keronauto.blogg.se - Recompile achievement guide

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Recompile achievement guide professional#

Mentors and students are often unsure what constitutes good evidence and how much evidence must be produced. This is possibly: due to having to fit broad outcomes or proficiencies into the context of specialised nursing and/or social care settings relating to the different terminology being used (for instance, one placement might talk about care packages, while another might refer to care plans) and because the need to be interpreted at different levels of achievement. Interpreting the meaning and application of the Nursing and Midwifery Council (2004) outcomes and proficiencies can be difficult for both mentors and students (Clark, 2009 McMullan, 2008 Scholes et al, 2004). Some evidence will reflect nurses’ own insight into and assessment of their development, while some will reflect the feedback and assessment they receive from others, such as peers, mentors, supervisors and even patients.

Collection and collation of evidence that best represents learning and assessment in practice within a given healthcare setting (Coffey, 2005 Scholes et al, 2004 Murrell et al, 1998) and knowledge of how it will be assessed, and by whom.Īssessment through portfolios can be both formative (how an individual is doing) and summative (how well have they done).

Identification of what opportunities are there to gain the learning experience, along with appropriate learning strategies.

A clear identification of what there is to learn, what is essential to learn and what would be desirable to know and/or do.

Planning the content of a portfolio needs to be based on:

Recompile achievement guide professional#

While there is more than one solution to defining a structure for a portfolio, what matters most is its content and how it reflects the individual’s professional and personal development. Advice offered by Young (2007) could prove useful. It is beneficial if nurses make an action plan to maintain or improve their portfolio over the next six months. It is useful to ask colleagues or fellow students, mentors or supervisors to scan a portfolio and comment on what it tells them.

Clearly organised section(s) of evidence that indicate they are developing professionally and personally.

A summary of their learning, clearly defined over a given period.

Nurses should examine the organisation of their current portfolio and look over it to identify the following elements:

Recompile achievement guide verification#

Students also need to include some verification of evidence by a mentor as a true reflection that it is their work that has been undertaken on that placement.Īction planning involves developing realistic learning objectives – what is essential and what would be desirable to know or do – and identifying learning opportunities, as well as detailing how the learning will be supported and how nurses will know they have achieved their objectives (Box 2). That portfolio materials can be seen as professional records of care events and called upon in courts of law as evidence.Whether formal consent is needed to include information from clients, staff or institutions.

Recompile achievement guide how to#

How to protect the anonymity and confidentiality of clients, staff and institutions.

What evidence to present for public viewing and what should be kept personal and private.

The type or combination of evidence that will best reflect their learning.

In collecting and collating evidence, nurses need to consider: This needs to reflect a combination of self assessment and feedback from those who are responsible for the nurse’s clinical supervision and, in some instances, from patients and/or their carers. Authentic and verified evidenceĪ balanced selection of different types of evidence will demonstrate professional or academic development. It may be useful to tabulate learning experiences against any preset criteria (Box 1). This section should also include a summary of key learning experiences, learning or career progress to date, and how this is reflected in the evidence.

How they have organised the portfolio (if this is self directed).

Why they are submitting the portfolio at this point.

How far their studies have progressed or where they work (such as a clinical setting).

Who they are (for example a student, a staff nurse, a matron).