Capella Capstone Project Professional EPortfolio

Professional Context

A portfolio is a great way to for nurses to “record and provide evidence of skills, achievements, experience, development and learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers” (Green, Wyllie, & Jackson, 2014, p. 8). As you collect the artifacts that best showcase your strengths, you begin to track, reflect on, and evaluate your own learning and growth over time.

PREPARATION

For this assessment, you will be creating a professional ePortfolio and resume to take with you after completing your program. To help you complete this assessment, review the following resources as needed:

■ ePortfolio.

■ Getting Started with Pathbrite ePortfolio [PDF].

■ Capella University Career Center – Building an Effective Resume.

Capstone Project Professional EPortfolio Instructions

For this assessment, your ePortfolio will focus on showcasing your growth and accomplishments in the context of the following course competencies:

■ Competency 1: Lead people and processes to improve patient, systems, and population outcomes.

■ Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.

■ Competency 6: Collaborate interprofessionally to improve patient and population outcomes.

■ Competency 8: Integrate professional standards and values into practice.

For each competency, complete the following in your ePortfolio:

■ Create an area in your ePortfolio for the competency and label it with the course competency number or the competency language.

■ Select the two artifacts (assessments) that you feel best showcase your accomplishments or growth relative to the competency and place them in the corresponding ePortfolio area.

■ For each competency, write 2–3 paragraphs detailing the ways in which the artifacts illustrate your accomplishments or growth in the competency so reviewers can easily understand your achievements and strengths. Place this in the corresponding ePortfolio area with your chosen artifacts.

For the Competency 8 section of your ePortfolio, include a professional resume that highlights your professional standards and values. Consult the resources in the Capella University Career Center, such as the Capella Career Center: Resume Rubric.

Please study the scoring guide carefully so you will know what is needed for a distinguished score:

■ Explain how at least two chosen artifacts illustrate personal growth and achievements in the area of leading people and processes to improve patient, systems, and population outcomes.

■ Explain how at least two chosen artifacts illustrate personal growth and achievements in the area of transforming processes to improve quality, enhance patient safety, and reduce the cost of care.

■ Explain how at least two chosen artifacts illustrate personal growth and achievements in interprofessional collaboration to improve patient and population outcomes.

■ Explain how at last two chosen artifacts and a professional resume illustrate personal growth and achievements in the area of integrating professional standards and values into practice.

■ Communicate ePortfolio in a clear and well-organized manner, using correct grammar and spelling.

ADDITIONAL REQUIREMENTS for Capstone Project Professional EPortfolio

■ APA formatting: Make sure that in-text citations and reference list follow current APA style. Refer to the APA Module as needed.

Reference

Green, J., Wyllie, A., & Jackson, D. (2014). Electronic portfolios in nursing education: A review of the literature. Nurse Education in Practice, 14(1), 4–8.

Professional E-Portfolio Capella University NURS-FPX4900-Capstone Project Assessment #5 Sample Paper

The process of creating a professional e-portfolio offers many benefits. For the practicing nurse, it allows him/her to reflect on experiences, skills, and personal growth. In addition, the digital imprint gives potential employers evidence of the nurse’s achievements and abilities (Clarke, 2019).

Competency 1

The two assessments I chose to reflect achievements in leading people and processes to improve outcomes are from NURSE-FPX4010-Leading People, Processes, and Organizations in Interprofessional Practice. In Assessment #2, I identified patient aggression against staff members in an acute psychiatry setting as an important issue to address. Evidence-based practice has determined a leadership strategy that leads to a solution by implementing risk assessment tools.

In Assessment #3, I researched the impact of utilizing the risk assessment tool on patient outcomes. The violence assessment tool, when consistently used by nursing staff, can avoid triggers that conjure up aggression in a patient. It has been proven this proactive approach avoids the use of restraints, seclusion, and medicinal interventions to manage behavior.

Competency 3

Based on the information collected for Assessments #1 and #3 in NURS-FPX4020- Improving Quality of Care and Patient Safety, I demonstrated professional growth by initiating in-service training days for staff regarding inpatient violence. Ensuring employees are aware of policies and procedures of de-escalation can mitigate the risk of violence which can avoid unnecessary organizational costs.

Competency 6

Care coordination is a patient centered, interdisciplinary approach that integrates medical care and social services support. It aims to improve access to mental health resources outside of a psychiatric hospital setting. Through effective communication and a partnership with the community, better programs can be developed to assist those who have behavioral health needs.

The two artifacts that reflect personal growth are Assessments 3 and 4 from NURS- FPX4050-Coordinating Patient-Centered Care. Since completing this course, I have realized how much the nursing staff relies on other members of the multidisciplinary team to provide a positive patient outcome. Navigating the healthcare system is much easier for patients when every facet of the treatment team is making a combined effort for disease recovery.

Competency 8

It is necessary for organizations to establish clear guidelines for employees who participate in online communications and patient information. All staff should not breach federal government laws and HIPPA by disclosing patient identifying facts.

Assessments 1 and 2 completed in NURS-FPX 4040-Managing Health Information and Technology demonstrate the ethical values involved in protecting patient information. There is always room for achievement and growth for professional standards. When precepting new nurses, I always discuss the topic of Facebook posts and Twitter comments and how nothing work or patient related should ever be advertised.

