Annual Self-Assessment & Goals
Self-Assessment Submitted
Reflective self-assessment for 2025–2026 submitted 5/29/26. This year I gave my adjuncts more responsibility — grading, validations, set-up — which freed me to focus on teaching and one-on-one student time. I co-taught with a colleague who helped me redesign my D2L shell, and I added classroom games, AI-built worksheets, and validation videos for students to use before, during, and after class.
Formal annual review pendingReflective candor: I also named where I have room to grow — the NURS 151 evening section drew limited participation, and I have a concrete plan to rebuild its preparation and engagement. Naming the gap and the plan is part of the work.
Teaching & Curriculum
- Revise test items by difficulty & discrimination after every exam
- Add worksheets, games, and case studies for varied learning styles
- Build in simulation time; partner with Library Services
Service & Leadership
- Attend all monthly nursing department meetings
- Step into a co-chair / leadership role on a committee by Spring 2027
- Complete at least two campus/college service activities
Professional Development
- Begin CNEcl preparation (Summer 2026); sit for the exam Fall 2027
- Complete all license CEUs by June 2026
- Prepare to begin a doctoral program (Spring 2027)
Advising & Student Success
- Offer recommendation letters to graduating students
- Bring NCLEX test-taking strategies into assigned courses
- Use Navigate to check in regularly with advisees
Teaching Effectiveness
Instruction across NURS 140/141/150/151 and PNUR 140 — lecture, lab, and clinical — with the observations, evaluations, and methods behind it.
This year I focused on working smarter with my teaching team and meeting students where they are: delegating grading and validation logistics to adjuncts so I could teach and advise, co-teaching to sharpen my course design, and using class time for one-on-one student support. Eleven sections, two independent observations, and ten course-evaluation reports document the year.
Heather Denlinger, DNP, CNM · Peer
- NURS 140 · Lab skills test-off · Feb 4, 2026
- Tenure-track peer observation · every item Yes
- “Significant growth… calm, kind, professional… clearly communicates expectations.” No weaknesses noted.
Sara Tucker · Annual Peer Review
- NURS 151 · Skills check-off · Sep 26, 2025
- Strong command of material; organized; fair to rubric
- “An excellent nurse educator — we are lucky to have her at HACC.”
| PNUR 140 · Intro to PN Concepts (25695) | Primary | N 10 · 77% | 4.7–5.0 |
| NURS 140 · Intro NP1 (22935) | Primary | N 14 · 67% | 4.6–5.0 |
| NURS 150 · Clinical NP1 (22414) | Additional | N 20 · 43% | 4.3–5.0 |
| NURS 151 · Clinical NP2 (22418) | Additional | N 17 · 35% | 4.1–5.0 |
| NURS 151 · Concepts NP2 · evening (23508) | Primary | N 7 · 30% | 2.4–3.9 |
| NURS 140 · Intro NP1 (36429) | Primary | N 8 · 35% | 4.5–4.9 |
| NURS 141 · Intro NP2 (35969) | Additional | N 6 · 26% | 4.5–4.8 |
| NURS 151 · Holistic NP2 (37355) | Primary | N 5 · 38% | 3.0–4.8 |
| NURS 151 · Holistic NP2 (36010) | Additional | N 31 · 52% | 4.0–5.0 |
| NURS 141 · Intro NP2 (35968) | Additional | N 9 · 31% | 3.7–5.0 |
Reading the year fairly: across all ten sections Qianna’s aggregated instructor rating held at ~4.5, at or above the Nursing, Department, and School benchmarks (4.3–4.5). Her clinical and PNUR sections were standouts — PNUR 140 at 77% response (4.7–5.0) and NURS 140 clinical items at a perfect 5.0. The one clear exception, Fall 2025 NURS 151 evening (2.4–3.9), coincided with a campus strike that — by students’ own accounts — removed course materials mid-semester and disrupted asynchronous content. Qianna identifies this section directly in her self-assessment and sets a plan to rebuild it.
