NURS 6003 Strategies for Academic Portfolio Academic Success and Professional Development Plan
Advertising, as a concept, refers to the methods utilized when showcasing the usefulness of a product through different mediums like radio, infomercials, and print media, to encourage potential consumers to purchase it (Dahlen & Rosengren, 2016). It also convinces those that are already using the item or service to continue consuming it.
Branding, on the other hand, is a marketing strategy that creates an image for the consumer to distinguish a company’s product from other similar products in the market. Both of these marketing concepts aid in creating credibility and popularity for an organization. Similarly, building a personal brand as a student helps in constructing a solid image of oneself in the corporate world.
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As Morris (2019) notes, a personal academic portfolio aims at encouraging self-directed learning focused on translating private learning into public knowledge. By pursuing private learning throughout my academic journey, I can successfully advance my scholastic portfolio. In the contemporary world, the World Wide Web plays a huge role in almost every facet pf human life (McCormick, 2017).
For this reason, I believe that uploading my portfolio online is one of the strategies that I can employ to add credibility to my work and to enhance my visibility in the industry. Furthermore, I plan to keep updating it to reflect current developments and achievements. Additionally, I will strive to attain more knowledge in my field by furthering my education to the next academic level. I believe this will not only increase my academic achievements but also refine my educational activities.
We live in a competitive world where personal enhancement is crucial for career advancement. The university emphasizes that social change will mostly occur if professionals strive to improve their capabilities. By furthering my knowledge, I will be in a better position to bring social positive change since I will have better, more relevant know-how of solving emerging issues.
Additionally, I believe that if people can see your capabilities and achievements on the internet, they can identify your potential in furthering social change. That way, they will put you in positions where you can best instill positive change. For instance, a health facility can engage you at a level that best suits your capabilities.
Strategies for Academic Portfolio Academic Success and Professional Development Plan References
Dahlen, M., & Rosengren, S. (2016). If advertising won’t die, what will it be? Toward a working definition of advertising. Journal of Advertising, 45(3), 334-345. https://doi.org/10.1080/00913367.2016.1172387
McCormick, A. L. (2017). How to Create Digital Portfolios to Showcase Your Achievements and Interests. The Rosen Publishing Group, Inc.
Morris, T. H. (2019). Adaptivity through self-directed learning to meet the challenges of our ever-changing world. Adult Learning, 30(2), 56-66. https://doi.org/10.1177%2F1045159518814486
NURS 6003 Module 5 (Weeks 8–9): Professional Development Plan
Walden University, LLC. (Producer). (2018). The Blueprint to Success [Video file]. Baltimore, MD: Author.
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Walden University, LLC. (Producer). (2018). The Walden Journey to a Masters in Nursing: Your Professional Development Plan [Video file]. Baltimore, MD: Author.
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Learning Objectives
Students will:
- Analyze strategies for including academic activities and accomplishments into professional portfolios
- Develop professional development goals
- Align professional development goals to Walden’s social change initiatives
- Identify concepts and requirements for the MSN Practicum
| Due By | Assignment |
| Week 8, Days 1–2 | Read the Learning Resources. Compose your initial Discussion post. |
| Week 8, Day 3 | Deadline to post your initial Discussion post. |
| Week 8, Days 4–5 | Compose your peer Discussion responses. (Make sure to participate in the Discussion on three different days.) |
| Week 8, Day 6 | Last day to post Discussion responses. |
| Week 8, Day 7 | Begin to check your knowledge with the Quiz. |
| Week 9, Days 1–6 | Continue to check your knowledge with the Quiz. |
| Week 9, Day 7 | Final day to complete the Quiz. |
Learning Resources
Required Readings
Burns, M. K. (2018). Creating a nursing portfolio. Ohio Nurses Review, 93(3), 16-17.
Document: APA Basics Checklist: Citations, Reference List, and Style (PDF)
Required Media
Walden University, LLC. (Producer). (2018). Scholars of Change: Reis Woolen [Video file]. Baltimore, MD: Author.
