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A PREVIOUS TUTOR WAS WORKING ON IT REVISION IS NEEDED.

982.1.1 : Program Portfolio

The
graduate exhibits artifacts that both demonstrate the graduate’s
competency across all program areas as well as provide evidence of
professional growth.

INTRODUCTION

A
professional portfolio will showcase your knowledge and skills to
prospective employers and will increase your marketability as a
baccalaureate-prepared nurse. This portfolio will help you, as a nurse,
hone in on the concepts, strengths, and critical-thinking abilities that
define professional nursing practice. Throughout your time at WGU, you
have developed skills and knowledge that distinguish your practice as
that of a baccalaureate-prepared nurse. Items that display your skills
and knowledge will be showcased in this professional portfolio. You
should organize your portfolio around the four areas of professional
nursing practice: quality and safety, advanced evidence-based practice,
applied leadership, and community and population health. This portfolio
will expand on the portfolio you already created in your Professional
Roles and Values course.

REQUIREMENTS

Your
submission must be your original work. No more than a combined total of
30% of the submission and no more than a 10% match to any one
individual source can be directly quoted or closely paraphrased from
sources, even if cited correctly. An originality report is provided when
you submit your task that can be used as a guide.

You must use
the rubric to direct the creation of your submission because it provides
detailed criteria that will be used to evaluate your work. Each
requirement below may be evaluated by more than one rubric aspect. The
rubric aspect titles may contain hyperlinks to relevant portions of the
course.

A. Complete the following, using OneNote:

Note: The
directions to access and use your e-portfolio can be found in the web
links section below, which will take you to the “Knowledge Base
Article.”

1. Create a professional mission statement (suggested length of 1 paragraph) that includes the following:

  • a representation of your career goals, your aspirations, and how you want to move forward with your career
  • an overview of where you would like to focus your time and energies within the profession

    • a. Reflect on how your professional mission statement will help guide you throughout your nursing career.

    2. Complete a professional summary (suggested length of 3–4 pages) that includes the following:

    a.
    Explain how the specific artifacts or completed work or both in your
    portfolio represent you as a learner and a healthcare professional.

    b. Discuss how the specific artifacts in your portfolio represent your professional strengths.

    c. Discuss challenges you encountered during the progression of your program.

    i. Explain how you overcame these challenges.

    d. Explain how your coursework helped you meet each of the nine nursing program outcomes.

    Note: Refer to the attachment “Nursing Conceptual Model.”

    e. Analyze how you fulfilled the following roles during your program:

  • scientist
  • detective
  • manager of the healing environment

    • f. Discuss how you have grown professionally since the beginning of your program.

    B. Complete the following within the section “Quality and Safety”:

    1. Reflect (suggested length of 1 page)
    on your professional definition of quality and safety developed in
    Professional Roles and Values, including any necessary changes to your
    definition.

    a. Discuss how the program assisted you in developing your professional definition.

    b. Identify the artifacts in your portfolio that support your definition.

    i. Explain how these artifacts support your definition from part B1.

    Note: The artifacts should be attached within the portfolio.

    2.
    Discuss the importance of the Institute for Healthcare Improvement
    (IHI) certificate for your future role as a professional nurse.

    C. Complete the following within the section “Evidence-Based Practice”:

    1. Reflect (suggested length of 1 page)
    on your professional definition of evidence-based practice developed in
    Professional Roles and Values, including any necessary changes to your
    definition.

    a. Discuss how the program assisted you in developing your professional definition.

    b. Identify the artifacts in your portfolio that support your definition.

    i. Explain how these artifacts support your definition from part C1.

    Note: The artifacts should be attached within the portfolio.

    2. Reflect (suggested length of 1 page) on your understanding of evidence-based practice and applied nursing research by doing the following:

    a.
    Discuss how you are able to evaluate current primary research and apply
    the concepts to your nursing practice, considering the following:

  • relevancy and believability of data
  • differences between quality improvement and research (places and uses of each)
  • differences between primary and secondary research and resources and the implications of each in clinical practice

    • b. Explain how your experience in the program helped you achieve excellence in evidence-based practice.

    D. Complete the following within the section “Applied Leadership”:

    1. Reflect (suggested length of 1 page)
    on your professional definition of applied leadership you developed in
    Professional Roles and Values, including any necessary changes to your
    definition.

    a. Discuss how the program assisted you in developing your professional definition.

    b. Identify the artifacts in your portfolio that support your definition.

    i. Explain how these artifacts support the definition from part D1.