- “The best clinical instructor I could have ever asked for… she truly wanted the best for each student.”NURS 150 clinical
- “Ms. Chambers is the best… everyone was fighting to get into her clinical… she will definitely challenge you, in a good way.”NURS 151 clinical
- “Professor Chambers was such a breath of fresh air… she wants her students to succeed.”NURS 140, Spring 2026
- “THE BEST CLASS EVER.”PNUR 140
Team-Based Teaching
- Delegated grading, validations & set-up to adjuncts to protect teaching time
- Co-taught with a colleague and rebuilt the D2L shell for easier navigation
- Reclaimed class time for one-on-one student meetings
Active & Digital Learning
- AI-assisted worksheets and study materials
- Validation demonstration videos for before, during & after class
- More in-class games to drive engagement
Advising & Student Success
Thirty advisees in the fall, twenty-eight in the spring — plus the many students who simply needed someone in their corner.
I set my availability in Navigate, kept a standing Zoom link, and emailed advisees about check-ins and key dates. Beyond my assigned list, I met with many other students about jobs, schedules, tutoring, study strategies, and personal challenges — sometimes just to be a shoulder to lean on.
Appointed Advisees
- 30 advisees (Fall 2025) · 28 advisees (Spring 2026) — Health Careers
- Emily Sensenich — 8/27/25 & 1/30/26
- Alicia Beane — 6/26/25 (+ financial-aid & scheduling emails)
- Jerlene Aponte-Mercado — 1/23/26
Personal & Family Outreach
- Isaac Sanger — 10/10/25 (+ summer calls with his mother re: fall plan)
- Kaitlin Barley — 10/10/25 (+ in-class guidance)
- Ongoing support for students beyond the assigned list
Tools & Approach
- Navigate availability + standing Zoom link
- ~30 min per advising session; longer for personal guidance
- Reminder emails on registration & key deadlines
Toward Graduation
- Recommendation letters for graduating students
- Tutoring & study-strategy referrals
- NCLEX readiness woven into coursework
Service & Community Engagement
College, campus, department, and community — from accreditation work to a second-grade classroom.
My service this year spanned the college’s accreditation effort, recurring student milestones, and outreach that brought nursing into the community — including a hands-on health lesson for second graders at my daughter’s elementary school.
- Smart Start9/3/25 · helped new students to their tours · thanked by the New Student Orientation team
- Pinning Ceremony5/6/26 · supported graduating students
- Graduation5/6/26 · faculty participant
- Career Day · Reidenbaugh Elementary5/7/26 · handwashing, PPE, wound care, emergency care & heart sounds for 2nd graders
Committee & Department Service
- Admin / ACEN CommitteeHelped finalize ACEN accreditation review documents
- Human Trafficking FLCBuilding awareness into course content
- N140/N141 & N150/N151 Course CommitteesCourse decisions & curriculum
Bringing nursing to second grade
At Reidenbaugh Elementary’s Career Day (May 7, 2026), I showed second graders how to properly wash their hands, put on PPE, clean a wound, deliver basic emergency care, and listen to heart sounds — planting the earliest seeds of healthcare curiosity.
- Nursing DepartmentNov 21, 2025 · Feb 20 · Mar 20, 2026
- Lancaster FacultySep 18 · Nov 14, 2025 · Feb 20 · Apr 24, 2026
- Student AdvisorySep 17 · Nov 12, 2025 · Feb 4, 2026
- Admin Capacity & ResourcesJan 5 · Apr 20, 2026
- N140/N141 & N150/N151 Course MeetingsOct 17 · Dec 5, 2025 · Mar 13 · Apr 23, 2026
- Human Trafficking FLCSep 26 · Oct 10, 2025
- Adjunct In-ServiceAug 20, 2025 · Jan 7, 2026
- Week 0Aug 18, 2025 · Jan 5, 2026
Professional Development & Scholarship
Inclusive-teaching credentialing now, with CNEcl certification and doctoral study on the horizon.
I treated this year’s development as preparation for what’s next — deepening inclusive-teaching practice while laying groundwork for certified nurse-educator credentialing and a return to doctoral study.
