Classroom and Clinical Experience
Please note: Some of the works provided in this section were defined by the institutions in which I teach. In certain situations, I did not have any influence over the formatting and development of the activities, structure or content.
TEACHING PHILOSOPHY: How my teaching philosophy takes on a holistic approach
Holistic education
focuses upon a comprehensive approach to the development of the
student. Looking at learning theories of education, this approach would best be defined within the Humanist theory. In contrast to conventional educational models, which advocate
intense focus upon particular, narrow subjects, competitive behaviors,
and career-oriented education, holistic education fosters
interdisciplinary classes, cooperative behaviors and personal
relationships. Rather than emphasize separated subjects, one at a time,
holistic teaching training--reliable courses in which are provided at
the Master's level--focuses upon total integration of everything that
goes into the development of a student.
Read more: http://www.ehow.com/about_6700126_holistic-teacher-training.html#ixzz2kJL2snBaI am certain there are areas of all learning theories woven into my teaching philosophy. As mentioned above the Humanist theory is designed to focus on the learning process of the whole person, enforcing cognitive development and transformational learning. The Cognitivist and Social Cognitivist approach also play a vital role in the areas of clinical teaching in which learning is based on structure and social roles. Certain activities that I would utilize would demonstrate this idea of socialization and mentoring. This then directly intertwines with the Constructivist theory that incorporates experiential learning, situated learning and reflective practice. (Merriman, et al 2007) Utilizing various teaching philosophies has provided the framework for a very effective classroom and clinical experience that has the ability to educate my students into well rounded individuals who are able to take in all areas of the patient and provide optimal care.
Merriam, Sharan B., Caffarella, Rosemary S., Baumgartner, Lisa M. (2007) Learning in Adulthood; A comprehensive guide. 3ed.pp. 275-309.
Mentoring and AdvisingThe only opportunities that I have had in mentoring students was that I designed a Tutoring and Mentoring program at Fortis Nursing College. Students would schedule to meet with me individually or in a group setting. The following attached document are what I created to monitor and log student progress.
Tutor LogAs a
life coach I spend the majority of my time
mentoring individuals in all areas of their lives in order to live healthier and more productive lives. I often work in areas of stress reduction and nutrition with my clients and patients. The following attachments are examples of questions, surveys and followup that I would do with a typical client.
What is Success?Life Coaching for SuccessLife Coaching for VisionCreating Your Future Self
Coursework Taught
Anatomy and Physiology: This course is designed to provide
in-depth examination of the structure and functions of the human body.
This course will cover the basic biochemistry and cell physiology upon
which the study of human physiology will be based. It also covers the
structure and functions of human tissues, and the Integumentary,
Skeletal, Muscular, Nervous, Special Sensory, and Endocrine Systems, Cardiovascular,
Immune/lymphatic, Respiratory, Digestive, Urinary and Reproductive
Systems and Fluid/electrolyte and acid/base balance. Includes a required
laboratory. Biology: This course is designed for non-science majors to help students
understand the process of scientific advances. It will begin by
discussion of basic biological concepts, the distinction between living
and non-living things and the origin of life. Includes a detailed study
of cells (cellular structure, function, and processes), basic principles
of genetics (how genetic information is stored, reproduced, inherited,
expressed and mutated), and the relevance of these basic genetic
principles to current social issues such as human genetic diseases,
genetic cloning, biotechnology, drug development and cancer. Genes of
populations, natural selection, and microevolution will also be
discussed.
Nutrition: This course looks at the importance of an appropriate diet and
nutritional practices in one's life. It provides students with an
introductory look at macronutrients and micronutrients. It reviews their
basic metabolism, absorption, transport, and their effects on an
individual's diet to promote optimal health and lessen the risk for
chronic disease. Students will assess and compare dietary intakes to
national reference standards.
Medical Terminology: Designed to introduce medical terminology and human anatomy and
physiology. Prefixes, suffixes, and root words will be emphasized.
Basic Clinical Techniques: Designed to instruct routine procedures for physical examinations,
including positioning and draping, techniques for obtaining
temperatures, pulse, respirations, blood pressures, heights and weights,
aseptic techniques, and charting medical histories.
Pathophysiology: Designed to introduce students to common diagnostic procedures, tests,
and disease etiology and pathology by specific body systems.
Medical Front Office/Billing and Coding: Designed to emphasis forms, administrative procedures, and practices
related to managing a medical office and utilizing the computer to
schedule appointments, entering patient information, entering insurance,
entering patient transactions, posting payments and creating patient
statements.
https://webapps2.uc.edu/scheduleofclasses/
Teaching LogsTeaching log as outlined in class module
Teaching LogStudent evaluations
Student evaluationPerformance evaluations
Performance evaluationsSelf-evaluation form for Practicum as outlined in class module
Self-evaluation form for PracticumPeer review form for Practicum as outlined in class module.
Peer evaluation form for PracticumExpert review form for Practicum as outlined in class module.
Expert review form for Practicum
Evaluations, Surveys and Questionnaires
Evaluations- University of Cincinnati 
The table is based on the end of term survey used by the University of Cincinnati. It is used to measure the effectiveness of the professor as determined by the students.
The evaluations were combined from Spring and Summer terms. Students, peers and administrators were important contributors to the classroom observations.
Evaluations- Fortis College
The evaluations were combined from the Fall, Summer, and Spring courses. Students, peers and administration were important contributors to these classroom observations.
Online personal Survey of Kristy A. Brandabur as provided to students at both the University of Cincinnati and Fortis Nursing College.
<a href="https://www.surveymonkey.com/s/PN867ZP">Click here to take survey</a>Self-evaluation- Conducted through the University of Cincinnati for increase in instructor status.
This evaluation was constructed when applying for an advanced instructor status at the University of Cincinnati. The evaluation was a part of my professional dossier at the University of Cincinnati. Creating and implementing a self-evaluation allows you to look at yourself in a holistic fashion. It allows me to see areas for improvement and to realize that everything that I do is a learning process. By evaluating myself, I gain a better perspective on my teaching styles, philosophies and effectiveness as an educator.
Private Practice: Clients and Patients
Evaluations and Feedback from New Clients over the last 6 months
According to the surveys each new client saw a drastic rise in how they felt from the beginning of the program. This proves that there is a consistent increase in the body, mind and spirit of my clients.
Link to the client survey
<a href="https://www.surveymonkey.com/s/H3F3FPD">Click here to take survey</a>
Links to introduce several holistic therapies
