From the serene streets of 1990s Orlando to the fast-paced hallways of critical care units, my journey in nursing has been one of both challenges and triumphs. The story behind NurseCheung.com is deeply personal, fueled by my own experiences, the lessons I’ve learned, and the passion I’ve developed for educating the next generation of critical care nurses.

THE FOUNDATIONS

Growing up in Orlando, a small town back in the 1990s, the hospital that witnessed my first breath later became the backdrop of my initial nursing experiences. As a young adult, I was enamored with the idea of educating and imparting knowledge but how did I land on becoming a nurse?

Witnessing my father’s heart surgery was a profoundly emotional journey for me. The sight of my father – the pillar of strength in my life – in a vulnerable state, had an overwhelming impact on me. It was during these challenging moments that the nurses emerged as unsung heroes. They weren’t just caregivers; they became our beacon of hope, guiding us through the darkest hours with their compassion, expertise, and unwavering support. Their dedication went beyond clinical care – it was deeply human, empathetic, and reassuring. Seeing them in action, with such grace and professionalism, I felt a profound respect and a growing desire to be part of that world. It wasn’t just about wearing the scrubs; it was about embodying that spirit of genuine care and making a difference. Their pivotal role in my father’s recovery journey became the cornerstone of my decision to embrace nursing as my calling.

EDUCATIONAL MILESTONES

My nursing education began in 2012 at Seminole State College of Florida in conjunction with the University of Central Florida’s Dual Enrollment Program for my BSN. This intensive program allowed me to complete my BSN in just two years. The journey was demanding, consuming much of my time and energy, and I almost failed the program in my first semester.

During this period, I met Professor Dotson, an instructor whose words would forever shape my nursing perspective. I entered the program as a straight-A student, but faced challenges early on, finishing my first semester with grades that didn’t reflect my usual academic performance. Feeling defeated and at a low point, it was Professor Dotson who uplifted me with a powerful reminder during a clinical session: “Grades do not make you a great nurse. Cs equals degrees. Some of the finest nurses, myself included, were C students during their education.” Her wisdom not only reframed my understanding of success but reignited my passion and determination to persevere in the program.

WALKING THE HALLS OF HEALTHCARE

While attending nursing school, I started my hands-on experience as a Patient Care Technician on an Oncology PCU unit during the night shift. This role was my introduction to the nuances of patient care and honing clinical skills.

In 2013, I embarked on a new chapter, taking on my first professional role in a small rural ER north of Orlando. The initial phase consisted of 4 to 5 weeks of classroom orientation. However, life threw a curveball, and I contracted pneumonia, leading to hospitalization. Upon my return, the unforeseen shock awaited me – the department director let me go. This setback, rather than breaking me, became a catalyst for my growth. I quickly rebounded, securing a position in a major Orlando hospital’s Orthopedic PCU unit. This experience turned out to be a cornerstone in my career, enabling me to build invaluable relationships and truly find my stride in nursing.

Though equipped with the education I needed, the weight of independent practice often felt overwhelming. The pressure and external challenges, such as being unjustly dismissed by a patient, often drove me to moments of doubt and vulnerability, leading to tearful moments of reflection in secluded corners of the unit’s restroom. But it was during one such profound night, amidst the weight of these burdens, that I found my true purpose: to instill confidence in nurses, assuring them that their struggles and feelings were valid.

With this newfound resolve, I dove back into the ER world, this time in one of Central Florida’s most challenging ERs. Here, I further honed my expertise in critical care, learning the art of swift decision-making and resilience amidst rapidly deteriorating patient scenarios.

Yet, a sense of wanderlust and a thirst for broader experience led me to embrace travel nursing. This path had me relocating every few months, an experience that not only exposed me to diverse healthcare settings but also taught me the adaptability and resilience of starting afresh frequently.

As I continued my journey, a desire to deepen my knowledge in critical care steered me toward the CVICU. From rural hospitals to major healthcare institutions, I served in various CVICUs, absorbing a wealth of knowledge.

Recognizing gaps in nurse education and the struggles of many of my peers, I returned to academia, securing a Master’s Degree in Nursing Education. Post-graduation, I stepped into the role of a CVICU Nursing Educator, eventually expanding my horizons to educate in PCU, ICU, and CVICU settings.

The onset of the COVID pandemic presented a unique challenge, especially when mentoring new nurses who had been deprived of traditional clinical education. Navigating this tumultuous period, both emotionally and professionally, strengthened my resolve to provide unwavering support to my team. With the subsiding of the pandemic, I embraced a corporate role as a Critical Care Manager, striving to empower and better equip nurses across the board. This role remains my current pursuit, a testament to a journey filled with growth, challenges, and an unyielding commitment to excellence in nursing.

