GROUP 2
PBales 9/18 @ 6:00pm- The article that I referred to yesterday with the table to determine the value of including an artifact into your portfolio is: Twaddle and Johnson (2007. p. 149., table 3).

Carrie Osborne 9/18 145 pm Thanks Dr. Foley. I think these will help to keep updated, and I'm sure we could use them while we are still in the program to use for job interviewing purposes. I did not know they were doing them in BSN programs but can see how they would help. I enjoyed the articles and am still thinking on what style to use for my own. I want it to reflect my own personality, but the examples are good to get an idea of the parts that need to be in it.


FOLEY 9/18/10 12:29pm Hi Carrie, The assessment grid for this assignment is the one in the course. I have modified it a little bit to reflect what I want you to do with this assignment which is due in November. If you are in NS 515 you can include artifacts from that course also. You only have to complete one reflection for this assignment--so wait until the end of October to actually complete the reflection on your learning so far this semester. The reflections at the end of each semester are related to your learning for that semester. If you go to the MSN Information Center, you will find more information about the Portfolio that you must continue to update on your own throughout the program.
Carrie Osborne 9/17 6:00pm
Is the portfolio grid assessment for the final portfolio when we graduate? I'm assuming it is but just wanted clarification. Thanks Pam for bringing up the reflection part. For now we have only been in the program for a month, so our reflections will probably not be as extensive as when we get further into our classes. Some of our reflecting may involve getting used to the many technologies available. Will we need to include NS 515 in these reflections? I see that class has an assignment for a portfolio entry and assume more instructions will come later.

PBales 9/17 @ 9:26- Thank you Dr. Foley for clearing up some issues. The San Francisco area is one of my favorites places to visit-so beautiful. Happy Late Birthday! I re-read some of my articles, which I don't have with me at the moment, so will be going off memory. I will post later where I saw this information. In one of the articles there is a table that gives pointers on how to decide which artifact is of value. I think keeping this table and the MSN outcomes next to me as I review artifacts will help me to decide what artifacts meet criteria for outcomes. I also have been lurking on the other discussion sites and want to paste a comment Dr. Foley made on guided reflections. Our group has not commented on the reflections, so I thought this information may be helpful to the group. The following is the format to be used for guided reflection of our learning thus far:
  • What (describe your growth and learning so far in the program)
  • So What (examine growth and learning – what was the significance, what did it mean to you personally)
  • Now What (what is the impact of this, insights of this, and connection to the future)

I will post the article information later today. Have a great Friday!



Foley 9/16/10 1:21pm--Hello ladies, I have returned from my birthday trip (my youngest daughter took me to San Francisco, Napa Valley and Yosemite) and it was wonderful. Now back to work!!! I have read over your posts and will answer some of your quesitons so far (interesting, each group had some similar questions)
  • Will check with Dr. Ward about her email, but there is not anything due for this week except that you participate in the wiki.
  • This portfolio is about what you do in your MSN Program--not your current practice/teaching.
  • You will be demonstrating how you meet the MSN Program Outcomes (actually you will demonstrated meeting the suboutcomes--those listed under each major outcome--which then in turn meet the major outcome). Each course has course outcomes, but in your portfolio, you will be demonstrating meeting the program outcomes. By looking at the course outcomes, you may see how the course outcomes are reflected in the MSN Program outcomes.
  • Be sure that you read over all the instructions that I have given in the NS 507 course-Portfolio section because they will make sense as you discuss in this wiki and begin your own portfolio.
  • Be sure that you look at the porfolio examples that I provided so that you get a sense of what your final portfolio will be like when you graduate. Remember that these 2 portfolios are completed not just the beginning as you are doing. What you do for this assignment (due November 7, 2010 or sooner if you want) may not end up to be the exact same as your final portfolio. I find that as students progress through the program and update their portfolio, changes occur on how they may want to present their meeting of the MSN outcomes.
  • In NS 507, you will only be beginning your portfolio--a way to get you started on your own.
  • Artifacts are documents or anything (powerpoint presentations, word papers, discussion forums, wiki assignments, twitter assignments etc) that you have done in the MSN program and help to meet the MSN program outcomes. Remember too that each course has outcomes that you meet in each course, but it is the end MSN outcomes that you are demonstrating in the portfolio. Since this assignment is not due until November, you can use artifacts from NS 507, NS 515 and NS 522 or NS 516 (which ever course you are taking). If you are part time, and only taking NS 507 and 515, you will still have enought artifacts from those two course to use in demonstrating how you are beginning to meet 2-3 suboutcomes.
  • When you submit this assignment, remember that the artifacts you choose to begin to meet 2-3 sub-outcomes of the MSN outcomes will not totally meet that outcome. By the end of the program, you will probably have 2-4 documents that help to meet each sub-outcome. Be sure you look over the criteria that I will use to grade this beginning portfolio--it will help with the setup.
  • Carrie , great suggestion about keeping up with the portfolio, etc. This project after this course will be on your own--I will remind you each semester to update your portfolio with artifacts and a final refection of learning for that semester. At the end of the program, you will be able to turn in the protfolio a couple to months prior to graduation and will at that time receive feedback and then a final submission a couple of weeks before graduation. Two facutly will review your completed portfolio using specific criteria and then return to you with comments. You must all submit and fullfill the requirements of the portfolio to graduate.
  • This is "your portfolio" of your learning--make it your own. Be creative. So, Pam, you can use the same format that you liked from the example and then just make it your own. In addition, look at what the suboutcome states and then look at the artifacts from the courses and you will then see how they match up. In addition, you will have to make a statement about why you chose that particular artifact to begin to meet the suboutcome.
In this wiki, I do not really care about APA or spelling--just make sure that you correct it if you notice and that others know what you are saying. Some students have used the portfolio for interview process after they graduate.
Carrie Osborne 9-16 9:45pm In thinking that this a work in progress, I would probably address as much as I could with each sub outcome from each class, and then in the next class I may add more to that suboutcome. I am thinking that more information may be added and we may edit out information we think necessary. I always want to have enough information to correctly assess each outcome, so there probably is no such thing as too much information. I would be more worried that I couldn't remember an important point from 2 semesters before. Being able to add and take out will help a lot.