    Note: The artifacts should be attached within the portfolio.

    2. Summarize (suggested length of 1 paragraph to 1 page) your Learning Leadership Experience task by doing the following:

    a. Discuss the importance of professional collaboration for effective nursing leadership.

    E. Complete the following within the section “Community and Population Health”:

    1. Reflect (suggested length of 1 page)
    on your professional definition of community and population health you
    developed in Professional Roles and Values, including any necessary
    changes to your definition.

    a. Discuss how the program assisted you in developing your professional definition.

    b. Identify the artifacts in your portfolio that support your definition.

    i. Explain how these artifacts support the definition from part E1.

    Note: The artifacts should be attached within the portfolio.

    2. Summarize (suggested length of 1 page) your Community and Population Health task by doing the following:

    a. Discuss what you learned during your Community Health Nursing task.

    b. Discuss what you learned that led to your community diagnosis.

    c. Discuss how your initial focus and diagnosis evolved after working with your population.

    3.
    Discuss the importance of the American Museum of Natural History (AMNH)
    certificate for your future role as a professional nurse.

    F. Provide an appendix to your portfolio by doing the following:

    1.
    Include all the documents, prior assignments, and additional items that
    are examples of your best work to support your mastery of all sections
    given in parts B, C, D, and E.

    2. Include the following materials:

  • the attached “Nursing Conceptual Model”
  • a link to the current IHI Course Catalog

    • 3. Provide an updated professional résumé.

    Note: If you have a LinkedIn account, you can take a screenshot and include a copy with the rest of your documents.

    4. Provide professional references, using one of the following:

  • a professional reference questionnaire
  • a full letter of recommendation
  • a list of four professional references

    • 5. Include a copy of your IHI certificate of completion.

    6. Include a copy of your AMNH certificate of completion.

    G. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    H. Demonstrate professional communication in the content and presentation of your submission.

    RUBRIC

    A:PORTFOLIO SUBMISSION

    NOT EVIDENT

    A submission is not provided using the OneNote.

    APPROACHING COMPETENCY

    Not applicable.

    COMPETENT

    The documents are submitted through the OneNote using the portfolio created in the Professional Roles and Values course.

    A1:CREATION OF PROFESSIONAL MISSION STATEMENT

    NOT EVIDENT

    A professional mission statement is not provided, or the statement contains none of the required elements.

    APPROACHING COMPETENCY

    The professional mission statement ineffectively addresses the required elements, or the statement is disorganized or illogical.

    COMPETENT

    The professional mission statement effectively addresses the required elements, and the statement is well organized and logical.

    A1A:REFLECTION OF PROFESSIONAL MISSION STATEMENT

    NOT EVIDENT

    A
    reflection is not provided, or it makes no reference to how a
    professional mission statement will help guide the candidate’s nursing
    career.

    APPROACHING COMPETENCY

    The
    reflection ineffectively addresses how a professional mission statement
    will help guide the candidate’s nursing career, or the reflection is
    poorly reasoned or vague.

    COMPETENT

    The
    reflection effectively addresses how a professional mission statement
    will help guide the candidate’s nursing career, and the reflection is
    well reasoned and sufficiently detailed.

    A2A:PORTFOLIO REPRESENTATION OF A LEARNER AND HEALTHCARE PROFESSIONAL

    NOT EVIDENT

    The submission does not include an explanation, or the explanation makes no reference to the representation of the portfolio.

    APPROACHING COMPETENCY

    The
    submission includes an inadequate explanation of how either specific
    artifacts or completed work or both in the portfolio represent the
    candidate as a learner and a healthcare professional, or the explanation
    is illogical or poorly supported.

    COMPETENT

    The
    submission includes an adequate explanation of how either specific
    artifacts or completed work or both in the portfolio represent the
    candidate as a learner and a healthcare professional, and the
    explanation is logical and well supported.

    A2B:PORTFOLIO PROFESSIONAL STRENGTHS

    NOT EVIDENT

    A
    discussion is not provided, or it makes no reference to how the
    specific artifacts in the portfolio represent professional strengths.

    APPROACHING COMPETENCY

    The
    discussion illogically addresses how the specific artifacts in the
    portfolio represent professional strengths, or the discussion is vague.

    COMPETENT

    The
    discussion logically addresses how the specific artifacts in the
    portfolio represent professional strengths, and the discussion is
    sufficiently detailed.

