Teaching Porfolio

Running head: TEACHING PORTFOLIO
TEACHING PORFOLIO PRAVEEN K. BODAKUNTA COLLEGE OF NURSING VALPARAISO UNIVERSITY
Honor code I have neither given or received nor have I tolerated others use of unauthorized aid Praveen K. Bodakunta
Praveen K. Bodakunta
1423 Forest Lane, Fairborn, OH, 45324 (317) 748-8824 praveen.bodakunta@gmail.com
Objective
Seeking position as an RN to make use of my acquired knowledge and skills and keep update with the current nursing practice.
Experience
Teaching/Research Assistant at NTRUHS, India 09/01/2005 to 09/31/2009
Under the supervision of Dr. Beula Janet, PhD. Research Duties included: handle, protecting and managing confidential data; managing data collection process; assisting staff in design and maintenance of research surveys, writing codes, and analyzing of data; Producing written, tabular, and visual materials for research reports. Graduate Teaching Assistant at Valparaiso University, Indiana, US 08/01/2010 to 12/31/2011
Responsibilities included: preparing and presenting lesson plans, materials, demonstrations; individual and group tutoring; Prepare and grade assignments and exams; schedule and meet with students at regular office hours. Registered Nurse 01/01/2012 to 01/31/2013
At American Senior Communities & Millers Merry Manor Long term care facilities. Responsibilities included: diagnosis and treatment of patients with Alzheimers, Parkinsons and dementia; supervising and training employees and proper care of residents; documentation and communication of confidential data; keeping update of recent developments by attending in-service-education programs.
Education
BSN in Nursing Science 09/01/2005 to 0/31/2009
NTR University of health sciences, India; Graduated with an average of 3.0 MS in Nursing Education 08/01/2010 to 12/31/2011
Valparaiso University, Valparaiso, Indiana, 46383; Graduated with an average GPA of 3.27 MS in Psychiatry and Mental Health Nursing Nurse Practitioner Prog. 08/24.2013 to current Currently attending Wright State University College of Nursing for Psych NP Program.
Affiliations/Presentations/Licenses
1. RN, State of Indiana # 28200831A; BLS certified. 2. Member of American Association of Critical Care Nurses, National League for Nurses, and Trained Nurses Association of India
3. Presented effect of diaphragmatic breathing on migraine headache in women; legal aspects in neurological nursing; Alzheimers disease and dementia; Heart Failure education seminar. 4. Volunteered as a coordinator in service learning projects, health assessment and screening of growth and development in autistic children. 5. Known languages are English, Hindii & Telugu. References: Available upon Request 1. Nola Schmidt, PhD, RN, CNE Resident Director and Associate Professor Valparaiso University Cambridge Study Abroad Programme 26A Huntington Road Cambridge, England CB3 0NN Local: 01223 502 470 Mobile: 07817 722 785 From US: 011 44 1223 502 470 Nola.schmidt@valpo.edu
