUSON) to the Simulation Center at Fairbanks Hall. My role as
simulation liaison provides a 25% effort to ensure that simulation is being implemented and
conducted based on the standards of best practice. Some of my responsibilities include: acting as
a resource for scenario development; promoting evidence based practice in simulation; ensuring
the integration of simulated learning experiences throughout the curriculum and identifying the
needed resources to ensure successful integration; developing and disseminating simulation
education information for faculty.
From the Fall 2014 through the Fall 2016, in addition to my full teaching load, I voluntarily
supported the Indiana University Student Outreach Clinic (IUSOC) in the role of faculty advisor
to the nursing student board. As the faculty advisor, I communicate with the board chair and
vice-chair on a weekly basis to ensure student coverage each Saturday; I meet with the entire
student board monthly to discuss clinic operations, fundraising opportunities, nursing services,
interprofessional opportunities, scholarship dissemination, and patient education materials. In
addition to meetings with the IUSOC student board, I attend bi-annual student-faculty retreats
and advisor meetings. Beginning in Spring 2017, my role as IUSOC advisor was supported with
a 10% effort.
Based on my expertise in interprofessional education, I was asked to be the course leader for the
Interprofessional Collaborative Practice (B453) course. Coordinating B453 was a challenge
because it consisted of three didactic sections with approximately 50 students in each as well as
15 clinical sections that required coordination with multiple disciplines. I successfully managed
the course leader role for B453 from Spring 2015 through Fall 2016. I transitioned the role of
B453 course leader to one of the faculty who had been co-teaching with me after I began
coordinating the DNP Integrative Experience (D749) practicum course. My current workload,
which is representative of a full time faculty load, includes a didactic section of the
Interprofessional Collaborative Practice (B453) course, a section of the Interprofessional DNP
practicum (D749), and a 35% effort for my administrative duties as undergraduate simulation
liaison and IUSOC advisor.
Goals:
My future goals for teaching include promoting and expanding simulation pedagogy within the
IUSON. I plan to work with adjunct and full time faculty to advance their knowledge and skill in
simulation. I would also like to continue the simulation evaluation process. Evaluation will help
ensure that we are providing quality simulation experiences for our students. In addition, peer
evaluation will provide faculty with valuable feedback regarding their simulation abilities and
help them strengthen their skills.
In addition to my work in simulation, I plan to continue to revise the D749, Integrative
Experience course in the DNP program with the goal of expanding educational partnerships and
creating a sustainable model for the course. I also plan to publish and present the curricular
model and student outcomes associated with the course.
I will continue advising the nursing student board at the IUSOC and work toward expanding
nursing’s role within the clinic. I am currently working with the board to develop a health-
coaching program for patients. We will continue dissemination of our work at the IUSOC.
My personal faculty development goal is to seek the Certification for Nurse Educators in 2017.
This national certification will demonstrate my dedication to maintaining high standards of
excellence in nursing education. I also plan to complete my portfolio to achieve certification as a
Certified Healthcare Simulation Educator – Advanced (CHSE-A). The CHSE-A certification
differentiates those who are advanced in their healthcare simulation practice and who serve as
mentors for others in the area of simulation.
SECTION 7: TEACHING
Evidence of effective teaching through scholarly dissemination of knowledge about
teaching, especially in peer-reviewed media, is required for documenting teaching at the
level of excellence. (Disseminated scholarship on teaching and learning)
I have been fortunate to have the opportunity to disseminate my work locally, regionally,
nationally, and internationally. While in rank, my efforts have resulted in publication of four
refereed journal articles, four book chapters, two simulation scenarios, and a simulation toolkit.
In addition, two refereed journal articles have been accepted and will be published in the August
2017 issue of Creative Nursing. Please see Appendix: Additional Evidence for a letter from
Marty Lewis-Hunstiger, BSN, RN, MA, Editor of Creative Nursing, to confirm acceptance and
publication date for the manuscripts.
Based on my expertise in pediatrics, I was asked to author two chapters of a book to assist
students with application of critical thinking to test taking relative to pediatric content. One
chapter focuses on pediatric growth and development and contains 61 practice questions with
accompanying rationale for correct and incorrect answers. The second chapter focuses on
pediatric respiratory disorders and contains 62 practice questions with accompanying rationale.
My next contribution to a book consisted of questions and rationale for a chapter on the nursing
care of children for the best-selling question and answer book used to prepare nursing students
for The National Council Licensure Examination. After my contribution to the 11th edition,
editors Diane Billings and Desiree Hensel invited me to contribute additional pediatric questions
to the 12th edition, which was released in April 2016. In June 2017. I was asked to write
additional pediatric test questions for the 13th edition expected to be published in 2019. Each of
the test questions and accompanying rationale are peer reviewed. The texts are used by nursing
students in the United States and Canada as they prepare for their licensing exam.
Refereed Publications Journal Articles:
Poore, J. A., Milgrom, L., Edgington, L. (accepted). An innovative role for nursing students
within a student run free clinic. Creative Nursing.
Umoren, R. A., Poore, J. A., Sweigart, L., Rybas, N., Gossett, E., Johnson, M., Allen, M.,
Scott, P. J., Truman, B., Das, R. (accepted). TeamSTEPPS® virtual teams: Interactive virtual
simulation team training and practice for health professional learners. Creative Nursing
Poore, J.A., Stephenson, E., Jerolimov, D., Scott, P. (published online ahead of print, 2017).
Development of an interprofessional teaching grand rounds. Nurse Educator.
Stephenson, E., Poore, J. (2016). Tips for Conducting the Pre-Brief for a Simulation. The
Journal of Continuing Education in Nursing, 47(8) 353-355.
Romito, L., Jackson, R., Maxwell, L., Clark, C., Hendricks, S., Townsend, B., Muller, M.,
Poore, J. A., McCabe, H. A. & Kelton, G. (2015). Developing Team Communication Skills in
a Fast-Paced Interprofessional Learning Activity. Journal of Interprofessional Education &
Practice, 1(2), 68-69.
Poore, J. A., Cullen, D., Schaar, G. (2014). Simulation based interprofessional education
guided by Kolb's Experiential Learning Theory. Clinical Simulation in Nursing.
doi:10.1016/j.ecns.2014.01.004
Book Chapters:
Poore, J. (2016). Test Questions for Chapters 1-9 in D. Billings & D. Hensel (Eds).
Lippincott’s Q and A Review for NCLEX-RN 12th Ed, Philadelphia: Lippincott, Williams,
Wilkins.
Poore, J. (2013). Test Questions for Chapters 1-9 in D. Billings & D. Hensel (Eds).
Lippincott’s Q and A Review for NCLEX-RN 11th Ed, Philadelphia: Lippincott, Williams,
Wilkins.
Poore, J. A. (2010). Growth and Development. In V. Richardson (Ed.), Pediatric success: A
Course review Applying Critical Thinking to Test Taking. Philadelphia: F.A. Davis.
Poore, J. A. (2010). Respiratory Disorders. In V. Richardson (Ed.), Pediatric success: A
Course review Applying Critical Thinking to Test Taking. Philadelphia: F.A. Davis.
Simulation Scenarios:
Poore, J. (2011).Generalized Tonic-Clonic Seizures. Simulation in Nursing Education –
Pediatric Scenarios. National League for Nursing. Retrieved from
http://www.mysimcenter.com/Product/simulation-in-nursing-education-%E2%80%93-
pediatric-scenarios-sms3971.aspx
Poore, J. (2011). Status Epilepticus. Simulation in Nursing Education – Pediatric Scenarios.
National League for Nursing. Retrieved from
http://www.mysimcenter.com/Product/simulation-in-nursing-education-%E2%80%93-
pediatric-scenarios-sms3971.aspx
Virginia Henderson Global Nursing e-Repository:
Mast, J., Poore, J., Stephenson, E., Harter, A., Fawcett, D.. Roembke, C., Harden, V., Foster,
M.Gibbs, S., Voris, A. & McMasters, M. (2017). An exercise in the provision of care for an
adult patient under Investigation (PUI) for Ebola: A patient care drill. Virginia Henderson
Global Nursing e-Repository. Retrieved from http://hdl.handle.net/10755/621373
Non-Refereed Publications
Mast, J., Poore, J., Stephenson, E., Harter, A., Fawcett, D., Roembke, C., Harden, V., Foster,
M., Gibbs, S., Voris, A., McMasters, M., Mabrey, T., Titus, M. (2016). An exercise in the
provision of care for an adult patient under investigation of (PUI) for Ebola: A patient care
drill, Exercise toolkit. MESH Coalition,
http://www.meshcoalition.org/resources/1u8ppo0i4o02ebuetqbywcgldfqgj6
The primary focus of my scholarship is in the areas of simulation and interprofessional
education. In addition to my publications, I have had the opportunity to disseminate my expertise
in one local, three regional, eight national, and twelve international refereed conference
presentations. I functioned as the content expert in the areas of interprofessional education and
TeamSTEPPS® in all presentations done with undergraduate and doctoral students. The majority
of my work in simulation and interprofessional education has been a collaborative effort among
local, regional, national, and international colleagues. I have contributed equally to the
development and delivery of each of the presentations sharing my expertise in the integration and
synthesis of knowledge related to IPE.
Refereed Conference Presentations
Title Organization Date
Preconference Workshop:
Debriefing 2.0--Finding the
Missed Opportunities for
Learning, Schneidereith, T.,
Poore, J., Herrington, A.,
Morgan, P., Nye, C, Farrina, C.
International Nursing
Association for Clinical
Simulation and Learning,
Washington, D.C.
June 2017
Poster Presentation: Real Time
System Quality Improvement
Through Simulation,
Stephenson, E., Poore, J
International Nursing
Association for Clinical
Simulation and Learning,
Washington, D.C.
June 2017
Podium Presentation:
Interprofessional Grand Rounds.
How We Did It! Poore, J.,
Stephenson, E., Scott, P.
International Meeting for
Simulation in Healthcare,
Orlando, FL
January 2017
Podium Presentation: Real Time
System Quality Improvement
Through Simulation.
Stephenson, E., Poore, J., Mast,
J., Harter, A.
International Meeting for
Simulation in Healthcare,
Orlando, FL
January 2017
Podium Presentation: Interprofessional Debriefing: A
Tool for Recognition and
Reflection, Dunbar, D., Parrish,
K., Poore, J., Dawson, J.
International Meeting for
Simulation in Healthcare,
Orlando, FL
January 2017
Podium Presentation: Develop
an Interprofessional Faculty
Development Series, Copper,
D., Byrne, B., Dwyer, J., Hasty,
G., Poore, J., Stephenson, E.,
Turner, J.
