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Developing a

professional portfolio

Elaine Whitton

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Objectives

identify the requirements of PREP in

relation to registered nurses

describe the functions of a

professional portfolio

describe the structure and content of

a professional portfolio

describe the skills required in putting

one together

Revalidation

is the process that allows you to maintain your registration with

the NMC;

builds on existing renewal requirements;

demonstrates your continued ability to practise safely and

effectively, and

is a continuous process that you will engage with throughout

your career.

Revalidation is the responsibility of nurses and midwives

themselves. You are the owner of your own revalidation

process.

http://revalidation.nmc.org.uk/what-you-need-to-do

http://www.nmc.org.uk/globalassets/sitedocuments/revalidation/

how-to-revalidate-booklet.pdf

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Portfolio

‘A portfolio is a private collection of

evidence that demonstrates learning

and development as well as a tool for

planning future learning…’ (CSP,

2001)

'A personal portfolio is a private

collection of evidence which

demonstrates the continuing

acquisition of skills, knowledge,

attitudes, understanding and

achievement. It is both retrospective

and prospective as well as reflecting

the current stage of development and

activity of the individual.'

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'A portfolio is a purposeful collection

of student work that exhibits the

student's efforts, progress and

achievements in one or more areas.

The collection must include student

participation in selecting contents, the

criteria for selection, the criteria for

judging merit and evidence of self-

reflection.'

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Portfolio/profile?

Not interchangeable terms

Profile = subset of a portfolio

Portfolio = broad compilation of skills,

knowledge, attitudes, understanding

and achievement’

Profile is constructed from evidence

‘selected from the portfolio for a

particular purpose and for the

attention of a particular audience’ 7

Profile

A profile is an extraction of evidence

from your portfolio for a particular

purpose

Your portfolio may be made up of a

number of profiles

You can extract profiles for different

purposes/audiences

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Functions of a portfolio

1. evidence of your personal expertise

2. account of your career

3. record of your learning and

development

4. record of professional development

5. helps you to identify your learning

needs and develop action plans (future

planning)

6. a focus for organising your learning

7. to facilitate reflection on practice

What format should it take?

Ring binder

Electronic

Commercially produced package

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Developing a portfolio

requires commitment and effort

is an ongoing process

done properly it is a useful tool

shouldn’t be a burden!

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Your portfolio needs to show

evidence of your:

qualities

achievements

development

ambitions

Personal and professional

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Professional portfolio

Quinn identifies six main elements for portfolio

content:

factual information, e.g. qualifications,

employment history

self-appraisal of professional performance

action plans and outcomes (SWOT analyses)

record of formal learning

record of informal or unstructured learning

record of hours worked within three-year period

between registrations.

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For you:

1.CV

2.APEL documentation

3.Details of courses/experiences

4.Practice assessment documentation

5.Clinical skills passport

6.Records of tutorials with personal tutor

7.Reflective pieces/writing/records/critical

incidents

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and….

8. Observed visit records

9. Other evidence of achievements

letters from patients

testimonies

8. Learning summaries

9. Life sciences packages

10. Patient journeys

11. Mandatory session records

12. IP learning forms

13. Medicines proforma

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Qualities of a personal

portfolio

Flexible

Comprehensive

Well-organised

Concise

Manageable

Up-to-date

Accessible

Well-presented

Accurate

Relevant

Accessible

Patient journeys

Unit 1 = 2 patient journeys

Aims:

To offer students the opportunity to develop

critical insights into the experiences that

patients have as they navigate through the

range of health care services

To enable students to critically examine the role

of nursing and nurses within the patient health

experiences and evaluate the contribution

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Patient journeys

Identify 2 patients with your mentor’s

help

Obtain the patient’s consent

Maintain confidentiality

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Patient journeys

Patient history

Condition and diagnosis

Normal anatomy and physiology

Bio-psycho-social impact

Assessment – e.g. tools used, how undertaken

Problems identified

Care planned

Evaluation of care

Reflection

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Interprofessional learning

Complete 2

In conjunction with patient journeys

Identify:

which professionals were involved in the patient’s

care

who made the referrals, and how they were made

how well people worked together – what was

positive/less so about the experience

reflect upon the impact of the referrals on the patient’s

care

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PRPGDip Nursing

(Adult)

EU directives

EU Directives

In order to meet the requirements of the

EU Directives you must track your

exposure to other branches of nursing

and midwifery. Failure to do so may

compromise your registration and your

ability to work in the EU community.

Aims

To develop a critical and reflective knowledge and understanding of the nature of the different fields of nursing and midwifery.

To develop a critical and reflective knowledge and understanding of the knowledge, skills and attitudes required for future professional practice in relation to different patient groups.

Learning Outcomes

Following completion of the open learning packages and by the end of the programme you will be able to demonstrate a critical and reflective knowledge of:

the different perspectives of nursing

the uniqueness of each of the fields of nursing and the difference between them

the importance of professional and ethical practice in relation to the different client groups

the different competency emphasis within and across the different branches of nursing

the different philosophies and frameworks of care utilised in caring for different client groups

the primacy of user and carer choice in contemporary health care services

the specific skills relating to meeting the needs of different client groups in adult care delivery settings.

Mechanisms

Taught sessions

Directed packages

Opportunistic exposure

Reflection on Practice

Progress meetings with mentors and

personal tutors

Initial reflections

Write 500 words on your current

perception of the different patient

groups

Think about:

understanding

attitudes

fears/hopes…….

Work packages

1 for each field

To be completed by

unit 3

Practice

Opportunity

Provision

Policy

Mental Health

Caring for acutely confused post anaesthesia/sedation

Caring for acutely confused post admission

Caring for the anxious patient

Caring for the patient with altered body image

Any psychological aspects of care irrespective of setting

Dependency issues e.g. alcohol and drugs

Anxiety on admission/prior to investigations/operation

Motivation issues

Care of the self-harming patient

Caring for clients who survive suicide attempts

Care of the para-suicide

Care of the confused patient

Depression as a dual diagnosis with physical illness

Special aspects of psychological care in terminal illness

Learning Disability

Caring for patients with learning

disabilities

Empowerment issues

Advocacy roles

Role of carers

Recognising particular needs of client

group when admitted to an acute

area.

Mother and Child

Caring for patients who are

pregnant/nursing mothers

‘baby clinics’

Children of patients

Practice nurse visits

Child

Caring for children visiting relatives:

A visitor arrives with a very young baby pre-immunisations

A child wants to visit having just recovered from an infectious disease

A young adult is admitted to the ward

A child with a chronic condition has an acute exacerbation whilst visiting e.g. asthma, epilepsy

Dietary advice for children

Maintaining safety on the ward when children are visiting

Health promotion issues – teenage pregnancies, smoking, long-term implications of an unhealthy lifestyle

Child protection issues, especially whilst on community placement

Children as carers of parents

Giving information to children regarding a patient’s condition.

Recording exposure

Brief overview of event in practice

placement documentation to be

signed by mentor

200 word reflection for each exposure

Consolidation by Unit 3

Portfolio review with personal tutor

each unit

Reflective sessions with lecturers of

due regard

1000 word overall reflection on each

field