NURS 6003 Module 5 Week 8 Discussion Strategies for Academic Portfolio Paper
NURS 6003 Module 5 Week 8 Discussion Strategies for Academic Portfolio Paper
The days of having resumes and cover letters are fast diminishing and this implies that nursing professionals must seek new ways of branding to stand out from the rest when making applications for jobs as nurse practitioners. A well-structured academic portfolio can make a difference between possible employers selecting me and not another equally qualified candidate (Burns, 2018). As such, developing an academic portfolio allows a nurse to showcase their experiences, competencies, qualifications, and attributes in leadership positions and other critical areas to attain jobs by standing out from the rest of the applicants.
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The first strategy of including academic activities and accomplishment into my professional development goals is to create an electronic portfolio. The portfolio will contain coursework and reflections for each course of professional development goals. The use of this strategy will be critical not only because of ensuring that completed work and assignments are demonstrated, but also to reflect the significance of each aspect of the course (Laureate Education, 2018). Through the inclusion of these aspects, the potential employer will get in-depth insight into my academic and profession growth and progress. Further, the completion of the undergraduate degree program in the School of Nursing at Walden University requires one to complete their academic portfolio as RN-BSN prepared nurses.
The second strategy for including the academic activities and accomplishment into professional development goals is demonstration of evidence-based practice competencies. Illustrating these aspects shows one’s level of expertise in different areas of their professional development and experience. Evidence-based practice interventions like infection control, using smaller IV catheter size for administering blood and offering oxygen to patients with chronic obstructive pulmonary disease (COPD) show that one has sufficient knowledge and experience in nursing (Weberg et al., 2019). Control of infections and provision of oxygen are critical as the healthcare sector continues to battle the spread of COVID-19. Again, demonstrating competencies in academic portfolio like the ability to conduct nursing research and nurse leadership skills helps a nurse to expand their view of health, embrace existing diversity, and increased focus on patients.
[elementor-template id="144964"]Taking growth and development opportunities as a nurse is essential for one’s knowledge and promotes high quality patient care. The implication is that these strategies are significant to the attainment of set profession development goals. Further, as a nurse, one must increase or expand their professional networks by developing profession social media presence and making it part of their portfolio links where a potential employer can access to analyze their suitability based on their opinions. For instance, social media platforms like LinkedIn offer an avenue for professionals to develop their portfolios and networks with others online for increased sharing of professional knowledge to solve health problems.
Walden University focuses on social change by guiding its students to embrace news ways of learning and novel approaches in shaping and making the world better for all people. The social change aspect at Walden University aligns with these strategies as they all demonstrate that increased engagement in reflective practices and showing one’s abilities can allow stakeholders to offer them a chance to develop social solutions to the provision of care (Walden University, 2020). Nurses should embrace lifelong learning, new approaches to situations and ensure that they expand their networks using portfolios like the e-portfolio model. Walden University believes that students require knowledgeable information that they can translate into practice to enhance patient safety, and care as well as leverage it to serve communities and patients from diverse backgrounds.
References
Burns, M.K. (2018). Creating a nursing portfolio. Ohio Nurses Review, 93(3), 16-17.
Laureate Education (Producer). (2018). The Blueprint to Success [Video file]. Baltimore, MD:
Author.
Walden university. (2020). Social change. https://www.waldenu.edu/why-walden/social-change
Weberg, D., Porter-O’Grady, T., Mangold, K., & Malloch, K. (2019). Leadership in Nursing
Practice: Changing the Landscape of Health Care (3rd ed.). Jones & Bartlett Learning, LLC.
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Discussion: Strategies for Academic Portfolios
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.
Note: Unless otherwise noted, initial postings to Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner.
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
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.
Rubric Detail
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Name: NURS_6003_Module05_Week08_Discussion_Rubric
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Main Posting–
Excellent 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.
Good 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.
Fair 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.
Poor 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–
Excellent 10 (10%) – 10 (10%)
Posts main post by day 3.
Good 0 (0%) – 0 (0%)
Fair 0 (0%) – 0 (0%)
Poor 0 (0%) – 0 (0%)
Does not post by day 3.
First Response–
Excellent 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.
Good 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.
Fair 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.
Poor 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–
Excellent 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.
Good 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.
Fair 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.
Poor 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–
Excellent 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
Good 0 (0%) – 0 (0%)
Fair 0 (0%) – 0 (0%)
Poor 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