NRSG 502MN: Physiology/Pathophysiology for Nursing Practice
Course Coordinator, Fall 2020, Spring 2021, Fall 2021, Spring 2022
3 credit hour didactic course required for first semester pre-licensure students in the Masters of Nursing program
Course enrollment: 90-150 students
The Physiology/Pathophysiology for Nursing practice course focuses on concepts of pathophysiology, how disrupting normal structures and functions of the human body leads to disease processes. Students will translate their knowledge of pathophysiology to the clinical setting, making decisions for health promotion, risk reduction and disease management.
As course coordinator, I was responsible for planning, organization, and implementation of learning objectives and meeting BSN essentials.
Responsibilities included lecturing, creating and assessing test questions, and assessing performance on weekly quizzes. Emphasis was placed on critical examination of the mechanisms underlying signs and symptoms and developing clinical decision making for health promotion, risk reduction, and disease management.
NRSG 310: Pathophysiology for Nurses
Course Coordinator, Fall 2018, Fall 2019, Spring 2020, Summer 2020
Co-Instructor, Fall 2015, Summer 2019
3 credit hour didactic course required for first semester undergraduate nursing students.
Course enrollment: 71 - 145 students
This course emphasized how disrupting normal structures and functions of the human body leads to disease processes from the cellular to the multi-system level.
This course focuses on concepts of pathophysiology, how disrupting normal structures and functions of the human body leads to disease processes. Students will translate their understanding of pathophysiology to clinical decision making for health promotion, risk reduction and disease management.
As course coordinator, I was responsible for planning, organization, and implementation of learning objectives and meeting BSN essentials.
Responsibilities included lecturing, creating and assessing test questions, and assessing performance on weekly quizzes. Emphasis was placed on critical examination of the mechanisms underlying signs and symptoms and developing clinical decision making for health promotion, risk reduction, and disease management.
NRSG 280: Health Assessment
Lab Instructor, Summer 2016
3 Credit hour didactic and laboratory course required for first semester undergraduate nursing students
Course enrollment: 120 students with 10 students/lab
As a lab instructor, my primary responsibilities were to provide instruction on health assessment techniques, vocabulary, and integrated systems assessments
NRSG 314: Clinical Practicum
Lab Instructor, Fall 2015, Summer 2016
2 Credit hour skill laboratory and clinical course required for first semester undergraduate nursing students.
Course enrollment: 120 students with 12 students/lab
As a lab instructor, my primary responsibilities were to provide instruction on clinical skills and techniques related to alterations in health status and patient care and medication administration.
Emphasis was placed on integrating the components of the nursing process, utilizing evidenced based nursing practice, standards of quality and safety, and principles of cultural awareness.
NRSG 559: Genetics
Co-Instructor, Spring 2014
3 Credit hour graduate level didactic course for students in advance practice nurse programs.
The purpose of this course was to provide a base of scientific knowledge and skills that can be applied by the advance practice nurse to individuals, families and populations in a variety of settings.
NRSG 360: Clinical Nursing I
Clinical Instructor, Summer and Fall 2013
7 Credit hour didactic, skill laboratory, and clinical course required for first semester undergraduate nursing students.
Course enrollment: 50 students summer, 150 students fall. Clinical groups consist of 8 students.
This course provided an introduction to the practice of professional nursing through a combination of classroom, skills laboratory, and supervised clinical practice activities.
As a clinical instructor I was responsible for a group of 8 students in both the skills laboratory and hospital settings.
In the skills laboratory, my primary responsibilities were to provide instruction on clinical skills and techniques related to alterations in health status and patient care and medication administration.
In the hospital I was responsible for guiding my group of students in providing safe and appropriate patient care, health assessment, and charting. I guided students in choosing appropriate care and interventions for their patients and made sure all patients and nursing staff survived each day with a group of first semester nursing students.
University of Alabama at Birmingham
GBS 716: Grantsmanship and Scientific Writing
Course Co-Director
2 credit hour course for second year Graduate Biomedical Science students
Course enrollment: 16 students
This course provides didactic and hands-on instruction in grant writing. This course focuses on the creation of specific aims and research strategy sections of a pre-doctoral grant proposal. Additionally, students gain scientific presentation skills by giving a 30 minute presentation of their research proposal.
Students participate in a mock study section at the end of the course.
The course was divided into 10 sections of 30 students. I was the instructor for one section.
Responsibilities included guiding students who needed help with course material, time management, and completion of assignments, grading 7 case studies for my section throughout the semester, and giving live online lectures via GoToMeeting.
Mentoring Experiences
Emory University
Erica Davis, PhD student, 2019-2022
Dissertation Co-chair
Dissertation: Relationships among Dietary Patterns, Metabolites, and Symptoms, in Persons with Heart Failure
Andrea Madariaga, Undergraduate Honors Nursing Student, Fall 2020-Spring 2023
Honors Thesis mentor
Project: Xanthine Oxidase and Heart Failure Symptoms
Jake Moore, Undergraduate Honors Nursing Student, Fall 2020-Spring 2022
Honors Thesis mentor
Project: Nutrition and Inflammatory Cytokines in Black Adults with Hypertension and Heart Failure
Poster presentation, Southern Nursing Research Society
Ashley Bostek, Undergraduate Honors Nursing Student, Fall 2019-Spring 2021
Honors Thesis mentor
Honors Thesis presented: Increased Plasma Soluble Adhesion Molecules in Persons Exposed to SARS-CoV-2, April 2021.
Poster Presentation, Preventive Cardiovascular Nurses Association, April 2021. Second place poster prize.
Jeong Hee Kim, Undergraduate Honors Nursing Student, Fall 2014 – Spring 2015
Analysis of data for honors research project and assistance with dissemination of project through poster presentation and manuscript submission.
Honors thesis presented: Influence of baseline self-efficacy on self-care in response to an integrated heart failure and diabetes mellitus self-care intervention, February 2015.
Poster Presentation, Southern Nursing Research Society Annual Conference, Tampa, FL.
Paper submitted for publication, but not accepted. Student left after graduation for clinical practice and did not re-submit paper.
Special Programs
Emory University PRECOL P074: Advances in Cardiovascular Medicine and Technology
Summer 2015-2016, 2021 course for pre-college program.
High school students from all over the world take this summer course.
Created course for high school students enrolled in a 2-week pre-college program. The objectives of this course were to learn the history of cardiac technology and recent advances in the use of technology in cardiac care, understand the anatomy and physiology of the cardiovascular system and apply it to cardiac technology, and explain in depth at least one device or technology used in cardiac care and how this device affects cardiovascular function. This course utilized didactic lectures, a series of video case studies of real persons with cardiac disease, and hands-on laboratory simulations to give students a look into current issues with cardiac care and how technology affects the daily life of cardiac patients.
**Course syllabi can be found in the following section, ‘Evidence of Teaching Effectiveness’**