Professional practice portfolio

Running Head: PPP 0
Professional practice portfolio
FEBRUARY 12, 2020

PPP 1
Table of Contents
Description............................................................................................................................................2
Argument...........................................................................................................................................2
Leadership and management.............................................................................................................3
Professional standards...........................................................................................................................4
Description........................................................................................................................................4
Critical discussion.............................................................................................................................5
References.............................................................................................................................................7

PPP 2
Description
Professional practice portfolio is defined as the document used by an individual to
describe their lifelong learning, the information they have, skills they possess about the
competence needed in the particular area of practice (Yu, Ling & Hu, 2019). In the nursing
profession, it is identified as one that describes how their lifelong learning, individual
interest, and achievements are in alignment with the practice as the RN (Registered nurse).
The components associated with PPP include a collection of documents, a list of values,
beliefs and skills, evidence of participation, and a list of plans that show the capability of a
nurse (Cope & Murray, 2018).
Argument
For nursing student hoping to become a registered nurse, they must be aware of
present professional understanding required for career development. Thus, they must develop
a portfolio that is recognized as a tool that allows nurses to recognize the pathways they
require to adhere to, to accomplish updated professional abilities. Therefore, developing a
nursing portfolio becomes an interesting topic. This is because of its capacity to be used as an
important learning tool for nurse learners. Portfolio help nurses to evaluate their present
individual and professional growth and understanding their requirements related to nursing
for future nursing activities (Hickey et al., 2017).
Developing an effective nursing portfolio can deliver different benefits to a nursing
scholar when they in need of showing their professional nursing skills to the recruiters.
portfolio management can provide an active reference document to recognize how the nurses
can encounter the complex healthcare requirements diseased person and recognize the
demands of nursing practice when they transition to turn out to be a registered nurse. When a
nurse involves in the process of portfolio development, they can search the passageway

PPP 3
required o the professional advancement in their career (Mollahadi et al., 2018). A PPP is a
reflective text, this gives an excellent opportunity to reflect in their career achievement by
engaging in the process of document collection and justifying the information to explain the
lifelong learning. Therefore, by using the professional practice portfolio, nursing students can
advance their critical reflection abilities, the Nursing and Midwifery Board of Australia
(NMBA) standards associated with nursing practices revealed that a nurse must apply a range
of thinking skills in decision making associated with the patient care. Critical thinking skills
can support them to handle a complex difficult situation in their nursing practice
professionally. Regardless of the advantaged it also has some challenges as in this document
nurses need to give their assessment text about any nursing practice that they have done with
their mentor. They might face issues in assessing their evidence and justify their lifelong
learning in context to the professional nursing practice (NMBA, 2020).
Leadership and management
As mentioned in the NMBA practice standard 3.4 for registered nurses, it is
significant for the nurse to accept their accountabilities for choices, actions and the way they
behave in their nursing practice. Therefore, nurses must also demonstrate leadership and
management capabilities in their nursing PPP. The headship capabilities are associated with
the ability of a nurse to demonstrate self-confidence and applying their abilities of critical
thinking to manage complex situations throughout their nursing career (NMBA, 2016).
Leadership abilities of a nurse also include interpersonal efficacy components so that the
registered nurse delivers evidence of the condition in which they were capable to delegate
activity and reduce conflict throughout interpersonal teamwork. On the other hand,
management is the ability of a nurse to relate to the skills needed for effectively handling
routine nursing processes, and share their responsibilities with other health care providers.
This particular skill of nurses is not associated with influencing or empowering other

PPP 4
individuals, however, using their skills to confirm the smooth delivery of quality care top the
patient. Therefore, there is a dissimilarity in the management and leadership abilities needed
for a nurse (Weiss, Tappen & Grimley, 2019).
When the nurses required to show their skills of leadership and management by their
professional portfolio, they have the option to give an example of a professional opportunity
where they had a chance to guide other nurses and advance their skills in the medical practice
(Van Hecke et al., 2019). Furthermore, management skills in the portfolio can be
demonstrated by providing evidence of a case or event in which they efficiently managed a
critical situation. It might be associated with any emergency care provided by the nurse, in
which their management abilities played an essential role in reducing the adverse outcome for
the patient (Gopee & Galloway, 2017).
An effective leader in the nursing field is the source of restructuring the labor force
and the assigned resources. His or her responsibilities might comprise the designing and
application of novel policy and process, challenging the novel institutional and heath
guidelines obligatory by the organization or the government body (Pesut & Thompson,
2018). The role of a Nurse leader is obligatory in emergency rooms and hospices due to the
nature of pressure and delicacy engaged in managing the diseased person and their families.
Nurse management is relevant to the nursing sector which addresses the management of both
nurses and patient issues (Ellis & Abbott, 2020).
Professional standards
Description
During my nursing course, I have been assigned with a task to measure the vital signs
of a patient by my medical facilitator in an acute care hospital. My duty was top to collect all
the vital signs of a diseased person such as blood pressure, PR, RR and pain score and deliver