International Meeting for
Simulation in Healthcare,
Orlando, FL
January 2017
Podium Presentation:
TeamSTEPPS® Virtual Teams
enable teamwork training for
health professional learners,
Das, R., Gossett, E., Mariner,
M., Hodson-Carlton, K., Poore,
J., Scott, P., Sweigart, L.,
Truman, B.
International Meeting for
Simulation in Healthcare,
Orlando, FL
January 2017
Poster Presentation: An
Innovative Role for Nursing
Students in a Student Run Free
Clinic, Wright, L., Howell, J.,
Poore, J.
Indiana Campus Compact 7th
Annual Service Engagement
Summit, Indianapolis, IN
February 2017
Poster Presentation: Nursing
Health Coaching Initiatives at
the Indiana University Student
Outreach Clinic, Howell, J.,
Wright, L., Poore, J.
Society for Student Run Free
Clinics, Anaheim, CA
February 2017
Poster Presentation: An
Innovative Role for Nursing
Students in a Student Run Free
Clinic, Wright, L., Howell, J.,
Poore, J.
2016 Indiana Nursing Summit,
Indianapolis, IN November 2016
Podium Presentation:
Incorporating IPE Debriefing
into Any Simulation: A Tool for
Understanding Professional
Roles and Responsibilities. Part
1, Dunbar, D., Parrish, K.,
Poore, J., Dawson, J.
National League for Nursing
Education Summit 2016,
Orlando, FL
September 2016
Podium Presentation:
Incorporating IPE Debriefing
into Any Simulation: A Tool for
National League for Nursing
Education Summit 2016,
Orlando, FL
September 2016
Understanding Professional
Roles and Responsibilities. Part
2, Dunbar, D., Parrish, K.,
Poore, J., Dawson, J.
Poster Presentation: BSN
Student Attitudes towards
Teamwork using
TeamSTEPPS® 2.0 vs. a
Conventional Method. LaMothe,
J., Meek, J., Poore, J.
Sigma Theta Tau International’s
27th International Nursing
Research Congress, Cape Town,
South Africa
July 2016
Preconference Workshop:
Advanced Debriefing:
Facilitating the Complexities,
Schneidereith, T., Herrington,
A., Poore, J., Bensfield, L.,
Morgan, P., Nye, C, Farrina, C.
International Nursing
Association for Clinical
Simulation and Learning,
Grapevine, TX
June 2016
Poster Presentation: Analysis of
BSN Nursing Student Attitude
towards Teamwork using
TeamSTEPPS® 2.0 versus a
Conventional Method, LaMothe,
J., Meek, J., Poore, J.
2016 Midwest Nursing Research
Society. Milwaukee, WI
March 2016
Podium Presentation:
Incorporating IPE into High - or
Low-Resource Environments,
Parrish, K., Dunbar, D., Poore,
J., Dawson, J.
Georgia Simulation Alliance
Conference, Jekyll Island, GA February 2016
Podium Presentation: An
Innovative Role for Nursing
Students in a Student Run Free
Clinic, Coleman, M., Edgington,
K., Mifflin, K., Zurcher, H.,
Poore, J.
Society for Student Run Free
Clinics, Phoenix, AZ
January 2016
Poster Presentation:
Multifaceted Patient Education
in a Student Run Free Clinic,
Edgington, L., Evans, A., Scott,
T., Zurcher, H., Poore, J.
Society for Student Run Free
Clinics, Phoenix, AZ
January 2016
Podium Presentation: Develop
an Interprofessional Faculty
Development Series, Copper,
D., Byrne, B., Dwyer, J., Hasty,
G., Poore, J., Stephenson, E.,
Turner, J
International Meeting for
Simulation in Healthcare, San
Diego, CA
January 2016
Poster Presentation:
Transforming Clinical
Education on Accountable Care
Teams by Leveraging a
Partnership Between an
Academic Health Center, School
of Nursing and School of
Medicine to Optimize
Outcomes, Hendricks, S.,
DeMeester, D., LaMothe, J.,
Pfiefle, A., Phelps, L., Poore, J.,
Priest, C., Washington, M.
American Association of
Colleges of Nursing BSN
Education Conference, Orlando,
FL
November 2015
Poster Presentation: BSN
Student Attitudes Toward
Teamwork using
TeamSTEPPS® 2.0 vs. a
Conventional Method.LaMothe,
J., Meek, J., Poore, J.
Professional Nurse Educator
Group (PNEG) 2015
Conference Indianapolis, IN
October 2015
Poster Presentation:
Interprofessional
Simulation Debriefing Tool for
High/LowTechnology
Conference Resource
Environments, Dunbar, D.,
Parrish, K., Dawson, J., Poore,
J.
National League for Nursing
2015 Technology Conference,
Tampa, FL
October 2015
Podium Presentation:
Developing Team
Communication Skills in a Fast-
paced Interprofessional
Learning Activity, Romito, L.,
Jackson, R., Maxwell, L., Clark,
C., Hendricks, S., Townsend, B.,
Mueller, M., Poore, J.,
McCabe, H., Kelton, G.
Collaborating Across Borders V
Conference, Roanoke, VA
October 2015
Poster Presentation: Developing
Team Communication Skills in
a Fast-Paced Interprofessional
Learning Activity, Romito, L.,
Jackson, R., Maxwell, L., Clark,
C., Hendricks, S., Townsend, B.,
Mueller, M., Poore, J.,
McCabe, H., Kelton, G.
National Academies of Practice,
Alexandria, VA April 2015
Leadership roles in professional associations in organizing conferences, in presenting
papers at conferences related to teaching, advising or mentoring, and in advancing other
aspects of teaching should be included.
I recently accepted the co-chair position of the Home Grown Solutions Committee for the
International Nursing Association for Clinical Simulation and Learning (INACSL). The Home
Grown Solutions committee reviews creative solutions developed by simulation educators. Once
our committee approves the submission, it is published on the Home Grown Solutions site for
open access to all simulation users around the world. In my role as co-chair, I am responsible for
scheduling and running meetings, assigning reviewers to the submitted simulation solutions, and
answering questions for committee members. I also facilitated the Home Grown Solutions
conference session at the INACSL 2017 conference in Washington, DC.
As a member of the 2015 cohort of the National League for Nursing (NLN) Simulation
Leadership Program, I was asked to review 15 online simulation courses offered on the NLN
Simulation Innovation Resource Center Site and provided feedback on the content, functionality,
and appropriate level of learner.
I have presented papers on teaching while in rank, particularly in the area of simulation. My
work on the interprofessional teaching grand rounds has been disseminated through manuscript
publication and presentation at a local and an international conference. Please see Appendix:
Additional Evidence to view the poster presentation on the grand rounds.
In collaboration with colleagues from the NLN Simulation Leadership Program, I developed a
debriefing tool that allows any simulation to be transformed into an interprofessional learning
opportunity. The debriefing tool is aligned with the Core Competencies for Interprofessional
Collaborative Practice (IPCP) developed by the Interprofessional Education Collaborative Expert
Panel. Each question within the debriefing tool is designed to elicit student responses on
individual and interprofessional roles and responsibilities needed to attend to the healthcare
needs of simulated patients. The debriefing tool was well received at the International Meeting
for Simulation in Healthcare in January 2017. Several simulation educators from both practice
and academia have requested to pilot test the tool with their learners. I recently completed a
manuscript on the interprofessional debriefing tool. The manuscript has been submitted to Nurse
Educator. We have decided to copyright the debriefing tool and plan to begin pilot testing in
spring of 2018. Please see Appendix: Additional Evidence to view the debriefing tool.
SECTION 7: TEACHING
Evidence that courses taught contribute to the overall student learning outcomes specified
by the unit and evidence that students have met or exceeded course or curricular learning
objectives should be provided (Impact of instruction on student learning outcomes)
The Indiana University School of Nursing (IUSON) is a National League for Nursing (NLN)
Center of Excellence with designations in Advancing the Science of Nursing Education and
Promoting the Pedagogical Expertise of Faculty. In addition to its excellent reputation, the
IUSON boasts a National Council Licensure Exam pass rate of 91% over the last five years,
which is above the national average of 87% over the last five years. I have impacted student
learning outcomes during my time in rank through the courses I have taught. While in rank, I
taught over 1,400 undergraduate nursing students and 38 graduate students. Over 99% of the
students I taught have successfully completed the course indicating that students have
successfully achieved the course outcomes. Further evidence that courses I taught contributed to
overall student learning outcomes are represented in the table below which identifies the
principles of undergraduate learning (PULS), School of Nursing program outcomes, and
examples of student work that demonstrates their achievement of the PULS and program
outcomes. The PULS represent essential skills that all students should exhibit upon graduation
from all undergraduate programs at IUPUI.
Principles of Undergraduate Learning Expressed Through Program and Course
Outcomes Principles of
Undergraduate Learning
(PULs)
Indiana University
School of Nursing
Bachelors of Science in
Nursing Program
Outcomes
Examples of Evidence of Student
Achievement of Program Learning
Outcomes
Core communication skills
An effective
communicator who
collaborates with
interprofessional team
members, patients, and
their support systems for
improved health
outcomes.
B453 students complete
interprofessional simulation focused
on communication and teamwork.
Formative evaluation is provided
for each clinical group.
B453 Quiz scores on
TeamSTEPPS® communication
skills averaged 90% over 4
semesters.
B453 students collaborate with
students, faculty, and the patients at
the Indiana University Student
Outreach Clinic (IUSOC) to
improve health outcomes for
uninsured and underserved patients.
Core Quantitative Skills
A competent care
provider who is prepared H363 dosage calculation exam
scores increased to a 98% pass rate
to practice to the full
capacity of the
professional nurse role in
diverse health care
environments
in 2010 and remained high
throughout my teaching of the
course.
H363 students safely administered
medications to pediatric patients
during pediatric simulations.
B453 students safely administered
medications, measured intake and
output, and assessed vital signs of
patients during emergency medicine
simulations.
Critical Thinker
A critical thinker who
demonstrates intellectual
engagement and uses
evidence as a basis for
clinical reasoning and
decision-making.
H363 exam scores increased to an
average of 85% in 2010 and
remained high throughout my
teaching of the class.
H363 students provided safe and
effective care for four simulated
pediatric patients.
B453 students analyze a medical
error using evidence from the
literature.
Integration and
Application of Knowledge
An individual who
embodies the
professional identity of
the nurse and who
translates the inherent
values of the nursing
profession into the
ethical and legal practice
of nursing.
B453 students complete a group
project related to how
interprofessional collaborative
practice can improve patient
outcomes.
B453 students complete
interprofessional simulation with
medical students.
