Nursing Portfolio: A Student's Journey at Western Sydney University

This nursing portfolio documents a student's journey at Western Sydney University, reflecting on clinical placements, skill development, and professional aspirations. It includes a curriculum vitae detailing qualifications, employment history, and personal attributes, highlighting compassion, empathy, and a collaborative approach. The portfolio outlines continuing professional development objectives, focusing on sports injury management, falls prevention, and clinical communication. A critical reflection discusses participation in a paediatric nursing skill development program, acknowledging strengths in communication but also areas for improvement in critical reasoning and risk management. The student aims to enhance their knowledge, skills, and collaboration to provide patient-centered care, adhering to NMBA standards for safe, legal, and ethical practice.

Running head: NURSING PORTFOLIO
NURSING PORTFOLIO
Name of Student
Name of University
Author note

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My profile
As a student nurse, I am registered with Western Sydney University. I am currently doing my
Bachelor of Science in nursing. According to the requirements of the course, i am completed
my clinical nursing placement of two weeks from the St. Vincent’s hospital at Sydney and
also completed my proficiency certificate level in nursing from India and have succeeded
with good marks in all the subjects. As a person, I am very compassionate and amiable to
others and I believe in a collaborative approach towards the patient centred care and hence, I
share good bond with my peers, seniors and professors in the university. Active listening is
one of my important skills and I believe, listening carefully to the details of a medical case –
can solve a case. I like to work with the children and has spent considerable time of my
career till now – spending time at the paediatric department. I have received couple of
appreciations for my distinguished performance as a employee assistant in nursing. I plan to
achieve more through my consistent and competent practice as I want to do a paediatric
specialization course after the completion of my graduation program. In my career, I want to
abide my practise by standards of NMBA (Nursing and Midwifery board of Australia) so that
I can practice safely, legally, ethically at all the situations. I thrive to be more persistent as a
good future registered nurse, complete in all aspects.

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My Curriculum Vitae:
In the following section the curriculum vitae, I declare the authenticity of my
qualification, personal details, personal interests and attributes has which has
been presented along with the photocopy of face for appropriate identification.

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Personal Details
PHOTO
Name: Name of the Student
Address
:
Address of the student
Contact: Residential Address of the Student
Email Email ID of the Student
Qualification
2013 to 2015 Proficiency certificate level
in Nursing with second
division
India
2015 to 2017 Foundation Studies from
Victoria University
Australia
2017 to 2019 110 score at TOFEL Australia
Enrolled in bachelor of
nursing
Australia
Employment History
St. Vincent’s hospital As Assistant in nursing
employee at paediatric
ward
Fairview Support services As a support care

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worker
For 4 weeks Sydney Medical Centre As a volunteer for
paediatric programs
Personal Attributes and Capabilities
My personal attributes and capabilities are
compassion, empathy, active listening, problem-
solving approach, collaborative approach and
attention to details. As a person, I am confident and
trust- worthy.
Interests
My personal interests are listening to songs,
travelling, exploring new places, watching English
movies and working out.
Continuing professional development (CPD):
As an aspiring nursing professional, I want to grow my skill set and expand my field of
expertise so that I can work more effectively and collaboratively with others, in my team and
with others from different discipline.
Objective Development
strategy ( courses)
Assessment Timeline

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Sports and fitness has
been my pursuit
since my childhood
and as a professional
nurse, I aim to
promote disease
prevention strategies
in the society by
empowering health
and fitness.
Course in sports
injury management
(Halcomb & Ashley,
2017).
By self-monitoring
and by taking regular
feedbacks and
assessment regarding
my management
skills in sports and
injury management.
In 1 year
Falls are a huge
problem in the
healthcare scenario
and majorly amongst
the geriatric and
paediatric
population. As an
aspiring nurse, I
would strengthen my
skills with
management of both
the emotional and
physical aspects of
falls and trauma.
First aid and trauma
care programs
Self-monitoring and
self-assessment
strategies (Foster et
al., 2017).
Within 6 months
I believe both verbal PCAL supported Peer feedback In 8-9 months

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and non-verbal skills
are very important in
collaborating with
the multidisciplinary
team. MDTs are
critical to modern
day care and I want
to play a critical part
as a nurse.
Clinical
Communication
workshops (Sahay,
Hutchinson & East,
2015).
(Bulman et al., 2016)
by filling the
assessment and
survey forms. By
participating in
psychometric tests
and quality
assessment tests – to
know the level of my
competency and
performance about
the same.
I also intend to visit the Maternity, Mothers and Mental Health 2019 conference for raising
my awareness about the contemporary social issues and develop my skills further.
Critical reflection
I recently took part for a paediatric nursing skill development and critical care program to
order to understand the facets of critical care nursing in relation to children and to increase
my knowledge about the various types of diseases and traumas that children of Australia
suffer from, predominantly. To my skill development program, where I dedicated my time
and patience – was a mixed journey for me. While I performed well as a nursing expert in
many of the areas like having an effective communication with children and their patients, I
seemed terrible and poorly performed in areas like critical reasoning, first aid, fall prevention
procedures and risk management. I was sad about it but given the program went on 4 weeks
(2 weekends of every week) – I had apt amount of time to synchronise myself with fast

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changing learning environment. While the other nurses grasped the concepts and the
techniques well – I took considerable amount of time to learn the same which is both good
and bad. Bad, in the sense, I could have been more attentive and learned faster and rapidly
like the other nurses attending the program. Good, in a sense, that I eventually learned and
that is the best possible outcome of my attending the skill development program in my area of
interest, paediatrics. I analysed the situation backwards and found out I have to be more
focussed and de4dicated to the learning process which is never easy but doable all the same. I
should have been more conceptually receptive and logically fluid in order to understand the
different aspects of paediatrics nursing care in general and critical trauma care aspects, in a
very rapid manner. In the program, I was a part of a multidisciplinary team where I worked
with the general practitioners, surgeons, child psychologists and psychiatrists, trauma care
specialists, social workers, physical therapists and occupational therapists and I could have
more receptive to their viewpoints and better understand the things from their perspective as
well which I did eventually, towards the end of the program. In the student, I plan to be more
coherent and dedicated learner so that I can achieve the way to the dream of becoming a good
nurse. In the future, I would like to increase my knowledge about other disciplines as well so
that I can collaborate well and work towards a more patient centred care. I plan to enhance
my communication further.

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References
Bulman, C., Forde-Johnson, C., Griffiths, A., Hallworth, S., Kerry, A., Khan, S., ... & Sharp,
P. (2016). The development of peer reflective supervision amongst nurse educator
colleagues: An action research project. Nurse education today, 45, 148-155.
Edwards, K., & Connett, G. (2018). Evaluation of a regionally based preceptorship
programme for newly qualified neonatal nurses. Journal of Neonatal Nursing, 24(4),
225-228.
Foster, K., Fethney, J., McKenzie, H., Fisher, M., Harkness, E., & Kozlowski, D. (2017).
Emotional intelligence increases over time: A longitudinal study of Australian pre-
registration nursing students. Nurse education today, 55, 65-70.
Halcomb, E., & Ashley, C. (2017). Australian primary health care nurses most and least
satisfying aspects of work. Journal of clinical nursing, 26(3-4), 535-545.
Sahay, A., Hutchinson, M., & East, L. (2015). Exploring the influence of workplace supports
and relationships on safe medication practice: A pilot study of Australian graduate
nurses. Nurse education today, 35(5), e21-e26.

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