- Medical-Surgical Nursing — MEDSURG-BCANCC board certified · valid Dec 2025 – Dec 2030 · Cert #2020091040 · the Scholarship of Application in Boyer’s model
Mar 20, 2026
Feb 6, 2026
Feb 6, 2026
Mar 3, 2026
Mar 11, 2026
Apr 13, 2026
Apr 13, 2026
Apr 13, 2026
Seven ACUE modules completed across the year — four of them culminate in the Fostering a Culture of Belonging course certificate. Additional license CEU hours are filed in the CEU / Professional Development folders.
Annual Review & Goals
Meets Expectations
Reviewed and signed by Department Chair Caren LaRue and Campus Administrator Cynthia Donell. Rated Consistently Meets Expectations in Primary Professional Responsibility and Service, with strong growth noted as a first-year faculty member.
Overall: Meets Expectations · Signed 09/06/2024Dean's 2024–2025 expectation: a more balanced professional-development portfolio across practice-related and nursing-education topics. The record below reflects that balance directly.
Teaching & Curriculum
- Build D2L shells that are easier to navigate, mentored by Kathy Zaharchuk.
- Develop original PowerPoints with full content coverage for assigned courses.
- Author and revise own tests using ATI; refine items by difficulty & discrimination value.
- Add worksheets, games, and case studies to support varied learning styles.
Department & College Service
- Attend all monthly nursing department meetings, Fall 2025–Spring 2026.
- Learn committee structures and find the right fit to contribute.
- Understand the faculty role and when to seek guidance.
- Engage actively in assigned committee work.
Professional Development
- Keep Castle Branch and all deliverables current and on deadline.
- Begin CNEcl preparation via NurseTim webinars and study guides.
- Complete all license CEUs by June 2026; sit for CNEcl in Summer 2026.
- Peer-observe colleagues' classes to gather teaching ideas.
Advising & Student Success
- Offer recommendation letters to graduating students for employment.
- Bring NCLEX test-taking strategies into assigned courses.
- Set up Navigate; check in regularly with assigned advisees.
- Create dedicated, available time for students.
Teaching Effectiveness
HACC’s primary professional responsibility — instruction across lecture, lab, and clinical, and the observation, evaluation, and craft behind it.
Teaching is my primary responsibility at HACC. This year I taught across NURS 140, 150, and 151 and PNUR 140 in lecture, lab, and clinical settings, with a focus on clear, engaging, well-organized instruction — reflected in four independent observations and nine course-evaluation reports.
Cynthia Donell · Supervisor
- NURS 151 · Face-to-face · Oct 23, 2024
- Tenure-track supervisor observation
- Every observed item rated Yes
- “The presentation was very clear and very organized” — welcoming atmosphere, command of material.
Heather Denlinger · Peer
- PN 140 · Lab · Nov 8, 2024
- Tenure-track peer observation · instructor agreed
- Every observed item rated Yes
- “Strong rapport… calm, confident teaching style” with a variety of instructional methods.
Sara Tucker · Peer
- NURS 150 · Clinical lab · Jan 28, 2025
- Tenure-track peer observation
- Every observed item rated Yes
- “Dependable and knowledgeable… a pleasure to work with.”
Sara Tucker · Peer
- PN 140 · Lab · Oct 11, 2024
- Tenure-track peer observation
- Every observed item rated Yes
- “Doing an excellent job — we are lucky to have her.”
Four independent observations across two semesters, two course levels, and lecture, lab, and clinical settings — every observed item marked Yes, with no suggested areas for improvement. Signed forms on file.