Intellectual Depth,
Breadth, and
Adaptiveness
A knowledgeable care
coordinator who
facilitates access to
resources across the
continuum of healthcare
environments in order to
meet the evolving
healthcare needs of
individuals, families,
communities, and
populations
B453 students work with
interprofessional colleagues during
clinical to access resources for
patients. Students work with social
work to identify community
resources for clients at Eskenazi
Health and the IUSOC.
B453 students complete a reflection
paper, which identifies how
interprofessional collaborative
practice helps facilitate access to
care.
B453 students participate in the
interprofessional teaching grand
rounds with students from other
health profession programs to
collaborate on a case of a patient
with a traumatic brain injury.
Understanding Society
and Culture
A culturally sensitive
individual who provides
holistic, individual,
family, community, and
population-centered
nursing care
H363 students provide care for
diverse populations of patients
during clinical at Riley Children’s
hospital. Students document how
they provided culturally competent
care on clinical paperwork.
B453 students collaborate with
students, faculty, and the patients at
the IUSOC to improve health
outcomes for uninsured and
underserved patients.
B453 students complete a reflection
paper regarding care provided to
patients at the IUSOC.
Values and Ethics An individual who
embodies the
professional identity of
the nurse and who
translates the inherent
values of the nursing
profession into the
ethical and legal practice
of nursing
H363 students discuss neglect and
abuse of pediatric patients and
express understanding of the
processes for reporting.
B453 students complete two ethical
case studies related to
interprofessional values and ethics.
B453 students collaborate on a
patient careplan during an
interprofessional ethics event with
students from dentistry, physician
assistant, and social work programs.
SECTION 7: TEACHING
Evidence of undergraduate or graduate research and effective mentoring relationship with
students leading to documented learning outcomes should be provided when applicable.
(Undergraduate and/or graduate research mentoring and outcomes)
I have mentored both undergraduate and graduate students from the Indiana University School of
Nursing (IUSON) as well as other regional universities. The opportunity to watch students excel
beyond what they thought was possible has been one of the most rewarding parts of my role as a
faculty member. When I started working with a group of students to include nursing as a partner
at the Indiana University Student Outreach Clinic (IUSOC), I had no idea that I would help them
grow as leaders, mentors, scholars, and community advocates. As the advisor to the nursing
student board at the IUSOC, I have trained students to manage clinic operations, advocate for
patients during weekly visits, facilitate interprofessional collaboration with clinic partners, and
expedite patient education. I have also encouraged the students on the IUSOC board to
disseminate the work we are doing at the clinic. As a result, the outreach clinic board members
have presented our work at two local and four national conferences.
Outreach Clinic Mentored Student Presentations and Posters
Title Organization Date
An Innovative Role for Nursing
Students in a Student Run Free
Clinic, Wright, L., Howell, J.,
Poore, J.
Indiana Campus Compact 7th
Annual Service Engagement
Summit, Indianapolis, IN
February 2017
Nursing Health Coaching
Initiatives at the Indiana
University Student Outreach
Clinic, Howell, J., Wright, L.,
Poore, J.
Society for Student Run Free
Clinics
Anaheim, CA
February 2017
An Innovative Role for Nursing
Students in a Student Run Free
Clinic, Wright, L., Howell, J.,
Poore, J.
2016 Indiana Nursing Summit
Indianapolis, IN
November 2016
An Innovative Role for Nursing
Students in a Student Run Free
Clinic, Coleman, M., Edgington,
K., Mifflin, K., Zurcher, H.,
Poore, J.
Society for Student Run Free
Clinics
Phoenix, AZ
January 2016
Multifaceted Patient Education
in a Student Run Free Clinic,
Society for Student Run Free
Clinics
Phoenix, AZ
January 2016
Edgington, L., Evans, A., Scott,
T., Zurcher, H., Poore, J.
BSN Student Attitudes Toward
Teamwork using
TeamSTEPPS® 2.0 vs. a
Conventional Method. LaMothe,
J., Meek, J., Poore, J.
Professional Nurse Educator
Group (PNEG) 2015
Conference
Indianapolis, IN
October 2015
In addition to posters and presentations, one of the outreach clinic board members also co-
authored an article with me that will be published in the August 2017 issue of Creative Nursing.
Poore, J. A., Milgrom, L., Edgington, L. (accepted). An innovative role for nursing students
within a student run free clinic. Creative Nursing.
For our extensive efforts to provide services to the uninsured and underserved members of the
near east side Indianapolis community, the outreach clinic board members have been the
recipients of 25 university and school awards. In addition to their awards and presentations, all
board members who graduated passed their licensing exam on their first attempt and were hired
in nursing positions of their choice.
Mentored Student Awards
Award Granted By Date Student Name
IUPUI Elite 50 Student IUPUI April 2017 Lea’ Jackson
IUPUI Top 100 Student IUPUI April 2017 Megan Coleman
IUPUI Top 100 Student IUPUI April 2017 Kendra Mifflin
Lillian Wald Award for
Clinical Excellence in
Community Health
Nursing
IUSON April 2017 Megan Coleman
Dorcas Rock Brewer
Award IUSON April 2017 Josselyn Howell
Jacqueline Beretta
Dwyer Award IUSON April 2017 Sydney Hite
Ethel McCaffrey
Award IUSON April 2017 Hannah Morgan
William M. Plater
Civic Engagement
Medallion
IUPUI March 2017 Megan Coleman
William M. Plater
Civic Engagement
Medallion
IUPUI March 2017 Kendra Mifflin
William M. Plater
Civic Engagement
Medallion
IUPUI March 2017 Josselyn Howell
IUPUI Top 100
Student- Top female
student of 2016
IUPUI April 2016 Emily Storkman
IUPUI Top 100
Student- Top ten
female students 2016
IUPUI April 2016 Lisa Edgington
Lillian Wald Award for
Clinical Excellence in
Community Health
Nursing Practice
IUSON April 2016 Lisa Edgington
Dorcas Rock Brewer
Award IUSON April 2016 Alexandra Evans
Lavern Sutton Award IUSON April 2016 Toure Scott
Ethel McCaffery
Award
IUSON April 2016 Heather Zurcher
Jacqueline Beretta
Dwyer Award
IUSON April 2016 Megan Coleman
William M. Plater
Civic Engagement
Medallion
IUPUI March 2016 Lisa Edgington
William M. Plater
Civic Engagement
Medallion
IUPUI March 2016 Alexandra Evans
William M. Plater
Civic Engagement
Medallion
IUPUI March 2016 Emily Storkman
IUPUI Top 100 Student IUPUI April 2015 Lisa Edgington
Dorcas Rock Brewer
Award IUSON April 2015 Cheryl Gustin
Jacqueline Beretta
Dwyer Award IUSON April 2015 Heather Zurcher
Ethel McCaffery
Award IUSON April 2015 Cynthia Saint
Lavern Sutton Award IUSON April 2015 Danielle Brown
In addition to my work with the students at the IUSOC, I have had the opportunity to mentor
graduate students working toward masters and doctoral degrees. Specifically, I have worked
with one student each from Ball State University, the University of Indianapolis, and Drexel
University, and two students from IUPUI to complete their practicum hours toward their MSN in
nursing education. As their practicum preceptor with clinical expertise in pediatrics, I was
responsible for assisting students in writing goals and objectives for didactic teaching sessions,
supervising their hours of clinical teaching, and evaluating their teaching skills in both clinical
and didactic settings.
I have also worked with students related to my expertise in simulation and interprofessional
education as a certified healthcare simulation educator. In May 2017, I began serving as a
practicum preceptor for a Ball State University student on her faculty development in simulation
project. She will complete her degree requirements for her Masters in Nursing Education in May
2018.
I also mentored Julie LaMothe, an IUSON Doctor of Nursing Practice (DNP) student, during her
DNP project implementation. I worked with her to write goals and objectives for her didactic
teaching sessions in TeamSTEPPS® and assisted her with data collection, evaluation, and
dissemination of her project on BSN Student Attitudes towards Teamwork using
TeamSTEPPS® 2.0 vs. a Conventional Method. My work with Julie resulted in two regional and
one international poster presentation. After her graduation, Julie was offered a faculty position as
a visiting lecturer at the IUSON. It has been a pleasure to mentor the next generation of nursing
educators to help increase the number of qualified practicing nurses.
Mentored Student Posters
BSN Student Attitudes towards
Teamwork using
TeamSTEPPS® 2.0 vs. a
Conventional Method. LaMothe,
J., Meek, J., Poore, J.
Sigma Theta Tau International’s
27th International Nursing
Research Congress, Cape Town,
South Africa
July 2016
Analysis of BSN Nursing
Student Attitude towards
Teamwork using
TeamSTEPPS® 2.0 versus a
Conventional Method, LaMothe,
J., Meek, J., Poore, J.
2016 Midwest Nursing Research
Society. Milwaukee, Wisconsin March 2016
BSN Student Attitudes Toward
Teamwork using
TeamSTEPPS® 2.0 vs. a
Conventional Method. LaMothe,
J., Meek, J., Poore, J.
Conference.
Professional Nurse Educator
Group 2015.
Indianapolis, IN.
October 2015
Retention.
From 2007-2009, I served as a faculty mentor for 10 beginning nursing students and continued to
mentor them throughout the majority of their nursing program. The mentor program was
designed to acclimate nursing students to the culture of the IUSON, promote academic success,
offer guidance and feedback, and provide students with a faculty resource. The mentoring
program was also successful in maintaining student retention rates. While the IUSON retention
rate is very high, we do have students who struggle in the undergraduate program. Realizing that
early intervention was key to student retention, the IUSON developed a student success program.
As the pediatric lead for the Developing Family and Children course, I notified Marsha Baker,
Director of Diversity and Enrichment at the IUSON, when any student scored less than a B on
any exam. Marsha’s office followed up with each of the at-risk students to identify tutoring and
other university services available to promote their success. I also contacted each of the students
and met with them individually to assist with their understanding of the pediatric course content.
In the Interprofessional Collaborative Practice Course, I teach TeamSTEPPS® because
professional retention of nurses is often a problem. Lack of collaboration among nurses and
physicians has been directly related to burnout and reduced nurse retention rates. Providing
nursing students an opportunity to learn strategies related to communication, collaboration and
teamwork will help them increase their self-confidence with interprofessional communication
and provide them with the foundation for collaboration and teamwork upon graduation.
TeamSTEPPS® reinforces the need for nurses to care for themselves before they can adequately
care for their patients. The I’m Safe Checklist assists each member of the healthcare team to
assess his or her own safety status. During our classes on TeamSTEPPS®, I stress the
importance of self-care and its relationship to patient safety.
SECTION 7: TEACHING
Evidence of undergraduate or graduate research and effective mentoring relationship with
students leading to documented learning outcomes should be provided when applicable.
