Dr. Carrie O'Reilly

Director of Clinical Simulation and Laboratory Operations; Assistant Professor of Nursing

Phone: 202-884-9680
Office: Payden 319

Education

  • BSN, Nursing, Oral Roberts University
  • MSN, Nursing, University of Phoenix
  • Ph.D., Health Sciences, Touro University International (now Trident)

Interests

  • Nursing Legacy
  • Nursing Theory Development
  • Outcomes Research

Affiliations

  • voted to the Virginia State Simulation Alliance (VASSA) for the 2019-2020 term

Awards

  • 2019 Anthony Battaglia/Pocket Nurse® Conference Scholarship Award, 2
  • Educator of the Year, American Association of Critical-Care Nurses, Las Vegas Chapter, 2007

Select Works Published

  • Collaborative Care Best Practices Model (CCBPM) Development for Nursing and Occupational Therapy Assistant Interprofessional Simulation
    O'Reilly, Carrie M.; Simmons, Lisa P.; and Romanello, Mary L., he Open Journal of Occupational Therapy: Vol. 7: Iss. 1, Article 11., 2019
  • Presentation: New Faculty Intensive: The Basics, National League for Nursing 2 Day Workshop, 2015 NLN Offices, Washington, DC
    OReilly, C. M, , 2015
  • Webinar: Ethical Concerns for Nursing Faculty in Nursing Education
    OReilly, C. M, National League for Nursing, 2015
  • The essence of teaching nursing
    OReilly, C. M, Nevada Nurse, 38, 13, 2013
  • The elephant in the room: Employment for new graduate RNs
    OReilly, C. M, Nevada RNFormation, 21(1), 17, 2012
  • A comparison of factors associated with critical thinking scores of second-degree versus traditional nursing students in an accelerated pre-licensure baccalaureate program (Doctoral dissertation)
    OReilly, C. M, ProQuest Dissertations & Theses database. (ATT 3442167), 2010

Philosophy

My personal philosophy of teaching is rooted in the foundations of the nursing theory that underpinned my own nursing education, Nursing for the Whole Person Theory. Within this theory nursing is defined as a goal-directed service to assist the individual, the family, and/or the community to promote, maintain, and restore health. The individual is defined as a spiritual being who functions in an integrated biopsychosocial manner to achieve his quest for wholeness. The basic principle of nurse development is contained in a very simple conceptual proposition, that as the nurse continues the quest for personal wholeness, she or he contributes to the wholeness of others. The primary goal of nursing education, and therefore educators, should then be to help the developing nurse move along their journey toward personal wholeness of mind, of body, and of spirit. I believe that every individual who chooses nursing as a life path is on a journey of self-discovery, self-enlightenment, self-empowerment, and selfless devotion to the wellness of others. I view my role as a guidance tool to share significant experience, provide encouragement, direct energies, sift information, prod memory, validate self-belief, and promote respect for inter- and intrapersonal accomplishments. Evaluations of this role comes in many guises but primarily as nursing students successfully move from the role of student to novice practitioner or experienced practitioner to novice educator.