Patrick Devine Reference_Tufts
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Patrick Devine served as a teaching assistant for a health economics class at Tufts University School of Medicine. He assisted with updating course materials, developing exercises and exams, and maintaining the class website. Patrick was responsive to students, helping them during class and meeting individually to help them understand new concepts. His background in economics and internship experience enabled him to provide helpful guidance to graduate students. The professor was impressed with Patrick's work and would be happy to have him as a teaching assistant again in the future.
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Tanicia Washington is an Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP-BC) licensed in Tennessee, North Carolina, and holds a Master of Science in Nursing degree from Vanderbilt University. She has over 5 years of experience as a registered nurse and is currently working as an internal medicine nurse practitioner at Charlotte Medical Clinic. Her experience also includes research assistant roles at Vanderbilt medical centers and teaching science to middle school students.
3CAPSTONE REFLECTIVE JOURNALCapstone Reflective.docx
3
CAPSTONE REFLECTIVE JOURNAL
Capstone Reflective Journal
Geordene D. Johnson
Grand Canyon University: NRS 490
March 29th, 2019
Running head: ASSIGNMENT TITLE HERE
1
Running head: CAPSTONE REFLECTIVE JOURNAL
Week 1 (January 21-27)
As my BSN journey drew closer to the end I’m faced with the most anticipated class, my capstone project. As I entered into week 1, I spent a few hours in the classroom making sure I’m going through all my professors’ announcement and gathered all the necessary research information on Identifying two GCU Library scholarly databases that will assist me in finding the best research articles to support my EBP proposal for week 1 DQ. The ISP took hours to complete as it’s a planner for the next 10 weeks ahead. As nervousness sets in I promise myself to stay on path with the all the requirements of this course. I met with my mentor during the week and discussed what is expected throughout the course, she completed and signed all necessary forms needed for her approval, mentor was approved by instructor
Week 2 (January 28- February 3)
During week 2 our priority was to choose our PICOT and submit to individual forum for approval from instructor. The anticipation of presenting my PICOT was here as I’ve been formulating my PICOT statement on educating the adherence for patients who are receiving anticoagulation therapy in the home settings to prevent stroke, PE/DVT etc.. my instructor approved topic which was very exciting for myself and mentor. Prior to this approval I had to change my implementation and add a few things with the feedback from my professor. It was concluded to educate on effectiveness regarding in home adherence, including diet and blood monitoring for older adults receiving anticoagulation therapy over a 6 months period. GCU library was my source to gather much needed peer review articles for this weeks’ assignment and DQ’s. Met with my mentor and went through articles that I gathered to find the best fit for assignment. As I feel I’m getting a hang of what’s expected throughout this course, I reflect on intraprofessional collaboration and its importance in solving concerns associated with improving medicine and technology and increasing the demand for healthcare services. Health care tasks are mostly challenging, complex and multifaceted. One problem may require the input of many health professionals from diverse specialties. It is therefore very important for a nurse to understand that he/she cannot provide quality care alone. I have learned that inter professional collaboration extends further to educational contexts.
Week 3 (February 4-10)
Week 3 required me to submit six of the peer review articles previously researched along with the strength and weakness. We also discussed different methods of evaluating evidence with compare and contrast. The PICOT statement paper was also submitted which I did my best on but was a bit disappointed with the grades. I spoke with my mentor.
3CAPSTONE REFLECTIVE JOURNALCapstone Reflective.docx
3
CAPSTONE REFLECTIVE JOURNAL
Capstone Reflective Journal
Geordene D. Johnson
Grand Canyon University: NRS 490
March 29th, 2019
Running head: ASSIGNMENT TITLE HERE
1
Running head: CAPSTONE REFLECTIVE JOURNAL
Week 1 (January 21-27)
As my BSN journey drew closer to the end I’m faced with the most anticipated class, my capstone project. As I entered into week 1, I spent a few hours in the classroom making sure I’m going through all my professors’ announcement and gathered all the necessary research information on Identifying two GCU Library scholarly databases that will assist me in finding the best research articles to support my EBP proposal for week 1 DQ. The ISP took hours to complete as it’s a planner for the next 10 weeks ahead. As nervousness sets in I promise myself to stay on path with the all the requirements of this course. I met with my mentor during the week and discussed what is expected throughout the course, she completed and signed all necessary forms needed for her approval, mentor was approved by instructor
Week 2 (January 28- February 3)
During week 2 our priority was to choose our PICOT and submit to individual forum for approval from instructor. The anticipation of presenting my PICOT was here as I’ve been formulating my PICOT statement on educating the adherence for patients who are receiving anticoagulation therapy in the home settings to prevent stroke, PE/DVT etc.. my instructor approved topic which was very exciting for myself and mentor. Prior to this approval I had to change my implementation and add a few things with the feedback from my professor. It was concluded to educate on effectiveness regarding in home adherence, including diet and blood monitoring for older adults receiving anticoagulation therapy over a 6 months period. GCU library was my source to gather much needed peer review articles for this weeks’ assignment and DQ’s. Met with my mentor and went through articles that I gathered to find the best fit for assignment. As I feel I’m getting a hang of what’s expected throughout this course, I reflect on intraprofessional collaboration and its importance in solving concerns associated with improving medicine and technology and increasing the demand for healthcare services. Health care tasks are mostly challenging, complex and multifaceted. One problem may require the input of many health professionals from diverse specialties. It is therefore very important for a nurse to understand that he/she cannot provide quality care alone. I have learned that inter professional collaboration extends further to educational contexts.
Week 3 (February 4-10)
Week 3 required me to submit six of the peer review articles previously researched along with the strength and weakness. We also discussed different methods of evaluating evidence with compare and contrast. The PICOT statement paper was also submitted which I did my best on but was a bit disappointed with the grades. I spoke with my mentor.
