Discussion: Strategies for Academic Portfolios NURS 6003

Discussion: Strategies for Academic Portfolios

Discussion: Strategies for Academic Portfolios NURS 6003

In 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.

By Day 3 of Week 8 Discussion: Strategies for Academic Portfolios NURS 6003

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.

By Day 6 of Week 8

Respond to at least two of your colleagues’ posts by offering additional ideas regarding academic achievements to include or offering alternative ways of presenting the current achievements.

Submission and Grading Information

Learning Resources

Required Readings

Burns, M. K. (2018). Creating a nursing portfolio. Ohio Nurses Review, 93(3), 16-17.

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.pdf

Leahy, 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.edu

Select College of Health Sciences, 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/templates

Discussion: Strategies for Academic Portfolios NURS 6003 Note: 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)

Document: Academic Success and Professional Development Plan Template (Word document)

Required Media

Laureate Education (Producer). (2018). Scholars of Change: Reis Woolen [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). Scholars of Change: Jackie Kundert [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). Scholars of Change: Joan Kempagno [Video file]. Baltimore, MD: Author.

RE: Discussion – Week 8

Strategies for Academic Portfolios

Before this module, I thought of portfolios as a fancy way to describe a resume.  After reviewing the resource material, I have a better understanding of what a nursing portfolio is and what it can contain.  Margaret Burns describes two kinds of portfolios; a Growth and Development Portfolio and a Best Work Portfolio (Burns, 2018).  It seems the portfolio that focuses on growth and development would offer the best format to highlight academic activities and accomplishments.

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One strategy for including academic activities and accomplishments is to build a table outlining various positions and work experiences.  As a nursing student, I was required to build a resume this way so my precepting experiences were easily visible.  A portfolio table would allow for that same ease of identifying work experiences and academic achievements such as advanced trainings and certifications as well as advanced degrees.  Including narrative prior to the table to describe my professional development goals would help guide the reviewer through my progress towards those goals.  The table also allows for me to track my progress as well.

Another strategy for a goal-oriented portfolio is to create a list of my skill and knowledge strengths.  I would then include the goals I had set to gain that skill and the training or education I sought to master the skill or knowledge.  Creating a list that builds in descending order can provide a powerful glimpse of my personal growth and goal achievements.

Discussion: Strategies for Academic Portfolios NURS 6003

Social Change

            Walden University states a commitment to positive social change through gaining and using knowledge to benefit society (Walden University, 2020).  My professional goal is to improve my ability to recognize and understand the healthcare needs of my community and gain the knowledge and skills to meet those needs.   Working in public health gives me the opportunity to strategize interventions that are preventative in application.  To me, public health is all about bringing about changes in practice and behavior that ultimately leads to the positive social change Walden embraces.

Conclusion

Building a strong professional portfolio is essential to documenting my nursing education and experience.  The portfolio provides a way for me to visualize my goals and the progress I’ve made towards them.  It also helps to keep me focused on my goals and how they’ve evolved throughout my academic and professional career.  Ultimately, my portfolio portrays how I’ve taken my classroom knowledge and used it to meet my goals and enhance my practice (McMillan et al., 2014).

References

Burns, M. K. (2018). Creating a Nursing Portfolio. Ohio Nurses Review93(3), 16–17.

Walden University Catalog. (2020). https://catalog.waldenu.edu/content.php?catoid=178&navoid=64007

McMillan, Libba, Reed PhD, RN, Parker, Francine, EdD, RN, Sport, Andrea & BSN, RN. (2014). Decisions, decisions! E-portfolio as an effective hiring assessment tool. Nursing Management, 45, 52-54. https://doi.org/10.1097/01.NUMA.0000444882.93063.a7

RE: Discussion – Week 8

Hi K..,

Like yourself, before this assignment I thought that creating a professional portfolio was a fancy way of saying a resume. Unlike a resume, a professional portfolio provides evidence of the competencies and expertise that have been developed as a result of these experiences, and is the documentation of skills, professional achievements, and nursing experience (Davis, 2015).

After reading all provided resources and doing research beyond the provided articles, I’ve come to realize how important it is to have a professional/academic portfolio. Thanks to the help of my nursing educators from nursing school and my BSN program, I have an academic portfolio started and didn’t even realize until participating in this discussion. Although I’ve always preferred having hard copies of all documentation, my next goal is to start developing an e-portfolio for myself. Have you looked into or attempted to begin one for yourself?

Davis, C. (2015). Developing a Professional Portfolio. Nursing Made Incredibly Easy, 4.

RE: Discussion – Week 8

Perhaps one of the most important things I have learned in this class is that the professional development plan strategies help students and professionals define their goals. (de Jager et al., 2016) Through various approaches and strategies such as experiential learning (learning through doing) or exposure (learning from others). Students and professionals gain a better education and have a chance to reflect on past experiences and accomplishments in the process: knowledge and reflection.