(Undergraduate and/or graduate research mentoring and outcomes)
I have mentored both undergraduate and graduate students from the Indiana University School of
Nursing (IUSON) as well as other regional universities. The opportunity to watch students excel
beyond what they thought was possible has been one of the most rewarding parts of my role as a
faculty member. When I started working with a group of students to include nursing as a partner
at the Indiana University Student Outreach Clinic (IUSOC), I had no idea that I would help them
grow as leaders, mentors, scholars, and community advocates. As the advisor to the nursing
student board at the IUSOC, I have trained students to manage clinic operations, advocate for
patients during weekly visits, facilitate interprofessional collaboration with clinic partners, and
expedite patient education. I have also encouraged the students on the IUSOC board to
disseminate the work we are doing at the clinic. As a result, the outreach clinic board members
have presented our work at two local and four national conferences.
Outreach Clinic Mentored Student Presentations and Posters
Title Organization Date
An Innovative Role for Nursing
Students in a Student Run Free
Clinic, Wright, L., Howell, J.,
Poore, J.
Indiana Campus Compact 7th
Annual Service Engagement
Summit, Indianapolis, IN
February 2017
Nursing Health Coaching
Initiatives at the Indiana
University Student Outreach
Clinic, Howell, J., Wright, L.,
Poore, J.
Society for Student Run Free
Clinics
Anaheim, CA
February 2017
An Innovative Role for Nursing
Students in a Student Run Free
Clinic, Wright, L., Howell, J.,
Poore, J.
2016 Indiana Nursing Summit
Indianapolis, IN
November 2016
An Innovative Role for Nursing
Students in a Student Run Free
Clinic, Coleman, M., Edgington,
K., Mifflin, K., Zurcher, H.,
Poore, J.
Society for Student Run Free
Clinics
Phoenix, AZ
January 2016
Multifaceted Patient Education
in a Student Run Free Clinic,
Society for Student Run Free
Clinics
Phoenix, AZ
January 2016
Edgington, L., Evans, A., Scott,
T., Zurcher, H., Poore, J.
BSN Student Attitudes Toward
Teamwork using
TeamSTEPPS® 2.0 vs. a
Conventional Method. LaMothe,
J., Meek, J., Poore, J.
Professional Nurse Educator
Group (PNEG) 2015
Conference
Indianapolis, IN
October 2015
In addition to posters and presentations, one of the outreach clinic board members also co-
authored an article with me that will be published in the August 2017 issue of Creative Nursing.
Poore, J. A., Milgrom, L., Edgington, L. (accepted). An innovative role for nursing students
within a student run free clinic. Creative Nursing.
For our extensive efforts to provide services to the uninsured and underserved members of the
near east side Indianapolis community, the outreach clinic board members have been the
recipients of 25 university and school awards. In addition to their awards and presentations, all
board members who graduated passed their licensing exam on their first attempt and were hired
in nursing positions of their choice.
Mentored Student Awards
Award Granted By Date Student Name
IUPUI Elite 50 Student IUPUI April 2017 Lea’ Jackson
IUPUI Top 100 Student IUPUI April 2017 Megan Coleman
IUPUI Top 100 Student IUPUI April 2017 Kendra Mifflin
Lillian Wald Award for
Clinical Excellence in
Community Health
Nursing
IUSON April 2017 Megan Coleman
Dorcas Rock Brewer
Award IUSON April 2017 Josselyn Howell
Jacqueline Beretta
Dwyer Award IUSON April 2017 Sydney Hite
Ethel McCaffrey
Award IUSON April 2017 Hannah Morgan
William M. Plater
Civic Engagement
Medallion
IUPUI March 2017 Megan Coleman
William M. Plater
Civic Engagement
Medallion
IUPUI March 2017 Kendra Mifflin
William M. Plater
Civic Engagement
Medallion
IUPUI March 2017 Josselyn Howell
IUPUI Top 100
Student- Top female
student of 2016
IUPUI April 2016 Emily Storkman
IUPUI Top 100
Student- Top ten
female students 2016
IUPUI April 2016 Lisa Edgington
Lillian Wald Award for
Clinical Excellence in
Community Health
Nursing Practice
IUSON April 2016 Lisa Edgington
Dorcas Rock Brewer
Award IUSON April 2016 Alexandra Evans
Lavern Sutton Award IUSON April 2016 Toure Scott
Ethel McCaffery
Award
IUSON April 2016 Heather Zurcher
Jacqueline Beretta
Dwyer Award
IUSON April 2016 Megan Coleman
William M. Plater
Civic Engagement
Medallion
IUPUI March 2016 Lisa Edgington
William M. Plater
Civic Engagement
Medallion
IUPUI March 2016 Alexandra Evans
William M. Plater
Civic Engagement
Medallion
IUPUI March 2016 Emily Storkman
IUPUI Top 100 Student IUPUI April 2015 Lisa Edgington
Dorcas Rock Brewer
Award IUSON April 2015 Cheryl Gustin
Jacqueline Beretta
Dwyer Award IUSON April 2015 Heather Zurcher
Ethel McCaffery
Award IUSON April 2015 Cynthia Saint
Lavern Sutton Award IUSON April 2015 Danielle Brown
In addition to my work with the students at the IUSOC, I have had the opportunity to mentor
graduate students working toward masters and doctoral degrees. Specifically, I have worked
with one student each from Ball State University, the University of Indianapolis, and Drexel
University, and two students from IUPUI to complete their practicum hours toward their MSN in
nursing education. As their practicum preceptor with clinical expertise in pediatrics, I was
responsible for assisting students in writing goals and objectives for didactic teaching sessions,
supervising their hours of clinical teaching, and evaluating their teaching skills in both clinical
and didactic settings.
I have also worked with students related to my expertise in simulation and interprofessional
education as a certified healthcare simulation educator. In May 2017, I began serving as a
practicum preceptor for a Ball State University student on her faculty development in simulation
project. She will complete her degree requirements for her Masters in Nursing Education in May
2018.
I also mentored Julie LaMothe, an IUSON Doctor of Nursing Practice (DNP) student, during her
DNP project implementation. I worked with her to write goals and objectives for her didactic
teaching sessions in TeamSTEPPS® and assisted her with data collection, evaluation, and
dissemination of her project on BSN Student Attitudes towards Teamwork using
TeamSTEPPS® 2.0 vs. a Conventional Method. My work with Julie resulted in two regional and
one international poster presentation. After her graduation, Julie was offered a faculty position as
a visiting lecturer at the IUSON. It has been a pleasure to mentor the next generation of nursing
educators to help increase the number of qualified practicing nurses.
Mentored Student Posters
BSN Student Attitudes towards
Teamwork using
TeamSTEPPS® 2.0 vs. a
Conventional Method. LaMothe,
J., Meek, J., Poore, J.
Sigma Theta Tau International’s
27th International Nursing
Research Congress, Cape Town,
South Africa
July 2016
Analysis of BSN Nursing
Student Attitude towards
Teamwork using
TeamSTEPPS® 2.0 versus a
Conventional Method, LaMothe,
J., Meek, J., Poore, J.
2016 Midwest Nursing Research
Society. Milwaukee, Wisconsin March 2016
BSN Student Attitudes Toward
Teamwork using
TeamSTEPPS® 2.0 vs. a
Conventional Method. LaMothe,
J., Meek, J., Poore, J.
Conference.
Professional Nurse Educator
Group 2015.
Indianapolis, IN.
October 2015
Retention.
From 2007-2009, I served as a faculty mentor for 10 beginning nursing students and continued to
mentor them throughout the majority of their nursing program. The mentor program was
designed to acclimate nursing students to the culture of the IUSON, promote academic success,
offer guidance and feedback, and provide students with a faculty resource. The mentoring
program was also successful in maintaining student retention rates. While the IUSON retention
rate is very high, we do have students who struggle in the undergraduate program. Realizing that
early intervention was key to student retention, the IUSON developed a student success program.
As the pediatric lead for the Developing Family and Children course, I notified Marsha Baker,
Director of Diversity and Enrichment at the IUSON, when any student scored less than a B on
any exam. Marsha’s office followed up with each of the at-risk students to identify tutoring and
other university services available to promote their success. I also contacted each of the students
and met with them individually to assist with their understanding of the pediatric course content.
In the Interprofessional Collaborative Practice Course, I teach TeamSTEPPS® because
professional retention of nurses is often a problem. Lack of collaboration among nurses and
physicians has been directly related to burnout and reduced nurse retention rates. Providing
nursing students an opportunity to learn strategies related to communication, collaboration and
teamwork will help them increase their self-confidence with interprofessional communication
and provide them with the foundation for collaboration and teamwork upon graduation.
TeamSTEPPS® reinforces the need for nurses to care for themselves before they can adequately
care for their patients. The I’m Safe Checklist assists each member of the healthcare team to
assess his or her own safety status. During our classes on TeamSTEPPS®, I stress the
importance of self-care and its relationship to patient safety.
SECTION 7: TEACHING
Evidence of the nature and quality of course and curriculum development and
implementation to enhance the quality, effectiveness and efficiency of teaching is expected.
I have been involved in course and curriculum development since I joined the faculty of the
Indiana University School of Nursing (IUSON) in 2006. When I began teaching the Developing
Family and Child (H363) class, the course needed to be revised to meet the needs of millennial
learners. Millennial learners are technologically advanced and prefer active learning strategies
yet the course was being taught in a strictly lecture format. I revised the course, transferring all
course material to Power Point Slides with embedded classroom response questions to actively
engage students. Additional teaching/learning strategies included gaming, case study discussion,
and reciprocal peer questioning. After incorporating active learning strategies into the course,
exam scores increased and remained consistent until the course was taught for the final time in
Fall 2014. In addition to the active learning strategies, early intervention aided student success in
the course. I contacted every student who scored less than an 80% on any exam and asked that
they meet with me personally to discuss strategies for success in the course.
