Unit 9: e-Portfolio Development

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Developing a means of tracking how you meet professional nursing competencies is necessary both in the Post LPN-BN program at Athabasca University and in your professional nursing career. In this unit you will complete the e-portfolio module and begin the development of your personal student e-portfolio.

WelcomeUnit 9 video (high bandwidth version - use if you have a fast connection)

Unit 9 video (low bandwidth version - use if you have a slow connection)

Please note: The unit number mentioned in this video is incorrect.

Learning OutcomesAfter completing Unit 9, you will be able to do the following:

• Complete the e-portfolio module

• Develop a student e-portfolio site.

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9.1 The Student e-PortfolioStudents in the Athabasca University LPN-BN program will develop a professional nursing practice e-portfolio. We begin this process in Nursing 250. You will build on what you create in Nursing 250 throughout your program. The goal of the e-portfolio is to demonstrate how the CARNA (2006) Entry-to-Practice Competencies for the Reg-istered Nurses Profession have been met throughout the LPN-BN program. An e-portfolio is a means of tracking competency-based learning, documenting achievements, and reflecting on learning. It is progressive in nature and can be used to demonstrate how competencies have been met through-out the curriculum and the practice area. The application of theory plays a significant role in portfolio development (Cangelosi, 2008). Evidence is presented to demon-strate learning; this evidence must be thoughtful and represent professional stan-dards (Cangelosi, 2008; Plaza, Draugalis, Slack, Skrepnek & Sauer, 2007).

Your e-portfolio will display how your learn-ing has progressed over time, both in a spe-cific course and over the entire program. Contributions to student e-portfolios will be referred to as ‘artifacts’. Artifacts may take many forms and are not limited to written

submissions and assignments. News arti-cles, photographs or videos are examples of how a student could demonstrate learning. The purpose is to create a dynamic learning tool that is relevant to student needs and one that can be used to support and track how students have achieved entry level nursing practice competencies (Plaza, et. al. 2007).

Students will create the framework for their e-portfolio in Nursing 250 and add one artifact. Submission of student e-portfolio will be ongoing and you will be asked to submit your e-portfolio in specific courses throughout the Post LPN-BN program at Athabasca University.

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9.2 Develop your e-portfolioTo begin, students are expected to complete the Portfolio Module found using the link on the course home page. Once this module has been completed please proceed to the next assignment.

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ReferencesCangelosi, P.R., (2008). Learning portfolios - Giving meaning to practice. Nurse Educator, 33,(3), 125-127.

College & Association of Registered Nurses of Alberta (2006). Entry to Practice Competencies. Retrieved from Col-lege & Association of Registered Nurses of Alberta website: http://nurses.ab.ca/Carna-Admin/Uploads/Entry-to-Practice Competencies.pdf

Plaza, C., Draugalis, J., Slack, M., Skrepnek, G., & Sauer, K. (2007). Use of Reflective Portfolios in Health Science Education. American Journal of Pharmaceutical Education, 71(2), Article 34.

Last updated: February 4, 2014 © Copyright Athabasca UniversityFor questions, comments or to report broken links, email CNHS Web.

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