    A2C:PROGRAM PROGRESSION CHALLENGES

    NOT EVIDENT

    The
    submission does not include a discussion, or the discussion makes no
    references to the challenges encountered during the progression of the
    program.

    APPROACHING COMPETENCY

    The
    submission includes an inadequate discussion of the challenges
    encountered during the progression of the program, or the discussion is
    illogical or poorly supported.

    COMPETENT

    The
    submission includes an adequate discussion of the challenges
    encountered during the progression of the program, and the discussion is
    logical and well supported.

    A2CI:OVERCOME CHALLENGES

    NOT EVIDENT

    An explanation was not provided, or it makes no reference to how the given challenges were overcome.

    APPROACHING COMPETENCY

    The
    explanation ineffectively addresses how the given challenges were
    overcome, or the explanation is poorly reasoned, poorly supported, or
    vague.

    COMPETENT

    The explanation
    effectively addresses how the given challenges were overcome, and the
    explanation is well reasoned, well supported, and sufficiently detailed.

    A2D:PROGRAM OUTCOMES

    NOT EVIDENT

    An
    explanation was not provided, or it makes no reference to how the
    coursework helped the candidate meet each of the nine nursing program
    outcomes.

    APPROACHING COMPETENCY

    The
    explanation ineffectively addresses how the coursework helped the
    candidate meet each of the nine nursing program outcomes, or the
    explanation is poorly reasoned, poorly supported, or vague.

    COMPETENT

    The
    explanation successfully addresses how the coursework helped the
    candidate meet each of the nine nursing program outcomes, and the
    explanation is well reasoned, well supported, and sufficiently detailed.

    A2E:ROLES DURING THE PROGRAM

    NOT EVIDENT

    An analysis is not provided, or it makes no reference to how the given roles were fulfilled during the program.

    APPROACHING COMPETENCY

    The analysis for how the given roles were fulfilled during the program is illogical, unconvincing, or ineffective.

    COMPETENT

    The analysis for how the given roles were fulfilled during the program is logical, convincing, and effective.

    A2F:PROFESSIONAL GROWTH

    NOT EVIDENT

    A
    discussion is not provided, or it makes no reference to how the
    candidate has grown professionally since the beginning of the program.

    APPROACHING COMPETENCY

    The
    discussion ineffectively addresses how the candidate has grown
    professionally since the beginning of the program, or the discussion is
    illogical or poorly supported.

    COMPETENT

    The
    discussion effectively addresses how the candidate has grown
    professionally since the beginning of the program, and the discussion is
    logical and well supported.

    B1:QUALITY AND SAFETY: REFLECTION

    NOT EVIDENT

    A reflection is not provided, or it makes no reference to the professional definition of quality and safety.

    APPROACHING COMPETENCY

    The
    reflection ineffectively addresses how the professional definition of
    quality and safety was developed in Professional Roles and Values, or it
    does not include necessary changes, or the reflection is poorly
    reasoned or vague.

    COMPETENT

    The
    reflection effectively addresses how the professional definition of
    quality and safety was developed in Professional Roles and Values,
    including necessary changes to the definition, and the reflection is
    well reasoned and sufficiently detailed.

    B1A:QUALITY AND SAFETY: DEVELOPMENT OF PROFESSIONAL DEFINITION

    NOT EVIDENT

    A
    discussion is not provided, or it makes no reference to how the program
    assisted in developing the candidate’s professional definition of
    quality and safety.

    APPROACHING COMPETENCY

    The
    discussion illogically addresses how the program assisted in developing
    the candidate’s professional definition of quality and safety, or the
    discussion is poorly supported.

    COMPETENT

    The
    discussion logically addresses how the program assisted in developing
    the candidate’s professional definition of quality and safety, and the
    discussion is well supported.

    B1B:QUALITY AND SAFETY: ARTIFACT SUPPORT

    NOT EVIDENT

    Artifacts in the portfolio that support the professional definition of quality and safety are not identified.

    APPROACHING COMPETENCY

    The identified portfolio artifacts are inappropriate, or they do not support the professional definition of quality and safety.

    COMPETENT

    The identified portfolio artifacts are appropriate, and they support the professional definition of quality and safety.

    B1BI:QUALITY AND SAFETY: ARTIFACTS SUPPORTING DEFINITION

    NOT EVIDENT

    An explanation was not provided, or it makes no reference to how the given artifacts support the definition from part B1.

    APPROACHING COMPETENCY

    The
    explanation ineffectively addresses how the given artifacts support the
    definition from part B1, or the explanation is illogical.