Clarke, M. (2019, April 19). The Importance of a Professional Nursing Portfolio. Retrieved July 21, 2020, from https://www.healthleadersmedia.com/nursing/importance-professional-nursing-portfolio

Professional e-Portfolio Example

Building a professional e-portfolio is a crucial milestone for aspiring nurse educators. Thus, it is a reflective canvas for personal achievements and a comprehensive showcase of current qualifications. The portfolio’s focal point lies in preparing the nursing education learner for certification as a nurse educator and securing a position in this esteemed field. It delves into the essential components of a professional e-portfolio, highlighting the integration of Boyer’s model of scholarship and a detailed exploration of the National League for Nursing (NLN) eight competencies for nurse educators.

Teaching Philosophy

My teaching philosophy is based on the belief that all learners are capable of succeeding and that it is my role as a nurse educator to create a supportive and engaging learning environment where students can thrive. I strive to give my students the knowledge, skills, and expertise they need to become successful nurses and nurse educators.

My teaching philosophy aligns with Boyer’s model of scholarship, a framework that expands the traditional definition of scholarship beyond research to encompass four distinct dimensions: discovery, teaching, integration, and application (Skorinko, 2019). Drawing on the knowledge and experience gained from this program, my teaching philosophy reflects a commitment to these dimensions in a cohesive manner. Firstly, in the realm of discovery, I actively engage in ongoing research to enhance my teaching practice. This commitment to exploration ensures that I continuously seek to improve and innovate my teaching approaches, staying abreast of the latest developments in the field. This dynamic approach to discovery benefits my professional growth and enriches my students’ learning experience.

Secondly, in teaching, I am unwavering in my dedication to providing students with high-quality education grounded in the latest research and evidence-based practices. By integrating Boyer’s model, I understand that effective teaching goes beyond the dissemination of information; it involves cultivating an environment where students are encouraged to critically engage with the material and develop the skills necessary for lifelong learning (Houdyshell et al., 2022).

Furthermore, the principle of integration is a cornerstone of my teaching philosophy. I recognize the importance of connecting theory with practice, offering students opportunities to apply their knowledge in real-world nursing scenarios. This approach fosters a deeper understanding of the subject matter and prepares students for the complexities they will encounter in their professional careers.

Lastly, encouraging students to become reflective practitioners reflects the application dimension of Boyer’s model. I strive to instill in them the habit of critically evaluating and applying their learning to their professional development. This emphasis on application ensures that the knowledge gained in the classroom translates into tangible skills and competencies that contribute to their success in nursing.

National League for Nursing (NLN) Eight Competencies for Nurse Educators

The National League for Nursing (NLN) outlines eight core competencies for nurse educators, serving as a comprehensive framework for assessing and developing proficiency in the field. The first competency, facilitating learning, emphasizes creating an inclusive and interactive learning environment (Keating et al., 2021). As a nurse educator, I achieve this by employing diverse teaching methods and fostering open communication. Feedback is an integral part of my approach, providing students with guidance on their progress and creating a supportive atmosphere that encourages inquiry and collaboration.

The second competency, facilitating learner development and socialization, underscores the importance of shaping students as learners and professionals within the nursing community. I align learning experiences with program objectives, incorporating evidence-based practices to promote critical thinking (Keating et al., 2021). I also ensure that students are actively engaged and prepared for the demands of their future roles. The third competency, using assessment and evaluation strategies, emphasizes the need for fair and objective evaluation methods. In my role, I utilize diverse assessment tools such as exams, quizzes, assignments, and presentations, all aligned with learning objectives. I also provide constructive feedback, which enables students to understand their performance and fosters continuous improvement.

The fourth competency, participating in curriculum design and evaluation of program outcomes, acknowledges the role of nurse educators in shaping educational programs. I contribute to curriculum design and evaluation, ensuring alignment with industry standards and the evolving needs of healthcare. This involvement allows for the cultivation of relevant and effective educational experiences.

The fifth competency, pursuing systematic self-evaluation and improvement in the academic nurse educator role, highlights the commitment to personal and professional growth. Actively engaging in scholarship, I contribute to the broader knowledge base in nursing education. Publishing articles, presenting at conferences, and participating in research projects demonstrate a dedication to advancing teaching practices and staying current in the field.

The sixth competency, function as a change agent and leader, emphasizes the role of nurse educators in driving positive change. I invest in continuous professional development by attending conferences, workshops, and online courses. This commitment positions me to lead and inspire change, incorporating innovative teaching methods and staying informed about emerging trends in nursing education.

The seventh competency, engaging in scholarship of teaching, reinforces the importance of scholarly activities to enhance teaching. My active involvement in research projects and collaboration with other educators reflects a commitment to advancing the knowledge base within nursing education. This collaborative effort contributes to the ongoing improvement of teaching practices.

The eighth competency, functioning effectively within the organizational environment and academic community, highlights the significance of collaboration and advocacy within the broader academic and healthcare community. By collaborating with other educators and healthcare professionals and contributing to committees and organizations, I actively promote the profession of nursing education.

Conclusion

My teaching philosophy is based on the belief that all learners are capable of success and that it is my role as a nurse educator to create a supportive and engaging learning environment where students can thrive. I am committed to giving my students the knowledge, skills, and attitudes they need to become successful nurses and nurse educators. My teaching philosophy is integrated with Boyer’s model of scholarship, and I am actively engaged in all four aspects of scholarship: discovery, teaching, integration, and application. I am also committed to my professional development and to collaborating with others to promote the profession of nursing education.