| NURS 150 · Clinical NP1 (22414) | Additional | N 33 · 56% | 4.0–4.5 |
| NURS 241 · Clinical NP2 (22431) | Additional | N 17 · 30% | 4.4–4.6 |
| NURS 151 · Concepts NP2 (22420) | Additional | N 11 · 44% | 3.5–4.5 |
| NURS 151 · Clinical NP2 (22418) | Additional | N 13 · 25% | 3.9–4.2 |
| NURS 151 · Concepts NP2 (22417) | Additional | N 8 · 31% | 2.9–4.0 |
| NURS 140 · Intro NP1 (36429) | Primary | N 4 · 44% | 5.0 |
| NURS 151 · Concepts NP2 (37355) | Additional | N 8 · 73% | 4.0–4.6 |
| NURS 140 · Intro NP1 (35960) | Additional | N 7 · 39% | 4.0–4.3 |
| NURS 150 · Holistic NP1 (36008) | Additional | N 11 · 21% | 3.6–4.3 |
Reading the numbers fairly: across all nine sections Qianna’s aggregated instructor rating holds at ~4.3, in line with the Nursing, Department, and School averages (4.3–4.5). Most were co-taught sections where she was the listed Additional instructor; the lower individual section figures come from small respondent counts (as few as 8) with high neutral rates. Her one Primary section (NURS 140) averaged a perfect 5.0, and the strongest-response section (NURS 151, 73%) averaged 4.0–4.6.
- “An amazing clinical instructor… she provides kind feedback on how I can become better.”NURS 150 / 151 clinical
- “I have learned so much from Professor Chambers and feel supported by her throughout the day.”NURS 150 clinical
- “An amazing instructor! Went above and beyond.”NURS 241 clinical
Active Learning
- Jeopardy-style review games for midterms & finals
- Hands-on games and small-group skill sessions
- Flipped-classroom elements — pre-class content, in-class application
Assessment & Critical Thinking
- Authored & revised exams in ATI; refined items by difficulty & discrimination
- Case studies, Q&A, and discussion-based learning (NURS 151)
- Adjusted methods to student feedback & learning preferences
Through Boyer’s lens: these methods — together with the BLS-Instructor and ACLS certifications and simulation-education training — represent the Scholarship of Teaching and the Scholarship of Application, the forms of scholarship most valued at teaching-intensive institutions and recognized in AACN’s definition of nursing scholarship.
The measure of a first-year educator often shows up in the messages that arrive after class ends — students checking in, sharing milestones, and saying thank you. A sampling from 2024–2025.
By email, too: appreciation notes from students including Silvia Almonte Bonilla and Lencho Gibe — full messages available on request.
Advising & Student Success
Guiding students through planning, paperwork, references, and the moments that keep them enrolled and on track.
This was my first year as an academic advisor. I focused on learning the systems while keeping students at the center — academic planning, financial-aid holds, test review, references, and personal check-ins.
Appointed Advisees
- Alicia Beane — financial-aid holds & academic planning (Nov & Dec 2024, May 2025)
- Ashley Shachter — Castle Branch requirements (Mar 2025)
- Michael Appel — academic planning (Nov 2024)
- Anthony Milazzo — academic planning (May 2025)
Job & Scholarship References
- Andrea Watrin — Feb 2025
- Caperton Sterner — Mar 2025
- Jillian Molloy — Dec 2024 & Mar 2025
- Mary Boll — Mar 2025
- Lencho Gibe & Amanda Miller — scholarship, Nov 2024
Test Review & Coaching
- Dai Ma — Nov 2024
- Oluwakemi Fadojutimi — Fall 2024, Dec 2024, May 2025
- Zahra Mohebbi — May 2025
Personal Advising
- Kimerra Tookes — Aug, Sep 2024 & May 2025
- Sam Badio — Apr 2025
Service & Community Engagement
Contributions to the college, campus, department, and surrounding community.
Service connects my teaching to the wider college and community: hands-on outreach with the simulation lab, support for two pinning ceremonies, and steady participation in the governance and meetings that keep the nursing program running.
Bringing the sim lab to the community
Representing HACC Nursing at a community outreach event with the Nursing Simulation Lab — Dopplers, assessment tools, and hands-on demonstrations that introduce families and prospective students to the program.
- Operational support for the School of Health Sciences pinning ceremony.
- Ongoing engagement with prospective students and the wider community.
- College-service documentation maintained and available on request.
