EXIT PORTFOLIO

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Portfolio Schedule. First Semester

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EXIT PORTFOLIO

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1. EXIT PORTFOLIO College of Health School of Nursing

2. Portfolio Schedule First Semester –Junior Year Health Promotion: Develop notebook with tabs Write biographical narrative Resume HIT I: Communication Theory-based practice Nursing therapeutics Second Semester-Junior Year DT I: Human diversity Informatics Psychosocial Transitions: Interdisciplinary collaboration Critical thinking First Semester-Senior Year Caring Professional development Second Semester-Senior Year Refine outcomes and resume Complete notebook and add examples Include completed skills checklist

3. Portfolio Schedule—RN Completion Professional Issues Develop portfolio skeleton Write Biographical Narrative OC 1: Caring Health Assessment OC 2: Communication OC 7: Nursing Therapeutics Nursing Research OC 3: Critical Thinking OC 9: Theory Based Practice Organizational Transitions Resume OC 4: Human Diversity OC 5: Informatics Advanced Organizational Transitions OC 8: Professional Development Refine Outcomes and Resume Complete notebook; add examples Include completed Skills Checklist RN Practicum OC 6: Interdisciplinary Collaboration

4. CLAYTON STATE UNIVERSITY SCHOOL OF NURSING PORTFOLIO COMPLETION SCHEDULE Basic Licensure Program

5. For Information And Guidelines Go to the Clayton State Home page. Click on “Offices and Departments” Go to the “School of Nursing Home Page” Click on “Program Outcomes” for the 9 Outcomes. Click on the “Nursing Student Handbook” and go to “Progression Policies” and then “Exit Portfolio”

6. Editing and Writing The student should follow APA guidelines. The grammar and writing should be correct and the Clayton State University writing criteria should be followed. If the student uses a definition or quotes, these should be referenced.

7. Purpose Students in both tracks of the BSN program at Clayton State University must submit a portfolio as a program requirement for graduation. The portfolio is used as an outcome measurement and provides students with an opportunity to reflect on their academic experiences and to synthesize their learning and accomplishments.

8. Point To Remember The portfolio is a personal reflection of the student's achievement and growth; thus, each portfolio will be unique.

9. Notebook Type And Size We recommend a black or white 3 ring binder that is 2 inches in size. Remember that this portfolio is a good tool to use in the interview process to provide evidence of the quality of education and the types of experiences afforded the student.

10. Dividers and Tabs The dividers and tabs should fit the notebook and look professional. Handwriting the tabs is not professional looking. This is a professional work and not a scrap book of memories of nursing school.

11. Exemplars The students should, at the end of the narrative for each outcome, list the exemplars for that outcome. The exemplars should be put in clear pages where the reader of the portfolio does not have to pull out the example, but can simply turn the pages and see the content.

12. Cover Page Include your name, Laker ID number and the date of submission Do not put the Social Security Number on the page

13. Table Of Contents List the materials submitted in the order they are found. Make the Table of Contents fit the page and look professional.

14. Portfolio Content This method of terminal program evaluation provides more in-depth data than standardized objective tests. In addition, the portfolios provide information to faculty members for their ongoing curriculum and program evaluation that benefits all Clayton State University students. The portfolio consists of the following three components:

15. Narrative Section This contains a compilation of the student’s goals for their BSN experience, as well as a summary of the accomplishments and personal growth that has been achieved through education experiential activities.

16. Biographical Narrative Includes: Personal goals that led to nursing school to obtain a BSN—What led the student here? What did the student set out to achieve? These goals should provide insight into the student’s personal goals and interest. What has the student received in this process?

17. Resume Section Career Services can assist you with the development of your resume.

18. Resume Section Include a professional resume summarizing the student’s education and employment activities. Include professional organizations and memberships, GANS, Invitation to join Sigma Theta Tau International Honors Pertinent civic activities

19. Outcome Mastery Section This section identifies key concepts identified in the outcomes. These 9 outcomes have been identified by faculty to be the key components of the nursing program. For each outcome the student should explain how they have mastered the outcome and it should reflect their personal activities and their achievements. In the narrative component of the outcome, the students should provide a detailed explanation, that when it is read the faculty can understand the student’s meaning without looking at the examples. The student then identifies the assignments, projects, and/or learning activities which contributed to achievement of this outcome.

