Developing professional practice portfolio in nursing Word count: 1514 Part 1: Professional practice portfolio use

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Running head: PROFESSIONAL PRACTICE PORTFOLIO
Developing professional practice portfolio in nursing
Name of the Student:
Word count: 1514

1PROFESSIONAL PRACTICE PORTFOLIO
Part 1: Professional practice portfolio use
According to Andre & Heartfield (2016), professional practice portfolio is a
structured collection of relevant information and evidence such as the person’s professional
experience, developmental activities, abilities, goals and achievements, which displays
professional maturity and personal proficiency.
The components of a portfolio include personal information of the individual such as
their name, health records and demographic details and a personal statement of purpose.
Educational background and speciality certificates if any, along with license and membership
with any professional organisation are essential components of the portfolio. Professional
achievements, awards and recommendation letters add value to the portfolio (Chamblee et
al., 2015). (100 words)
Professional practice portfolios are increasingly being adopted by nurses to maintain
their professional development displaying that the required professional standards have been
met. A portfolio assists nurses to manage and document their registration and revalidation
such that it can easily be updated timely and produced at times, such as job applications and
performance reviews. It is mandatory for all nurses to stay updated with the advancements in
medical technology by undertaking professional development training and engaging in
relevant activities that updates and improves their knowledge and expertise. Developing and
managing a portfolio also helps nurses to recognise their strengths and weaknesses and in
developing an appropriate plan to overcome the learning needs. It acts as a map measuring
the safety, quality and expanse of personal abilities and academic progress for assessment by
regulatory agencies and accreditations and also for performance appraisals and evaluations.
Overall, the portfolio presents a reflection of personal growth and progress achieved in the
fields of education, work and application of the skills to meet personal goal and experience

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such as developing critical analysis skills, improved safety in practices and abilities to resolve
complex projects (Reed, 2015). Thus, professional practice portfolios are well-applied in
nursing within the academic scope, especially after the introduction of e-portfolios as a tool
for assessment. However, despite the complete response towards accepting the practice of
portfolios, significant challenges are presented to its use. Sufficient evidence is not available
regarding substantial benefits from using the portfolios as a standard of practice. The
introduction of the National Registration of nurses in Australia has transformed the nursing
era of the country. The Australian Nursing and Midwifery Accreditation Council (ANMAC)
developed the Continuing Competence Framework, which promotes the application of
portfolio as a source of evidence of the current competence in practising nursing. However,
the Australian Health Practitioner Regulation Agency (APHRA) proposed the endorsement of
only the Continuing Professional Development (CPD) and Regency of Practices elements of
the framework. This led to widespread confusion among nurses as the training and guidance
provided on the same was insufficient, which resulted in ill-framed portfolios (Cope &
Murray, 2018). (350 words)
The terms leadership and management are often used interchangeably but differ in
meaning. Leadership may be defined as the practice of influencing a crowd to perform in a
similar direction as the leader towards reaching a common target or goal (Huber, 2017).
Management is defined as the process of governing an institution to achieve its goals by
using suitable resources. The primary difference between the two is that leadership does not
have a delegated authority and gain their command using influence. In contrast, management
is delegated with a legitimate source of authority. Another difference is that leadership
stresses on the processes of the group, gathering information and feedback and empowering
the group members. At the same time, management is more focused on emphasising control,
making decisions, analysing them and estimating the outcomes. Also, leadership is different

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from management in the concept that leadership goals may or may not align with the goals of
the organization. However, the management is more responsible and accountable for the
rationality and control of the organisation compared to leadership (Pihlainen, Kivinen, &
Lammintakanen, 2016). Nurse leaders typically focus more on delivering patient-care and
work within a team to improve the outcomes of the patient (Huber, 2017). Nurse managers
have the responsibility of maintaining the regular operations of a particular department and
supervise the staff, manage personnel issues such as discipline, shifts, task allocations and
performance reviews. Other relevant tasks of nursing management, as opposed to nursing
leadership, include setting up budgets and cost management. Usually, nursing management is
not directly involved with the responsibilities of patient-care (Pihlainen, Kivinen, &
Lammintakanen, 2016).
Evidence in professional practice portfolio that demonstrate nursing leadership skills
include setting up goals for the team and establishing performance expectations. Often, this
may be a challenging role if the nurse is unaware of the expectations of the team from their
leader. The nurse leader must be completely conscious of their roles and plan a strategy or
plan to achieve the goals depending on the capabilities of each of the team members and
structuring tasks accordingly. Similarly, evidence displaying management skills in nursing in
a professional practice portfolio include performance appraisal and addressing future
directions and objectives. The nurse management must inform the team members or
employees about the expected standards of performance and given a timely update of
feedback on the performance before the performance appraisal is conducted (Ryley, &
Barton, 2015). (399 words)