    COMPETENT

    The
    explanation effectively addresses how the given artifacts support the
    definition from part B1, and the explanation is logical.

    B2:QUALITY AND SAFETY: IMPORTANCE OF IHI CERTIFICATE

    NOT EVIDENT

    A
    discussion is not provided, or it makes no reference to the importance
    of the IHI certificate for the candidate’s future role as a professional
    nurse.

    APPROACHING COMPETENCY

    The
    discussion demonstrates a limited understanding of the importance the
    IHI certificate has on the candidate’s future role as a professional
    nurse, or the discussion is poorly supported or poorly reasoned.

    COMPETENT

    The
    discussion demonstrates a sufficient understanding of the importance
    the IHI certificate has on the candidate’s future role as a professional
    nurse, and the discussion is well supported and well reasoned.

    C1:EVIDENCE-BASED PRACTICE: REFLECTION

    NOT EVIDENT

    A reflection is not provided, or it makes no reference to the professional definition of evidence-based practice.

    APPROACHING COMPETENCY

    The
    reflection ineffectively addresses how the professional definition of
    an evidence-based practice was developed in Professional Roles and
    Values, or it does not include necessary changes to the definition, or
    the reflection is poorly reasoned or vague.

    COMPETENT

    The
    reflection effectively addresses how the professional definition of an
    evidence-based practice was developed in Professional Roles and Values,
    including necessary changes to the definition, and the reflection is
    well reasoned and sufficiently detailed.

    C1A:EVIDENCE-BASED PRACTICE: DEVELOPMENT OF PROFESSIONAL DEFINITION

    NOT EVIDENT

    A
    discussion is not provided, or it makes no reference to how the program
    assisted in developing the candidate’s professional definition of
    evidence-based practice.

    APPROACHING COMPETENCY

    The
    discussion illogically addresses how the program assisted in developing
    the candidate’s professional definition of evidence-based practice, or
    the discussion is poorly supported.

    COMPETENT

    The
    discussion logically addresses how the program assisted in developing
    the candidate’s professional definition of evidence-based practice, and
    the discussion is well supported.

    C1B:EVIDENCE-BASED PRACTICE: ARTIFACT SUPPORT

    NOT EVIDENT

    Artifacts in the portfolio that support the professional definition of evidence-based practice are not identified.

    APPROACHING COMPETENCY

    The
    identified portfolio artifacts are inappropriate, or they do not
    support the professional definition of evidence-based practice.

    COMPETENT

    The identified portfolio artifacts are appropriate, and they support the professional definition of evidence-based practice.

    C1BI:EVIDENCE-BASED PRACTICE: ARTIFACTS SUPPORTING DEFINITION

    NOT EVIDENT

    An explanation was not provided, or it makes no reference to how the given artifacts support the definition from part C1.

    APPROACHING COMPETENCY

    The
    explanation ineffectively addresses how the given artifacts support the
    definition from part C1, or the explanation is illogical.

    COMPETENT

    The
    explanation effectively addresses how the given artifacts support the
    definition from part C1, and the explanation is logical.

    C2A:EVIDENCE-BASED PRACTICE: PRIMARY RESEARCH

    NOT EVIDENT

    A
    discussion is not provided, or it makes no reference to how the
    candidate is able to evaluate current primary research and apply
    concepts to the nursing practice, using the given points.

    APPROACHING COMPETENCY

    The
    discussion demonstrates a limited understanding of how the candidate is
    able to evaluate current primary research and apply concepts to the
    nursing practice, using the given points, or the discussion does not
    include all of the given points, or the discussion is illogical or
    poorly supported.

    COMPETENT

    The
    discussion demonstrates a sufficient understanding of how the candidate
    is able to evaluate current primary research and apply concepts to the
    nursing practice, and the discussion includes all of the given points.
    The discussion is logical and well supported.

    C2B:EVIDENCE-BASED PRACTICE: ACHIEVEMENT IN EXCELLENCE

    NOT EVIDENT

    An
    explanation was not provided, or it makes no reference to how the
    candidate’s experience in the program helped achieve excellence in
    evidence-based practice.

    APPROACHING COMPETENCY

    The
    explanation ineffectively addresses how the candidate’s experience in
    the program helped achieve excellence in evidence-based practice, or the
    explanation is illogical or poorly supported.

    COMPETENT

    The
    explanation effectively addresses how the candidate’s experience in the
    program helped achieve excellence in evidence-based practice, and the
    explanation is logical and well supported.

