Professional Practice Portfolio - Nursing Case Study Assignment Sample

Subject Name : Nursing

PROFESSIONAL PRACTICE PORTFOLIO
Part A
According toAlexander and Stewart (2016),portfolio is becoming a valuable asset for the nursing professionals and it is mandatory for nurse practitioners to maintain a professional portfolio. Nursing portfolios are defined as the valuable tool encouraging continuous professional growth, supporting performance reviews annually, nursing experiences and showcasing achievements of professional practice (Alexander ampStewart, 2016). There are various purposes of maintaining a portfolio. Learners use portfolio for assessing their leanings, for some nurses, it is evidence that supports their claim of suitability, for some nurses, it is a tool for continuing professional development and reflection (Sinclair, Bowen amp Donkin, 2013).It provides an opportunity to the peers, educational faculties and future employees to view comprehensively a path that can be taken by them to reach a specific goal or position (Davis, 2015).The various recommended components of professional practice portfolio are name, health records including current physical status and immunization, and demographics, education, speciality certifications, licenses, CEU certificates, CPR/ACLS/BLS/NALS/PALS cards, personal nursing philosophy, membership(s) of professional organization, professional awards, committees list, professional projects, letter of appreciation from patients, peers and supervisors, future career goals, performance appraisals and recommendation letters from peers or supervisors for advancement of career (Davis, 2015).
There are various benefits of maintaining a portfolio which includes collection of all information in single repository, easy updating andmaintenance of career-related information, easy accessibility of information, identification of further educational requirements, better organization, structured and readiness, setting of timelines for learning, and allows navigation of sections by the reader, dynamic presentation of information (Chamblee,Dale, Drews, SpahisampHardin, 2015). There are various learning opportunities that have been provided by professional portfolios which comprise personal empowerments, rapid feedbacks, easy to link with evidence, enhancement in technological skills, reflection on self-practice, the scope for continuous professional development practices, assistance in self-assessment and self-awareness development (Chamblee et al., 2015).
According to Cope and Murray (2018), professional portfolios creation and maintenance is an effective strategy for keeping a track on their practice and bringing changes in the practice accordingtothe requirements of set standards. However, it has been argued byMiller and Tuekam (2016)that it is difficult to translate the professional activities outlined in the portfolio can bring a change in practice. It has been reportedthat professional portfolios help as a careerdevelopment support and provideevidence of the skills and competence of nurses for appraisal (Cope amp Murray, 2018). On the other hand, it has beenstated that accomplishments and activities that have been identified in the portfolios can notaddress the full scope of competence of nursing professionals and portfolios are not sufficient for between the theoretical skills or hands-on skills of a nursing professional (Miller amp Tuekam, 2016).Cope and Murray (2018) stated that professional portfolios are the best way for showcasing the experience of a nursing professional and how the competency in the practice has been achieved. On the contrary, it is very difficult to distinguish between a good experience and a bad experience (Miller amp Tuekam, 2016). The assessment of experience quality is difficult with the help of the professional portfolio. Also, it has been reported that portfolios are self-reported due to which it can contain biasness (Miller ampTuekam, 2016). According to Sinclair, Bowen, and Donkin (2013), the paper-based portfolio is a creative way to evidence competence in a systematic way. But it has been arguedthat using paper or hard objects as a tool for professional portfolio have limitationsdue to its bulkiness and portability (Sinclair et al., 2013). The e-portfolios are a better way of presenting large in information in a concise way without bulkiness but at the same time, the knowledge of technology is a major barrier in the usage of e-portfolios for the presentation of information (Sinclair et al., 2013).
Competence is defined as the measurable and observable skills, knowledge, abilities andattributes an individual that imparts proficiency to enhance the performance and provision of quality services (Naik, Somasundaram amp Krishna Naik,n.d.). The concept of competence is applicable for every professional and this competence is varied with the scope of practice. According to Karkada and Cherian (2017), leadership in nursing is a multi-angled process that comprises inspiring team members for a particular action, goal determination, proving support and providing motivation to the team for achieving a mutual goal. The leaders have the viewpoints and power to bring a change with the mutual understanding and collaboration between the team members (Karkada amp Cherian, 2017). Pearrieta-de Crdova et al. (2014) stated that management in nursing is defined as the process in which skills of professional judgement has been used to plan, motivate, organize, and supervise the care services provided by nurses. Although some of the competencies of a nurse leader and nurse manager are similar but stills there is some difference between the competencies according to their scope of practice. According to Pihlainen, Kivinen and Lammintakanen (2016), the various competencies of a nurse leader includes interpersonal skills, change initiation, knowledge of healthcare, critical thinking skills, skills of collaborating with people, technical skills, change initiating skills, effective communication skills and skills of collaboration. The management skills for a nurse leader includes planning, organizing, risk management, financial management skills, human resource management, information management, vision and change management skills (Kantanen, Kaunonen, Helminen amp Suominen, 2017). It has been stated that the role of nurse leaders very complex and leads to the transformations in healthcare systems whereas the role of nurse managers is to manage the various aspects of healthcare services and maintenance of positive environment in which nurses could be engaged in innovative and high-quality practices (Fernandes, Arajo amp Pereira, 2018). The competencies of nurse leader can be evidenced in a professional practice portfolio with the help of sharing experiences. It has been reported that various experienced which has led to the development of competencies of leadership and management, the tools that has been used in specific issue, the method of adaption, implementation of tools and strategies, attitude of personnel, experiences related to outcomes can help in enlisting the competencies in a professional practice portfolio (Sehgal, Neeman amp King, 2017).