Also I save every syllabus and everything that I write, especially discussion posts and the ones I respond to. It helps to have all the objectives within cut and paste reach. In my last portfolio I also put a copy of any long papers or projects that were completed. With this being an electronic portfolio, that probably won't be possible, but I will still save them just in case, on removable storage, just in case my computer crashes in the next two years.

Yes I did get transfer credits. I also am applying for a director position (above what I do now) and am thinking of taking the portfolio to the interview, as it may help:) I really hadn't thought of it until this weeks lesson- so thanks Dr. Foley!

PBales 9/16 @ 9:12 am---Carrie, it is so nice to have someone that has completed a portfolio. My confusion with the outcome and suboutcomes continue. How do you pick out 2-3 suboutcomes to comment on? And you mention class outcomes, are speaking about the class objectives? Who knew this would throw me for such a loop? I do appreciate your comments though and agree that this is something that needs to worked on constantly versus throwing it together at the last moment.


I am impressed with the fact that you used your portfolio for the interview process with this class. I am curious, did you get transfer credits?




Haskell, L., 9/15 @ 9:22 pm - My understanding is that we do need to turn in the portfolio at the end of the program to demonstrate meeting the competency outcomes. Though it was a lot of effort, it sounds like your previous portfolio experience had a positive end result. Thanks for sharing your tips.

Carrie Osborne 9/15 7pm - Hello the wiki is a whole new area for me as well, so i hope I don't change anyone's color or name on anything. I had to do a portfolio for my MS in management. I had to do that when I took my oral exams at the end of my program. Problem was with that I really wasn't given much direction on how and when I was supposed to do that. I remember frantically putting it together in the last two months of the program. It was quite a challenge and used up 3 ink cartridges and a ream of paper before it was all done. One of the problems I had was trying to put together information from the classes that I had taken semesters before. It was hard to remember outcomes of a class that had been over for more than a year. Fortunately I saved practically all my class materials and any work that I did in them. However I would recommend to anyone that they address each classes outcome shortly after the class is finished, so that you don't forget important points. I also think that our final portfolio will change as we go through this program, but if we make sure to address the main points of each class it will only take some "tweeking" at the end to get the final product. I agree with you Pam that for right now it isn't that we are evaluating the final outcomes of the class as we are beginning the program and have yet to find out much of the "how" and "why" later. For right now I am concerned in getting the information that I need to make sure that I can put it all together later. I would make sure to address each one of the outcomes. I tend to be one of those people that make sure I address everything, so I would probably list each outcome and address it specifically. I don't think it is meant to be a narrative or read like a book. If an outside person were reviewing our portfolios, I think they would want information divided up into subheadings so that they could read it much easier, but those are my thoughts. Basically in getting ready for this next portfolio, I don't want to focus solely on the finished product, that would be too overwhelming. I want to focus on breaking it up into smaller pieces and gleening the information I need now. I don't think we will be expected to turn in the final product at the end of this, but maybe I am wrong. I was thinking it would just be the framework?