Developing Child and Family (H363) Exam Grades and Course Pass Rate
Semester Number
of
Students
Exam 1
Class
Average
Exam 2
Class
Average
Exam 3
Class
Average
Final
Exam
Average
Average
Course
Grade
Course
Pass
Rate
Fall 2010 133 87.9% 82.8% 84% 88.05% 86.28% 100%
Spring 2011 119 89.18% 82.84% 85.78% 89.7% 87.19% 100%
Summer
2011
39 86.5% 88.6% 87.58% 91.78% 90.11% 100%
Fall 2011 118 85.06% 80% 87.04% 88.78% 86.11% 100%
Spring 2012 125 85.78% 85.54% 86.9% 90.24% 87.47% 98.4%
Summer
2012
40 90.34% 92.74% 92.64% 91.86% 92.15% 100%
Fall 2012 126 86% 83.56% 87.36% 90% 87.78% 100%
Spring 2013 108 88.34% 84% 87% 90.72% 88.03% 100%
Summer
2013
44 89.94% 86.68% 87.36% 88.96% 89.05% 100%
Fall 2013 125 88.8% 81.38% 87.76% 89.76% 87.47% 100%
Spring 2014 114 85.54% 81.96% 85.38% 89.46% 85.8% 100%
Summer
2014
50 87.16% 85.72% 84.122% 88.08% 87.75% 100%
Fall 2014 84 86.5% 81.2% 83.56% 88.52% 86.39% 100%
Also, the National Council Licensure Examination scores for these learners remained above the
national average. First time pass rates above the national average denotes a program dedicated to
student success and aids the IUSON in recruiting and retaining students.
National Council Licensure Examination Scores
Year Number of Students IUSON Pass Rate National Pass Rate
2011 270 92.22% 89.09%
2012 280 92.86% 91.66%
2013 282 88.30% 85.18%
2014 202 90.59% 84.93%
2015 278 89.57% 87.49%
In 2013, the IUSON modified the undergraduate curriculum, transitioning from content based to
concept based in order to enhance critical thinking and active learning skills. As the former
pediatric instructor, I was asked to help with the integration of pediatrics into several courses in
the new curriculum including: Clinical Care I: Biophysical Processes, Clinical Care II:
Interactive Processes, Clinical Care III: Adaptive Processes, and Clincal Care IV: Complex
Processes. I assisted the lead faculty of each clinical course in identifying pediatric exemplars
that best represented the concepts being taught in their courses.
Because my doctoral work focused on interprofessional education, I was called upon to develop
a senior level course for the new curriculum called Interprofessional Collaborative Practice
(B453). I developed the didactic content around the core competencies for interprofessional
collaborative practice (Values/Ethics for Interprofessional Practice, Roles/Responsibilities,
Interprofessional Communication, and Teams and Teamwork). See Appendix: Sample of
Course Materials for the B453 syllabus and initial Power Point Lecture introducing
interprofessional education and collaborative practice.
Training nursing students to have an understanding of the roles and responsibilities of the health
professionals they will work with in the future and offering them an opportunity to learn about,
from, and with other health profession students to improve their skills in communication and
collaboration, can greatly influence their future practice and ultimately help improve patient
health outcomes. After developing didactic content, clinical guidelines, clinical objectives,
clinical assignments, and clinical schedules, the interprofessional collaborative practice course
was successfully implemented in the Spring of 2014. TeamSTEPPS® is a major component of
the didactic course. Franciscan Health requires all health professionals within their organization
to learn and utilize TeamSTEPPS® strategies. The IUSON is the only local nursing program that
teaches TeamSTEPPS® in its undergraduate curriculum making our graduates appealing to
Franciscan Health.
I collaborated with the clinical educator for trauma services, the manager for clinical education,
and the director of the Shock Trauma Center at Eskenazi Health to design one of the clinical
components of the course. During their clinical experience, senior level nursing students
followed the path of the trauma patient from pre-hospital through discharge. Working in eight
different clinical units, the students were able to experience the continuum of care for a trauma
and/or burn patient. A student who recently graduated sent me an email reflecting upon her
experience in her B453 clinical with the Eskenazi Trauma Team.
Email from a B453 Student:
I had a wonderful experience during my B453 clinical with the Eskenazi Trauma Team. I had
this clinical concurrent with our critical care course and before I had my critical care clinical at
Eskenazi. I had the opportunity to spend a day with a respiratory therapist named Dan who
was a wonderful teacher. He helped me apply content from class and challenged me to think
critically. I believe all nurses should have the opportunity to spend the day with an RT,
especially in an acute care setting. I felt much more prepared for my critical care exams and
clinical. I also have a better appreciation for RTs and teamwork in the acute care setting –
they’re a wonderful resource.
I was fortunate to have two great clinical instructors who discussed with us how to practically
use TEAMSTEPS and the communication strategies learned in class. After our post-
conferences I have a better appreciation for how important communication is, and I do feel
these instructors did pass along insights to help prepare us to be nurses.
The second clinical location for the B453 course was at the Indiana University Student Outreach
Clinic (IUSOC) where student nurses function as patient navigators who remain with a patient
throughout their clinic encounter, collaborating with other health profession students and the
patient to develop a plan of care. Nursing students take notes for the patient during the visit as a
guide for reinforcement, review, and future follow up. Student nurse navigators have the benefit
of remaining with the patient and establishing a strong rapport, which enables identification and
consistent delivery of patient information and need for referral to other appropriate
interprofessional services not previously recognized. Patient navigators also capitalize on clinic
wait times as an opportunity for patient education and health coaching. Students complete a
reflection paper as part of their clinical course. One student discussed the opportunities she had
at the IUSOC in her paper, saying:
“The clinic allowed me a myriad of experiences I would not have otherwise had in nursing
school, including some of the following:
I was able to assist in operating equipment utilized by the ophthalmology school,
including a retinal scan
I was able to collaborate with social work students to see what resources my patient could
benefit from
I was able to ask pharmacy students questions I had about medications and what
educational points to highlight with my patient
I was able to screen patients with PT and OT students, which allowed me to truly learn
the differences between OT and PT and the types of questions they ask
I was able to observe ophthalmology students perform glaucoma testing
I was able to perform some point of care testing, including urine pregnancy test and blood
draws
I was able to observe medical students perform pelvic exams
I was able to assist medical students in completing H & P and taking vital signs
I was able to advocate for my patients
I was able to observe PT students work with patients, such as teaching them exercises to
decrease pain to an area of the body
I was able to educate patients to improve their health
One recommendation made in the Institute of Medicine Future of Nursing Report (2010) calls for
nurses to be full partners, with physicians and other health professionals, in redesigning health
care in the United States. Nursing graduates must be prepared to work collaboratively with a
shared vision that is patient centered and team oriented. In an effort to increase learning
opportunities among students from all the health profession programs on the IUPUI campus, I
worked with a colleague from the occupational therapy program on a grant proposal to develop
an interprofessional education initiative. We were subsequently awarded a $15,000 Curriculum
Enhancement Grant from the Indiana University Center for Teaching and Learning. Dr. Patricia
Scott and I served as Co- Principal Investigators to develop an Interprofessional Grand Rounds
that would be used as an interprofessional education opportunity in the Interprofessional
Collaborative Practice Course. The grand rounds initiative was developed to help pre-licensure
health profession students understand the roles and functions of interprofessional colleagues in
the context of patient health needs, understand the scope of available services and the best
provider or combination of providers to meet a patient’s needs, and learn basic vocabulary of
other disciplines. We ran two pilot sessions of the grand rounds, one on the Bloomington campus
and the other on the IUPUI campus. The following semester, we ran three large-scale events on
the IUPUI campus. In two semesters, we introduced interprofessional education to 294 learners
from nine disciplines. Dissemination resulting from the grand rounds included one poster
presentation, one podium presentation, and one published manuscript. The manuscript was
published online ahead of print on the Nurse Educator site. The print version of the manuscript
will be available July 2017.
Poore, J.A., Stephenson, E., Jerolimov, D., Scott, P. (2017, July). Development of an
interprofessional teaching grand rounds. Nurse Educator.
Poore, J., Stephenson, E., Scott, P. (2017, January). Interprofessional grand rounds. How we did
it! International Meeting for Simulation in Healthcare, Orlando, FL
Scott, P., Poore, J. (2016, October). Interprofessional grand rounds: An initial step in the
development of an interprofessional curriculum for the health profession schools. Indianapolis,
IN
The number of student graduate committees the candidate has served on or chaired and
the evidence of the quality of the results.
While my primary teaching responsibilities have been in the undergraduate program, I began
teaching in the Doctor of Nursing Practice (DNP) program in Fall 2016. At that time, I was
asked to serve on the Admission Progression and Graduation (APG) Committee and the
Curriculum Student Affairs (C/SA) Committee. In addition to my committee work, I mentored
Julie LaMothe, one of our DNP students, through her project from 2015- 2016. Her DNP project
resulted in one regional, one national and one international poster presentation.
LaMothe, J., Meek, J., Poore, J. (2016, July). BSN Student Attitudes towards Teamwork using
Teamstepps® 2.0 vs. a Conventional Method. Sigma Theta Tau 27th International Nursing
Research Congress. Cape Town, South Africa.
LaMothe, J., Meek, J., Poore, J. (2016, March). Analysis of BSN Nursing Student Attitude
towards Teamwork using Teamstepps® 2.0 versus a Conventional Method. Midwest Nursing
Research Society. Milwaukee, WI.
LaMothe, J., Meek, J., Poore, J. (2015, October). BSN Student Attitudes Toward Teamwork
using Teamstepps® 2.0 vs. a Conventional Method. Professional Nurse Educator Group (PNEG)
2015 Conference. Indianapolis, IN.
Using technology, distributed education, problem-based learning, community-based
learning, international videoconferencing, or other new techniques and tools to enhance
student learning.
I was one of the first faculty at the IUSON to embrace simulation as a teaching/learning strategy.
My simulation journey began in 2007 when I was in the role of a visiting lecturer. I welcomed
the opportunity to learn about and implement simulation because it offers students an
opportunity to learn clinical skills, think critically, and make clinical decisions in a safe
environment where mistakes represent opportunities to learn and grow. I find that students learn
as much, if not more, from the errors they make in simulation as they do from the successes.
When I began working in simulation, there were very few scenarios available surrounding
pediatric patients and little was known about best practices. From 2007-2010 I sought every
opportunity to learn more about simulation including scenario development, programming,
creating a safe learning environment, running scenarios, and debriefing. My expertise in
pediatrics and simulation was recognized in 2010 when I was approached by Laerdal Medical
and the National League for Nursing to write two simulation scenarios for the new high fidelity
pediatric manikin that was to be released and sold internationally.
Poore, J. (2011).Generalized tonic-clonic seizures. Simulation in Nursing Education – Pediatric
Scenarios. National League for Nursing. Retrieved from
http://www.mysimcenter.com/Content/generalized-tonic-clonic-seizures-sms3965.aspx
Poore, J. (2011). Status epilepticus. Simulation in Nursing Education – Pediatric Scenarios.