Part B
During my third year of clinical placement in the medical-surgical department, I was providing post-operative care to a patient who underwent Knee replacement surgery under the guidance of a registered nurse (RN). RN asked me to provide the surgical wound care to the patient and asked me to assess the wound of the patient for any oozing, or discomfort and change the dressing using the non-sterile technique. As instructed by the RN, I collected all the equipment required for changing the dressing of the patient and introduced myself to the patient. After that, I put on my apron and started changing the dressing of the patient. I checked for oozing and noticed that there was moderate oozing. I cleaned the wound of the patent properly, applied medicines prescribed by the doctor, placed the new dressings, and placed the patient in a comfortable position. The waste and contaminated dressing have been thrown by me in the dustbin. The RN was noticing me continuously. After the completion of the delegated task I was about to report the RN but the RN was already there and was noticing me properly. After some time,she called me and asked, If I followed proper hand hygiene or not. I said no because I forgot to followed hand hygiene and put on my gloves while changing the dressing of the patient. I apologized to her that I did not complete the task delegated to me appropriately and minor mistake committed by me could lead to the complication of surgical site infection to the patient.
I felt so bad at the moment and realized that I am not competent enough in providing safe and quality care to my patients. According to standard 3 for registered nurse standards for practice, it is the legal obligation of a nurse to maintain the capability for practice and should be accountable and responsible for ensuring that the actions taken by him/her are safe and he/she has the capability to practice the profession (Nursing and Midwifery Board of Australia, 2017). But I realized that I was not capable enough to practice my profession in a safe way. The nurse told me that failure to follow hand hygiene canresult in surgical site infection in the patient and can lead to mortality incidents as well. According to Wu et al. (2016), in case of total knee arthroplasty, surgical site infections are considered as catastrophic complications. It has been reported that surgical site infections may result in morbidity, increase hospital stay and increase the cost of nursing care (Ricciardi et al., 2014). The failure to maintaining the aseptic condition during provision of post-operative care to the patients underwent knee replacement surgery may lead to surgical site infection (Ricciardi et al., 2014).According to standard 3.4, a nurse must accept the accountability for responsibilities, actions, decisions inherent in his/her role and for the actions that have beendelegated by the nurse toothers (Nursing and Midwifery Board of Australia, 2017). However, I know andam well aware of these standards but I realized that in my practice, the incorporation of these standards is still not up to the mark. It is my legalobligation to adhere to these standards in order to practice safely and to provide the best possible care to my clients. Standard 3.1 for registered nurse standards for practicestates that a nurse should consider and respond to the health of self and well being in a timely manner (Nursing and Midwifery Board of Australia, 2017). But I did notrealize the impacts of failure to wear gloves and maintain hand hygiene can lead to a profession of infection in me as well. Zhang et al. (2018) stated that occupational infections are one of the major concerns among nursing students. The accidental exposure to the needles and sharp equipment, body fluids and blood products can lead to the progression of infections. It has been reportedthat the unclean and soiled hands can lead to transmission of infections in hospitals settings. So the people hand hygiene and maintenance of aseptic condition is recommended for the safe delegation of care to the patients (Lal et al., 2015). As per the standards 3 for the scope of practice for medical-surgical nurses, it has been stated that it is the legal obligation of med-surge nurse to identify the expected outcomes of interventions proposed by him/her for maintaining and enhancing the status of health of the patients (AMSN, 2018). The expected outcomes should maximize the functional status, well being, health and quality of life of the patient AMSN. (2018). But evaluation of the situation made me realize that somewhere I failed in practicing according to the scope of practice of my profession.
Part C
The peak professional nursing organization to which I want to connect is the Australian College of Critical Care Nurses (ACCCN). ACCCN is a nonprofit organization which is membership-based in nature. This organization represents approximately 2,400 nurses of Australia. The members of the college work in the fields of critical care especially in the area of intensive care, education, clinical, research and management roles (Elliott, Aitken amp Chaboyer, 2011). The organization provides membership which facilitates effective participation of the members in various activities for the organization, receiving journals of the college and receiving various publications.
