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Curriculum Vitae and Professional Portfolio

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Curriculum Vitae and Professional Portfolio KARA MANGOLD Professional Portfolio 2019 Kara Mangold DNP, RN-BC, CCTN, CNE, EBP-C Nurse. Educator. Author. Innovator. Mentor. 19 25+ 50+ Years Curricula Courses Experience Developed Taught 15 1 Education Podium and Science Poster Career Presentations Development Award 12 1 13 Peer Book Students Reviewed Mentored Publications Authored (Formal) Career Timeline Education •Summer III Nurse Extern 1999 •Mayo Clinic Bachelor of Science, Nursing University of Mary (2000) •RN-Progressive Care 2000-2006 •Mayo Clinic •Clinical Instructor 2005 •Winona State University Master of Science, Nursing •RN-Intensive Care Education 2006-2007 •Mayo Clinic Winona State University (2005) •Nursing Education Specialist 2007-2019 •Mayo Clinic •Faculty Associate/Instructor 2011 •Arizona State University Doctorate of Nursing Practice, Innovation •Sr. Ed. Specialist-Individualized Med Leadership Arizona State 2019 •Mayo Clinic University (2015) INFLUENCES ON PURSUIT OF EDUCATIONAL EXCELLENCE • The Kirkpatrick Model (Four Levels of Training Evaluation) • Authentic Learning Theory • Complexity Leadership and the Healthcare System • Braving the Wilderness: The Quest for True Belonging and the Courage to Stand Alone (Brené Brown) • Dare to Lead: Brave Work. Tough Conversations. Whole Hearts (Brené Brown) • Make It Stick: The Science of Successful Learning (Peter Brown) • Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning (José Antonio Bowen) • Think Big, Start Small, Move Fast: A Blueprint for Transformation from the Mayo Clinic Center for Innovation (Nicholas LaRusso MD, Barbara Spurrier, Gianrico Farrugia) • Teaming: How Organizations Learn, Innovate, and Compete in the Knowledge Economy (Amy C. Edmondson) • Teaming to Innovate (Amy C. Edmondson) • Quantum Leadership: Creating Sustainable Value in Health Care (Tim Porter-O'Grady and Kathy Malloch) 7 BOOK AUTHOR Sought out by Tim Porter-O’Grady and Kathy Malloch, leaders in healthcare, innovation, education, and nursing as an additional author for Leadership in Nursing Practice (3rd ed.). During succession planning, Drs. Porter-O’Grady and Malloch identified my skill-set, experience, and professionalism as a good fit as an additional author for this book. The work focuses on the vast majority of nurses: those who do not seek a formal management pathway but provide leadership in a variety of ways within their own practice. The work targets bachelor’s level nursing and health profession students. Areas of focus include change and innovation, becoming a professional nurse, the person as leader, capacity to lead, conflict skills, staffing and scheduling effectiveness, ethical decision-making, leadership in practice partnership, healthcare resources, navigation of the healthcare network, career management, policy, legislation, and licensing, delegation and supervision, accountability and ownership, and application of leadership. Highlights • Experience with authorship and publication process. • Collaboration with authors and publishers across geographical areas: Arizona, California, Georgia, New York • Expanded number and scope of case scenarios. • Added chapter test questions that aligned with RN licensure exam test plan and American Association of Nurse Leader Nurse Executive competencies. 8 EDUCATION ASSESSMENT AND PLAN STANDARDIZATION Championed initiative to adapt standardized tools for use in education assessment, planning, and communication with key stakeholders. Led development efforts, aligning tools with scope and standards for profession. Highlights • Unique Plans for Clinical Areas, Programs, and Small Projects • Introduced in Summer 2019, full implementation in 2020. 9 DEMONSTRATING VALUE THROUGH AN EDUCATION DASHBOARD Developed, tested, and implemented an education dashboard to show value of nursing education to key stakeholders, including leadership. Dashboard coordinates consistent evaluation across the department, allows sharing of outcome data, and can be used by educators to develop curriculum vitae and professional portfolio. Highlights • Use of online survey tool to enter data; takes less than 2 minutes per course. • Data gathered: Activity Name, Program, Learning Outcome(s), Reason for Activity, Activity Date(s), Number of Offerings, Course Length, ANCC Contact Hours, Attendance, Overall Rating, Delivery Methods, Target Audience, Evaluation Levels, Clinical Nurse Involvement, Education Staff Involved EDUCATOR DASHBOARD (Example-Not Complete Dashboard) LEADERSHIP DASHBOARD (Example-Not Complete Dashboard 10 RESEARCH AND EBP FESTIVAL Education lead since inaugural year (2015) for internal festival that aimed to increase knowledge of current projects in the Department of Nursing, support