Strategies for Academic Portfolios

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.

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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.

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.

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RUBRIC BELOW:

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.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

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.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

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

 

Strategies for Academic Portfolios

Having a well-put together academic portfolio is an important selling point for any contemporary nurse. The portfolio is more comprehensive and presents more information about a professional than just the résumé or curriculum vitae. Actually, the academic portfolio includes all the information that would usually be in one’s curriculum vitae plus more concerning the academic and professional achievements of the nurse professional (Clarke, 2019; Schneider, 2016; Davies, 2015).

Technology has however revolutionized every aspect of life and profession. For this reason, the trend these days is to develop an ePortfolio that is basically an electronic version of the academic portfolio.

It makes use of one’s social media presence to paint a picture of what kind of professional the owner is (Hannans & Olivo, 2017). It is advisable for all nurse professionals to make a professional ePortfolio for better career advancement.

There are several strategies for including academic activities and accomplishments in one’s professional goals. Two of these strategies are to get student membership of a professional nursing organization, and to keep a record of academic service rendered to the university or community.

Professional organizations such as the American Nurses Association (ANA) have opportunities for professional development as well as forums where experts share research experience. Attendance to any of these should go into the academic portfolio (Little-Wienert & Mazziotti, 2017). Participation in academic community initiatives like research into the behavioral factors fuelling disease should be documented in the academic portfolio too.

The above two strategies are congruent with the Walden University’s philosophy of positive social change. Participation in the professional and academic activities of professional organizations like ANA exposes the student nurse and makes them important primary health care assets to the community bringing social change. Participation in community programs on the other hand directly impacts the community in positive ways such as disease prevention.

References

Clarke, M. (April 19, 2019). The importance of a professional nursing portfolio. https://www.healthleadersmedia.com/nursing/importance-professional-nursing-portfolio

Davis, C. (2015). Developing a professional nursing portfolio. Nursing Made Incredibly Easy! 13(1), 4. https://doi.org/10.1097/01.NME.0000457285.39465.5c

Hannans, J., & Olivo, Y. (2017). Craft a positive nursing digital identity with an ePortfolio. American Nurse Today, 12(11), 48-49. https://www.myamericannurse.com/craft-a-positive-nursing-digital-identity-with-an-eportfolio/

Little-Wienert, K., & Mazziotti, M. (2017). Twelve tips for creating an academic teaching portfolio. Medical Teacher, 40(1), 26–30. https://doi.org/10.1080/0142159X.2017.1364356

Schneider, A. (2016). Building a professional nursing portfolio. https://www.rn.com/nursing-news-building-professional-nursing-portfolio/

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