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Part 2: Applications of professional standards
Nurses must take responsibility and accountability for their actions, which also
includes error to ensure that the practice matches the standards. Accountability also means
advocating respect for the profession of nursing in the conduct of practices and maintenance
of core professional competencies (Slatyer et al., 2016). A similar incident took place during
my second placement, where the manager delegated me the responsibility of a patient in the
medical ward for four weeks along with a registered nurse as the other assigned nurses were
on leaves. The patient refused to take the prescribed doses of medicines. I addressed the issue
of the patient’s refusal to take the medication and brought it to the notice of the registered
nurse and subsequently to the health care team. The outcome of the complaint was that the
patient’s doses were revised to reduce the ill-effects and supplemented with different
medicines. It was revealed that the assigned nurses threw the medicines away and recorded
them as administered to avoid further complications. As a nurse, I am accountable to perform
my responsibilities appropriately and hence, I reported the issue immediately. Instead, the
nurses fled from their responsibilities displayed their professional misconduct and should
have taken accountability for their duty. (202 words)
A suitable incident to demonstrate and analyse the compliance of the Standards in my
nursing practices are as discussed above. I was delegated the responsibility of a patient in the
medical ward for four weeks, along with a registered nurse as the other assigned nurses were
on leave. Soon, I observed that the patient is avoiding his medication. On insisting further,
the patient directly refused the required doses as it caused a metabolic disturbance. Even after
repeated requests to complete the doses and explaining its significance, the patient denied the
medication. I reported this issue to the registered nurse and filed a form to suggest an enquiry
into the matter. The outcome of the complaint was that the patient’s doses were revised to
reduce the metabolic disturbance and supplemented with other medicines. The situation

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mentioned above describes the application of the standards of practice that each nurse is
expected to follow to deliver optimum care to the patient population. Reporting this issue of
patient’s refusal complies with the Standard one, particularly the sections 1.4, 1.5 and 1.6.
Standard one outlines the role of registered nurses to think critically and analyse situations
carefully. According to this standard, registered nurses are required to apply different
strategies of thinking and analyse the most suitable decision that will provide a safe and
optimum quality of nursing practices utilising the evidence-based frameworks (Cashin et al.,
2017). Standard 1.4 demands compliance with policies and guidelines which state that critical
issues and standard 1.5 states the use of ethical frameworks to make decisions, in this case,
the person refusing medication must be reported to the higher authorities for suitable action
and it would be ethically incorrect to agree to the patient’s request. My decision to
documenting this issue aligns with Standard 1.6, which mentions the timely and
comprehensive documentation of issues. Nurses must maintain effective communication with
the patients, irrespective of their behaviour (Davis Boykins, 2014). On the patient’s firm
refusal for the doses, my behaviour towards the patient remained generous and explained the
importance of the doses. This action is the epicentre of Standard two and demonstrates
pliability with Standard 2.2 and 2.9. Standard two describes that the nurses are supposed to
engage in ongoing professional and therapeutic relationships. Standard 2.2 demands the
nurses to communicate effectively and behave respectfully towards the opinions and dignity
of the patient. Standard 2.9 emphasises the report of any professional misconduct by any
healthcare worker noted in delivering patient care (Cashin et al., 2017). While my actions
complied with 2.2 but did not cover the standard 2.9, appropriate actions involve enquiring
about the suspected issue to the patient to identify the misconduct of the other nurses. (446
words)

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References
Andre, K., & Heartfield, M. (2016). Portfolios for health professionals. Elsevier Health
Sciences.
Cashin, A., Heartfield, M., Bryce, J., Devey, L., Buckley, T., Cox, D., ... & Fisher, M. (2017).
Standards for practice for registered nurses in Australia. Collegian, 24(3), 255-266.
https://doi.org/10.1016/j.colegn.2016.03.002
Chamblee, T. B., Dale, J. C., Drews, B., Spahis, J., & Hardin, T. (2015). Implementation of a
professional portfolio: A tool to demonstrate professional development for advanced
practice. Journal of Pediatric Health Care, 29(1), 113-117.
http://dx.doi.org/10.1016/j.pedhc.2014.06.003
Cope, V., & Murray, M. (2018). Use of professional portfolios in nursing. Nursing
Standard, 32(30). 10.7748/ns.2018.e10985
Davis Boykins, A. (2014). Core communication competencies in patient-centered care. ABNF
Journal, 25(2). 10.7748/ns.29.14.53.e9355
Huber, D. (2017). Leadership and nursing care management-e-book. Elsevier Health
Sciences.
Pihlainen, V., Kivinen, T., & Lammintakanen, J. (2016). Management and leadership
competence in hospitals: a systematic literature review. Leadership in Health
Services. https://doi.org/10.1108/LHS-11-2014-0072
Reed, S. (2015). Successful professional portfolios for nursing students. Learning Matters.
Ryley, N., & Barton, D. (2015). A framework to support the revalidation process. Nursing
Management, 21(10). 10.7748/nm.21.10.16.e1312

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Scully, N. J. (2015). Leadership in nursing: The importance of recognising inherent values
and attributes to secure a positive future for the profession. Collegian, 22(4), 439-444.
https://doi.org/10.1016/j.colegn.2014.09.004
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