PPP 5
it to the registered nurse for handling his health status. The patient underwent a knee
replacement operation and because of issues of unusual pain, he was provided with morphine
after 120 minutes of operation. Apart from the registered nurse and me, the doctor and
surgeon were also involved in the patient's care. During the assessment, I found that PR, RR,
and BP were low. I knew that it needs an immediate response, and rush to call RN, but she
was not present in the OT. I reacted fast reported the situation to the physician. He later
appreciated me for such a quick response and asked me to call RN immediately. The doctor
prescribed an IV dose of another drug and asked me to continually monitor the vital signs.
The patient's condition stabilized after some time. My immediate response helped me to
prevent the adverse situation and showed my accountability and responsibility to promote the
patient's safety.
Critical discussion
The situation I handled during my nursing practice showed that I completed my
responsibility to evaluate the vital sign of a diseased person on time. However, meanwhile,
the RN was absent to handle the irregularities in vital signs, I took the charge to be
answerable for the patient's safety. This was essential for me since through my nursing
leading so far, I was conscious that vital signs of a diseased person fluctuates a lot after
surgery and a registered nurse plays a key role in unceasingly monitoring and enhancement if
vital signs of a diseased person. Through this type of valuation, they are capable to recognize
health-associated risks in patients and react to the alteration in their health status (Burden
Topping & O'Halloran, 2018). Therefore, it took the responsibility to save the diseased
person as it was an essential duty for me.
The above discussed clinical scenario also proves my abilities in allotting with other
health care professionals to provide healing and professional attention. This particular action
also associated with NMBA standard 2.6 for RN practice which reports that using allocation,

PPP 6
supervision, organization, and consultation in a specialized relationship is vital to provide
healing care to the patient (NMBA, 2016). Therefore, I demonstrated my readiness to
efficiently take up the role of RN in the future by engaging in appropriate consultation with
the doctor. When interprofessional groups involved in an appropriate teamwork process, the
excellence of care advances significantly (Watkins, 2020). This discussion helped me to
deliver pharmacological nursing intervention at the correct time to alleviate the patient's
health condition.
The medical placement was a difficult experience for me since I have never faced
such a situation alone. Though, my clinical decision and reasoning abilities helped to make
the best decision for the diseased person. I applied all my nursing information. Beforehand,
my counselor guided me throughout the assessment of a diseased person, though I was
anxious this time since no mentor was available. Evidence also recommends that once
nursing scholars receive good medical simulation, they are capable to take the right clinical
judgment about the quick response in such a situation (Bucknall et al., 2016). This specific
action is associated with the standard 1 of critical thinking as practicing by reflection on
information confirmed that no opposing event happens because of my carelessness towards
the diseased person (NMBA, 2020). My clinical reasoning abilities saved the patient from
impairment or medical carelessness. Overall, the experience of patient assessment and taking
appropriate action to stop opposing event for the patients confirmed my accountability for
nursing practice and my obligation to preserve the safety of diseased person by all means.
These particular qualities are essential for every nurse (Tower et al., 2019), and will be
helpful for me during the transition from being a new or student nurse to an RN.

PPP 7
References
Bucknall, T. K., Forbes, H., Phillips, N. M., Hewitt, N. A., Cooper, S., Bogossian, F., &
First2Act Investigators. (2016). An analysis of nursing students’ decision‐making in
teams during simulations of acute patient deterioration. Journal of advanced
nursing, 72(10), 2482-2494.
Burden, S., Topping, A. E., & O'Halloran, C. (2018). Mentor judgements and decision‐
making in the assessment of student nurse competence in practice: A mixed‐methods
study. Journal of advanced nursing, 74(5), 1078-1089.
Cope, V., & Murray, M. (2018). Use of professional portfolios in nursing. Nursing
Standard, 32(30).
Ellis, P., & Abbott, J. (2020). Are leadership and management different?. Journal of Kidney
Care, 5(1), 45-47.
Gopee, N., & Galloway, J. (2017). Leadership and management in healthcare. Sage.
Hickey, K., Rossetti, J., Oldenburg, N., Abendroth, M., Uhlken, C., Musker, K., & Paramore,
P. (2017). Moving nursing program portfolio assessment from midterm to end of
program: Lessons learned. Nurse educator, 42(4), 172-175.
Mollahadi, M., Khademolhoseini, S. M., Mokhtari-Nouri, J., & Khaghanizadeh, M. (2018).
The portfolio as a tool for mentoring in nursing students: A scoping review. Iranian
journal of nursing and midwifery research, 23(4), 241.
Nursing and Midwifery board of Australia. (2016). Registration standard: recency of practice.

PPP 8
Nursing and Midwifery board of Australia. (2020). Professional standards. Retrieved from:
https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/
Professional-standards.aspx
Pesut, D. J., & Thompson, S. A. (2018). Nursing leadership in academic nursing: The
wisdom of development and the development of wisdom. Journal of Professional
Nursing, 34(2), 122-127.
Tower, M., Watson, B., Bourke, A., Tyers, E., & Tin, A. (2019). Situation awareness and the
decision‐making processes of final‐year nursing students. Journal of clinical
nursing, 28(21-22), 3923-3934.
Van Hecke, A., Goemaes, R., Verhaeghe, S., Beyers, W., Decoene, E., & Beeckman, D.
(2019). Leadership in nursing and midwifery: Activities and associated competencies
of advanced practice nurses and midwives. Journal of nursing management, 27(6),
1261-1274.
Watkins, S. (2020). Effective decision-making: applying the theories to nursing
practice. British Journal of Nursing, 29(2), 98-101.
Weiss, S. A., Tappen, R. M., & Grimley, K. (2019). Essentials of nursing leadership &
management. FA Davis.
Yu, H. J., Ling, D. L., & Hu, J. L. (2019). Advancing the quality of care and nursing practice
through emancipatory reflection. Frontiers of Nursing, 6(1), 1-4.