Successful Professional Portfolios for Nursing Students
Publication Year: 2015
This book is a simple, quick and easy-to-use guide to building a professional portfolio for nursing students. Students are required by the NMC to keep an ongoing record of achievement, to demonstrate their competence at each stage of their programme. The portfolio is an essential part of the assessment of practice to demonstrate nursing competence. This book gives a step-by-step and practical explanation of how to compile a professional portfolio to succeed in these assessments. It can be used throughout nursing programmes and in initial nursing roles, where portfolios are an essential tool for interviews and employee appraisals.
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: What is a portfolio?
- Chapter 2: Personal development planning
- Chapter 3: Collecting evidence for your portfolio
- Chapter 4: Using your portfolio to demonstrate achievement
- Chapter 5: Using your portfolio throughout your programme
- Chapter 6: Your portfolio and assessment
- Chapter 7: Your career and your portfolio
An imprint of SAGE Publications Ltd
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© Suzanne Reed 2015
First published 2011
Second edition 2015
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
Library of Congress Control Number: 2015932452
British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
ISBN 978-1-4739-1631-9 (pbk)
Editor: Alex Clabburn
Production editor: Chris Marke
Copy-editor: Diana Chambers
Proofreader: Sue Edwards
Marketing Manager: Camille Richmond
Cover Design: Wendy Scott
Typeset by: C&M Digitals (P) Ltd, Chennai, India
Printed by: Henry Ling Limited at The Dorset Press, Dorchester, DT1 1HD
Foreword to the First Edition[Page viii]
In the increasingly litigious world of healthcare there are important lessons for nurses to learn in order to avoid subsequent court room or NMC disciplinary hearing appearances. Shortcomings in nurses’ record keeping is the second most common category of hearing brought before the nursing and midwifery regulator. This compact new textbook is a timely addition to the nursing literature in offering nursing student readers an opportunity to embark on a journey that will sustain them throughout the whole of their professional lives. The journey alluded to here is the process of keeping and maintaining a professional portfolio.
In this book, readers are offered tangible, clear and unambiguous instruction on building and maintaining a sustainable professional portfolio. All nursing students are cognisant of the need to ensure that their record keeping is meticulous. They all understand that they have a professional and legal duty to keep records which are clear, intelligible and accurate. Hence, NMC policy is clear in highlighting the importance of nurses making records which are accurate and recorded in a way that ensures the meaning is clear. The discipline of keeping and maintaining a professional portfolio has been highlighted by the NMC as an aid to developing these skills.
Portfolio keeping as a discipline is advisable as it acts as a concrete focus for reflection in both learning and clinical environments. The evident link between keeping a portfolio and reflection offers the individual student a lifelong approach to dealing with the everyday complexities of life as a nurse in contemporary healthcare settings. The discipline of keeping a professional portfolio has many benefits for the individual embarking on the journey, not least being the ability to recall through the pages of the portfolio events which may have happened years before.
Each of the seven chapters in this book is designed to depict, through examples, the benefits of keeping a professional portfolio harnessed to reflection. The recording of one's own feelings on how an individual decision was made and how it relates to the personal lived experience of being a nurse is what makes this book so special.
Linking your own career with the keeping of a portfolio not only makes good sense but is likely to impress future employers, all of whom take portfolio keeping very seriously as the epitome of professional nursing. Suzanne Reed has designed and written a book which I commend to you as an essential acquisition to ensure the viability of your transition from nursing student to registered nurse and beyond.Professor of Nursing The University of Southampton
About the Author
Throughout the time it took to write this book, life went on. I would like to thank my husband who encourages me in everything I do, making it possible for me to maintain focus on the things that matter.
This book would have been so much less without the abundance of talent and contributions from Alison Clark and students from the University of Nottingham School of Nursing. I would also like to thank Professor Edward Alan Glasper for sharing his knowledge and providing numerous tips. Finally, a big thank you to Richenda Milton-Daws who read my drafts and helped me to say what I wanted to say, fixing my errors and advising on sections that needed rewriting for clarity.