20. Caring Demonstrate human caring as a key philosophical basis for the practice of nursing. Identify what caring is in nursing is, according to what has been taught in the program. Caring is not just volunteering for “walks”, etc. but using the science of caring in the practice of nursing.

21. Caring Caring is defined as feeling and exhibiting concern and empathy for others (Farlex, 2009). Caring is the science of nursing. According to the International Council of Nurses Code of Ethics for Nurses, nurses have four fundamental responsibilities: to promote health, to prevent illness, to restore health, and to alleviate suffering (Stanhope & Lancaster, 2006). These responsibilities are driven by the spirit of caring. To be effective in caring, nurses must be respectful of and unrestricted by considerations of age, color, creed, culture, disability or illness, gender, sexual orientation, nationality, politics, race or social status (Taylor, Lillis, Lemone, Lynn, & Lebon, 2008). In order to meet this outcome, I had to demonstrate human caring as a key philosophical basis for the practice of nursing. “I know that I am caring person when it comes to patients because I have shown compassion, respect, and commitment to the well being of the patients in a variety of settings. I was the team captain for the Student Nurses Association 2009 AIDS Walk Atlanta. I donated coloring books and markers for children in the hospital to help their stay in the hospital less stressful. Through volunteering at MedShare International, I was able to help patients overseas get access to needed medical supplies. I worked with West End Church of Christ to provide health screenings to prevent poor health outcomes. I also volunteered to help coordinate and carry out New Student Orientation to help new nursing students have a smooth transition into nursing school.” Exemplars: Team captain for the Student Nurse Association at the 2009 AIDS Walk Atlanta Donated supplies for children at Children’s Healthcare of Atlanta Volunteer at MedShare International Facilitated Blood pressure screenings at West End Church of Christ Volunteer for New Student OrientationFarlex. (2009). Retrieved October 31, 2009, from http://www.thefreedictionary.comStanhope, M., & Lancaster, J. (2006). Foundations of Nursing in the Community: Community-Oriented Practice (2nd ed.). Philadelphia: Mosby Elsevier. Taylor, C., Lillis, C., Lemone, P., Lynn, P., & Lebon, M. (2008). Fundamentals of Nursing: the Art and Science of Nursing Care (6th ed.). Philadelphia: Wolters Kluwer Lippincott Williams & Wilkins.

22. Communication Utilize effective communication skills to promote therapeutic nurse-client interactions and good collegial relationships. How is communication taught, used, and emphasized in the nursing program? How is it defined in the program?

23. Communication Communication is defined as the exchange of thoughts, messages, or information, as by speech, signals, writing, or behavior (Farlex, 2009). Clear and concise communication is essential to nursing because it is a primary means of meeting the fundamental responsibilities of nursing. Nurses must be able to communicate to different people (patients, families, other healthcare providers) in different ways (verbal, written, electronic, through interpreter). Through communication, both verbal and nonverbal, nurses establish and maintain relationships. Effective communication skills promote therapeutic nurse-client interactions and good collegial relationships (Taylor, Lillis, Lemone, Lynn, & Lebon, 2008). “Communication is essential to nursing because there is much information that must be exchanged with the patient and their families. To help me become a better communicator, I completed assignments that required me to communicate with different people and through different techniques. I took a class on interactive communication in which I, in addition to learning about effective and non-effective communication techniques, analyzed my ability to communicate. I taught a patient at Christian City the importance of proper denture care. I also did a presentation on birthing plans. I had to create a power point presentation on information gathered while I followed a patient through the different stages of surgery.” Exemplars: Birthing plans teaching presentation—self evaluation and post lecture quiz Christian City teaching plan and evaluation Interactive Communication Assignment Case Study Presentation Farlex. (2009). Retrieved October 31, 2009, from http://www.thefreedictionary.com(Taylor C Lillis C Lemone P Lynn P Lebon M 2008 Fundamentals of Nursing: the Art and Science of Nursing Care)Taylor, C., Lillis, C., Lemone, P., Lynn, P., & Lebon, M. (2008). Fundamentals of Nursing: the Art and Science of Nursing Care (6th ed.). Philadelphia: Wolters Kluwer Lippincott Williams & Wilkins.

