Janine Quiding, Miriam Laidlaw, Tabitha Parker (Waitematā DHB), Kristina Hoeppner (Catalyst)
SoTEL // Auckland, Aotearoa New Zealand // 20 February 2020
Presentation licensed under Creative Commons BY-SA 4.0+ // Photo: unsplash.com/photos/22qZVcUgD_U
The process of curating the connected collection - making meaning through reflection and thereby developing deeper, more intentional identities as learners - requires thoughtful student action guided by well-informed faculty and staff and supported by a broad coalition of college stakeholders.
templates with instructions
short written guides online
handouts for stakeholder groups
50-minute training sessions
integrated with LMS
Professional Development Recognition Programme
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Benner, P. (1984). From novice to expert: Excellence and power in clinical nursingpractice. Addison-Wesley.
Carryer, J., Russell, A., & Budge, C. (2007). Nurses’ understanding of the professional development recognition programme. Nursing Praxis in New Zealand, 23(2), 5–13. https://www.nursingpraxis.org/232-nurses-understanding-of-the-professional-development-recognition-programme.html
Eynon, B., & Gambino, L. M. (2017). High-Impact ePortfolio Practice: A Catalyst for Student, Faculty, and Institutional Learning. Stylus Publishing, LLC.
McColgan, K. (2008). The value of portfolio building and the registered nurse: A review of the literature. Journal of Perioperative Practice, 18(2), 64–69.
Williams, M., & Jordan, K. (2007). The nursing professional portfolio: A pathway to career development. Journal for Nurses in Professional Development, 23(3), 125–131.