University Level
University Level
Embedded Files
The Benedictine values and University of Mary Graduate Competencies have played a foundational role in shaping both my professional identity and personal development throughout this program. Values such as respect for persons, service, and community have influenced how I approach patient care, education, and leadership. As a family nurse practitioner and graduate nursing educator, I strive to provide compassionate, patient-centered care while fostering meaningful relationships with students, colleagues, and the communities I serve.
Respect for persons has been particularly impactful in my clinical and educational roles. It has guided my commitment to honoring each patient’s dignity, values, and unique circumstances, while also creating a supportive and inclusive learning environment for students. Similarly, the value of service has reinforced my dedication to improving healthcare outcomes and preparing future nurse practitioners to deliver high-quality, ethical care.
The University of Mary Graduate Competencies, particularly Professional Distinction and Moral Courage, have further strengthened my development as a nurse leader. Professional Distinction is reflected in my commitment to excellence in teaching, clinical practice, and ongoing professional growth. Moral Courage has influenced my willingness to advocate for patients, challenge inefficiencies in healthcare systems, and support practices that align with evidence-based and ethical standards.
The selected artifacts included in this portfolio demonstrate these values and competencies in action. They reflect my ability to integrate clinical expertise, leadership, and education while remaining grounded in the principles of service, integrity, and respect. Collectively, these experiences have prepared me to contribute meaningfully to the nursing profession and to lead with purpose and compassion.
Although communal life inspired by the Rule of St. Benedict stores a vast treasury of Benedictine values, six of these are of particular importance for our life at the University of Mary...
Monsignor James P. Shea, President
Community
Striving together for the common good and growing in relationship with God, one another, and self.
“Let all things be common to all.” (Rule of Benedict 33)
Hospitality
Receiving others as Christ with warmth and attentiveness.
“Let all be received as Christ.” (Rule of Benedict 53)
Moderation
Honoring all of God’s creation and living simply with balance and gratitude.
“Regard all things as sacred and do everything with moderation.” (Rule of Benedict 31)
Prayer
Attending to the mystery and sacredness of life, abiding in the divine presence, listening and responding to God.
“Listen intently to holy readings. Give yourself frequently to prayer.” (Rule of Benedict 4)
Respect for Persons
Recognizing the image of God in each person and honoring each one in their giftedness and limitations.
“Honor everyone and never do to another what you do not want done to yourself.” (Rule of Benedict 4)
Service
Meeting the needs of others in the example of Jesus the servant leader.
“The members should serve one another.” (Rule of Benedict 35)
NUR 905 Reflective Journal Series- Journal Five- Copy (2) (1).docxThis reflective journal series, completed during my Nursing Leadership Practicum (NUR 905), demonstrates my integration of Benedictine values into clinical and leadership practice. Through guided reflection, I explored experiences related to service, respect for persons, and community while examining my growth as a nurse leader. This artifact highlights my commitment to compassionate, patient-centered care and the development of meaningful relationships that promote human dignity and collaboration.
Graduate Core Competencies
Graduate Core Competencies
Moral Courage
Moral Courage
Graduates, guided by faith or reason, evaluate and respond to actions or viewpoints that oppose truth and justice in order to promote human dignity and the common good. They clarify, support, or defend truth and virtue through ethical reasoning and respectful engagement with others. They lead by serving—applying their knowledge, skills, and ethical convictions to empower individuals and communities, prioritizing the needs of others and advancing solutions to social, economic, and spiritual challenges.
Graduates, guided by faith or reason, evaluate and respond to actions or viewpoints that oppose truth and justice in order to promote human dignity and the common good. They clarify, support, or defend truth and virtue through ethical reasoning and respectful engagement with others. They lead by serving—applying their knowledge, skills, and ethical convictions to empower individuals and communities, prioritizing the needs of others and advancing solutions to social, economic, and spiritual challenges.
Throughout my doctoral education, I have developed moral courage through the ability to critically evaluate complex healthcare issues and respond in ways that promote truth, justice, and human dignity. This has been demonstrated through my engagement in health policy and advocacy, where I have analyzed regulations and practices that create barriers to care and articulated reasoned arguments for change. This is exemplified in my Health Policy Paper from NUR 908, which examines nurse practitioner authority in long-term care and advocates for regulatory reform to improve access and continuity of care. Through scholarly writing and professional dialogue, I have learned to respectfully engage with differing perspectives while maintaining a commitment to ethical practice and patient-centered care. Guided by both faith and professional responsibility, I strive to lead with integrity, ensuring that my actions support the common good and uphold the dignity of those I serve.
NUR 908 Health Policy Scholarly Paper (2).docxProfessional Distinction
Professional Distinction
Graduates conduct research or evidence-based practice to develop degree-appropriate knowledge of scholarship. Students display the skills and dispositions essential to effectively conduct evidence-based practice or research, produce scholarship, and effectively communicate findings. They develop a professional philosophy grounded in scholarship.
Graduates conduct research or evidence-based practice to develop degree-appropriate knowledge of scholarship. Students display the skills and dispositions essential to effectively conduct evidence-based practice or research, produce scholarship, and effectively communicate findings. They develop a professional philosophy grounded in scholarship.
My development in professional distinction is reflected in my commitment to excellence in advanced nursing practice, education, and leadership. Throughout this program, I have integrated nursing science, evidence-based practice, and ethical decision-making to strengthen both my clinical practice and my role as a graduate nursing educator. I have demonstrated accountability and continuous professional growth through curriculum development, student mentorship, and scholarly work that supports improved healthcare outcomes. This is exemplified in my Impact Pitch for the implementation of my evidence-based practice project, which focuses on integrating telehealth into the University of Mary FNP program to enhance student competency and patient care delivery. As a nurse leader, I strive to model professionalism, foster collaborative environments, and contribute meaningfully to the advancement of nursing practice. This commitment to lifelong learning and high standards of practice positions me to lead with competence, purpose, and distinction.
NUR 930 DNP Impact Pitch.pptxPage updated
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