2. Sue AmRhein, PA, MS Adjunct Professor in Biology Valparaiso University 219.242.1917 Sue.amrhein@valpo.edu
3. Tricia Balken, RN Staff nurse, Springfield Regional Medical Center, Spring field, OH.
4. Krista OBryant Director of Nursing, Millers Mary Manor Long-term care 1651 N Campbell AVE Indianapolis, IN 46218 Phone: 317-357-8040

Statement of Teaching Philosophy Success in teaching lies in the acknowledgement of taking challenges with a positive attitude and embracing latest trends in modern education in an ever-changing education system. This assertion underpins my teaching and learning philosophy as I prepare myself to be a nursing teacher. At the outset, teaching is my passion and imparting knowledge to my students in an interesting method remains primary for me. Teaching is an interactive process among students and teachers in which they actively participate in the learning process. In this regard, teachers must be knowledgeable in their specialty area(s) so that they can share knowledge that enables holistic development of students. Such sharing of knowledge requires attentiveness to the learning needs of students respecting the individuality of the students, as they are the building blocks of future generation. Teachers, considering every student as an equal, without any discrimination, encourage students to acquire knowledge with an increasing enthusiasm. My own experience teaching undergraduate students in India has enabled me to recognize the needs and interests of the students. A dialogical approach in teaching emphasizes active engagement of all students as well a dynamic learning process. A teacher is not a person who knows everything about a subject because we live in a world that is constantly changing. As education is a lifelong process that begins with birth and ends with death, teachers should be willing to learn new information throughout their lives. Teachers should be able to communicate well and ought to use easy and understandable language for the easy transmission of lessons. A teacher must have the ability to motivate students to gather knowledge from different sources and encourage them to think critically and act wisely. Teachers must engage in critical and creative pedagogy to effectively impart lessons and stimulate enthusiasm in students. More significantly, in todays globalizing and technologically advancing
act wisely. Teachers must engage in critical and creative pedagogy to effectively impart lessons and stimulate enthusiasm in students. More significantly, in todays globalizing and technologically advancing world, a teacher must be technologically equipped to improve the effectiveness of education and to gather up-to-the-minute information. Teaching, a noble profession serves the community and individual to enhance the quality of life and society. Education by effective teachers empowers students to be productive citizens in the community. I strongly believe that the aim of education must not be imparting of knowledge but must also consider the holistic development of students including physical, social, emotional, intellectual, and spiritual dimensions. In this regard, a teacher must be available for students and must be committed to the nursing profession. This requires that teachers have active listening and problem solving skills. Teachers must facilitate learning rather than directing. Students should be encouraged by the teachers to participate in the learning process through activities and problem solving methods of teaching as it motivates the interests of the students. More importantly, a teacher must set teaching and learning objective in accordance with the educational institution and accomplish those goals. Being a teacher in the discipline of nursing adds another dimension-- giving more importance to practical aspects than the theoretical aspects, as nurses should be proficient in the nursing care of the patients that helps in the upliftment of the multitude. To conclude, teachers are the backbone of any educational system and play a vital role in the development of students, which can be accomplished through an active engagement of teacher and student, as well as, dedication, diligence, and determination towards the profession and students.
Running head: TEACHING PORTFOLIO Review of Evidence Article -1
Artinian, B M. (1991). The Development of the Intersystem Model. Journal of Advanced Nursing, 16, 194-205. This article discusses the development of the Intersystem Model, which used at Azusa Pacific University for curriculum development. The Intersystem Model focuses on the interaction between nurse and patient/client and argues that the nurse assesses knowledge base and takes into consideration all the aspects, biological, psychological, and social, that have shaped the patient when the patient requests nursing action. The Intersystem Model emphasizes the interactional process that takes place between patient and nurse to develop a plan of care and considers a man as a completely dynamic entity (196). The major concepts of the model are within the four-metaparadigm concepts of nursing: person, environment, health, and nursing action. Person, in the Intersystem Model is perceived as a system made up of various subsystems including biological, psychological, and spiritual. In other words, such an understanding highlights the relationship of a person with the suprasystem of which he is part. Environment, defined as all the events and factors, affects the system and the person develops in this environment. Health and disease are considered from a
multidimensional continuum and is defined as a dynamic state of functioning within the limitations of the person, achieved by successful adaptation to the stressors in the internal and external environment through development of a situational sense of coherence (199). Nursing action is based on the understanding of the patients life situation and comprehends his goals through in-depth communication. In the Intersystem Model comprises of two intrasystem
models: detector part providing information regarding the state of environment, physical
symptoms, knowledge base, social situations, etc.; and selector part compares the state of the system with goals of the system and selects a response from the repertoire of behaviors available (200). This research article on Intersystem Model discusses its use in variety of clinical settings including community health nursing, prenatal, labor and delivery and neonatal settings, especially in the case of diabetic patients in the community. Even though the Artinian argues for the usefulness of the Intersystem Model, she demonstrates how this study is in its primary stage. Hence, based on the EBP levels of evidence as grid of reference, the research represents third, fourth, and seventh levels of evidences. The research, a case controlled study and illustrates correlational study as it compares between the Nursing Process System Model and the Intersystem Model. In addition, the study incorporates expert opinions of scholars in the field, practice guidelines with questions that can prove beneficial, and presents the outcome of the Intersystem Model, though briefly. This Intersystem Model can be extremely useful for me as a nurse educator because it emphasizes the importance of nurse-patient/client relationship, which is essential for patient care. Moreover, the significance of perceiving a person as a dynamic whole and heeding to his developmental environment remains a priority in education. Therefore, this informative article, which expounds the importance of Intersystem Model reinforces the significance of the Intersystem Model as I develop curriculum so that my students will learn the importance of the relationship between the four major concepts of nursing and consider their patients/clients and his/her environment as an integral part in developing nursing action plan.
