The ePortfolio assignment is embedded in select courses throughout the nurse practitioner program. Refer to the table below for a list of courses. You will begin developing your ePortfolio by watching the “how-to” video and by creating the sections of the ePortfolio. Next you will upload the required artifact for each course indicated. Courses that requires an artifact (an assignment is considered an ePortfolio artifact) you will see a prompt in the course to add the required document. Grading of the entire ePortfolio will take place in the final course, NR661, your final practicum course.
There will be three (3) sections to your ePortfolio. The first section is the Introduction, the second is Course Artifacts and the third is the Outcomes Analysis and Planning section.
- Introduction Section:
- Resume (using provided resume format)
- Conference / Non-Academic Course Completion Documents
- Work Evaluations
- Letters of Recommendations
- Student Created Table of Clinical Experiences with Dates
- Professional Goal Statement: Goals and Objectives
- Artifacts Section
In the Artifacts section of the ePortfolio each student is expected to submit graded assignments, with instructor comments, along with the grading rubric (used by the course instructor that includes grade received for the assignment). There should be a minimum of three (3) artifacts for each course included in the ePortfolio. One of these artifacts is the required artifact which is found in the “Artifact Table”. You will choose the other two artifacts from the course to include.
The artifacts collectively should demonstrate growth in critical thinking, new graduate nurse practitioner clinical competence, scholarly writing, and professional growth that occurred during your graduate nursing student education.
Every course from the table below (Artifact Table) must be represented in the ePortfolio artifacts section. One of the artifacts utilized must be the one indicated in the table for the particular course; the other two artifacts you may choose (from the course). For example, for NR500-NP, you must include the “Area of Interest” Power Point. In addition, you will choose two other pieces of graded work from the course, such as a discussion board posting or other paper.
- Outcome Analysis:
- A. Concept Map: In Section A, you are required to create a visual depiction via a Concept Map that demonstrates the connection of each Program Outcome to a minimum of three (3) course artifacts. The artifacts chosen must be from different courses and must represent courses with and without a practicum component.
- B. Narrative Analysis: In Section B, students must submit a scholarly reflective narrative that demonstrates how all of the artifacts submitted, and the course in which the artifacts were produced, meet each MSN program outcome. This Narrative Analysis format should use APA format, to include a cover page, running head, headings, and a reference list. Other elements, such as an APA formatted table, may also be included. Strict adherence to APA format is required. Examples of references that would support this Narrative Analysis might include a required journal reading from a course, material from a nurse practitioner professional web site to include a board of nursing site, or other peer-reviewed scholarly articles. Course textbooks may be used.
The final ePortfolio will be submitted in the Capstone course, NR667, where it will be graded. You will upload your ePortfolio link to the grade book as indicated in the course. Please refer to the rubric for grading particulars.
Chamberlain College of Nursing FNP Program Outcomes:
|Provide high quality, safe, patient, centered care grounded in holistic health principles.|
|Create a caring environment for achieving quality health outcomes.|
|Engage in lifelong personal and professional growth through reflective practice and appreciation of cultural diversity.|
|Integrate professional values through scholarship and service in health care.|
|Advocates for positive health outcomes through compassionate, evidence-based, collaborative advanced nursing practice.|
Artifacts/Assignment per Course:
|Course||Required Artefact to Include in ePortfolio||Chamberlain MSN FNP Outcome||ePortfolio Assignment Objective|
|1||NR500-NP Role||Area of Interest PPT||PO 2, 3, 4, 5,||Distinguish role variations between baccalaureate and graduate level practice.|
|2||NR501-NP Theory||Application of Theory Paper||PO 2, 3, 4||Critique theories to include their application to the advanced practice nursing role.|
|3||NR503 Population Health||Chronic Health Paper||PO 1, 3, 6||Appraise integration of concepts from population health, to include inter-professional collaboration and the determinants of health, to the role of the Nurse Practitioner.|
|4||NR505-NP Advanced Research and Evidence-Based Practice||Quality Improvement Paper: SOS||PO 6||Discern aspects of the assignment that inform a critically driven evidence-based practice.|
|5||NR509 Advanced Physical Assessment||Reflection Post: Week 8||PO 1, 5||Compare and contrast the elements involved with providing an advanced physical assessment.|
|6||NR510 Leadership and Policy||APN Professional Development Paper||PO 3||Assemble a plan for continued leadership development as an advanced practice nurse.|
|7||NR599 Informatics||Medical Application Critical Appraisal||PO 1, 5||Translate informatics to quality, evidence-based care.|
|8||NR601 Aging||Case Study||PO 5||Devise an analysis that reflects the integration of previous learning to current course, to include advanced pharmacology and advanced pathophysiology.|
|9||NR602 Care of the Childbearing Family||Marginalized Women Health Paper||PO 1, 3, 5||Assimilate population health concepts to the practice of women’s health as an advanced practice nurse.|
