Phyllis Swift DNP Nursing Department Chair Professor in Nursing

 Use of E-Portfolio in Nursing (AD and BSN programs)  Promoting active learning  Measuring Program (Student) Outcomes

 Activities to be completed prior to class  Objective/outcomes  YouTube’s  Readings  Class activities

Class Preparations  Hill, T. L. (2012), The e- portfolio as a summative assessment for the nursing student, Teaching and Learning in Nursing) 7, 140– 145  What is the Educational E-Portfolio  What does the E-Portfolio intend to – measure?  Support for the E-Portfolio as a Summative – Assessment Tool  Challenges of Portfolio for Summative Assessment  Is the Portfolio an Effective Summative Assessment  Hill, T. L. (2012), The e-portfolio as a summative assessment for the nursing student, Teaching and Learning in Nursing) 7, 140–145

 Groups of 3 to 4 students  Discuss websites available  Cover Letter  Resume  Nursing Philosophy  Aspirations for the Future  Program Outcomes  Rubric

Points – 5Points – 2.5Points – 1.25Total Cover Letter Well written, describes intent for position, no spelling or grammar errors, professionally formatted Describes intent for position, occasional spelling/grammar error, could be more professionally formatted Describes intent for position with spelling & grammar errors, Unprofessional in appearance Resume Lists objective, Education, Work experience, Licensure, Certifications, Professional Organizations, Leadership &/or community activities as applicable Missing 1 or 2 of the elements expected in a resume Missing >3 of the elements expected in a resume Philosophy Of Nursing Clear and appropriate Includes philosophy with updated recommendations made by instructor Includes philosophy without updating recommendations made by instructor Includes philosophy without changes that received 50 or less points.

Outcome 1Student connects outcome 1 with the appropriate assignments completed within the AD program Lacks in connecting outcome 1 with assignments completed with the AD program No connection of outcome 1 with the AD program Outcome 2 Student connects outcome 2 with the appropriate assignments completed within the AD program Lacks in connecting outcome 2 with assignments completed with the AD program No connection of outcome 2 with the AD program Outcome 3 Student connects outcome 3 with the appropriate assignments completed within the AD program Lacks in connecting outcome 3 with assignments completed with the AD program No connection of outcome 3 with the AD program Outcome 4 Student connects outcome 4 with the appropriate assignments completed within the AD program Lacks in connecting outcome 4 with assignments completed with the AD program No connection of outcome 4 with the AD program

Outcome 5Student connects outcome 5 with the appropriate assignments completed within the AD program Lacks in connecting outcome 5 with assignments completed with the AD program No connection of outcome 5 with the AD program Outcome 6 Student connects outcome 6 with the appropriate assignments completed within the AD program Lacks in connecting outcome 6 with assignments completed with the AD program No connection of outcome 6 with the AD program Professional Aspirations Goals for the future are clearly delineated Goals are stated but lack direction No goals and/or goal stated Portfolio Flow The Portfolio is easy for the reader to follow, flows together without any disconnect between sections. The portfolio is difficult for the reader to follow. The portfolio is disconnected and difficult for the reader to follow Professional in Appearance Entire Portfolio is Professional in its appearance Some sections lack professional appearance Unprofessional presentation Total Points possible 60

 Students Name: ______________________  Comments:  Evaluator: Phyllis Swift