24. Critical Thinking Engage in critical thinking by using creative problem solving and making appropriate inferences, based on evidence derived from clinical practice. How is it emphasized in the nursing program? How does it impact nursing practice?

25. Critical Thinking Critical thinking consists of mental processes of discernment, analyzing and evaluating (Farlex, 2009). Nurses engage in critical thinking by using creative problem solving and making appropriate inferences based off of information gathered from patients, healthcare providers, and clinical practice. Critical thinking is important because it helps us to analyze, evaluate, explain, and restructure our thinking so that we can act appropriately (Farlex, 2009). It is also important because nurses must use deductive and inductive reasoning to understand and explain concepts and data. Critical thinking has helped change the practice of nursing so that nurses are effective in accomplishing their fundamental responsibilities. “As a nursing student, thinking critically is required at all times. I wrote several papers which required me to assemble and disseminate information in a comprehensible format. I pretended to be a patient who had a subdural hematoma; Being in that role required that I research the effects of a subdural hematoma and then pretend to have them. I also created several care plans for patients in different health transitions: adult health, pediatrics, mental health.” Exemplars: Nursing Philosophy paper Growth and Development Power point presentation Morbidity Rates paper and data Care plans: Health-Illness Transitions I, Developmental Transitions II, Psychosocial Transitions Participation in NURS 5420-Advanced Health Assessment final check off as a clientFarlex. (2009). Retrieved October 31, 2009, from http://www.thefreedictionary.com

26. Human Diversity Demonstrate client care that reflects the consideration of socioeconomic, political, legal, ethical, and human diversity variables in the changing health care environment. How is human diversity emphasized and integrated into the practice of nursing by the faculty in the nursing courses?

27. Human Diversity Human diversity is the ideology of including people of diverse cultural and religious backgrounds (Farlex, 2009). Nurses must demonstrate client care that reflects the consideration of socioeconomic, political, legal, ethical and human diversity variables in the changing health care environment (Stanhope & Lancaster, 2006). Nurses can enhance their ability to provide culturally competent and culturally sensitive care through education and experience of different cultures (Stanhope & Lancaster, 2006). Providing culturally competent care helps to decrease the cost of health care and increase the opportunity for positive client outcomes (Stanhope & Lancaster, 2006). “I accomplished human diversity by learning about different groups of people and how to interact with them. I attended two cultural diversity forums sponsored by the Clayton State School of Nursing. I was able to learn team building exercises and how to relate to patients who come from different ethnicities and socioeconomic backgrounds. I did several surveys to help me clarify my attitudes and beliefs to help me become more conscious about how I feel towards people who are not like me. Through Safe Space Training, I gained awareness, insight and knowledge about the lives and experiences of the lesbian, gay, bisexual, and transgender community. Incorporating this information into who I am as a person and nurse is what allows me to interact successfully with a variety of patients in a variety of environments. I was appointed to be the second vice president for the Student Nurses Association. Being in this position required an ability to get along with and work successfully with others.” Exemplars: Certificates of Attendance for the Cultural Diversity Forum sponsored by the Clayton State School of Nursing Safe Space Training sponsored by the Department of Campus Life of Clayton State University Member of Student Nurses Association Clayton State University, 2nd Vice President Georgia Association of Student Nurses National Student Nurse Association Farlex. (2009). Retrieved October 31, 2009, from http://www.thefreedictionary.comStanhope, M., & Lancaster, J. (2006). Foundations of Nursing in the Community: Community-Oriented Practice (2nd ed.). Philadelphia: Mosby Elsevier.