BRIDGING THEORY WITH ACTIVE PRACTICE

In my capacity as the Corporate Critical Care Training Program Manager, I passionately craft educational programs that empower the emerging healthcare workforce.

This hands-on role keeps me in tune with the ever-evolving landscape of critical care, allowing me to seamlessly blend current best practices with educational frameworks.

As an educator, this direct involvement ensures my teachings are not just theoretically robust but resonate with the genuine challenges and nuances of the field.

By staying updated and understanding the distinct needs of today’s nurses, I’ve honed an educational approach that’s both relevant and rooted in the day-to-day intricacies of critical care nursing.

NURTURING EXCELLENCE: MY DISTINCTIVE APPROACH TO NURSING EDUCATION

As an active and practicing nursing educator, the distinctive strengths I offer include:

• Real-World Experience: Having worked firsthand in various clinical settings, I bring a wealth of real-world insights and experiences to the classroom, ensuring that my teachings are both relevant and practical.
• Adaptive Teaching Methods: Recognizing that every student learns differently, I employ a range of pedagogical techniques, from hands-on simulations to interactive discussions, ensuring that every learner remains engaged and grasps the concepts.
• Commitment to Continuous Learning: The medical field is ever-evolving. My dedication to continuous professional development means I’m always updated on the latest advancements, ensuring my students receive cutting-edge knowledge.
• Strong Mentorship: Beyond just teaching, I provide mentorship to my students, guiding them in their careers and helping them navigate the challenges of the nursing profession.
• Integration of Technology: I leverage the latest educational technologies to enhance learning experiences, from virtual patient simulations to digital assessment tools, ensuring that students are prepared for modern healthcare settings. In essence, my blend of experience, adaptability, and commitment to both my own and my students’ growth sets me apart in the realm of nursing education.

What distinguishes me from other nursing educators is:

• Diverse Clinical Background: My experience spans various departments and specialties, giving me a comprehensive understanding of the nursing field. This diversity allows me to draw from a broad spectrum of real-world situations, making my teachings more enriching.
• Innovative Teaching Techniques: I constantly update my teaching methods to incorporate the latest educational technologies and pedagogies. From virtual reality simulations to interactive case studies, I ensure my students remain engaged and receive a multifaceted learning experience.
• Focus on Lifelong Learning: I don’t just teach my students to pass exams; I instill in them a passion for continuous learning. By showcasing the ever-evolving nature of healthcare, I prepare them to be adaptive and proactive throughout their careers.
• Personalized Mentorship: Recognizing the individual strengths and challenges of each student, I offer tailored guidance. I invest time in understanding their aspirations, and helping them chart a clear path in their nursing journey.
• Commitment to Professional Development: I lead by example. By consistently pursuing further certifications and attending industry conferences, I stay updated with the latest advancements, ensuring my students are always receiving current and top-tier education.

CHARTING THE COURSE: AMBITIONS FOR NURSECHEUNG.COM

Delving into the envisioned trajectory for NurseCheung.com, immediate targets and far-reaching aspirations, set to shape the platform’s impact on nursing education in the coming years.

Short-Term Goals (1-2 years):

• Immediate Knowledge Gaps: Address the most pressing knowledge gaps in the nursing community. This could be by providing videos on the latest best practices, emerging diseases, or the most frequently requested topics by community members.
• Empowerment Through Skill: Offer courses or resources that empower nurses in their daily tasks, ensuring they feel more confident and competent in their roles, leading to better patient care.
• Facilitate Peer Support: Implement a feature or platform area where nurses can share experiences, ask questions, and support one another, leveraging the collective wisdom of the community.
• Address Current Issues: Provide timely resources or discussions on prevalent challenges in nursing—be it dealing with pandemics, managing work-related stress, or understanding new healthcare policies. 

Long-Term Goals (3-5 years):

• Holistic Development: Beyond just clinical skills, offer resources that cater to the holistic development of a nurse – mental well-being, physical health, emotional resilience, and career progression.
• Accreditation and Further Learning: Collaborate with institutions to offer accredited courses, allowing nurses to gain formal recognition for their learning and potentially further their careers.
• Influence Policy and Standards: Use the platform’s collective voice to advocate for policies or standards that benefit the nursing community. This could mean partnering with nursing associations or bodies to influence change.
• Global Reach and Inclusivity: Expand resources to cater to an international audience, ensuring that nurses from varied backgrounds, settings, and challenges feel represented and supported. This might include content in multiple languages or addressing region-specific challenges in healthcare.
• Creating Leaders: Launch initiatives that identify and nurture potential leaders within the community, providing them with resources, mentorship, and opportunities to spearhead projects or topics on the platform. In essence, the focus is on creating a ripple effect—whereby empowering individual nurses through education and community support leads to broader positive impacts in healthcare as a whole.

PILLARS OF PEDAGOGY: MY TEACHING ETHOS