Professional Portfolio

Assignment: Professional Portfolio

Ongoing development and maintenance of a professional portfolio helps you to document the experiences you accumulate as a student and a practitioner. In Week 2, you began focusing on portfolio development by collecting artifacts from your previous coursework in this Master of Science in Nursing program. While the assembly and development of your portfolio will be self-paced, it is recommended you work on your portfolio weekly so you may successfully complete this requirement. Should you have any questions related to your Professional Portfolio, please reach out to your Instructor.

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Continue to assemble and develop your professional portfolio. Refer to the portfolio-related documents introduced in Week 2 (i.e., Student Guide to Creating the Final Professional Portfolio and Professional Portfolio Template).

There is no Assignment submission required for this week.

By Day 3
Learning Resources

Required Readings (click to expand/reduce)

Boswell, C., & Cannon, S. (2016). Future perspectives. In S. Cannon & C. Boswell (Eds.), Evidence-based teaching in nursing: A foundation for educators (2nd ed., pp. 297–320). Jones & Bartlett Learning.

American Association of Colleges of Nursing. (2019). APRN clinical preceptor resources guide.

American Psychiatric Nurses Association. (2019). APNA guidance regarding precepting and mentorship.

Amirehsani, K. A., Kennedy-Malone, L., & Alam, M. T. (2019). Supporting preceptors and strengthening academic-practice partnerships: Preceptors’ perceptions. Journal for Nurse Practitioners, 15(8), e151–e156.

Maneval, R., Browne, K., Feldman, H., Brooks, C., Scuderi, D., Henderson, J., & Epstein, C. (2019). A collaborative academic-practice approach to meeting educational and workforce needs. Journal of Nursing Administration, 49(10), 463–465.

Letcher, D.C., Massey, A. M., Nelson, M. J., & Elverson, A. C.. (2019). Creating a Culture of Caring: A Shared Academic-Practice Clinical Curriculum. Nurse Educator.

Gueorguieva, V., Chang, A., Fleming-Carroll, B., Breen-Reid, K. M., Douglas, M., & Parekh, S. (2016). Working toward a competency-based preceptor development program. Journal of Continuing Education in Nursing, 47(9), 427–432.

Harper, M. G., Burke, K. G., Keim, S. K., Morgan, L., & Maloney, P. (2019). Meritorious academic partnership designation: Recognizing nursing professional development in graduate curricula. Journal for Nurses in Professional Development, 35(5), 240–247.

Joseph, M. L., Bair, H., Williams, M., Huber, D. L., Moorhead, S., Hanrahan, K., Butcher, H., & Chi, N.-C. (2019). Health care innovations across practice and academia: A theoretical framework. Nursing Outlook, 67(5), 596–604.

L’Ecuyer, K. M., Hyde, M. J., & Shatto, B. J. (2018). Preceptors’ perception of role competency. Journal of Continuing Education in Nursing, 49(5), 233–240.

Navarra, A.-M., Stimpfel, A. W., Rodriguez, K., Lim, F., Nelson, N., & Slater, L. Z. (2018). Beliefs and perceptions of mentorship among nursing faculty and traditional and accelerated undergraduate nursing students. Nurse Education Today, 61, 20–24.

Rodger, K. (2020). Mentoring clinical teachers using mobile telepresence technology. Nurse Educator, 45(1), 2–4.

Required Media (click to expand/reduce)

Walden University (Producer). (2020). The mentoring relationship [Video]. Walden University Blackboard.


The Mentoring Relationship

Dr. Terry Valiga and Beth Phillips discuss the roles of mentors and mentees. They also share reflections on their own mentor/mentee relationship.(15 m)

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Optional Resources (click to expand/reduce)

Davis, K. F., Harris, M., & Boland, M. G. (2019). Ten years and counting: A successful academic-practice partnership to develop nursing research capacity. Journal of Professional Nursing, 35(6), 473–479.

Dols, J. D., Hoke, M. M., & Allen, D. (2019). Building a practice-focused academic-practice partnership. Journal of Nursing Administration, 49(7/8), 377–383.

Hart, T., Bird, D., & Farmer, R. (2019). Using blackboard collaborate, a digital web conference tool, to support nursing student placement learning: A pilot study exploring its impact. Nurse Education in Practice, 38, 72–78.