|10||NR603 Clinical Diagnosis||Mental Health Assignment||PO 5||Integrate mental health concepts to the provision of holistic care as an advanced practice nurse.|
|11||NR667 Capstone||Narrative Analysis (?)||PO 1, 2, 3, 4, 5, 6||TBD|
|Introduction Part A||20||6.6%||Professional Resume and LinkedIn Profile Student creates a professional resume using the provided template; AND Student completes all pertinent sections of the provided template related to the new-graduate APRN seeking a primary care opportunity; AND Student’s credentials are accurate and in the correct order behind their name; AND Student creates a LinkedIn Profile that is congruent with professional resume created; AND Student uploads a professional headshot (photograph) to LinkedIn profile.|
|Introduction Part B||20||6.6%||Recommendations, CEs, and Supporting Documents Student includes copies of all certifications and licenses; AND Student includes evidence of recent conferences or non-academic courses like CEs; AND Student includes recent work or clinical evaluations; AND Student includes letters of recommendations; AND Student creates table of clinical experiences (practicums) with dates.|
|Introduction Part C||50||16.6%||Goals, NP reflection Student creates a table with 3 short-term goals (1-2 years), 3 intermediate-term goals (3-5 years), and 3 long-term goals (6-10 years) related to her or his career path as a nurse practitioner; ANDStudent includes at least two strategies for how he or she will meet each goal and at least one objective measure that will evaluate success; ANDStudent includes a 500 word reflection on the Family Nurse Practitioner (FNP) degree using at least 5 evidenced-based articles found through an academic library search that are no older than 5 years; ANDStudent will analyze and evaluate (1) the history and purpose of the FNP, (2) the current state of the FNP, (3) the future state of the FNP; (4) how FNP-prepared APNs will assist with transformative healthcare and help solve complex health problems, and (5) the advantages of having the FNP; ANDStudent will reflect on why the FNP degree would be appropriate for future career plans.|
|Artifact Section||50||16.6%||Artifacts Student uploads graded assignments, with instructor comments, along with the grading rubric (used by the course instructor that includes grade received for the assignment); AND There should be a minimum of three (3) artifacts for each course included in the ePortfolio. One of these artifacts is the required artifact which is found in the “Artifact Table”. The student will choose the other two artifacts from the course to include; AND The artifacts collectively should demonstrate growth in critical thinking, new graduate nurse practitioner clinical competence, scholarly writing, and professional growth that occurred during your graduate nursing student education; AND Every course in the Artifact Table must be represented in the ePortfolio artifacts section; AND The artifact utilized must be the one indicated in the Artifact Table for the particular course; the other two artifacts you may choose (from the course). For example, for NR500-NP, the student must include the “Area of Interest” Power Point. In addition, the student will choose two other pieces of graded work from the course, such as a discussion board posting or other paper.|
|Outcome Analysis Part A||50||16.6%||Concept Map The student will create a computer-generated visual depiction via a Concept Map; AND The student’s Concept Map demonstrates the connection of each FNP Program Outcome to a minimum of three (3) course artifacts; AND The student’s artifacts are from different courses; AND The student’s artifacts represent courses with and without a practicum component: AND The student briefly explains the connection between each Program Outcome(s) and Artifact(s) in a legend or table included with Concept Map.|
|Outcome Analysis Part B||100||33.3%||Narrative Analysis Using synthesis and evaluation, the student authors a 3,000-4,500 word scholarly reflective narrative that demonstrates how all of the artifacts submitted, and the course in which the artifacts were produced, meet each MSN/FNP Program Outcome; AND The student provides summative evaluation of their own professional growth and development as a graduate student in the COGNITIVE, PSYCHOMOTOR, and AFFECTIVE domains as it pertains to the FNP Program; AND The student provides summative evaluation of their own professional growth and development as a graduate student as it pertains to AACN’s MSN Essentials for Graduate Education; AND The student provides summative evaluation of their own professional growth and development as a graduate student as it pertains to the National Organization of Nurse Practitioner Faculties (NONPF) Competencies; AND The student reflects how one’s own cultural competence has been transformed.|
|Total CONTENT Points= [290 pts]|
|Grammar, Syntax, Spelling, APA Format & Punctuation||10||3.3%||This Narrative Analysis format should use APA format, to include a cover page, running head, headings, and a reference list. Other elements, such as an APA formatted table, may also be included. Strict adherence to APA format is required Paper has minimal grammar, syntax, spelling, punctuation, or APA format errors* (*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.|
|Total FORMAT Points= [10 pts]|
|ASSIGNMENT TOTAL= 300 points|
Outcome Analysis and Planning (Part A)
In Section A, you are required to create a visual depiction via a Concept Map that demonstrates the connection of each Program Outcome to a minimum of three (3) course artifacts. The artifacts chosen must be from different courses and must represent courses with and without a practicum component. Use the software of your choice to develop a Concept Map (freehand, written, or drawn concept maps are not permitted).