National League for Nursing. Retrieved from http://www.mysimcenter.com/Content/status-
epilepticus-sms3960.aspx
After the success of the Sim Junior Manikin, Laerdal, in partnership with Wolters Kluwer Health
| Lippincott Williams & Wilkins, created a series of pediatric virtual simulations using the
original cases that were written for the high fidelity pediatric manikin. In December 2013, I was
asked to be an advisory board consultant for the pediatric virtual simulations. I was one of two
members on the advisory board who had written the original simulation scenarios. Pediatric V-
Sim was released on October 31, 2014 and reported over $900,000 in sales to nursing programs
from October 2014 -January 2017. As a member of the advisory board, I was offered an
opportunity for the students in my 2014 Developing Child and Family summer and fall classes to
use the pediatric V-Sim product free of charge. Each of my students completed the ten scenarios.
I asked students to voluntarily complete an evaluation of the V-Sim product. Approximately 70%
of the students completed an evaluation. Over 75% of the feedback was positive. Many of the
positive comments focused on the ability to complete the simulations independently, the
opportunity to repeat the experiences, and the helpfulness of the feedback given at the
completion of each scenario. Negative feedback from the students surrounded the learning curve
of the technology. Students suggested that they did not feel comfortable with the program until
they had completed a couple of the scenarios.
Student Comments About Pediatric V-Sim
The simulations provided learning situations that are very real life. The learning
experience was better knowing that if you did mess up, it told you how to fix it and the
better way to do it, then it gave you the chance to do it again and re-practice the way
you would want to perform the scenario in real life.
It provided me an opportunity to function as an independent “RN” by making
decisions, assessing, implementing orders, prioritizing, and calling the physician in the
safety of my own home. I could see the results of my actions, gained valuable
feedback, and did not have to deal with the added stress of being “watched”/evaluated
by anyone. I also could learn from my mistakes without harming anyone.
I enjoyed the feedback that was provided after the simulation was complete, and the
opportunity to rerun the simulation. I think it is a fun way to have a real life problem
applied, without the critique of your classmates watching as in real simulations. I was
more confident and did not feel judged by others so I was able to perform my role as
the lead RN and act in a way that seemed best to me. It had stressful times but also
rewarding experiences just as in real life.
The simulation allows you to practice until you feel confident and gives you feedback
on your performance. After doing a few simulations, the repetition of practicing the
skills improved my performance and made me feel more confident. I like how much
information about the patient, their condition, medications, etc. can be accessed. It
made it feel more like having a real patient with access to their chart.
In May 2014, Dr. Barbara Friesth, Assistant Dean of Learning Resources, asked me to serve as
the Undergraduate Simulation Liaison. As the Simulation Liaison, I support simulation at both
the IUSON and at the Simulation Center at Fairbanks Hall, which is a simulation center
partnership between the IUSON, the IU School of Medicine, and IU Health. . I work
collaboratively with the coordinator and staff at the Resource Center for Innovation in Clinical
Nursing Education (RCICNE) and the Simulation Center at Fairbanks Hall. My role as liaison
includes: acting as a resource for scenario development; promoting evidence based practice in
simulation; ensuring the integration of simulated learning experiences throughout the curriculum
and identifying the needed resources to ensure successful integration; developing and
disseminating simulation education information for faculty; and promoting simulation standards
of best practice In order to provide faculty development, I am actively involved in the
simulation education committee at Fairbanks Hall. Our committee has created a faculty
development series to ensure the highest quality of education for our students and staff. The free
educational five-session course focused on the theoretical basis for simulation, developing a
scenario, running a simulation, debriefing a simulation, and assessment, research, and
sustainability. I have participated in the planning and presentation for each of these sessions that
have been offered twice with a total of 61 participants attending. While the original intent of the
sessions was to educate simulation facilitators from the IU Health, the IU School of Medicine,
and the IU School of Nursing, other local and regional educators attended the sessions, including
instructors from the IU School of Dentistry and the Purdue School of Engineering. Nurse
educators from one regional hospital and three local hospitals in Indianapolis also attended.
Several emergency medical technicians attended the introductory session. A one-day format of
the course has been offered twice with a total of 41 participants attending. We presented the
faculty development series at the International Meeting for Simulation in Healthcare (IMSH)
2016 to an audience of 85 interprofessional participants. Overall evaluation of the session, as
well as my evaluation as a speaker, were rated at 4.4 out of 5.0 with 65% of attendees
completing the survey. At the 2017 IMSH conference we presented the changes we made to our
faculty development sessions based on participant feedback. We had 78 attendees for the 2017
session. Overall evaluation of the session as well as my evaluation as a speaker were rated at
4.32 out of 5.0 with 73% of attendees completing the survey.
The Education committee has also developed an evaluation process for all educational offerings
at the Center. The purpose of the peer review process is to provide feedback for faculty to
improve their teaching with simulation. Using the Situation, Background, Assessment,
Recommendation (SBAR) format from Teamstepps®, the peer review team provides faculty
with an assessment of their simulation skills and suggestions for improvement. We are using the
evaluation process as an opportunity for process improvement, which will assist us in our
documentation toward simulation center accreditation. I am actively involved in the evaluation
process and have completed peer reviews for educators from the IU School of Medicine, the IU
School of Nursing, and IU Health. Our team has submitted an abstract for a workshop on our
evaluation process to the IMSH 2018 conference. Please see Appendix: Candidate Solicited
Letters for a letter of support from Dr. Dylan Cooper, Director, The Simulation Center at
Fairbanks Hall.
In January 2015, I was asked to serve as a simulation expert to a team interested in developing a
simulation toolkit to test hospital processes for the ability to safely manage an adult patient under
investigation for Ebola. I worked with two other simulation experts, infection control
representatives from four local hospitals, the Marion County Health Department, and a team of
Ebola experts from the Managed Emergency Surge for Healthcare Inc. (MESH Coalition) to
develop, pilot, and publish the toolkit. The MESH Coalition is a non-profit, public-private
coalition located in Marion County, Indiana, that enables healthcare providers to respond
effectively to emergency events and remain viable through recovery. I presented the toolkit with
two other members of the team at the IMSH in January 2017 and the International Nursing
Association for Clinical Simulation and Learning in June 2017. The toolkit, titled “An Exercise
in the Provision of Care for an Adult Patient Under Investigation (PUI) for Ebola: A Patient Care
Drill” was first made available on the MESH Coalition website and can be found at
http://www.meshcoalition.org/products/1u8ppo0i4o02ebuetqbywcgldfqgj6
Students in my Interprofessional Collaborative Practice (B453) course have the opportunity for
community-based learning through their clinical hours at the Indiana University Student
Outreach Clinic. The clinic is student led and provides free healthcare to the uninsured and
underserved members of the Indianapolis near east side community. Students have the
opportunity to perform health screenings, navigate patients through their visit, educate patients,
and set health goals with patients.
Interdisciplinary work.
My interdisciplinary work began in 2012 with my DNP project. I used a pre-post interventional
descriptive study design to evaluate students’ readiness for interprofessional education and their
attitudes toward teamwork and collaboration. I collaborated with the faculty from the IUSON, IU
School of Medicine, and the Indiana Respiratory Therapy Education Consortium to develop, run,
debrief, and evaluate four simulation scenarios. Following the interprofessional education (IPE)
simulations, there was a statistically significant improvement (p<.001) in the students’
perception of interprofessional collaboration and communication. Students indicated the IPE
experience enhanced their teamwork and communication skills, increased their ability to
understand professional roles, and facilitated learning. My DNP work resulted in one manuscript
publication, one podium presentation, and one poster presentation.
Poore, J. A., Cullen, D., Schaar, G. (2014). Simulation based interprofessional education guided
by Kolb's Experiential Learning Theory. Clinical Simulation in Nursing.
doi:10.1016/j.ecns.2014.01.004
Poore, J. A. (2014, April). Using interprofessional education to improve communication and
collaboration. University of Southern Indiana 18th Annual Research, Evidence-Based Practice
and Performance Improvement in Healthcare Conference. Evansville, IN
Poore, J. A. (2013, August). Using interprofessional education to improve communication and
collaboration. University of Southern Indiana. Evansville, IN
I have been involved in several interprofessional initiatives. From August 2014 to December
2015, I was a member of the planning committee to design a case-based interprofessional event
at IUPUI. The objective of the event was for students to cultivate team communication skills
while developing a care plan for a complex patient with diabetes. Approximately 200
undergraduate and graduate students from nursing, dental hygiene, social work, and physician
assistant programs participated in the event each fall. I also participated in each of the events as
a table facilitator. Following the interprofessional event, our team collaborated on a manuscript
and two national presentations.
Romito, L., Jackson, R., Maxwell, L., Clark, C., Hendricks, S., Townsend, B., Muller, M.,
Poore, J. A., McCabe, H. A. & Kelton, G. (2015). Developing Team Communication Skills in a
Fast-Paced Interprofessional Learning Activity. Journal of Interprofessional Education &
Practice, 1(2), 68-69.
Romito, L., Jackson, R., Maxwell, L., Clark, C., Hendricks, S., Townsend, B., Mueller, M.,
Poore, J., McCabe, H., Kelton, G. (2015, October). Developing Team Communication Skills in
a Fast-Paced Interprofessional Learning Activity. Collaborating Across Borders V Conference.
Roanoke, VA
Romito, L., Jackson, R., Maxwell, L., Clark, C., Hendricks, S., Townsend, B., Mueller, M.,
Poore, J., McCabe, H., Kelton, G. (2015, April). Developing Team Communication Skills in a
Fast-Paced Interprofessional Learning Activity. National Academies of Practice. Alexandria,
VA
I also had the opportunity to collaborate with colleagues from a variety of different disciplines as
I developed the Interprofessional Collaborative Practice Course (B453) for the undergraduate
curriculum. During development of the clinical component, I worked with pharmacists, social
workers, physicians, respiratory therapists, physical therapists, occupational therapists,
paramedics, and dieticians from two local hospitals to develop goals and objectives, and set the
structure and timeline for the nursing clinical rotations. I also worked with faculty members from
other health profession programs on campus to develop additional interprofessional opportunities
for B453. I collaborated with the Indiana University Interprofessional Practice & Education
Center, the IU School of Medicine, and the IU school of Dentistry on an interprofessional ethics
event. The event was offered three times each semester. I assisted with the planning and
facilitation of the ethics events in Spring and Fall 2015 and the Spring 2016. In the fall of 2016,
the CIPHEP expanded the ethics event to include additional disciplines and greater numbers of
learners. While I am no longer on the planning committee, I have remained a table facilitator for
all of the ethics events.
In addition to the ethics event, I worked on the interprofessional teaching grand rounds event as a
component for the B453 course. As the Co-Principal Investigator of a $15,000 Curriculum
Enhancement Grant from the Indiana University Center for Teaching and Learning, I had the
opportunity to recruit and collaborate with colleagues from 15 health professions and 2 campuses
to develop the interprofessional teaching grand rounds. Our team consisted of faculty from dental
hygiene, dentistry, dietetics & nutrition, kinesiology, medicine, nursing, occupational therapy,
optometry, pharmacy, physical therapy, physician assistant, public health, recreational therapy,
social work, and speech language pathology. As the principal investigators for the project, Dr.
