EXIT
PORTFOLIO
College of Health
School of Nursing
Portfolio Schedule
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First Semester –Junior
Year
Health Promotion:
Develop notebook with tabs
Write biographical narrative
Resume
HIT I:
Communication
Theory-based practice
Nursing therapeutics
Second Semester-Junior
Year
DT I:
Human diversity
Informatics
Psychosocial Transitions:
Interdisciplinary collaboration
Critical thinking
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First Semester-Senior
Year
Caring
Professional development
Second Semester-Senior
Year
Refine outcomes and resume
Complete notebook and add
examples
Include completed skills
checklist
Portfolio Schedule—RN Completion
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Professional Issues
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Develop portfolio skeleton
Write Biographical Narrative
OC 1: Caring
Health Assessment
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Organizational Transitions
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OC 2: Communication
OC 7: Nursing Therapeutics
Advanced Organizational
Transitions
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Nursing Research
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OC 3: Critical Thinking
OC 9: Theory Based Practice
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Resume
OC 4: Human Diversity
OC 5: Informatics
OC 8: Professional Development
Refine Outcomes and Resume
Complete notebook; add examples
Include completed Skills Checklist
RN Practicum
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OC 6: Interdisciplinary
Collaboration
CLAYTON STATE UNIVERSITY
SCHOOL OF NURSING
PORTFOLIO COMPLETION SCHEDULE
Basic Licensure Program
Semester
First
Semester
Junior
Year
Second
Semester
Junior
Year
Course
Health Promotions
Health Illness
Transition I
Health Illness
Transitions I
Psychiatric
Transitions
First
Semester
Senior
Year
Developmental
Transitions I
DT II Pediatric
Transitions
Second
Semester
Senior
Year
Role Transitions
Requirement
1. Develop notebook
with
dividers and tabs
2. Write biographical
narrative.
1. Outcome# 1: Caring
2. Write resume.
1. Outcome #4: Human
Diversity
2. Outcome #5:
Informatics
1. Outcomes #2:
Communication,
2. Outcome #6:
Interdisciplinary
Collaboration
1. Outcomes #3: Critical
Thinking,
2. Outcomes #7:
Nursing Therapeutics
1. Outcomes #8:
Professional
Development
2. Outcomes #9: Theory
Based Practice
Evaluation of
completed portfolio in
relation to program
outcomes.
Faculty
Signature
Date
For Information And Guidelines
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Go to the Clayton State Home page.
Click on “Offices and Departments”
Go to the “School of Nursing Home
Page”
Click on “Program Outcomes” for
the 9 Outcomes.
Click on the “Nursing Student
Handbook” and go to “Progression
Policies” and then “Exit Portfolio”
Editing and Writing
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The student should follow APA
guidelines.
The grammar and writing should be
correct and the Clayton State
University writing criteria should be
followed.
If the student uses a definition or
quotes, these should be referenced.
Purpose
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Students in both tracks of the BSN
program at Clayton State University must
submit a portfolio as a program
requirement for graduation. The portfolio
is used as an outcome measurement and
provides students with an opportunity to
reflect on their academic experiences and
to synthesize their learning and
accomplishments.
Point To Remember
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The portfolio is a personal reflection
of the student's achievement and
growth; thus, each portfolio will be
unique.
Notebook Type And Size
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We recommend a black or white 3
ring binder that is 2 inches in size.
Remember that this portfolio is a
good tool to use in the interview
process to provide evidence of the
quality of education and the types
of experiences afforded the student.
Dividers and Tabs
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The dividers and tabs should fit the
notebook and look professional.
Handwriting the tabs is not
professional looking.
This is a professional work and not
a scrap book of memories of
nursing school.
Exemplars
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The students should, at the end of
the narrative for each outcome, list
the exemplars for that outcome.
The exemplars should be put in
clear pages where the reader of the
portfolio does not have to pull out
the example, but can simply turn
the pages and see the content.
Cover Page
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Include your name, Laker ID
number and the date of submission
Do not put the Social Security
Number on the page
Table Of Contents
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List the materials submitted in the
order they are found.
Make the Table of Contents fit the
page and look professional.
Portfolio Content
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This method of terminal program
evaluation provides more in-depth data
than standardized objective tests. In
addition, the portfolios provide
information to faculty members for their
ongoing curriculum and program
evaluation that benefits all Clayton State
University students.
The portfolio consists of the following
three components:
Narrative Section
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This contains a compilation of the
student’s goals for their BSN
experience, as well as a summary of
the accomplishments and personal
growth that has been achieved
through education experiential
activities.
Biographical Narrative
Includes:
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Personal goals that led to nursing
school to obtain a BSN—What led
the student here? What did the
student set out to achieve?
These goals should provide insight
into the student’s personal goals
and interest.
What has the student received in
this process?
Resume Section
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Career Services can assist you with
the development of your resume.
Resume Section
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Include a professional resume
summarizing the student’s education and
employment activities.
Include professional organizations and
memberships, GANS, Invitation to join
Sigma Theta Tau International
Honors
Pertinent civic activities
Outcome Mastery Section
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This section identifies key concepts identified in the
outcomes.
These 9 outcomes have been identified
by faculty to be the key components of the nursing
program.
For each outcome the student should explain how they
have mastered the outcome and it should reflect their
personal activities and their achievements.
In the narrative component of the outcome, the students
should provide a detailed explanation, that when it is read
the faculty can understand the student’s meaning without
looking at the examples.
The student then identifies the assignments, projects,
and/or learning activities which contributed to
achievement of this outcome.
Caring
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Demonstrate human caring as a key
philosophical basis for the practice
of nursing.
Identify what caring is in nursing is,
according to what has been taught
in the program.
Caring is not just volunteering for
“walks”, etc. but using the science
of caring in the practice of nursing.
Communication
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Utilize effective communication
skills to promote therapeutic nurseclient interactions and good collegial
relationships.
How is communication taught, used,
and emphasized in the nursing
program?
How is it defined in the program?
Critical Thinking
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Engage in critical thinking by using
creative problem solving and
making appropriate inferences,
based on evidence derived from
clinical practice.
How is it emphasized in the nursing
program?
How does it impact nursing
practice?
Human Diversity
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Demonstrate client care that reflects the
consideration of socioeconomic, political,
legal, ethical, and human diversity
variables in the changing health care
environment.
How is human diversity emphasized and
integrated into the practice of nursing by
the faculty in the nursing courses?
Informatics
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Demonstrate competence in
utilizing information technology
resources to advance professional
practice.
How is informatics used in the
classroom, in lab, in the hospital
and community settings?
Interdisciplinary Collaboration
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Collaborate with health care
provides from other disciplines to
improve client outcomes.
In what ways does the student
interact with other disciplines to
achieve the goals set forth for the
patient?
Nursing Therapeutics
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Utilize nursing therapeutics based on a
synthesis of critical thinking strategies
and a theoretical knowledge based in
nursing knowledge to provide competent
professional care and maximize healthy
outcomes.
How do nursing theories, the nursing
process, and critical thinking drive
practice?
Professional Development
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Demonstrate commitment to
ongoing professional development
as a life-long learner.
What has the student done to
demonstrate professional
development?
Has the student gone to continuing
educational opportunities afforded
them?
Theory-Based Practice
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Apply selected theoretical
frameworks to nursing practice in
diverse settings.
How have the students learned to
use various theories in nursing
practice?
Theory-based practice is not
evidenced-based practice.