Nurse Practitioner Portfolio Discussion

Week 5 Learning Objectives Students will: • Analyze strategies for including academic activities and accomplishments into professional portfolios (D) 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 week’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 Post an explanation of at least two strategies for including academic activities and accomplishments into your professional portfolio. Support main post with 3 of more current, credible sources and cite source within content of posting and on a reference list in proper APA. Learning Resources Use any of these references to write 1 or 2 pages long for week 5 discussion References Burns, M. K. (2018). Nurse Practitioner Portfolio Discussion

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. doi:10.12968/bjcn.2010.15.11.79625 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 Nurse Practitioner Portfolio Discussion https://www.americannursetoday.com/wpcontent/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. 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 (2018). Creating your curriculum vitae: A building block to your future. Retrieved from https://academicguides.waldenu.edu/careerservices/careerwebinars/resumesandCVs Walden University. (2018). Curriculum Vitae guide: Build your curriculum vitae (c.v.). Retrieved from https://academicguides.waldenu.edu/careerservices/cvguide Document should be in APA Basics Checklist: Citations, Reference List, and Style (PDF) Document: PDP Sample Paper (PDF) PROFESSIONAL PORTFOLIO Creating a Nursing Portfolio By Margaret K. Burns, RN-BC, CCRC, BSN, MS Portfolios are no longer solely the domain of artists, architects, photographers, and models. They are considered an essential tool in demonstrating professional accomplishments and documenting professional growth for a variety of professions (Williams, & Jordan, 2007). What is a Professional Portfolio? A professional portfolio is evidence of the nurse’s skills, achievements, and professional experience (Dennison, 2007). A resume or curriculum vita (CV) is part of the portfolio. There are two kinds of professional portfolios: 1. 2. Growth and Development Portfolio and Best Work Portfolio. A Growth and Development Portfolio depicts evidence of the nurse’s education and achievements. It is used to plan continuing education and professional development. A Best Work Portfolio is a collection of materials from the Growth and Development Portfolio for review by others for a specific purpose as a promotion, award or an evaluation. Select items that are most relevant for the position, promotion, or recognition. Who uses portfolios? Nurses, throughout the world, use portfolios. Internationally, nurses in Australia, are required to develop and maintain portfolios that demonstrate the assessment of their practice, the currency of their practice and continuing professional development (CPD). These nurses have an annual review process. In 2013, the American Nurses Credentialing Center (ANCC) in the Certification through Portfolio General Handbook, outlines an alternative method for certifying registered nurses and advanced practice registered nurses in specialties where a certification exam is unavailable. An example is the “Genetic Clinical Nurse” credentialing process, which requires a professional portfolio. In addition to certification requirements for some specialties, the nurse can use a portfolio to document competencies and achievements during evaluations, and for applications regarding promotions or awards. A professional portfolio, which outlines the Advanced Practice Nurse’s qualifications, “can be helpful in facilitating the credentialing and privileging processes (Kleinpell, Hravnak, Hinch, & Llewellyn, 2008). Nurse Practitioner Portfolio Discussion

Why create a portfolio? There are at least three reasons to create a portfolio: 1. Self Promotion; 2. Evidence of Outcomes; and 3. Structure and Direction. Self Promotion The nurse can show the future employer or current manager competencies, and accomplishments! The nursing student is required to document clinical experiences as part of the course requirements. The novice nurse could compile descriptions of work assignments and learning mastery as part of the orientation. The experienced nurse, while preparing for a promotion, consideration of an award, advancement on a clinical ladder, or appointment to a community or professional organization position, can use a portfolio for the process. Evidence of Outcomes Regulatory agencies, accrediting bodies and credentialing boards are seeking evidence of nursing competence (Dion, & Smolenski, 2008). Examples include the documents required with the Magnet Recognition Program and for grant applications. Structure and Direction By compiling and examining the collection of documents in the portfolio, the nurse can identify areas of practice, which need 16 | Volume 93, Issue 3 | Ohio Nurses Review | www.ohnurses.org attention. Goal setting, the delineation of concrete plans to eliminate deficiencies and to obtain new competencies should follow this reflection. This process needs to occur at least every 6-12 months. Collect – Reflect – Assess – Plan! What are the parts of a nursing portfolio? The portfolio can “showcase professional accomplishments” (Williams, & Jordan, 2007). Elements in a Nursing Portfolio Although the following list is not exhaustive, it provides a start for amassing the document: • Demographic data on a cover page • Table of Contents • Education validation with copies of transcripts • Professional license verification and certifications • Professional experiences • Professional memberships • Teaching roles and responsibilities • Leadership activities as preceptor or committee chair • Awards, recognitions, and promotions • Consultations • Grants • Audio and video productions • Publications and scholarly work • Poster presentations • Recent presentations • Community activities and service • Continuing education certificates and records of attendance at professional programs; keep the written course objectives and handouts • Evaluations from managers, peers, attendees, and students • Notes of appreciation and letters of recommendation • Current professional references • Resume or Curriculum Vita • Business cards • Analysis: identify strengths, areas for improvement, goals (short and long term), and plans to meet future goals with a timeline Remember to use only objective information that can be verified. Always maintain patient confidentiality. Additionally, follow the facility’s policies and procedures regarding information sharing with others. How to start the process: • Collect the documents. • File the information as it becomes available. Place items chronologically, beginning with the most recent data. • Several times per year and as needed, transfer this information to a formal professional portfolio as a plain three ring binder. Add index tabs. Nurse Practitioner Portfolio Discussion