Scott and I recruited faculty, scheduled and ran all meetings, created an online site where faculty
were able to collaborate on the case, facilitated each of the pilot and large scale grand rounds
events, and disseminated findings.
I have been collaborating with physicians, occupational therapists, and nurses from three states
on a study using acute care virtual scenarios to investigate variance in teamwork attitudes before
and after Teamstepps® training. Students from nursing, occupational therapy, and physician
assistant programs from IUPUI, Ball State University, Indiana University Northwest, and Indiana
University East have participated in the study. We have disseminated our work in a peer-
reviewed presentation at the 2017 IMSH conference and have had one manuscript accepted by
Creative Nursing. A second manuscript is under review at the Journal of Interprofessional
Education and Practice.
In 2016, I began teaching a practicum course in the DNP program titled, Integrative Experience
(D749). Through my work in this course, I have had the privilege to work with colleagues across
campus from the Herron School of Art and Design, the Purdue School of Engineering, and the
IU School of Informatics. Each semester, we partner with a different community stakeholder to
solve a real-world challenge related to the delivery of healthcare. Students are placed in
interprofessional teams to propose an evidence based solution to resolve the stakeholder’s
dilemma. While the Integrative Experience (D749) course has been successful for several
semseters, there are challenges of ongoing engagement with interprofessional partners. I am
currently working with faculty from eight schools on campus to develop a sustainable course
model.
Through my interprofessional work, I have built collegial relationships to expand not only my
network for developing additional interprofessional initiatives, but broadened my perspectives of
collaborative practice. Please see Appendix: Candidate Solicited Letters for a letter of support
from Dr. Laura Romito, Associate Director, Faculty Development and Curriculum, Indiana
University Interprofessional Practice & Education Center.
SECTION 7: TEACHING
Local, regional, national, or international teaching, advising or mentoring awards.
While in the rank of Clinical Assistant Professor, I have received several competitive awards as
acknowledgement of excellence in teaching.
In 2015, I was the recipient of three Indiana University School of Nursing (IUSON) teaching
awards including the Trustees Teaching Award, the Sequoia Award, and the Outstanding BSN
Faculty Award.
A committee of faculty peers chooses Trustees Teaching Award recipients. Each year two
IUSON faculty from the Indianapolis campus are honored with this award for the positive impact
they have had on undergraduate student learning.
I received The Sequoia Award, which recognizes a full or part-time faculty for outstanding
efforts in promoting cultural awareness within the IUSON. The promoting of cultural awareness
is primarily tied to my efforts at the Indiana University Student Outreach Clinic. The diverse
cultural backgrounds of the patients we care for at the outreach clinic have provided over 200 of
our undergraduate nursing students with an invaluable opportunity to learn and grow in their
cultural competence. Lisa Edgington, one of our recent graduates, sent me an email after she had
been practicing as a nurse for about six months. She reflected on her experience at the outreach
clinic saying, “The transition from student nurse to bedside RN is without a doubt a challenge.
Reading a book on the theories and actions of nursing are much different than actually
performing the tasks, especially under pressure. Having had the opportunity to be involved at the
Indiana University Student Outreach Clinic provided me more than a chance to serve uninsured
and underserved community members; it was a catalyst for gaining hands on experience with
patients of diverse cultural backgrounds in an interprofessional patient centered environment.”
Each year, the students of the graduating BSN class select a faculty member who has made a
significant difference to them to receive the Outstanding BSN Faculty Award. Selection of the
faculty member is based on their outstanding teaching and their ability to motivate and inspire
students. I awarded this honor by the December 2015 graduating BSN class.
In 2016, I received the Dean’s Faculty Award for Partnerships, which recognizes a nursing
faculty for exemplary efforts to develop partnerships that support collaborative educational and
research excellence. I received the award for my efforts to increase interprofessional education at
the IUSON. I worked with Eskenazi Health to develop a clinical experience where students
engage with interprofessional colleagues in the clinical setting focusing on effective nursing
practice within an interprofessional healthcare team. Students gained increased knowledge and
understanding of professional roles, the contributions and expertise of various health
professionals, communication and team skills, and the professional values and ethics in the
delivery of trauma care services to patients. Following implementation of the clinical model at
Eskenazi, I worked with colleagues at IU Health’s Methodist Hospital to develop a similar
clinical experience. In addition to the collaboration with both IU Health and Eskenazi Health, I
collaborated with several health profession programs on the IUPUI and Bloomington campuses
to incorporate interprofessional learning opportunities within the didactic portion of the
interprofessional collaborative practice course. Through a curriculum enhancement grant, I
worked with faculty from occupational therapy, physical therapy, medicine, social work,
physician assistant, dietician, public health, and pharmacy to develop and implement an
interprofessional grand rounds event. Expanding my efforts to a virtual environment, I connected
with colleagues from four universities in Indiana, one in Washington, and one in Florida to
implement TeamSTEPPS® virtual simulation cases within the interprofesional collaborative
practice didactic course. A total of 9,713 interprofessional learners have completed the
TeamSTEPPS® virtual simulation scenarios. As learners progressed through the scenarios, their
ability to identify appropriate teamwork and communication strategies to prevent adverse patient
outcomes improved which could lead to enhanced safety for future patients in their care.
Teaching or advising grants.
In 2015, I was the Co-Principal Investigator on a $15,000 Indiana University Center for
Teaching and Learning Curriculum Enhancement Grant. I worked with an interprofessional team
of healthcare colleagues on the Indianapolis and Bloomington campuses to develop and
implement an Interprofessional Teaching Grand Rounds. Over 200 learners from nine healthcare
disciplines and two campuses participated in a series of three large-scale events that were held on
the Indianapolis campus in 2016. The grand rounds resulted in one poster presentation, one
podium presentation, and a published manuscript. The article presented an innovative method for
implementation of an interactive grand rounds event and offered details and learning materials to
allow other programs to reproduce an interprofessional grand rounds event at their facility. The
article was published online in January 2017 and will be available in print on July 1, 2017 in the
journal Nurse Educator. The journal’s editor,Marilyn Oermann, asked to feature the grand
rounds article as a video abstract on the Nurse Educator journal website. I will be working with
my manuscript collaborators over the summer of 2017 to prepare a short video of the article that
will be featured on the Nurse Educator website.
Section 09
Professional and University Service
Service to Public - State, National, and International Committees, Clients, and/or Patients
I began my journey as a nurse educator by precepting student nurses and new graduate nurses as
part of my role as a staff nurse in the Riley Hospital emergency room and pediatric intensive care
unit. As an educator with clinical expertise in pediatrics, I have continued to serve in a volunteer
preceptor role for nurses working on advanced practice degrees. I have been approached by
several students working on their masters in nursing education to function as their preceptor for
their practicum hours. Specifically, I worked with two students from Ball State University, one
from the University of Indianapolis, and one from Drexel University for one semester each. As
the practicum preceptor, I was responsible for assisting students in writing goals and objectives
for didactic teaching sessions, supervising their hours of clinical teaching, and evaluating their
teaching skills in both clinical and didactic settings. As a Certified Healthcare Simulation
Educator (CHSE), I am currently serving as a practicum preceptor for a Ball State University
student for her project on faculty development in simulation. She began working with me in May
of 2017 and will complete her degree requirements for a Masters in Nursing Education in May of
2018.
My passion for simulation innovation led me to volunteer as a member of the International
Nursing Association for Clinical Simulation and Learning (INACSL) in Nursing’s Home Grown
Solutions Committee. The Home Grown Solutions site is a repository for creative solutions
developed by simulation educators in an attempt to increase fidelity in simulation. Each
submission to the repository is reviewed by a minimum of two members of the Home Grown
Solutions Committee to ensure that the innovative solution includes clear objectives for use,
suggestions of how the solution can be integrated into a curriculum, and step-by-step instructions
for reproduction. Once our committee approves the submission, it is published on the Home
Grown Solutions site for open access to all simulation users. I have been a member of the
committee since 2015 and I recently accepted the co-chair position on the committee. As co-
chair, I facilitated the Home Grown Solutions session at the INACSL 2017 conference in
Washington, DC.
Service to Profession – Local, State, and National and International Service
In my role as the undergraduate simulation liaison for the Indiana University School of Nursing
(IUSON), I am a member of the operations committee for the Simulation Center at Fairbanks
Hall, which is a partnership between the IUSON, the IU School of Medicine and IU Health. In
2014, we began the process to become an accredited simulation center. In preparation for
accreditation, our interprofessional team of educators created a faculty education committee to
perform our own preliminary assessment of simulations being conducted within our center. As
an education committee member, I participated in evaluation of simulation scenarios for each of
simulation center partners. The evaluation included review of the scenario and assessment of the
running and debriefing of the scenario. Following each evaluation, the educator who ran the
session was sent a summary of their strengths and opportunities for improvement based on the
standards of best practice for simulation. Through these evaluations, we identified a need for
further instruction in the standards for best practice in simulation among many of our simulation
facilitators from IU Health, the IU School of Medicine, and the IUSON. To ensure the highest
quality of education for our students and staff, we created a free five-session faculty
development course in simulation. The sessions focused on an introduction to simulation,
developing a scenario, running a simulation, debriefing a simulation, and assessment, research,
and sustainability. The five-session course was offered twice and a total of 61 participants
attended. While the original intent of the course was to educate simulation facilitators from IU
Health, the IU School of Medicine, and the IUSON, other local educators attended the sessions,
including instructors from the IU School of Dentistry and the Purdue School of Engineering.
Nursing educators from three local hospitals and emergency medical technicians from
Indianapolis Emergency Medical Services also attended. After receiving feedback that a one-day
education session would be helpful, we decided to offer our faculty development sessions in a
one-day format. We have offered the one-day session twice with a total of 41 participants. In
2016 and 2017, the faculty development series was presented internationally at the International
Meeting for Simulation in Healthcare. In addition to providing faculty development sessions, our
team started a simulation journal club that has met three times in 2017. I co-lead the May session
that focused on the INACSL standards for best practice in simulation and the core competencies
for interprofessional collaborative practice.
As a simulation expert, I was asked to participate in the development of a simulation toolkit
designed to assist state and local hospitals in the care of a highly infectious patient with Ebola.