Heinonen, A.-T., Kääriäinen, M., Juntunen, J., & Mikkonen, K. (2019). Nursing students’ experiences of nurse teacher mentoring and beneficial digital technologies in a clinical practice setting. Nurse Education in Practice, 40, x.

Knisely, M. R., Fulton, J. S., & Friesth, B. M. (2015). Perceived importance of teaching characteristics in clinical nurse specialist preceptors. Journal of Professional Nursing, 31(3), 208–214.

Nowell, L., Norris, J. M., Mrklas, K., & White, D. E. (2017). Mixed methods systematic review exploring mentorship outcomes in nursing academia. Journal of Advanced Nursing, 73(3), 527–544.

Ward, A., & McComb, S. (2017). Precepting: A literature review. Journal of Professional Nursing, 33(5), 314–325.

Learning Resources

Required Readings (click to expand/reduce)

Boswell, C., & Cannon, S. (2016). The role of the academician. In S. Cannon & C. Boswell (Eds.), Evidence-based teaching in nursing: A foundation for educators (2nd ed., pp. 31–60). Jones & Bartlett Learning.

Valiga, T. M., & Phillips, B. C. (2016). The teaching experience in nursing. In S. Cannon & C. Boswell (Eds.), Evidence-based teaching in nursing: A foundation for educators (2nd ed., pp. 61–86). Jones & Bartlett Learning.

Halstead, J. A., & Frank, B. (2018). Pathways to a nursing education career: Transitioning from practice to academia (2nd ed.) Springer Publishing Company.

Chapter 1, “The Nursing Faculty Role: Issues, Trends, Opportunities, and Challenges”

Credit Line: Pathways to a Nursing Education Career: Transitioning From Practice to Academia, 2nd Edition by Halstead, J. A., & Frank, B. Copyright 2018 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center.

Bergren, D. (2020, January 22). Setting SMART goals for career success. Walden University Career Services.

Centers for Disease Control. (2015). Develop SMART objectives.

Coffey, J. S., & White, B. L. (2019). The clinical nurse educator role: A snapshot in time. Journal of Continuing Education in Nursing, 50(5), 228–232.

Shinners, J., & Graebe, J. (2020). Continuing education as a core component of nursing professional development. Journal of Continuing Education in Nursing, 51(1), 6–8.

National League for Nursing. (2018). Nurse educator core competency.

Nursing Path. (2019, January 30). Bloom’s taxonomy of learning domains.

Walden University Library. (n.d.). Verify peer review.

Note: Use this webpage to help you as you determine what articles to use in your scholarly searches of the literature.

Practicum Experience Resources

Walden University Field Experience. (n.d.). College of Nursing: Student resources and manuals.

HSoft Corporation. (n.d.). Meditrek.

Document: Practicum Experience Plan (Word document)

Portfolio Resources

Document: Student Guide to Creating the Final Professional Portfolio (Word document)

Document: Professional Portfolio Template (Word document)

Required Media (click to expand/reduce)

Walden University (Producer). (2020). Introduction [Video]. Walden University Blackboard.



Meet Dr. Terry Valiga, as she shares her professional journey as a nurse educator and lays the foundation for this course by providing Practicum advice and words of wisdom. (10 m)

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Download Audio
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Optional Resources (click to expand/reduce)

Brown, G., Leonard, C., & Arthur-Kelly, M. (2016). Writing SMARTER goals for professional learning and improving classroom practices. Reflective Practice, 17(5), 621–635.

Hultman, J. A. (2017). Are “attainable and realistic” goals always “SMART?”: We may be short-changing ourselves by setting the bar too low. Podiatry Management, 36(7), 162.

Jeffery, A. D., Longo, M. A., & Nienaber, A. (2016). Implementing professional development activities. Chapter from Staff Educator’s Guide to Professional Development: An STTI book. Reflections on Nursing Leadership, 42(1), 1–13.

Sprinks, J. (2015). Call for support and standardising of clinical nurse educator’s role. Nursing Standard, 30(3), 11.

Walden University Writing Center. (n.d.-a). APA style: Overview. Walden University.

Walden University Writing Center. (n.d.-b). Paper reviews: Introduction. Walden University.

Discussion: Thinking SMART for Individualized

Submit your Professional Portfolio Assignment by Day 3 of Week 11.For more information on Professional Portfolio read :

 Professional Portfolio

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