Chamberlain College of Nursing FNP Program Outcomes
- Provide high quality, safe, patient, centered care grounded in holistic health principles.
- Create a caring environment for achieving quality health outcomes.
- Engage in lifelong personal and professional growth through reflective practice and appreciation of cultural diversity.
- Integrate professional values through scholarship and service in health care.
- Advocates for positive health outcomes through compassionate, evidence-based, collaborative advanced nursing practice.
Chief complaint: Paranoia
Demographic data: K.P is a 20-year-old Caucasian female in her second year of college at Alabama State University.
HPI: K.P and her father present to the clinic for CC of paranoia. She reports being dismissed last week from the university due to her erratic behaviors. Recently she has been found wandering at night dressed in inappropriate clothing, disturbing students at the campus library yelling out profanities. She reports loss of interest in her studies, missing classes, and grades started to drop. She lost 15lbs in one month because she fears her roommate is trying to kill her by poisoning her meals. K.P strongly believes that she is a nun and says that she wants to join a local religious group. She continuously picks at her nose as she believes she has stigmata there. She also thinks that she wears a crown of thorns. Her father states that his daughter thought process is all over the place, and often looking over her shoulders as though someone is trying to harm her.
Past Medical History: Hypothyroidism
Past Surgical History: Strabismus surgery
Medications: Multivitamin and Levothyroxine 125mcg daily
Social History: K.P last attended Alabama State University in her second year, now she lives back home with her father, Larry, and older brother Tommy. Her mother died from breast cancer when she was nine years old. She is currently unemployed; last employment was six months ago at the campus bookstore. She walked off the job after threatening a customer for looking at her the wrong way. Her father is supporting financially. The patient reports she smokes marijuana occasionally at her friend’s house. She denies using tobacco and drinks alcohol five times a month when partying with friends on the weekends. She gets max fours of sleep due to staying up all night. She is sexually active with her current boyfriend and reports using condoms sometimes.
Review of System:
Constitutional symptoms- Report weight loss of 15lbs within a month and trouble sleeping. Denies fever, chills, and weakness.
HEENT- Denies visual issues. No glasses or corrective lenses. Denies throat or swallowing issues. Denies hearing changes, nasal congestion.
Neurologic-Denies lightheadedness, headache, numbness, tingling, and sensation changes.
Cardiovascular- Denies Chest pain, palpitation, Hx of murmurs, activity intolerance.
Respiratory- Denies coughing up blood, Shortness of breath, and wheezing.
Gastrointestinal-Decreased appetite in fear of someone poisoning her food. Denies heartburn, bloating, nausea/vomiting, diarrhea, constipation, epigastric pain, and change in bowel habits.
Genitourinary- Denies difficulty or burning in urination, frequent urination at night, and blood in urine.
Musculoskeletal- Denies pain, stiffness, swelling, crepitus, and limited range of motion.
Integumentary- Denies rashes, itching, and changes in hair or nails.
Endocrine: Reported intermittent cold intolerance due to hypothyroidism. Denies increased appetite, thirst, urine production, and excessive sweating.
Psychiatric: Reported increasing anxiety and nervousness, mood swings, trouble concentrating, sleeping problem- sleep for 4 hours each night. Denies depression and suicidal/Homicidal Ideation.
Vital signs: BP 113/65, T 96.5, P 100, R 18 Sao2 99% on room air
General: 20-year-old Caucasian female appears stated age appears anxious. Alert, oriented, and cooperative. Able to speak in full sentences and does not appear in distress.
Skin: Skin warm, dry, and intact. Skin color is pale pink, no cyanosis or pallor.
HEENT: Head normocephalic. Hair thin and distribution even throughout scalp. Mild red sclera. Conjunctiva: white, PERRLA, EOMs intact. Tympanic membranes gray and intact with light reflex noted. Pinna and tragus non-tender Nares patent with thin white exudate noted. No deviated septum noted. Sinuses non-tender to palpation. Oropharynx pink, moist, no lesions, or exudate. Teeth in good repair, four cavities noted. Tongue smooth, pink, no lesions, protrudes in midline. Neck supple. No cervical lymphadenopathy or tenderness noted. Thyroid midline, small and firm without palpable masses.
Respiratory: Lungs clear to auscultation bilaterally. Respirations unlabored. No wheezes or rales noted.