Suggested Programme for Potential Placement Experience for a Student using the Hub and Spoke Model[Page 111]How the Hub and Spoke Model Works[Page 112]Third-Year Student (Children's Nursing) Neonatal Intensive Care Unit, 27 Weeks
Weeks 1–2: HUB Low-dependency area
Orientation to placement area
Basic care of babies, e.g. temperature monitoring, nappy changing/skin care
Different feeding methods
Communication with parents
Weeks 3–4: HUB High-dependency area
Care of sick/premature babies
Communication with parents
Week 5: INSIGHT
Postnatal wards – prenatal care of mums at high risk of preterm delivery, emotional care after delivery of preterm/sick baby, conditions in mums which may cause premature delivery
Labour suite – care of women in premature/high-risk labour
Pregnancy assessment/ultrasound – care in high-risk pregnancy, diagnosis of abnormalities
Crash bleep team – immediate resuscitation of preterm or sick baby
Transport team – transfer of sick or premature baby from DGH to intensive care
Weeks 6–9 HUB
Weeks 10–11: SPOKE Paediatric high-dependency/intensive care units
Caring for ex-neonatal patients, appreciation of ongoing care needs
Weeks 12–13: SPOKE Neonatal surgical unit
Caring for babies with surgical conditions Theatres to observe surgical treatment
Week 14: INSIGHT Multidisciplinary team
Family care team – home visits, home oxygen, support of families
Dietitian – feeding supplementation, PN, importance of nutrition/growth
Physician – developmental care, assessment of development, positioning/exercises to support development
Pharmacist – improve medication knowledge
Baby checks with SHO – development of knowledge of normal and common abnormal findings in babies
Consultant follow-up clinics – ongoing care/development/support of babies post-discharge
Neonatal support groups/playgroups – what support is available, how families cope day to day
Weeks 15–16: SPOKE Children's general medical/general surgical ward
Immediate ongoing care of babies discharged directly from neonatal to paediatric care with long-term problems
Readmission of babies/children who have previously required neonatal care
Week 17: SPOKE Children's development centre
Specific clinics, e.g. neurodevelopment
Respite care of children with complex needs, knowledge of difficulties faced by babies discharged from neonatal care in later life
Weeks 17–18 HUB
Management – low-dependency area
Care planning, moving babies towards home
Parent teaching in preparation for discharge, e.g. bathing, feeding, temperature monitoring, medication administration, spotting illnesses, emergency care/resuscitation
Discharge planning meetings; liaison with other agencies, e.g. home oxygen, postnatal wards, outpatient clinics, medical staff, community midwife/health visiting teams, GPs, family care team, arranging TTOs/equipment for discharge
Managing team of other nurses and healthcare assistants to coordinate and prioritise care of all babies in low-dependency area
Weeks 19–27 HUB
Management – high-dependency area
Admission of sick babies, both preterm and full term, expected and unexpected intensive monitoring and treatment methods
Intensive care strategies, e.g. ventilation, cooling for HIE, blood gas analysis
Patient assessment and care planning
Recognising and managing deterioration
Managing and prioritising a workload
MDT working: doctors, consultants, pharmacists, physios, dietitians, radiologists, surgeons
Parent support, dealing with anxiety, helping to encourage bonding and involvement of care in the baby
Managing staffing levels
Liaison with delivery suite, postnatal wards, transport team regarding admissions and available bed spaces
Arranging transfer to referral (e.g. surgical, cardiac units) or referring (e.g. DGH for continued care after intensive care) centres as appropriate
A system of audit and other checks health services use to check on and improve their services.
Only divulging information that has been given by a patient to the people with whom the patient has agreed the information may be shared and not sharing the information beyond this group. It is a cornerstone of nursing practice.
Questioning one's own and others’ assumptions, addressing gaps in knowledge to achieve aims, challenging illogical or unethical beliefs or practice, evaluating strength of available evidence, and the ability to present a logical, evidence-based argument and defend it when challenged.
Any kind of information that is used to support reasoning, problem solving, clinical judgement and decision making, including observations, feedback, policy, theory and research.
A preference for particular ways of learning.
A registered nurse who has met the requirements of the NMC mentorship standard and is responsible and accountable for facilitating learning and assessing competence of students in a practice setting.
Promoting health, prevention of or recovery from illness or injury, adaptation to disability, or dignity in facing death in patient-centred care by applying bio-psychosocial-spiritual knowledge, skills and ethical values to safe, effective judgement, decisions and evidence-based practice.
Ongoing achievement record (OAR)
A document that provides evidence of the progression in practice of nursing students and demonstrates their achievements to successive placement mentors as they move from placement to placement and year to year.
Personal development plan (PDP)
A framework and plan of action drawn up by students and qualified nurses identifying their own strengths and weaknesses, and including plans for building on the former and addressing the latter by additional learning. The PDP, which will be closely linked to the professional portfolio, will also outline some goals for a future path.
A period of practical experience, or ‘training on the job’ in which the student nurse is supervised by an expert in the field.
Considering and reviewing thinking, actions and circumstances to develop new ideas.
Knowing what to do in order to make a difference within a given situation.
Examining some of those ‘in the moment’ decisions for the possibility of other choices and ways of acting, and how these insights might shape and develop future practice.
Considering and reviewing the interplay between theory, practice and new ideas.
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