Running head: TEACHING PORTFOLIO Article -2
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Staats, C. R. (2003). The Development of a Community-Based Baccalaureate Curriculum Model in a Culturally Diverse Health Care Delivery Area. Nursing Education Perspective. 24. No. 2: 94-7. Staats, c. r. (2003) in this article discusses the process of curriculum development to prepare students for employment in community based health care system geared towards culturally diverse delivery area and its impact on faculty, students, and diverse community service area. Staat observes thirty-five percent of the baccalaureate students in the nursing school are from the ethnic minorities in the San Antonio region of the state of Texas, and argues for curriculum development that takes into consideration the needs of the diverse community. The three-member faculty team presented a community-based model, which was dependent on the development of partnerships between the provider and recipient of care, and continuous two-way communication between both the parties takes place in the community setting. Such a model was compared with community focused nursing in which the faculty and students set agenda for student learning taking their knowledge to the community site but have no expectation of developing a long-term relationship with the community (95-6). Staat highlights how this model encountered resistance from practitioners of traditional hospital based model. Despite such resistance, the faculty agreed to implement three significant changes to the new BSN curriculum. One, a community/inpatient based clinical experience in the BSN program; second, incorporate and adequately assert the role of nursing for community practice and leadership in BSN; and third, reevaluate every BSN course for essential content and duplication of effort during the spring and fall of 2000 (96). In this regard, faculty development
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opportunities were created to enhance faculty skills and understanding of community-based care in myriad settings. The most significant focus of the faculty development was to reinforce the importance of continuing nursing care for patients in the community. The successful outcome of the community-based model was the exploration of environments for nursing other than traditional acute care facilities (97). In other words, such community-based focus opens avenues for faculty and students to engage actively and continuously in community health nursing care. According to the EBP levels of evidence, this article can broadly classify under two levels: first, level four as it represents a case controlled study with descriptive survey; and second, under level seven as the author employs a case study of diabetes patients and offers practice guidelines, and program outcome data. All of which prove beneficial in comprehending and developing community-based nursing curriculum for baccalaureate students. As a nurse educator, for me, nursing is not a service to be within the confines of acute care nursing care facilities; rather, it must transpire into the community because I strongly believe in a healthy community. For such purpose, community-based nursing care plan becomes an imperative. When I prepare curriculum for my students, I will certainly incorporate the two significant changes the school of nursing in Texas included as a way of recognizing the importance of community-based nursing. First, a community/inpatient based clinical experience for my students and, second, adequately asserting the role of nursing for community practice and leadership at the undergraduate and graduate levels. Such community-based emphasis will prove beneficial in the long-term relationship between nurse and community and for providing continuous health care to the community.
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Learning objectives for teaching

Learning objective-1 Identify the risk factors for tuberculosis, leprosy, and malaria. The Blooms taxonomy level is remembering. Learning objective-2 Identify obstacles for prevention and control of malaria, leprosy, and tuberculosis. The Blooms taxonomy level is remembering. Learning objective-3 Describe the prevention, control, and consequences of Helminthiasis and Arthropodborne diseases. The Blooms taxonomy level is understanding. Learning objective-4 Explain the prevention, control, and consequences of Zoonosis. The Blooms taxonomy level is understanding.