The memberships which have been offered by ACCCN include international membership, standard membership, corporate membership, life membership and honorarymembership (Elliott, Aitken amp Chaboyer, 2011). For undergraduate studentsnonvotingmemberships are available. To become the member, a person who has enrolled in an Australian-recognized undergraduate program, which leads to registration with AHPRA as Division 1 nurse, is eligible. For accompanying the application for membership of ACCCN, this requires that student enrollment should be evidenced in the current study year. The fee for the course is 115 (ACCCN, 2019a).
The various opportunities that have been provided by the organization for undergraduate students include continuing professional development, postgraduate scholarships, networking and professional development, conference and assistance in studies discounted registrations and subscriptions to special services (ACCCN, 2019b). These services would help in learning specialized skills of providing care to critically ill patients, enhance competence level, and help in developing skills of safe and quality care provision.

References
ACCCN. (2019a). Membership types. Retrieved from https//www.acccn.com.au/membership-info/membership-types-and-feesACCCN. (2019b). Undergraduate student (non voting membership). Retrieved from https//www.acccn.com.au/membership/type/under-graduate-studentAlexander, S., amp Stewart, L. (2016). Establishing and maintaining a professional identity portfolios and career progression.Transitions in Nursing Preparing for Professional Practice, 259-276.
AMSN. (2018). Scope and standards of medical-surgical nursing practice. Retrieved from https//www.amsn.org/sites/default/files/documents/practice-resources/scope-and-standards/AMSN-Scope-Standards-MS-Nursing.pdfChamblee, T. B., Dale, J. C., Drews, B., Spahis, J., amp 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.
Cope, V., amp Murray, M. (2018). Use of professional portfolios in nursing.Nursing Standard, 32(30), 55.
Davis, C. (2015). Developing a professional nursing portfolio. United States Lippincott Williams amp Wilkins.
Elliott, D., Aitken, L., amp Chaboyer, W. (2011).ACCCNs critical care nursing. Australia Elsevier Australia.
Fernandes, R., Arajo, B., amp Pereira, F. (2018). Nursing management and leadership approaches from the perspective of registered nurses in Portugal.Journal of Hospital Administration,7(3), 1-8.
Kantanen, K., Kaunonen, M., Helminen, M., amp Suominen, T. (2017). Leadership and management competencies of head nurses and directors of nursing in Finnish social and health care.Journal of Research in Nursing,22(3), 228-244.
Karkada, S., amp Cherian, S. (2017). A review on leadership in nursing. International Journal of Nursing Research, 4(1), 58-66.
Lal, M., Singh, J., Malhotra, S. K., Neki, N. S., Attri, J. P., Chatrath, V., ... amp Kaushal, D. (2015). Hand Hygiene. International Journal of Current Research, 7(3), 13448-13449.
Miller, P. A., amp Tuekam, R. (2016). ARTICLES The Feasibility and Acceptability of Using a Portfolio to Assess Professional Competence.
Naik, R., Somasundaram, M., amp Krishna Naik, C. N. (n.d.).Competency Management.Journal of Humanities and Social Science,1(8) 47-52.
Nursing and Midwifery Board of Australia. (2017). Registered nurse standards for practice. Retrieved from https//www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards/registered-nurse-standards-for-practice.aspxPearrieta-de Crdova, M. I., Castaeda-Hidalgo, H., Acevedo-Porras, G., Rangel-Torres, S., Gonzlez-Salinas, F., amp Garza-Hernndez, R. (2014). Role and working conditions of hospital nurse managers A binational study from Peru and Mexico.Journal of Hospital Administration,3(3), 91-99.
Pihlainen, V., Kivinen, T., amp Lammintakanen, J. (2016). Management and leadership competence in hospitals a systematic literature review.Leadership in Health Services,29(1), 95-110.
Ricciardi, B. F., Bostrom, M. P., Lidgren, L., Ranstam, J., Merollini, K. M., amp Annette, W. (2014). Prevention of surgical site infection in total joint arthroplasty an international tertiary care center survey.HSS Journal,10(1), 45-51.
Sehgal, N. L., Neeman, N., amp King, T. E. (2017). Early experiences after adopting a quality improvement portfolio into the academic advancement process.Academic Medicine,92(1), 78-82.
Sinclair, P. M., Bowen, L., amp Donkin, B. (2013). Professional nephrology nursing portfolios maintaining competence to practice.Ren Soc Aust J,9(1), 35-40.
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Weber, E., Ward, J., amp Walsh, T. (2015). Nurse leader competencies A toolkit for success.Nursing management,46(12), 47-50.
Wu, C. T., Chen, I. L., Wang, J. W., Ko, J. Y., Wang, C. J., amp Lee, C. H. (2016). Surgical site infection after total knee arthroplasty risk factors in patients with timely administration of systemic prophylactic antibiotics.The Journal of Arthroplasty,31(7), 1568-1573.
Zhang, X., Chen, Y., Li, Y., Hu, J., Zhang, C., Li, Z., ... amp Xiang, H. (2018). Needlestick and sharps injuries among nursing students in Nanjing, China.Workplace Health amp Safety,66(6), 276-284.