28. Informatics Demonstrate competence in utilizing information technology resources to advance professional practice. How is informatics used in the classroom, in lab, in the hospital and community settings?

29. Informatics Informatics is the result of processing, gathering, manipulating and organizing data in a way that adds to the knowledge of the receiver (Farlex, 2009). Being able to utilize information technology resources is crucial to improving patient outcomes. It helps nurses to be resourceful when in need of information that can not be gathered from usual sources. It is also important for nurses to use information technology to synthesize information and be able to present the information to people in a manner that is easy to understand. “To meet this outcome I had to demonstrate competence in utilizing information technology resources to advance professional practice. I created several power point presentations, including one on my visit to an alternative wellness healer. For the health fair at West End Church of Christ, I created a document to aid the participants in understanding what hypertension is and how it can be managed and prevented. I also made a poster board that advertised resources who addressed different health needs. The last exemplar for this outcome is the psychosocial family assessment with care plan and family tree. It shows my ability to create a formal document, modify existing templates, and create diagrams.” Exemplars: Alternative wellness power point presentation Document explaining hypertension Picture of poster board created with information on community resources Psychosocial Family assessment, care plan, and family treeFarlex. (2009). Retrieved October 31, 2009, from http://www.thefreedictionary.com

30. Interdisciplinary Collaboration Collaborate with health care provides from other disciplines to improve client outcomes. In what ways does the student interact with other disciplines to achieve the goals set forth for the patient?

31. Interdisciplinary Collaboration Interdisciplinary collaboration is the act of drawing from and integrating two or more academic disciplines, professions, technologies, departments, their methods and insights, in the pursuit of a common goal (Farlex, 2009). Collaboration with health care providers from other disciplines to improve client outcomes is critical to nursing practice. Nursing is not an occupation that can be performed properly by one person alone. Patients have complex needs that are best handled by a team of professionals. “As second vice president for the Student Nurses Association, my primary duty was to coordinate portfolio opportunities for members. Many of these events required that we work with professionals from different disciplines. We worked with the National Kidney Fund, American Diabetes Association, Henry County Fire Department, and clergy of West End Church of Christ to provide services to help people improve their health status. Additionally, I coordinated a Resume Writing Workshop and Test Taking Skills workshop to help students grow professionally. This required coordination of services from the office of Career Services at Clayton State University and nursing faculty. Taking care of patients in the clinical setting also required that I work with other health professionals to ensure optimal patient outcomes.” Exemplars: Volunteer coordinator for the National Kidney Fund Volunteer with the Henry County Fire Department for the Atlanta Motor Speedway First Aid Stations Volunteer with Clayton State University’s Student Health Services Black History Month Health Fair Facilitator for Diabetes Day at West End Church of Christ Volunteer with the National Kidney Foundation at the Diabetes Expo Coordinator of a Resume Writing Workshop for nursing students Care Plan: Health Illness Transitions I Letter of commendation from participation at the Diabetes Expo Farlex. (2009). Retrieved October 31, 2009, from http://www.thefreedictionary.com

32. Nursing Therapeutics Utilize nursing therapeutics based on a synthesis of critical thinking strategies and a theoretical knowledge based in nursing knowledge to provide competent professional care and maximize healthy outcomes. How do nursing theories, the nursing process, and critical thinking drive practice?