• Summarize the work, reflect on the significance of the work, and review the work in light of career goals and employment expectations, at least yearly. Additional Tips • Put each continuing education certificate with the corresponding course advertisement, objectives and class handout, in a clear plastic sheet protector. • Update regularly. • Maintain the professional appearance of the document: neat, organized, and complete. • Edit, and spell check to eliminate typographical and grammatical errors. • Add, remove and replace items as applications, evaluations, or other professional activities as needed for specific projects. “Portfolios are no longer solely the domain of artists, architects, photographers, and models. They are considered an essential tool in demonstrating professional accomplishments and documenting professional growth for a variety of professions.” Does the portfolio need to be electronic? In this digital age, more organizations are requiring electronic documents to standardize and manage data. The following tips can assist in this process: • Use a recent electronic resume, certification application or some other professional project to begin. Simply cut and paste the information into a word processing program. Edit this information to create a uniform document. • Scan paper documents into the program. • Save a copy on a “portable electronic medium” as a compact disc. • Back up the files regularly. Conclusion The nursing portfolio is more than a collection of documents. “It 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” (Williams, & Jordan, 2007). From the small beginnings of a brief resume or application, the nurse is able to build a powerful document, which aids in career advancement and competency improvement. Consider this activity an essential part of professional practice. Would you like to see an example of a nursing portfolio? Contact Molly Homan, mhoman@ohnurses.org. www.ohnurses.org OHIO NURSES ASSOCIATION | Ohio Nurses Review | Volume 93, Issue 3 | 17 Copyright of Ohio Nurses Review is the property of Ohio Nurses Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. International Journal of ePortfolio http://www.theijep.com 2017, Volume 7, Number 2, 217-223 ISSN 2157-622X Employers’ Perceptions of the Benefits of Employment Electronic Portfolios Ronda L. Leahy and Ariana Filiatrault University of Wisconsin-La Crosse The purpose of this study was to examine employers’ perceptions of the effectiveness of employment electronic portfolios (ePortfolios) when evaluating potential job candidates. For the purpose of this study, ePortfolios were defined as a collection of electronic files that demonstrates one’s qualifications, abilities, and experiences that are applicable to the workplace. Eighty-five recruiters completed a survey about their perceptions of the use of ePortfolios. Independent sample t tests were conducted on two groups based on length of recruiting experience and length of employment. Recruiters with less than two years of recruiting experience were significantly more likely to visit ePortfolio links on students’ cover letters or e-mail signatures than recruiters with three or more years of experience recruiting. In addition, 85 percent (72/85) of recruiters reported that if students followed up with them via e-mail with a link to a relevant part of their ePortfolio, they would visit the link. Overall, recruiters had moderately favorable perceptions of the use of ePortfolios in the job search process. With increasingly rapid technological development, today’s job market is becoming more competitive and complex (McCabe, 2017). Traditionally, employers review paper resumes to understand each applicant’s relevant skills. However, recent trends have suggested that paper resumes and portfolios are gradually becoming less popular as a tool for college graduates to obtain their first job (Mirrer, 2010; Willis & Wilkie, 2009). Nurse Practitioner Portfolio Discussion

This rapid expansion elicits a new way for college graduates to stand out in an increasingly digital world. The current study examined whether or not employers perceive employment electronic portfolios (i.e., ePortfolios) as beneficial for job applicants. For the purpose of this study, ePortfolios are defined as a collection of electronic files that demonstrates one’s qualifications, abilities, and experiences that are applicable to the workplace. Although students acquire numerous work-related skills through higher education courses, many struggle to identify and verbalize these skills while applying for professional careers or graduate school (Whitfield, 2011). ePortfolios not only allow potential employers to see the applicants’ skills, but they allow applicants to better understand how to talk successfully about their abilities during an interview. Researchers have outlined the benefit of a wellprepared ePortfolio during the employment process (Okoro, Washington, & Cardon, 2011; Woodbury, Addams, & Neal, 2009). Woodbury et al. (2009) stated that ePortfolios “may be the hammer that nails down a successful interview” (p. 13). While students are often able to submit electronic versions of their resume, this study examined whether employers believe an applicant’s ePortfolio is beneficial in the application process. In an educational setting, students may become more comfortable creating ePortfolios; however, employers may not have as much experience reviewing ePortfolios as applicant have in creating them. Okoro et al. (2011) argued that, although ePortfolios are still in their very early stages, with time, they have the ability to replace the traditional resume and portfolio. ePortfolios may be perceived differently by employers based on their level of comfort with technology. Due to the novelty of ePortfolios, very little research has been done to understand employers’ perceptions about ePortfolios.