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Content of teaching On November 10th, 2010, I presented on the topic Global Health Issues: Infectious Diseases for Global Health Seniors at the College of Nursing, Valparaiso University as part of my Nursing Education course requirement. The topics covered in the presentations were
primarily regarding infectious diseases- the risk factors, prevention and control, and consequences of these diseases. Some of the diseases discussed included, tuberculosis, malaria, leprosy, helminthiasis, arthropod-borne diseases, and zoonosis. More significantly, the
presentation elaborated on the obstacles for the prevention and control of these infectious diseases. The class comprised of thirty seven senior students including male and female. The overall ambience of the classroom reverberated with dynamic participation including active listening and the students engaging in discussion. During the presentation, the learning objectives set were met appropriately. The primary teaching and learning objectives met were to give an overview of some of the infectious diseases from a global perspective. The presentation was to make students aware of the risk factors, prevention, control, and consequences of various infectious diseases; to stimulate critical thinking of the students; to improve the teaching strategies of the presenter in the classroom settings; and to give the presented an opportunity in learning classroom pedagogy.
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Analysis of teaching

Criteria
Excellent
Very Good
Good
Fair
Poor
Organization of the content
38.4
41.7
19.4
Content adequacy
33.3
41.7
22.2
2.8
Clarity of the topic
31.4
31.4
25.7
11.4
Style
25
27
36.1
11.1
Pace
11.1
16.7
36.1
25
11
AV Aids
26.5
32.4
26.5
14.7
Active participation
27.8
36.1
19.4
16.7
Time management
38.2
38.2
20.6
2.9
Audibility
30.6
25
27.8
11
5.6
Overall rating of the class
22.9
37.1
31.4
8.6
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For my teaching evaluation, I used the below-mentioned criteria. These criteria proved beneficial in analyzing my teaching skills. I used this grid for my evaluation as it covers all the criteria necessary for good teaching that includes organization, content, clarity, style, pace, audibility, AV aids, time management, and active participation. Based on student responses, which were extremely constructive enabled me to recognize my strengths and weaknesses in my pedagogy. More importantly, these responses highlighted the areas I ought to improve in future teaching endeavors. Based on the table, here is an analysis of my strengths and area of improvements. With regard to organization, while 80% of the students agreed that, the organization of the content was in the range of excellent to very good; nearly 20% opined it to be fairly organized. Of the students, 75% identified the adequacy of the content to be in the excellent to very good range, whereas 25% inferred it in the range of good to fair. Nearly 63% of the students rated the clarity of my presentation to be in the excellent to very good. On the contrary, 37% regarded it to be in the good to fair range. With regard to style and pace of the presentation, 53% and 27% considered it to be in the range of excellent to very good, respectively. While 47.2% rated, my style of presentation and 61.1% regarded my pace to be in the good to fair range. More significantly, 11.1% considered my pace to be poor because of the fast pace of my presentation. I had used audiovisual aids in the class and 58.1% responded it to be excellent to very good, while 41.2% rated it to be in the good to fair range. With regard to active participation, while majority of the students, that is, 64% strongly agreed it to be excellent to very good, 36% considered it good to fair. Furthermore, 56 % students felt the presentation was audible but 44 % regarded it good. Majority of the students regarded that I managed time excellently.
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Through this analysis, it becomes apparent that while there are some areas of strengths in my teaching, there are some areas for improvement, which I hope I will rectify in my future teaching assignments. Such an analysis also sheds light on the importance of criteria used to evaluate the responses as it provides a clear holistic picture of teaching in a classroom setting.
