. Creating a nursing portfolio
Casey, D. & Egan, D. (2013). The use of professional portfolios for career enhancement. British Journal of Nursing, 15(11), 547-552.East, R. (2015). Developing a nurse practitioner portfolio. ACORN: The Journal of Perioperative Nursing in Australia, 28(4), 35.Hannans, J. & Olivo, Y. (2017). Craft a positive nursing digital identity with an ePortfolio. American Nurse Today, 12(11), 48-49. Retrieved November 14, 2018, from https://www.americannursetoday.com/wp-content/uploads/2017/11/ant11-Digital-Identity-1017a-1.pdfLeahy, R., & Filiatrault, A. (2017). Employers’ perceptions of the benefits of employment electronic portfolios. International Journal of ePortfolio, 7(2), 217-223.McMillan, L. R., Parker, F., & Sport, A. (2014). Decisions, decisions! E-portfolio as an effective hiring assessment tool. Nursing Management, 45(4), 52-54.Walden University. (n.d.). Walden University catalog. Retrieved October 4, 2019, from https://catalog.waldenu.eduSelect College of Nursing, then Master of Science in Nursing (MSN). Review the MSN Learning Outcomes on this page.Walden University Writing Center. (n.d.). Walden templates: Overview. Retrieved from https://academicguides.waldenu.edu/writingcenter/templatesNote: Download and review the College of Nursing Template by navigating to “Program-Specific Templates” and then “College of Nursing,” and selecting “College of Nursing Writing Template With Instructions.”Document: APA Basics Checklist: Citations, Reference List, and Style (PDF)…——–Discussion: Strategies for Academic PortfoliosIn the realm of marketing, a successful branding strategy is one of the most important contributors to organizational success. A solid branding strategy can help add visibility and credibility to a company’s products.Similarly, nurse-scholars can build a personal brand to add visibility and credibility to their work. You can begin building your brand by developing and maintaining an academic portfolio. Such an activity can help share the results of your efforts and contribute to your success. This Module’s Discussion asks you to consider and share strategies for building your portfolio.To Prepare:Reflect on strategies that you can pursue in developing portfolios or portfolio elements that focus on academic achievements.Review one or more samples from your own research of resources focused on portfolio development.————————PLEASE FIND BELOW THE QUESTION———Post an explanation of at least two strategies for including academic activities and accomplishments into your professional development goals. Then, explain how those goals may align with the University’s emphasis on social change. Be specific and provide examples. NOTE: a professional portfolio is by definition about YOU — the content must be yours. Here is what a strong one contains and, more usefully, the ARGUMENT for why it matters.
CORE SKILL: understanding a portfolio as EVIDENCE, not as a scrapbook. The difference between a weak portfolio and a strong one is that a weak one COLLECTS artifacts and a strong one uses artifacts to SUBSTANTIATE CLAIMS about competence.
WHY PORTFOLIOS MATTER — the argument the literature makes (Casey & Egan; East): a resume ASSERTS competence; a portfolio DEMONSTRATES it. It supports career advancement, clinical ladder progression, credentialing and privileging, certification maintenance, and — increasingly — is required for APRN credentialing and for competency validation in Magnet organizations. It also serves a REFLECTIVE function that is valuable independent of any audience: assembling it forces you to articulate what you have actually learned, which is a different act from having learned it.
THE COMPONENTS:
— Professional philosophy / personal statement (a short, specific articulation of what you believe nursing is for and how you practice — avoid platitudes; anything that could appear in anyone’s portfolio is worthless in yours).
— CV/resume.
— Education, licensure, certifications.
— Clinical experience with a description of the SETTING, POPULATION, and ACUITY — specificity is what makes it credible.
— Evidence of competence: performance evaluations, preceptor feedback, letters, awards, patient/family commendations.
— Scholarly work: papers, presentations, posters, publications, QI projects.
— Leadership and service: committee membership, precepting, mentoring, professional organization involvement.
— Continuing education and professional development.
— Goals: short-term and long-term, and — the part that separates a real plan from a wish — SPECIFIC, MEASURABLE, TIME-BOUND. “Become a leader” is not a goal. “Complete the AACN’s clinical leadership certificate and assume a charge-nurse role within 18 months” is.
— A REFLECTION on each major artifact: what it demonstrates, what you learned, how it shaped your practice. The reflection is the connective tissue; without it, the portfolio is a filing cabinet.
THE ANALYTICAL MOVE THE ASSIGNMENT WANTS: map your artifacts against a COMPETENCY FRAMEWORK — the AACN Essentials, the NONPP competencies, your specialty’s standards, or the QSEN competencies (patient-centered care, teamwork and collaboration, EBP, quality improvement, safety, informatics). Mapping artifact → competency is what turns a collection into an argument, and it also reveals your GAPS, which is precisely what the professional development plan should then address.
FORMAT: increasingly ELECTRONIC (e-portfolio) — searchable, shareable, updatable. Note the practical advice from the literature: build it CONTINUOUSLY rather than retrospectively, because you will not remember in three years what that committee actually accomplished.
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