As a general rule, the majority of your strategies should be experiential. This gives you a valuable hands-on experience when developing new skills. Experiential learning strategies can include but are not limited to hands-on laboratory experiments, practicums, field exercises, and studio performances. In comparison, the second strategy that I chose exposure relies on collaborative efforts between colleagues and peers to learn a great deal by explaining their ideas while participating in activities they can understand.
(Havnes & Smeby, 2015)This strategy helps develop organizing and planning skills to discover activities that can enable the participants to give and receive productive feedback on the group’s effort.

The idea of social change is the foundation principle built into the courses at Walden University. Each class that I have completed at Walden provides me essential pieces to help formulate my academic achievement, which directly helps me reach my educational success goals. Once I begin the Nursing Informatics program’s practicum section, my experience from working with my preceptor can only increase the professional nursing section of my portfolio and aid with my growth as a nurse. (Cope & Murray, 2018).

As I continue to build my leadership skill, set the ability to develop a significant nursing portfolio that can allow the reviewer to explore my achievements, projects, and credentials both academically and professionally will be an essential aspect for continued growth and success as a nursing manager. As a Nursing Informatics student at Walden University, I have the tools and resources at my deposal effect social change through spearheading the integration of technology into today’s healthcare market, leading the way to help the public have quality-driven, low-cost healthcare is more important now than it has ever been and I am ready for the challenge.

Reference:

Cope, V., & Murray, M. (2018). Use of professional portfolios in nursing. Nursing Standard, 32(30), 55–63. https://doi.org/10.7748/ns.2018.e10985

De Jager, N., Nolte, A. G., & Temane, A. (2016). Strategies to facilitate the professional development of the occupational health nurse in the occupational health setting. Health SA Gesondheid, 21, 261–270. https://doi.org/10.1016/j.hsag.2016.03.003

Havnes, A., & Smeby, J.-C. (2015). Professional development and the profession. In International handbook of research in professional and practice-based learning (pp. 915–954). Springer Netherlands. https://doi.org/10.1007/978-94-017-8902-8_34

Laureate Education (Producer). (, 2018). Scholars of Change: Joan Kempagno [Video file]. Baltimore, MD: Author.

Introduction

Reflection of my professional and academic goals is vital to my success. One way to self-reflect, is by developing a professional portfolio. Since a professional portfolio is created over time, it can be used as a tool to help track professional development as well as create goals. Unlike a resume, a professional portfolio provides evidence of the competencies and expertise that have been developed as a result of these experiences, and is the documentation of skills, professional achievements, and nursing experience (Davis, 2015). When developing a professional portfolio, you can type up a hard copy and collect documents, or create an e-portfolio online.

Developing a Portfolio

Before this discussion post, I wouldn’t even know where to begin to build a professional portfolio. After doing some research, I have learned that there is a huge list of documentation that you can add to your portfolio. Although a professional portfolio is a not a resume, you can indeed include your resume in your portfolio, as well as college transcripts, and a copy of your nursing license(s) (Davis, 2015). Some other documentation to include in a professional portfolio is CEUs (continuing education units), awards, letters of recommendation, and competency checklists (Davis, 2015).

According to Hannans and Olivio (2017), an estimated 60% to 80% of employers do online searches of potential hires. “Both students and practicing nurses should attend to their digital identities to ensure that they’re seen in a positive light by potential employers, academic institutions, colleagues, and patients” (Hannans & Olivio, 2017). One example of a platform for e-portfolios is LinkedIn. LinkedIn is a social media platform designed specifically for building a career profile and professional connections (Hannans & Olivio, 2017).

Conclusion

I now have a new goal for myself to start developing my professional portfolio both electronically, and creating a hard copy as well. Developing a professional portfolio “allows nurses to stretch and reach beyond their day-to-day expectations and explore ways to advance both themselves and the profession. Along the way, the nurse accepts accountability for his or her growth and development” (Burns, 2018).

References

Burns, M. K. (2018). Creating a Nursing Portfolio. Ohio Nurses Review, 16-17.

Davis, C. (2015). Developing a Professional Portfolio. Nursing Made Incredibly Easy, 4.

Hannans, J., & Olivio, Y. (2017). Craft a Positive Nursing Digital Identity With an E-portfolio. American Nurse Today, 48-49.

Rubric Detail

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Content
Name: NURS_6003_Module05_Week08_Discussion_Rubric

Grid View
List View

Excellent Good Fair Poor
Main Posting
Points Range: 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Points Range: 40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Points Range: 35 (35%) – 39 (39%)
Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

Points Range: 0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3.

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response
Points Range: 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

Points Range: 15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

Points Range: 13 (13%) – 14 (14%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Points Range: 0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Second Response
Points Range: 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

Points Range: 14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

Points Range: 12 (12%) – 13 (13%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Points Range: 0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_6003_Module05_Week08_Discussion_Rubric

NURS_6003_Module05_Week08_Discussion_Rubric

Excellent Good Fair Poor
Main Posting
Points Range: 45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Points Range: 40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Points Range: 35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

Points Range: 0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness
Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response
Points Range: 17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

Points Range: 15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

Points Range: 13 (13%) – 14 (14%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Points Range: 0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Second Response
Points Range: 16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

Points Range: 14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

Points Range: 12 (12%) – 13 (13%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Points Range: 0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100