Portfolios - Competency & Credentialing Institute
Portfolios: Implications for perioperative education, evaluation & competency
Assessment
Michelle M. Byrne RN, PhD, CNOR
Kathryn Schroeter RN, PhD, CNOR
CCI Research Committee:
Michelle Byrne, RN, PhD, CNOR - Chair
Kathryn Schroeter, RN, PhD, CNOR – CCI Board
Liaison
Teresa Delarose, RN, MN, EdD, CNOR
Cecil A. King, RN, MS, CNOR, APN
Jane Leske, RN, PhD, APRN-BC
Nancymarie Philips, RN, MSEd, CNOR
Kathryn G. Sapnas, RN, PhD, CNOR, CCRN
• What do you think of when you think of a portfolio?
Portfolio - formal definition
Mechanism for evaluation of competencies that may otherwise be difficult to assess, such as practice-based improvements, use of scientific evidence in practice, professional behavior and creative endeavors.
Artist Portfolio Contents
Artistic products demonstrating a variety of media, foci, and technique.
External review by peer or faculty
Teacher Portfolio Contents
Academic credentials
Faculty and peer evaluations
Research and publications
Service to institution or community
Student evaluations
Course materials-syllabi & assignments.
Student Portfolio Contents
Progressive learning.
Skill checklist
Best exemplars of work.
Development of self assessment skills.
Reflective learning.
Faculty evaluations.
Physician Portfolio Contents
Course completion or contact hours
Certificate requirements
Licensing requirements
Residency/fellowship applications
Peer evaluation
Publications and research
Portfolios
Dynamic and offer a fuller and richer image of the individual than paper and pencil evaluation tools.
Informal definition:
A Portfolio is a Scrapbook of your career
• Photos
• Work products
• Educational offerings or attendance
• Annual evaluations
• Letters from employers or patients
Your Portfolio!
Mentoring /
Precepting
Perioperative Care Plan
Continuing Education
CQI
Clinical
Pathway
Standards &
Recommended
Practices
Domains of Perioperative Nursing
Based on Perioperative Job
Analysis
Perioperative Nurse
Competency Continuum
Study
Involvement of Task Force
CNOR’s
Thomson Prometric staff
Domains of Perioperative Nursing
Patient assessment & Dx
Identify expected outcomes
& develop plan of care
Intraoperative activities
Communication
Discharge planning
Domains of Perioperative Nursing
Cleaning, disinfecting, packaging & sterilizing
Emergency situations
Management of personnel, services, & materials
Professional activities
Types of Professional Activities
Nursing care planning
Clinical pathway development/utilization
Development of educational resources
Personal continuing education
Application project re: AORN standards or PNDS
Continuous quality improvement project
Evidence-based practice initiative
Types of Professional Activities
Risk management activities
Mentoring / Precepting roles
Leadership role
Educational presentations
Professional writing
Academic course completion
Reflective Learning
Reflection is the process of learning from experience.
Reflection allows you to use your experience to determine what you may do differently as a result of the learning.
Reflection aids ongoing selfassessment & ensures your learning is current and relevant to your practice.
Reflection Narratives
Thoroughly describe the activity/ project/ event.
What happened or occurred?
Clearly describe your role.
What do you know now that you did not know before?
Reflection Narratives
What have you learned?
What would you do differently?
How will you build on this experience?
What are the implications for perioperative nursing practice?
What’s in your portfolio?
Contributions to professional organizations
Local chapter AORN
State Nursing Association
Sigma Theta Tau
Educational Presentation
Staff workshop
AORN chapter continuing education
Staff orientation
(At least three 1 hour presentations are required)
Include time/date of presentation, objectives, outcomes, topic outline or handouts, learner evaluations.
Evidence Based Practice
Provide examples of how research findings were used to validate or change your practice.
Risk management
Research utilization
Research participation
Policy/Procedure involvement
PNDS
Professional Writing
AORN Journal article
Specialty assembly newsletter article
Employer publication
Chapter newsletter
Letter to the editor
Educational resources
Patient education guide
Employee guide
Perioperative inservice
Instructional forms
Continuing Education
Narrative of HOW continuing education changed your practice.
“After attending this conference, I have an increased awareness of fuel sources and how flammable prep agents are. I am much more verbal in communicating with other team members about the importance of letting prep solutions dry before giving the cautery to the surgeons.”
Application of Recommended
Practices or PNDS
How was this used in your professional practice?
Policy/procedure creation or revision
Medical legal cases
Academic Courses
Related to perioperative nursing
Either taught or taken—provide syllabus / grade
Examples: Specific or general
Precepting / Mentoring
Provide a narrative including name(s) / credentials of those whom you precepted or mentored along with contact information for a registered nurse colleague who can verify that the information is true and correct.
Students, new staff, faculty, etc.
Nursing Care Plan
Provide a nursing care plan that you have developed or modified that illustrates how you were able to individualize a plan of care based on assessment data.
Safety protocols, reporting, communication, environmental control, documentation, etc.
Clinical Pathway
Provide a copy of a clinical pathway for which you have participated in the development, revision or utilization for a specific patient population.
Continuous quality initiative
Provide an example of a continuous quality improvement plan that you developed or participated in that improved perioperative patient care & outcomes.
Survey data utilization
Provision of technical assistance on a surgical product or new technology
Certification is linked to continued competency.
Continued Competency
Defined as the application of knowledge and the interpersonal, decision-making, and psychomotor skills expected for the nurse’s practice role, within the context of public health and safety.
(NCSBN 1996, 1998)
Why continued competency?
Institute of Medicine (IOM):
Mandate to reduce patient errors.
Rate of change and information explosion demands ongoing learning from professionals.
The Current Common Competency requirements for nursing licensing boards is continuing education .
Do you believe that CE guarantees competency?
How does one demonstrate learning?
It’s more than just sitting at an educational session at a conference…
“You don’t know what you don’t know”
“Remember what it was like to not know what you now know”
“It was good enough when I graduated…”
ANA Code of Ethics
(Provision 5)
The nurse owes the same duties to self as to others, including the responsibility to preserve integrity & safety, to maintain competence, & to continue personal and professional growth.
PEW Task Force on Health Care
Workforce Regulation
Performance monitoring
Proctoring
Simulation
Continuous clinical practice evaluation
Monitoring may include:
Chart review
Evaluation of clinical practice patterns
Simulation
Proctoring
External Peer Review
Portfolio
Evaluation/rating process
Credibility
Dependability
Confirmability
Adequacy and appropriateness of data
Multiple raters
Portfolio Review
Evidence will be reviewed and judged as meeting or not meeting criteria.
Two raters-third if disagreement.
Reviewers-CNORs
Assessment or Evaluation
Formative (professional growth and development)
Vs
Summative (final evaluation of criteria met/unmet)
Portfolios-Developing a process for CNOR recertification/reactivation
Personal accomplishment
Accountability
Personal satisfaction
Professional credibility
Consumer confidence
Recognition from others
Marketability
CCI Initiatives
Publish information on portfolio utilization in competency assessment
Pilot the portfolio project in
2007
Plan to implement the portfolio for recertification and reactivation of CNOR credential in 2008.
Portfolios: Tips
Time consuming —
For creator and evaluator!