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Reflection on teaching experience On November 10, 2010, I had an opportunity to take class for the undergraduate students (Global Health Seniors) of Valparaiso Universitys College of Nursing, which was an educative and challenging experience for me as it was the first experience for me to interact with international students in a classroom setting. At the outset, I was very excited to take the class for the students as teaching is my passion and I worked as a teacher for more than three years in my home country, India. The topic discussed in the class was Global Health Issues: Infectious Diseases and was part of my nursing education course. The class started at 8.15 AM and ended at 9.15 AM. Prof. Nola Schmidt and Prof. Carole Pepa supervised the class and gave
constructive evaluation at the end of the class. This constructive evaluation helped me to understand my strengths and weaknesses in order for me to improve my teaching strategies for future classes. I had distributed evaluation forms and question papers to get feedback from the students and they responded enthusiastically highlighting strengths and weaknesses, pointing areas of improvement making me understand the integral part of students in teaching evaluation. Student evaluation is an important part of teaching exercise. This was true in my case as well. I got mixed responses from the students as part of the evaluation. Here, I wish elaborate on some of the strengths and weaknesses of my class. Most of the students opined that the power point slides were detailed, informative, well-developed, and organized. They pointed out that the effectiveness of underlining and use of different colors for important words and terms enabled them to easily understand the key concepts and important themes. The adequacy of the content was another point cited as my strength by the student audience. I prepared around 40 power point
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slides for the students covering all the important areas of infectious diseases including the risk factors, obstacles for the prevention and control, prevention and control, and finally consequences of various infectious diseases around the globe. Some students acknowledged that the presenter had an in-depth knowledge about the topic and the topic was well organized from first to last. Most of the students expressed the efficacy of active participation by asking questions throughout the presentation. This facilitated the students to actively engage in the class avoiding monotonous lecture format. In some students opinion, the presenter was
comfortable and confident throughout the class and was very audible and clear for each student of the class. Students expressed their opinion in favor of the style and technique of teaching. In some students viewpoint, the presenter maintained eye contact and gave equal attention to all the students in the class. The content was thorough for the presenter and did not simply read out from the slides but gave good explanation. The presenter looked and acted professionally throughout the presentation. The presenter maintained good pace towards the end of the presentation after understanding the students difficulties to catch the exact accent of the words. The learning objectives for the class were met in students opinion. The students were impressed by the summarization of the important points and the conclusion of the topic emphasizing global perspective. All the students had excellent rating for time management. At the end of the presentation, students were given opportunity to clarify doubts. I totally agree with the students evaluation in terms of the strength of the class. Student audience helped me to identify the areas of improvement in my teaching by giving their feedback in a sincere way. While many students were able to understand my accent and be abreast with my discussion of the topic, majority of them felt that my pace of teaching was hard to keep. They expressed their concern about the absence of active learning activity to
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engage the class in a better way. A small number of students were unable to open the Power point slides sent earlier via mail due to technical failure. Some students reported having trouble reading the light green color text on the slides and suggested to use a standard color. One student considered my fast pace as a sign of nervousness. Information on the slide were very elaborate and they were congested at times and it was not necessary to include more information on the slide as it did not give them the opportunity to take down the notes. Presence of titles as continued instead of repeating the title for each slide and lack of solid definitions of the infectious diseases made them consider it as weaknesses. Inclusion of videos and news report would be better to motivate the students by stimulating their interest. One student gave the motivating comment by emphasizing the importance of smile throughout the presentation for relaxation and inspiration. I wholeheartedly agree with these suggestions and comments, which are areas for improvement as I learn from such experiences. This teaching experience in the form of presentation was an extremely educative experience for me as I recognized my strengths, weaknesses, and areas of improvement. As a corollary, these suggestions and comments will prove beneficial as I prepare myself to be an effective educator in the Nursing field. I am certain, suggestions such as to improve the pace and pronunciation will be addressed first as I teach to enable my students to comprehend the subject well. In addition, I will pay more attention as to making my power point slides more readable and precise in its content. Learning is a dialogical process and I will make sure to stimulate interest in my students to actively engage in dialogue with each other and the texts to enhance discussion in class. In addition, I will include videos, interesting news related to the topic, learning activities to make classroom learning more enjoyable experience for my students. The efficacy of such classroom teaching evaluation lies in the feedback of peers and professors that
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aim at improving the effectiveness of teaching, which I am certain will benefit me in future teaching endeavors.
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Running head: TEACHING PORTFOLIO