The Managed Emergency Surge for Healthcare Inc. (MESH) Coalition led the task force, which
was comprised of experts in infection control, patient care, and emergency management. The
MESH Coalition is a non-profit, public-private partnership that enables healthcare providers to
effectively respond to emergency events. MESH provides: (1) preparedness and planning
services; (2) innovative clinical education and training programs; (3) healthcare intelligence
services; and (4) sophisticated legal, regulatory, policy, and financial analysis – all in support of
effective healthcare sector emergency management. The Ebola toolkit contains two simulation
scenarios designed to evaluate organizational processes and policies surrounding the care of a
patient with a highly infectious disease. We pilot tested each of the simulation scenarios and
presented that data at the International Meeting for Simulation in Healthcare in January of 2017
and the INACSL 2017 conference in June. The toolkit, titled “An Exercise in the Provision of
Care for an Adult Patient Under Investigation (PUI) for Ebola: A Patient Care Drill” was first
made available on the MESH Coalition website and can be found at
http://www.meshcoalition.org/products/1u8ppo0i4o02ebuetqbywcgldfqgj6
The toolkit has also been accepted by the Office of the Assistant Secretary for Preparedness and
Response (ASPR)/Technical Resources, Assistance Center, and Information Exchange
(TRACIE) website for inclusion under the topic collection of Ebola. TRACIE is an ASPR
website dedicated to Healthcare Emergency Preparedness as an information resource center.
ASPR is housed within the U.S. Department of Health and Human Services. The document was
reviewed by technical experts before inclusion and can be found at
https://asprtracie.hhs.gov/technical-resources/resource/3516/an-exercise-in-the-provision-of-
care-for-an-adult-patient-under-investigation-pui-for-ebola-a-patient-care-drill
To ensure widespread dissemination of the toolkit, our team also submitted it to the Virginia
Henderson Global Nursing e-repository. The Virginia Henderson Global Nursing e-Repository is
a free open access site dedicated to the dissemination of nursing scholarship. The toolkit was
peer-reviewed, accepted and is now available at
http://www.nursinglibrary.org/vhl/handle/10755/621373
See Appendix: Service publication to view the toolkit.
As a member of the 2015 cohort of the National League for Nursing (NLN) Leadership
Academy for Simulation Educators, I was asked to review and provide feedback on each of the
online simulation courses offered on the NLN Simulation Innovation Resource Center.
Service to School of Nursing, Campus, and University
My efforts to advance simulation and inteprofessional education have been prevalent within the
School of Nursing and on the IUPUI campus. Because of my expertise in simulation and
interprofessional education, Lisa Wagnes, the Assistant Dean for the Center for Professional
Development and Lifelong Learning asked that I coordinate a four-day immersive simulation
mastery institute. The institute is open to educators from academia and practice. As the
coordinator of the simulation institute, I set the agenda, arrange speakers, teach content, and
evaluate participant performance. In the last two years, I have coordinated the institute three
times, and have had 62 national and international participants. I am currently planning for a forth
simulation institute which will be held in August of 2017. I have also recorded a podcast on
Interprofessional Education Clinical Experiences that can be accessed at:
http://nursing.iupui.edu/development/interprofessional/ipe-podcasts.shtml
In August of 2017, I also worked with the Center for Professional Development and a team of
Interprofessional faculty to develop and deliver a one-day workshop on “Debriefing across the
Curriculum” for the IUSON faculty. The workshop was designed to teach nursing faculty
debriefing skills that could be used in didactic and clinical situations to enhance student learning.
In an attempt to better prepare students for future collaborative practice, I developed the content
for a new course within the undergraduate curriculum for senior level nursing students titled:
Interprofessional Collaborative Practice. When considering how our students could both learn
about intereprofessional education and provide care for an underserved community within
Indianapolis, I embarked on an endeavor for the School of Nursing to become a partner in the
Indiana University Student Outreach Clinic (IUSOC).
Founded in 2008, the IUSOC is a student led free clinic that provides healthcare services every
Saturday from 10am to 2pm. The IUSOC is an interprofessional partnership between three
universities, a neighborhood church, and the community. The clinic was established to provide
primary care health services to a community with a disproportionate number of uninsured and
underserved residents. While the clinic provided medical, legal, dental, pharmacy, social work,
ophthalmology, physical and occupational therapy services, nursing services were not provided. I
felt that our nursing students could gain skills in communication and teamwork in an
environment where students of different professions learn about, from and with one another to
improve health outcomes of the local community. All health professions who provide services at
the IUSOC must prepare a proposal for partnership that includes a service gap that will be filled
by their presence, how services will be provided, how volunteers will be recruited and
maintained, and who will support the student board. Recognizing a need for nursing services, I
volunteered to fill the role of nursing student board advisor. I spent the summer of 2014
volunteering at the clinic every Saturday to develop a rapport with community members and
identify services that nursing students could provide to the community. I recruited eight nursing
student volunteers who agreed to work with me on a proposal for nursing to become a partner at
the IUSOC. We identified a need for patient navigation, patient education, health coaching, and
follow up services. During August and September of 2014, the students and I worked on the
proposal. In October 2014, the proposal was presented to all partners at the IUSOC and nursing
was offered an official partnership with services to begin in January of 2015. I have continued to
function as the faculty advisor for the nursing student board at the IUSOC. As the faculty
advisor, I follow up with the clinic managers each week to ensure that we have enough board
members and students to provide services. I also hold monthly meetings with the entire board to
discuss clinic operations, fundraising opportunities, nursing services, interprofessional
opportunities, and patient education materials. In addition to meetings with the IUSOC student
board, I attend bi-annual student-faculty retreats and advisor meetings with all of the advisors
who support student services at the IUSOC. In addition to my role as advisor, I am the faculty
volunteer at the clinic on any weekend that I am not able to recruit faculty. In 2015, I was
awarded the Sequoia award, which recognizes a full or part-time faculty for outstanding efforts
in promoting cultural awareness within the IUSON, for my service to the IUSOC nursing student
board and the uninsured and underserved patients at the clinic. Over 475 uninsured patients have
been cared for by 128 undergraduate clinical nursing students and 75 nursing student volunteers.
I have trained over 25 nursing faculty to serve as faculty volunteers at the clinic. My work with
the outreach clinic has resulted in two local and four national mentored student presentations. I
was also the lead author on a manuscript accepted to Creative Nursing related to the innovative
roles for nursing students within the IUSOC. After reading the manuscript, the managing editor
for Creative Nursing informed me that my manuscript would be published in the August 2017
issue of Creative Nursing and asked if I would serve as a guest editor for the issue. As the guest
editor, I was responsible for reviewing and editing manuscript submissions for the issue. I have
agreed to continue to support Creative Nursing as a reviewer.
My role as advisor at the IUSOC was not my first position as a student mentor. From 2007-2009,
I acted as a faculty mentor for 10 beginning nursing students throughout the majority of their
nursing program. The mentor program was designed to acclimate nursing students to the culture
of the IUSON, promote academic success, offer guidance and feedback, and provide students
with a faculty resource. Each mentor group had an Oncourse site for communication and
dissemination of resources. I met with my student team on a monthly basis and was also
available via email to answer questions or discuss student concerns.
As a dedicated member of the IUSON faculty, I have served on several committees related to
curriculum revision including the Electronic Personal Development Plan Committee, the
Capstone/Synthesis Committee, the Interprofessional Committee, and the Clinical Concepts
Committee. I have been a member of the Baccalaureate Admission, Progression, and Graduation
(APG) committee since 2010 and joined the DNP curriculum/student affairs (C/SA) and APG
committees in 2016. I have also supported the student admission process serving as an
interviewer for both undergraduate and DNP admissions. I served as a volunteer in the
simulation lab for the IUSON 100th Anniversary celebration. As an inteprofessional education
champion, I volunteered to work on the planning committee for the first large scale
interprofessional activity within the IUSON. I served on the planning committee and assisted as
an event facilitator for two years exposing over 300 learners from nursing, physician assistant,
social work, dentistry, and dental hygiene programs to interprofessional education.
I have continued my interprofessional efforts at the campus level by serving as a search and
screen member when the university was interviewing candidates for the position of Director for
the Indiana University Interprofessional Practice & Education Center. After the director was
hired, I continued to work with the center in their search for a project manager.
In 2016, I volunteered to assist Dr. Ken Lazarus, Senior Academic Content Specialist for the IU
School of Medicine, with a unique course offered to third year medical students focused on
teamwork and communication in medical care using a teaching electronic health record. I
recruited six nursing students who served as consultants to the medical student team over a two
semester period. I followed up with each of the nursing student consultants and was available if
any of the nursing students were unable to answer questions posed by the medical student teams.
Most recently, I collaborated with the IU School of Medicine service-learning department to
provide an educational session in simulation for 100 advanced placement anatomy students from
Warsaw High School with the hopes that we might recruit some of these students to one of the
IUPUI health profession programs upon their graduation. I recruited five simulation educators
from the School of Nursing to collaboratively develop and facilitate the session.
In 2016 and 2017, I served as a Top 100 judge. The IUPUI Top 100 program recognizes the Top
100 undergraduate junior and senior students on the IUPUI campus. Top 100 judges are
responsible for reviewing and scoring a pool of student applications.
Future Service Contribution
I will continue to serve the IUSON and the Indianapolis Community as the nursing student
advisor for the IUSOC. We recently acquired additional space to expand clinic operations. I plan
to work diligently to raise money to support the expansion efforts. I will also work to expand
nursing services to include a structured health-coaching program. I also plan continued
dissemination to the public concerning nursing’s efforts within the clinic.
I will also continue my committee work with the undergraduate and DNP programs. The DNP
C/SA committee is currently revising the curriculum. I will actively participate in curriculum
revision and plan to run for the position as chair of the DNP C/SA committee.
Interprofessional curriculum efforts are being led by the Indiana University Interprofessional
Practice & Education Center. The next phase of curriculum development will focus on
interprofessional simulation. The center has asked that I lend my expertise in simulation to their
curricular efforts. I will be part of the curriculum development team working on simulation
design to meet the needs of all the health profession programs on the IUPUI campus.
Summary
I am and will continue to be dedicated to serving my community, my profession and my school.
My contributions to simulation and interprofessional education have the potential to enhance
student learning and promote improved patient outcomes. I will continue my efforts of
dissemination through posters, presentations, and manuscripts. I am currently mentoring the
IUSOC nursing student board to submit an abstract for the 2018 National Student Run Free
Clinics Conference. Additionally, my volunteer efforts with the education committee at the
Simulation Center at Fairbanks Hall has also resulted in an abstract submission for a simulation
evaluation workshop to the 2018 International Meeting of Simulation in Healthcare. I will also
continue my efforts to train new and adjunct faculty members in simulation. I am working with
the Fairbanks education committee to plan a faculty development workshop that will be held on
August 14, 2017.