Healthcare Policy and Systems Discussion HW.pdf
This document appears to be a reflective journal from a nursing student on their practicum experiences. It discusses several topics covered over multiple weeks:
1) In week 1, the student assessed their healthcare setting's needs and identified existing health disparities like high fall rates among older patients.
2) In week 2, the student proposed a project on implementing negative pressure wound therapy and demonstrated considering new practice approaches.
3) In later weeks, the student discussed setting objectives for their wound therapy project and considering how it could promote social justice. They also explored the emerging practice of telehealth nursing.
NRS 493 GCU Wk 6 Negative Pressure Wound Therapy Ethical.pdf
This document discusses a student's weekly reflective journal entries for their capstone practicum course. The journal covers several topics, including identifying health disparities in the community, creating objectives for a proposed negative pressure wound therapy project, discussing new approaches like telehealth nursing, and understanding how health policy and clinical systems work. The student demonstrates several competencies, including identifying health disparities, setting measurable objectives, considering the role of technology, and understanding how new practices are implemented in healthcare organizations.
Letter of recommendation 4
Nakia Thomas completed her Bachelor's of Nursing degree and capstone project on the Blood and Marrow Transplant unit at Cincinnati Children's Hospital Medical Center. The author was Nakia's primary preceptor during her new graduate nurse orientation, which lasted 18-20 weeks. During this time, the author observed Nakia's strong work ethic, empathetic patient care, and ability to work well with interdisciplinary teams. For her capstone project, Nakia developed and presented an educational program on resilience for nursing staff that was well received. The author commends Nakia's commitment to patient care and looks forward to her continued success in nursing.
Saint Gianna Catholic Health Academy Electronic Portfolio
Here are the key points from the reflection:
- She was in the Emergency Room (ER) for her week 11 rotation.
- On the first day, she saw a variety of patients come through with different conditions from minor injuries to more serious issues. This exposed her to the fast-paced nature of the ER.
- One patient stood out - a young man who had been assaulted and suffered multiple facial fractures. It was eye-opening to see the severity of his injuries.
- On the second day, she observed triage and how patients are prioritized based on the seriousness of their conditions. She also saw how paperwork and documentation is handled.
- Overall, it was a valuable learning experience
Integration of Health Literacy
1) The document discusses the importance of integrating health literacy into STEM education curricula so that future healthcare providers and researchers understand key healthcare concepts and terminology.
2) It notes that while STEM programs focus on basic sciences, coursework often does not promote health literacy, leaving students unprepared to become culturally competent providers.
3) The author argues that scientists need to learn how to effectively communicate their research findings to lay audiences and consider broader implications, to better anticipate public concerns and apply knowledge through future careers and community service.
Cosby High School Pre-Med
The document discusses the career path and experiences of a family physician. It describes their journey from high school through medical school and residency training. As a family physician, they provide comprehensive primary care to patients of all ages, conduct a wide range of medical procedures, and value building long-term relationships with patients to support their overall health and well-being.
Faculty Bio GU Elke Zschaebitz
Elke Jones Zschaebitz has over 20 years of experience as a family nurse practitioner, primarily in primary care settings. She has held faculty positions at several universities teaching nursing students. Currently, she practices as an NP at the University of Virginia Student Health Center while also serving as adjunct faculty at Georgetown University's nursing program. She is passionate about improving healthcare access, particularly for vulnerable populations.
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3CAPSTONE REFLECTIVE JOURNALCapstone Reflective.docx
3CAPSTONE REFLECTIVE JOURNALCapstone Reflective.docx
3CAPSTONE REFLECTIVE JOURNALCapstone Reflective.docx
3CAPSTONE REFLECTIVE JOURNALCapstone Reflective.docx
NRS 493 GCU Wk 6 Negative Pressure Wound Therapy Ethical.pdf
NRS 493 GCU Wk 6 Negative Pressure Wound Therapy Ethical.pdf
Saint Gianna Catholic Health Academy Electronic Portfolio
Saint Gianna Catholic Health Academy Electronic Portfolio
Patrick Devine Reference_Tufts
- 1. 136 Harrison Avenue, Boston, MA 02111 | TEL: 617.636.6807 | FAX: 617.636.4017 July 22, 2016 To Whom It May Concern: I am writing on behalf of Patrick Devine. Patrick was my teaching assistant this past spring in the health economics class I teach to graduate students at the Tufts University School of Medicine. The class was large, and student backgrounds and strengths diverse. The course is an introduction to health economics geared to students with no background in the field. Consequently, we covered basic economics concepts and considered a number of topics in health economics. Patrick assisted with updating course material, gathering current information on health insurance coverage in the U.S., health insurance plan type distribution, and so on. He also reviewed class exercises, quizzes, and exams, and developed and posted answers for each class exercise. In addition, he posted materials and updated the class website. Patrick was responsive and responsible, finishing whatever I asked him to do in a timely manner, and do so thoroughly. Patrick was available and responsive to students, helping them with exercises during class and meeting with them to help them master material that was new to many of them. His undergraduate training in economics, coupled with his work as an intern at Precision Medicine Group, enabled him to provide helpful guidance to students confused by the material. He was patient, clear and successful, and committed to helping students: when students were unable to meet him in person because of snow, he immediately arranged and set up a video conference for them. Importantly, he maintained the respect of the students in the class, all of them in graduate degree programs, despite being an undergraduate. I was fortunate to have Patrick as my TA this past spring and would be delighted to have him in this role in the future. Please feel free to contact me with any questions. Sincerely, Naomi C. Sacks, PhD Adjunct Instructor, Tufts University School of Medicine, Dept. of Public and Community Senior Health Economist, Precision Health Economics, Boston, MA School of Medicine Department of Public Health and Community Medicine