    D1:APPLIED LEADERSHIP: REFLECTION

    NOT EVIDENT

    A reflection is not provided, or it makes no reference to the professional definition of applied leadership.

    APPROACHING COMPETENCY

    The
    reflection ineffectively addresses how the professional definition of
    applied leadership was developed in Professional Roles and Values, or it
    does not include necessary changes to the definition, or the reflection
    is poorly reasoned or vague.

    COMPETENT

    The
    reflection effectively addresses how the professional definition of
    applied leadership was developed in Professional Roles and Values,
    including necessary changes to the definition, and the reflection is
    well reasoned and sufficiently

    References:

    Nursing Standards

    Nursing and Midwifery Board of Australia. (2018). Code of conduct for midwives. https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx

    Clinical Guidelines

    Guideline Adaption Committee. (2016). Clinical practice guidelines and principles of care for people with dementia. NHMRC Partnership Centre for Dealing with Cognitive and Related Function Decline in Older People. https://cdpc.sydney.edu.au/wp-content/uploads/2019/06/CDPC-Dementia-Guidelines_WEB.pdf

    Living Guideline

    Stroke Foundation. (2022). Australian and New Zealand living clinical guidelines for stroke management – chapter 1 of 8: Pre-hospital care. https://app.magicapp.org/#/guideline/NnV76E

    Evidence-based practice

    BMJ Best Practice

    Goldfarb, S., & Josephson, M. (2020). Cystic fibrosis. BMJ Best Practice. https://bestpractice.bmj.com/

    Schub, T., & Cabrera, G. (2018). Bites: Head lice [Evidence-based care sheet]. Cinahl Information Systems. https://www.ebscohost.com

    Beyea, S. C., & Slattery, M. J. (2006). Evidence-based practice in nursing: A guide to successful implementation. http://www.hcmarketplace.com/supplemental/3737_browse.pdf

    JBI: Evidence summary

    Swe, K. K. (2022). Blood glucose levels: Self-monitoring [Evidence summary]. JBI EBP Database. https://jbi.global

    JBI: Best practice information sheet

    Bellman, S. (2022). Experiences of living with juvenile idiopathic arthritis [Best practice information sheet]. JBI EBP Database, 24(1), 1-4.

    Cochrane Database of Systematic Reviews

    Srijithesh, P. R., Aghoram, R., Goel, A., & Dhanya, J. (2019). Positional therapy for obstructive sleep apnoea. Cochrane Database of Systematic Reviews. https://doi.org/10.1002/14651858.CD010990.pub2

    Drug Information

    Codeine. (2023, January). In Australian medicines handbook. Retrieved February 2, 2023, from https://amhonline.amh.net.au

    Colorado State University. (2011). Why assign WID tasks? http://wac.colostate.edu/intro/com6a1.cfm

     

    Dartmouth Writing Program. (2005). Writing in the social sciences. http://www.dartmouth.edu/~writing/materials/student/soc_sciences/write.shtml

    Rutherford, M. (2008). Standardized nursing language: What does it mean for nursing practice? [Abstract]. Online Journal of Issues in Nursing, 13(1). http://ojin.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/Health-IT/StandardizedNursingLanguage.html

    Wagner, D. (n.d.). Why writing matters in nursing. https://www.svsu.edu/nursing/programs/bsn/programrequirements/whywritingmatters/

    Writing in nursing: Examples. (n.d.). http://www.technorhetoric.net/7.2/sectionone/inman/examples.html

    Perth Children’s Hospital. (2022, April). Appendicitis [Emergency Department Guidelines]. Child and Adolescent Health Service. https://www.pch.health.wa.gov.au/For-health-professionals/Emergency-Department-Guidelines/Appendicitis

    Department of Health. (n.d.). Who is being active in Western Australia? https://ww2.health.wa.gov.au/Articles/U_Z/Who-is-being-active-in-Western-Australia

    Donaldson, L. (Ed.). (2017, May 1). Healthier, fairer, safer: The global health journey 2007-2017. World Health Organisation. https://www.who.int/publications/i/item/9789241512367

    NCBI Bookshelf

    Rodriguez Ziccardi, M., Goyal, G., & Maani, C. V. (2020, August 10). Atrial flutter. In Statpearls. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK540985/

    Royal Perth Hospital. (2016). Procedural management: Pre and post (24-48 hours) NPS. Canvas. https://courses.ecu.edu.au

     

     

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