novice presenters, and increase the confidence of nursing staff to present. As education lead, serve as mentor for presenters, develop and maintain resource toolkit, and facilitate continuing education credit. Highlights • Outcomes of festival include increased confidence in presentation skills and increased external dissemination of quality improvement, evidence-based practice, and research. Festival assisted participants with successful dissemination of their work via acceptance of poster and podium presentations and published manuscripts. • Used innovative thinking to utilize existing online survey tool to make abstract submission and review process more efficient and objective. • Mentored participants through all phases of presentation process. • Coordinated continuing nursing education credit. • Aligned focus of festival with organization’s strategic plan to ensure work supports organizational priorities. 11 USING RETURN ON INVESTMENT TO DEMONSTRATE VALUE Attained positive return on investment in a program that aimed to improve the transition to practice for new registered nurses. Despite an increase in time educating the new registered nurses and time expended on behalf of the nurse educators, financial gains were demonstrated. Not only was the transition to practice improved, but the training time decreased, resulting in an overall positive return on investment. Highlights • Self-reported gains were seen in the program participants compared to previous new nurses related to patient safety, communication and leadership, and support. • Because of the program, orientation cost savings per new nurse in the program ranged from $2545-$3068. These savings were a result of decreased orientation time. The calculations accounted for the increased education time for the new nurses and the time spent by educators planning and administering the program. 12 INNOVATION IN NEEDS ASSESSMENT Led innovation in needs assessment for nurses, starting in 2016 and continuing to present day. Guided team toward assessment method that went beyond only assessing what nurses wanted to learn. Conducted research on preferred learning styles to guide the wise design of effective education. Incorporated input from key stakeholders in practice, quality, education, and research into needs assessment. Highlights • Aligned needs assessment with organization’s strategic plan to guide prioritization. • Introduced new tool, mind-mapping software, to assist with organization and dissemination of information. 13 USING EDUCATION TO CONNECT QUALITY IMPROVEMENT DATA WITH CLINICAL PRACTICE Solved a persistent problem with target audience regarding understanding and use of quality data to inform practice. Implemented an interactive, facilitator-led learning activity. Registered nurses identified solutions to quality measures in an environment that engaged all levels of Benner’s novice- to-expert continuum. The activity had positive outcomes, and learning was shown after the activity. Highlights • Utilized nurses with varying levels of experience in each group add diversity and perspective. • Evaluation of learning was conducted through a National Database of Nursing Quality Indicators Nursing Satisfaction survey taken after the activity. Results indicated that 96.97% of the RNs were aware of the unit’s quality results and described understanding of the results as 3.03 on a 1- to 4-point scale (1 = poor understanding to 4 = excellent understanding). These results were greater than the survey mean for the benchmark and indicated an improvement from the initial learning needs assessment. • Learning retention was confirmed when participants were able to locate and discuss the data during meetings 1 and 3 months after the activity. Behavior evaluation was evidenced by accurate participant interpretation of the data and generation of action plans with thoughtful, realistic solutions. • Expanded program to include quality data from clinical practice area-organ transplant in the subsequent year with positive results. 14 INNOVATION IN COMPETENCY ASSESSMENT Implemented competency process that guided safe patient care through a peer-review format. The clinical RN was required to bring forth information to a peer that he or she had met the competency. Rubrics provided consistency in evaluation. Topics included pressure injuries, anticoagulation management, and pain management. Highlights • Engaged clinical nurses who would be completing the competency in the design, implementation, and evaluation of process. • Perceived positively by participants, requested similar process in future. • Patient outcome measures: anticoagulation safety measures were sustained, pressure injury measures were improved, and pain outcome measures were not improved during and after the competency period. 15 MENTORING: A LIVING LEGACY
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