Approaches To Professional Nursing Practice
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Learning outcomes for the unit are outlined below.
1 Discuss how evidence based practice, lifelong learning and critical thinking contribute to personal and professional development within the discipline of nursing
2 Discuss the professional, media and public image of nursing
3 Explain how systematic care planning is central to the role of the nursing professional
4 Discuss the expected standards for practice and boundaries of practice for the registered nurse, enrolled nurse and assistant, Aboriginal health workers (unregulated) and practitioners in nursing
5 Differentiate between the legal and ethical responsibilities of the nurse
Aim of assessment:
Professionals require a portfolio to demonstrate their experience, their ongoing professional development and their reflection on those experiences and activities. Portfolios have a variety of uses, including: applying for employment or promotion; supporting performance review requirements; career planning; and applying for credit or enrolment in postgraduate education. One important reason for nurses to commence a portfolio is to demonstrate compliance with the continuing professional development (CPD) requirements of their registering body (NMBA). This assessment aims to enhance students’ understanding of the professional obligation of nurses to keep a portfolio. It provides students with an opportunity to commence a portfolio that they can revisit and develop, both during their nursing degree and throughout their professional career.
Students will develop an electronic portfolio (e-Portfolio) through an appropriate organisation or internet-based site, such as Google Sites. A minimum of four sections/web-pages is required at this stage, but students may add more if they desire. The four required sections/web-pages are:
1. Profile (”snapshot” of the student: personal attributes; academic and employment achievements; brief career; strategies to achieve compliance with NMBA guidelines).
2. Curriculum vitae (personal details; academic and employment history; referees; interests).
3. Continuing professional development (CPD) (past and planned short courses, workshops, seminars, conferences, working groups or other relevant professional development activities).
4. Based on the Gibbs Cycle (or other reflection framework), critical reflection on a specific recent event in either a work or education context (not the critical reflection from Assessment 1).
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