- Admin Capacity & ResourcesJan 31, 2025 · May 7, 2025
- Nursing Faculty MeetingsSep 20 · Oct 25, 2024 · Mar 21 · Apr 25, 2025
- Nursing In-ServiceAug 21, 2024
- Lancaster Campus FacultySep 24 · Nov 15, 2024 · Feb 14 · Apr 11, 2025
- Student AdvisorySep 18 · Nov 6, 2024 · Feb 12 · Apr 9, 2025
- N140 / N141 Course MeetingsAug 21, 2024 · Feb 27, 2025
Also attended Week 0 for both Fall 2024 and Spring 2025. Meeting minutes available by email on request.
Professional Development & Scholarship
Continued growth across practice, pedagogy, and professional context — including the Scholarship of Teaching and Application.
I treated professional development as the engine of my growth this year, deliberately balancing clinical practice, nursing-education pedagogy, and professional-context learning. Through Boyer’s model — the framework embedded in AACN’s definition of nursing scholarship — much of this is the Scholarship of Teaching and Application.
| ACLS Full & Update Precourse Work | Apr 27 | 2.00 |
| PA License Renewal Bundle | May 21 | 30.50 |
| Lesson Planning: Creating Classes That Foster Learning | May 9 | 1.00 |
| Pharmacology Across the Curriculum | May 9 | 1.00 |
| Prioritization & Delegation: Teaching Strategies | May 9 | 1.00 |
| What's in Your Toolbox? Debriefing & Clinical Judgment | May 9 | 1.00 |
| Unique Clinical Placements in the New Care Continuum | May 11 | 1.00 |
| The Truth About Tenure | May 11 | 1.00 |
| Trauma-Informed Care: A Gap in Nursing Education | May 11 | 1.00 |
| Trauma-Informed Teaching, Part 2 | May 11 | 1.00 |
| Certified Healthcare Simulation Educator: First Steps | May 21 | 1.00 |
| Retention & Success: Student-Centered Culture, Part 1 | May 21 | 1.00 |
| Retention & Success: Student-Centered Culture, Part 2 | May 21 | 1.00 |
| BLS Instructor Essentials Online | Apr 11 | 1.25 |
| The Commission Journey: Moving Past the Past | Mar 5 | 1.50 |
| Using History to Advance Equity and Justice | Mar 19 | 1.50 |
| Dismantling Racism in Nursing | Apr 2 | 1.50 |
| The Contemporary Landscape of Racism in Nursing | Apr 12 | 1.50 |
| Promoting Equity & Justice through Anti-racist Policy | Apr 30 | 1.50 |
| Advancing Health Equity through Research | May 28 | 1.50 |
Growth story: the prior evaluation noted 12 documented hours, below the 15-hour target. This year's record reaches 53.75 contact hours with a deliberate balance of practice, nursing education, and professional-context learning — exceeding expectation and answering the dean's note directly.
Annual Review
Meets Expectations
First-year review (period 2023–2024). Rated Consistently Meets Expectations in Primary Professional Responsibility and Service. Praised for engagement, relatability, an open-door policy, and weaving real nursing experience into lessons.
Signed by C. LaRue & C. Donell · 09/06/2024Teaching Effectiveness
First-year instruction across NURS and PNUR lecture and clinical sections.
My first year centered on finding my footing as a classroom and clinical instructor — building rapport, keeping an open-door policy, and creating a welcoming, participatory environment that independent observers rated Excellent.
Courses
- NURS 140 · PNUR 140
- NURS 150 · NURS 151
- Lecture & clinical sections
Student Feedback
- Praised for engagement & relatability
- Open-door policy & extra practice
- Inclusive, participatory classroom
Peer Observation
- Independent observations rated Excellent
- Welcoming learning environment
- Professional conduct noted
Service & Campus Engagement
Early contributions to the department, campus, and community.
- Pinning CeremonyOperational organization · School of Health Sciences
- Registration RallyNov 2023 · helped students enroll
- Mount Joy LCCTCSpoke about the nursing program
Professional Development
Onboarding, required training, and a nursing-education focus.
- 12 documented hoursNursing-education focus
- ALICE TrainingActive-threat campus safety
- HACC 101 & 102Required first-year onboarding