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Walden University, LLC. (Producer). (2018). Scholars of Change: Jackie Kundert [Video file]. Baltimore, MD: Author.
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Walden University, LLC. (Producer). (2018). Scholars of Change: Joan Kempagno [Video file]. Baltimore, MD: Author.
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Discussion: Strategies for Academic Portfolios
In the realm of marketing, a successful branding strategy is one of the most important contributors to organizational success. A solid branding strategy can help add visibility and credibility to a company’s products.
Similarly, nurse-scholars can build a personal brand to add visibility and credibility to their work. You can begin building your brand by developing and maintaining an academic portfolio. Such an activity can help share the results of your efforts and contribute to your success. This Module’s Discussion asks you to consider and share strategies for building your portfolio.
Note: Unless otherwise noted, initial postings to Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner.
To Prepare:
- Reflect on strategies that you can pursue in developing portfolios or portfolio elements that focus on academic achievements.
- Review one or more samples from your own research of resources focused on portfolio development.
By Day 3 of Week 8
Post an explanation of at least two strategies for including academic activities and accomplishments into your professional development goals. Then, explain how those goals may align with the University’s emphasis on social change. Be specific and provide examples.
By Day 6 of Week 8
Respond to at least two of your colleagues’ posts by offering additional ideas regarding academic achievements to include or offering alternative ways of presenting the current achievements.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 8 Discussion Rubric
Sample Week 8 Discussion by YN
RE: Discussion – Week 8
Top of Form
Strategies for Academic Portfolios
Professional development through training and training has immense value. In particular, Havea & Mohanty (2019) agrees that training and education the capabilities of individuals and improve the level of productivity. In part, education and training provide the respective profession with the required capabilities, which is further reflected in the quality of work and the overall quality of the rendered services (Havea & Mohanty, 2019).
Thus, some of the strategies put in place to advance and develop the academic portfolio are through engaging in training and education. In this approach, attaining the required skills and competence was enhanced through completion of the curriculum and within a given time duration also has a positive impact on the quality of services rendered to the patient and the health care users. Thus, the entire academic activities required to achieve certification will be included in the professional development goals.
In this case, in adherence to the academic domain, the goal of engaging in professional development would be to increase technical skills and competence through continuous education. The second strategy that is incongruent with continuous education is to engage in Advance Practice Registered Nurses (APRN) competence and gain the ability and new knowledge from others and also be part of the greater efforts to disseminate knowledge and information. Continuous education and engagement in professional practice have been cited as having positive impacts on professional development.
The after-mentioned goals focus on the need to engage in education and training as part of the professional development goals. The goals are also incongruent with the University’s social change. In particular, social change is defined as the deliberate process of creating and applying ideas, actions, and strategies to promote worth and dignity. In this regard, professional development contributes to the process of creating ideas and applying the ideas to actual practice to promote worth and dignity (Raymond, 2020).
For instance, through CE, a professional has the ability to stay up to date with current information and develop new skills which can be implemented in the practice setting to provide quality care. Secondly, engaging in nursing competence is also part of the greater efforts, which also allowed for the application of ideas to improve the dignity and worth of the patient, families, and other health care stakeholders. Thus, the professional goals support the university’s social change through the advancement of practice.
References
Havea, P. H., & Mohanty, M. (2019). Professional development and sustainable development goals. Encyclopedia of the UN Sustainable Development Goals, 1–12. https://doi.org/10.1007/978-3-319-69902-8_53-1
Raymond, L. (2020). Academic guides: Center for social change: Walden and social change. Academicguides.waldenu.edu. https://academicguides.waldenu.edu/social-change/mission
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6003_Module05_Week08_Discussion_Rubric
| Excellent | Good | Fair | Poor | |||
| Main Posting | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
||
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
||
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
||
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
||
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
||
| Total Points: 100 | ||||||
Name: NURS_6003_Module05_Week08_Discussion_Rubric