Discussion: Concept of an Academic Portfolio

Discussion: Concept of an Academic Portfolio

Discussion: Concept of an Academic Portfolio 150 150 Prisc

Discussion: Concept of an Academic Portfolio

Discussion: Concept of an Academic Portfolio

There are many strategies for incorporating academic activity and accomplishments into my professional development goals. First, it is essential to adopt a goal evolution mindset. As we grow and learn, our goals will evolve. Academic activities and accomplishments should constantly contribute to professional development goals. It is essential to determine what steps must be taken to achieve professional development goals (Walden University, LLC, 2018). Modern-day advanced practice registered nurses (APRNs) must develop a portfolio of evidence of professional development activities and achievements and how they contribute to professional practice as a visual representation of their experience, strengths, abilities, and skills (Casey & Egan, 2013). The benefits of portfolios include skill development, promoting active learning, improved clinical competency, and improved academic assessment and achievement (Dehkordi & Ghiasvandian, 2019). The portfolio will represent who I am, what I am passionate about, and the strengths I have obtained during my education at Walden University.

A strategy I could use to include academic activities and accomplishments in my professional development is to join professional nursing organizations. It is crucial to serve the community and profession (Walden University, LLC, 2018). I could connect with various professional organizations to participate in activities aligned with my career goals (Hannans & Olivo, 2017). Professional organization bring nurses together and empowers nurses to have a voice (Walden University, LLC, 2018). Nurses can also become certified in areas that may contribute to their professional development goals. The American Nurses Credentialing Center outlines steps for APRNs to expand their focus to meet expanded practice roles (Melander et al., 2020).

Another strategy is to record specific moments where I used my education and research to change a patient’s life. Casey and Egan (2013) suggested regularly accounting for incidents that have occurred in practice and using these instances in a portfolio, showcasing the application of knowledge learned. Collecting patient accounts evidencing competence in advanced practice will highlight academic activities contributing to professional development goals. Portions of my portfolio will highlight educational activities and accomplishments contributing to my professional development goals (Casey & Egan, 2013). I could specifically select evidence highlighting a skill I have obtained throughout my education. Nurses can also attend seminars and apply the knowledge learned in practice (Casey & Egan, 2013). I will attend conferences specific to my areas of interest, including aesthetic nursing, healthcare access in underprivileged communities, and healthcare policy. Clear ideas of education and certification must help you meet your professional development goals (Walden University, LLC, 2018).

Walden University is committed to social change by empowering change-makers, building communities, and maximizing social change outcomes (Walden University, 2022). Serving the community will align the University’s social change goals with my own. I want to affect positive change by improving access to care, especially in underserved and underprivileged communities, minimizing the healthcare disparity gap. I also want to promote social change through healthcare policy. By joining professional organizations that promote my development in these areas, I will develop from a student to a change-maker. The knowledge I gain throughout the Walden University program will assist me in making that possible.


Casey, D. & Egan, D. (2013). The use of professional portfolios for career enhancement. British Journal of Nursing, 15(11), 547-552.

Dehkordi, L. M., Ghiasvandian, S. (2019). Application of Portfolio in Nursing Education and Assessment of Learning. Journal of Medical Education and Development, 14(2), 136–143.

Hannans, J. & Olivo, Y. (2017). Craft a positive nursing digital identity with an ePortfolio. American Nurse Today, 12(11), 48-49. Retrieved October 13, 2022, from https://www.americannursetoday.com/wp-content/uploads/2017/11/ant11-Digital-Identity-1017a-1.pdf

Melander, S., Hardin-Pierce, M., & Howard, P. B. (2020). Meeting the challenges of expanded practice through postgraduate APRN certification. Nurse Practitioner, 45(6), 8–10. https://doi.org/10.1097/01.NPR.0000666212.83911.d3

Walden University. (2022). Social Change. Walden University. Retrieved October 16, 2022, from https://www.waldenu.edu/why-walden/social-change

Walden University, LLC. (Producer). (2018). The Walden Journey to a Masters in Nursing: Your Professional Development Plan [Video file]. Baltimore, MD: Author.

In this Module’s Discussion, you were introduced to the concept of an academic portfolio to begin building your own brand. However, portfolios have value that goes beyond brand building. An academic and professional portfolio can also help you to build your own vision and mission and establish your development goals. In this regard, a portfolio becomes yet another tool in your toolbox as you build your success.

In this Assignment you will continue developing your Academic Success and Professional Development Plan by developing the fifth component–a portfolio for your academic and professional efforts.

To Prepare:

Consider your goals for academic accomplishments while a student of the MSN program.
The Assignment:

Using the Academic Success and Professional Development Plan Template document that you began to work on in Module 1 and have continued expanding throughout this course, you will develop a curriculum vitae (CV) in Part 5 based on your current education and professional background.
Write a statement identifying your professional development goals.
Write a statement proposing how you might align one or more of your professional development goals with the university’s emphasis on social change.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.


Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

One strategy to pursue in developing a portfolio would be to focus on academic achievements. This could include documenting my clinical rotations, presenting case studies and poster presentations, or publishing research papers. Another strategy could be to highlight leadership & management experience by showcasing managerial roles within various organizations or detailing committee work/leadership positions I have held. Additionally, emphasizing community involvement can demonstrate a dedication to helping others which can be an important attribute for future clinicians. Finally, highlighting professional development & continuing education shows a commitment to lifelong learning and growth which is essential for any clinician.

Developing a portfolio that showcases ones academic achievements and demonstrates their alignment with the University’s emphasis on social change may be strategic in pursuing admission to various learning institutions (Doeze et al., 2019). One of the elements in the portfolio/ goals focuses on community-based projects which emphasizes on the university’s goals or plans on social change. As an example, one of my recent community-based projects was developing a training curriculum for volunteers working with refugees. This experience was important to me because it demonstrated my ability to think critically about complex social issues and develop strategies for addressing them. The experience is also in line with the university’s emphasis on social change.

A university’s emphasis on social change can be a powerful impetus for portfolio elements that align with its mission. For example, a university may focus on experiential learning and civic engagement as key components of their undergraduate experience (Doeze et al., 2019). This focus is evident in the many opportunities students have to work with local organizations and businesses and to take part in meaningful community service projects. Graduates should thus be well-prepared to make a difference in the world. They should understand the importance of working collaboratively toward common goals.


Doeze Jager‐van Vliet, S. B., Born, M. P., & van der Molen, H. T. (2019). Using a portfolio‐based process to develop agility among employees. Human Resource Development Quarterly30(1), 39-60. https://doi.org/10.1002/hrdq.21337