Because most ePortfolio research has been done in an educational setting, we do not know how recruiters use students’ ePortfolios in their decision-making. The purpose of this study was to survey employers’ perceptions of the effectiveness of ePortfolios when evaluating potential job candidates. Review of Literature Schawbel (2011) predicted that within 10 years, resumes will be replaced by various online communication sources, such as the ePortfolio. Similarly, a large body of research exists surrounding the importance of maintaining a positive online presence in an increasingly digital job market (McCabe, 2017; Mirrer, 2010; Worley, 2011).

Yancey (2001) stated that ePortfolios have the potential to connect “college curriculum and the world beyond college” (p. 19). Although such literature recognizes the potential of an ePortfolio, few studies have been designed to understand how beneficial employers perceive ePortfolios. Kennelly, Osborn, Reardon, and Shetty (2016) conducted a series of mock interviews and evaluated them through a skills matrix. This matrix determined students’ abilities to recognize and outline their transferable skills through the creation and implementation of their ePortfolios. While they were unable to find consistent results on whether or not ePortfolios were helpful in the identification of transferable skills during the interviewing process, they provided suggestions for future researchers. “Moving Leahy and Filiatrault beyond self-report to objective external reviews would strengthen further studies” (Kennelly et al., 2016, p. 123). Employers are external reviewers of ePortfolios. Therefore, this study went beyond students’ self-ratings on efficacy of ePortfolios in examining transferable skills. This study focused on the perceptions of recruiters and employers, rather than those of students. In another study of ePortfolios in the college classroom, Willis and Wilkie (2009) concluded that ePortfolios “provide visual integration of students’ knowledge, skills, and capabilities as a unique showcase to prospective employers; such portfolios also provide evidence of students’ progressive development during their college careers” (p. 79). In a study of both employers and students, Blair and Godsall (2006) discovered that only 56% of hiring managers said they would expect to use ePortfolios in the future. However, this finding was largely due to the novelty of digital communication and inexperience with ePortfolios. Blair and Godsall found that 75% of employers stated that their reason for not using ePortfolios was that they were unfamiliar with ePortfolios. Length of recruiting experience may be a factor in the acceptance of ePortfolios. Millennial recruiters may be more comfortable using ePortfolios because they have grown up using technology, whereas employers who have been recruiting for 10 or more years may have a process that works and not perceive any benefits of applicants’ ePortfolios. While Blair and Godsall (2006) uncovered these perceptions in 2006, in the current research, we attempted to understand further whether or not employers are open to viewing prospective job candidates’ ePortfolios in the current employment environment. Last, very few studies have been done to examine strictly the perceptions of employers and recruiters regarding ePortfolios (Ambrose, 2013; Yu, 2011). Yu (2011) interviewed 10 human resource managers from 10 different companies. Out of those 10, only four of the managers had previously heard of ePortfolios.

Knowledge or lack thereof may affect employers’ perceptions of the benefit of ePortfolios. Although not commonly seen by hiring managers, there was a high and consistent level of interest in the development and advancement of ePortfolios (Yu, 2011). These results encourage future research and suggest a high potential for universities that plan to promote the use of ePortfolios as a tool for post-college job placement. However, characteristics of recruiters also need to be examined. Because Blair and Godsall (2006) found that employers were not familiar with ePortfolios, we need to examine how willing employers are to use ePortfolios. Employers’ total years of employment may affect how willing they are to change what they review in the application process. Finally, Ambrose (2013) conducted a focus group with 11 recruiters and found that eight out of 11 employers agreed or strongly agreed that an ePortfolio of student work would be a valuable tool for recruiting. Employment Electronic Porfolios 218 Because this research was published seven years after the work of Blair and Godsall (2006), there may be more significant changes in employers’ perceptions about the use of ePortfolios. Nurse Practitioner Portfolio Discussion

The current research expanded on Ambrose’s (2013) study by evaluating a larger pool of recruiters in order to predict more accurately employers’ opinions of ePortfolios. Hypothesis Based on the relative newness of ePortfolios, recruiters’ years of experience may be a significant factor in their perceptions of ePortfolios. Perhaps recruiters with fewer years of experience may be (a) younger in age and more comfortable navigating digital resources such as the ePortfolio, or (b) more willing to try differen …