33. Nursing Therapeutics Nursing is a profession focused on assisting individuals, families, and communities in promotion and restoration of health and prevention of illness (Farlex, 2009). Providing these concepts in a manner in which the results are desired and beneficial defines nursing therapeutics. Nursing therapeutics requires critical thinking, creativity, high-quality communication skills, solid knowledge foundation, and professionalism. “As a student nurse, I have learned to utilize nursing therapeutics based on a synthesis of critical thinking strategies and a theoretical knowledge base in nursing to provide competent professional care and maximize healthy outcomes. The creation of care plans aided me in providing care to patients and enabled me to treat them holistically. In providing competent care, I successfully completed all clinical rotations. Outside of the clinical setting, I was able to help over 100 people become healthier by facilitating a weight loss challenge at church. This event consisted of educational and physical activities to help participants lose weight.” Exemplars: Care plans: Developmental Transitions I, Health Illness Transitions II Creation and execution of weight loss challenge for members of West End Church of Christ Certificate of successful completion of Psychosocial Transitions clinical Farlex. (2009). Retrieved October 31, 2009, from http://www.thefreedictionary.com

34. Professional Development Demonstrate commitment to ongoing professional development as a life-long learner. What has the student done to demonstrate professional development? Has the student gone to continuing educational opportunities afforded them?

35. Professional Development Professional development often refers to skills required for maintaining a specific career path or to general skills offered through continuing education (Farlex, 2009). It can also be defined as training to keep current with changing technology and practices in a profession (Farlex, 2009). Nursing is a profession that is constantly changing in practice. Nurses must continuously learn about new medications, technologies, resources and treatment that will help improve patient outcomes. It is essential for nurses to take courses to update and maintain the skills and knowledge they have already learned. “To fulfill this exemplar, I had to demonstrate commitment to ongoing professional development as a life-long learner. I demonstrated a commitment to being a life-long learner by successfully completing several continuing education classes: Basic fetal monitoring, Cardiac drips and calculations, preparing for and responding to emergencies and disasters. The faculty of the nursing program also provided access to several online programs which supplemented learning material that was covered in class.” Exemplars: Certificate of attendance: Basic Fetal Monitoring Continuing Education Activity (APNEC Conference) Certificate of completion: National Kidney Foundation KEEP Screening Training Certificate of attendance: Cardiac Drips and Calculations Class at Rockdale Hospital Certificate of completion: Nurses on the Front Line: Preparing for and Responding to Emergencies and Disasters EDGT Online Test Summary Farlex. (2009). Retrieved October 31, 2009, from http://www.thefreedictionary.com

36. Theory-Based Practice Apply selected theoretical frameworks to nursing practice in diverse settings. How have the students learned to use various theories in nursing practice? Theory-based practice is not evidenced-based practice.

37. Theory-Based Practice Theory-based practice is action carried out that is based on a belief or principle (Farlex, 2009). Theory-based nursing directs nurses toward a common goal, with the ultimate outcome being improved patient care. Nursing theory provides rational and knowledgeable reasons for nursing actions and the knowledge base necessary for acting and responding appropriately. It also prepares nurses to question assumptions and values in nursing, thus further defining nursing and increasing the knowledge base (Taylor, Lillis, Lemone, Lynn, & Lebon, 2008). Theory-based practice requires research to validate and refine current knowledge or develop new knowledge (Taylor, Lillis, Lemone, Lynn, & Lebon, 2008). By combining the practice of theory-based nursing and critical thinking, nurses increase their ability to provide competent and efficient care to improve outcomes of patients in diverse settings. “To meet this outcome, I had to apply selected theoretical frameworks to nursing practice in diverse settings. Through participation at the Piedmont Fayette Hospital Research Fair, I was able to gain knowledge about current research related to nursing as well as the techniques used to gather the data. By performing a systematic review, I was able to apply concepts that were taught in Nursing Research. I have learned that theory-based practice is essential in providing optimal care to patients to ensure the most favorable patient outcomes.” Exemplars: Research Fair Experience Evaluation Attendance at Piedmont Fayette Hospital Research Fair Systematic review of fluid resuscitation Farlex. (2009). Retrieved October 31, 2009, from http://www.thefreedictionary.comTaylor, C., Lillis, C., Lemone, P., Lynn, P., & Lebon, M. (2008). Fundamentals of Nursing: the Art and Science of Nursing Care (6th ed.). Philadelphia: Wolters Kluwer Lippincott Williams & Wilkins.

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