Cardiovascular: S1 and S2 noted, no murmurs noted, peripheral pulses equal bilaterally, no peripheral edema
Gastrointestinal: Abdomen round, soft, bowel sounds noted in all four quadrants. No organomegaly noted.
Musculoskeletal: Full range of motion to bilateral upper and lower extremities. No tenderness to palpation.
Mental Status Exam:
Appearance and behavior: K.P is a young Caucasian woman dressed appropriately for a visit with good eye contact. Repetitive scratching of her nose was noted during the examination. Speech: normal rate and rhythm. Thought form: No, abnormality. Thought content: The patient is noted to have delusional thought content, as mentioned in the history. She does not have suicidal ideations. Mood: K.P is anxious about her future regarding joining a religious group. Perception: experiences delusions during the interview relating herself to a nun that wears a crown of thorns and believes she is subconsciously connected to the Archbishop of Italy. Cognitive function: Patient is oriented to person, place, and time. She is noted to have good attention and concentration. No abnormalities of memory and average intellect. Insight: K.Phas no insight into her current mental health issues.
Week 7 Discussion: Marginalized Women and Childbearing Families
- As an advanced practice nurse, what are three actions you can take to mitigate social impacts to marginalized women?
One of the actions that an advanced practice nurse can take to mitigate social impacts to marginalized women is providing advocacy for the development of policies that protect women from social discrimination. Studies have indicated that there are many policies at the government, state, and local levels that prevent women from accessing healthcare services (Prodan‐Bhalla & Browne, 2019). Since nurse practitioners are influential and policymakers can listen to them, which gives them the advantage to advocate for policies that protect women from marginalization. Another action as an advanced practice nurse would be providing women-friendly healthcare services that are individualized per patient needs, building trust with the women, and making health services easily accessible to them. An advanced practice nurse can also research to understand the social and cultural sources of women marginalization and how they can be mitigated. The research can also focus on unearthing policies that promote discrimination of women and recommend more women-friendly policies.
- What role does policy at either government, state, or local level play in the marginalization of women and childbearing families?
Policies at government, state, or local levels have played a role in the marginalization of women and childbearing families. Research has indicated that in various communities, there are discriminative and unjust structural policies that limit women’s access to healthcare and promote health inequities. There are state policies, for example, which effect women`s access to childcare, maternity leave from work, and care for older women. Other policies do not promote women access to employment opportunities, often leading women to low income, high employment rates, and lack of opportunities to get educated (Prodan‐Bhalla & Browne, 2019). Policymakers at levels have an opportunity to change laws and policies to reduce the marginalization of women. Nurse practitioners can advocate for better policies from government, state, or local levels to reduce social injustices towards women.
- Identify one policy that impacts marginalized groups (include whether the policy is at the federal, state, or local level).
Among the policies that have an impact on marginalized groups in the United States is the healthcare policy. The policy, which is at the federal level, should make healthcare accessible and affordable to all citizens in the country. Healthcare policy seeks to create and implement laws, rules, and regulations that govern the national health system. Young and the most disadvantage women are not able to access high-quality healthcare services due to their socio-demographic background (Daniel et al., 2018). The federal policy should implement health equity by ensuring universal healthcare access to all citizens in the country.
- Discuss how policy impacts marginalized group either positively or negatively.
Policies represent what the government, institution, or any entity intends to do and directs what is supposed to be done by all the individuals or sectors affected by that policy. When governments or other entities issue a policy, it has to be followed and dictates how things will be done within its jurisdiction or scope of authority. Due to this, policies can affect marginalized groups sometimes in positive and other times in a negative way. For example, policies that deny women equal opportunities for employment result in many of them being without sources of income (Prodan‐Bhalla & Browne, 2019). Such an example of women indicates how policies that impact marginalized groups negatively. The policy may also have a positive impact on marginalized groups of people. For example, health policies ensure healthcare services are accessible and affordable to all citizens through programs such as Medicare and Medicaid. Through the policy, even low-income earners, disabled, and older adults are able to access and afford high-quality healthcare. It shows how policy impact marginalized groups in a positive way. Policymakers should strive to ensure that policies have positive as opposed to negative impacts.
Daniel, H., Erickson, S. M., & Bornstein, S. S. (2018). Women’s Health Policy in the United States: An American College of Physicians Position Paper. Annals of Internal Medicine, 168(12), 874. https://doi.org/10.7326/m17-3344
Prodan‐Bhalla, N., & Browne, A. J. (2019). Exploring women’s health care experiences through an equity lens: Findings from a community clinic serving marginalized women. Journal of clinical nursing, 28(19-20), 3459-3469. https://doi.org/10.1111/jocn.14937