I like that we have another student's portfolio to look at for an example. For my previous portfolio I had no idea what it was to look like or how it was to be presented. When I did my oral exams the faculty that reviewed it said it was one of the best they had seen. Also when I applied for this program and wanted to transfer credit, Dr. Foley reviewed it and was able to see what my classes entailed to assess transfer credit. I keep it handy as a future reference.


PBales, 9/15/10 @ 9:20am- I understand Lorri's concerns as listed below. I still have questions on starting the portofolio. Right now my questions concern sub outcomes. I see that there are 5 outcomes listed on the MSN Program Outcomes handout, are the sub outcomes those points listed below the major outcomes? And I only need to complete 2-3 of these? Also, since the portfolio is not due until November after Intro to Theories and Research has been completed, can I include those artifacts specific to that class? I have more questions than answers at this point.

To answer one of Lorri's questions, right now I consider this a more personal development as we work toward the MSN. Will it change into more of a resume at some point, only time will tell. I don't think I can concentrate on that aspect just yet. For right now, I have decided to base some of my portfolio using the format created by the examples provided, unless I am told that is wrong. I will tweak that format to fit my style and personality. And I will start to create as if this is the final portfolio, knowing that I can make additions, revisions, and deletions as I go and grow! Until I see what others are doing or have to say this is where I am headed. Hope it is right??!!!


Haskell, L., 9/14/2010 @ 4:35 pm - I was able to fix everything except for your name/color at the bottom, Pam. When I try to get you to red, the program wants to change Dr. Foley's to red too. Maybe if you edit it won't try to capture both entries. I share your questions as to the process of getting started. I'm not sure if we follow the MSN program outcomes 1-5 in the order they are listed and create pages to address each, or if we can address them in a less formal manner? Also, do you think this is something you would use in addition to a resume for a job search, or more for personal development as we work toward our MSN? Someone from another group commented on not have spell checker in Wiki and being concerned about erasing text. I share those concerns because I often think faster than I type and am a "challenged" speller, not to mention not overly computer intuitive. 

Haskell, L., 9/14/2010 @ 12:54 pm - Okay, Pam. You can now see my technology challenges at play! Not only did I change my color, but I changed some of yours, too, even though I am highlighting my text only:( I have to run to a meeting but will try to fix my editing when I get back later tonight. Looking forward to your comments.PBales, 9/14 @ 11:45 am - Lorrie- to place your name under Dr. Foley's, click on the edit page button, place cursor underneath and type.
To place words in your chosen color, I typed my material then highlighted then clicked the T button with the (I think) color palette under and clicked on the color I wanted. I want to respond to your comments, but am on lunch right now. I will read more thoroughly and get to back to your thoughts--intriguing to say the least! Hope this works for you. Pam
Haskell, L., 9/14/2010 @ 8:50 am - I am going to post this even though it is not the color or font that I have chosen and saved several times. I will have to work on that, as, like all of you I'm sure, I have a limited amount of time for mastering the learning curve of multiple technological applications. Which is the lead in for the e-Portfolio assignment. As someone from the "old school" of academics and nursing, I wonder if we are spending an inordinate amount of effort on the newest methods of communicating as opposed to developing a firm foundation in academics, the unbiased pursuit of knowledge development; sort of the "cart before the horse." How important is communication technique if what we are communicating isn't sound? Is an e-Portfolio (as we will construct) a reflection of true professional growth or a reflection of the paradigm/philosophies of the particular program of study - dependent on the frameworks used by instructors, materials provided for study, and questions developed for discussions? Not to put too fine a point on it, but the samples I have seen are geared directly toward meeting the outcomes criteria and "feel" like something out of the "Oprah and Dr. Phil" book club. This concern is highlighted by Kear & Bear's (Examining the margins...p. 113) finding that only 69.2% of students met the criteria for understanding the impact of the health care delivery system on patient care and professional practice (and that number only within the confines of how that impact was presented for understanding - aka "toward the greater good" as referenced in an earlier post by one of our peers who stated that was the characterization of the health care reform legislation presented by an instructor). If we aren't able to fully understand the impact of diverse health care delivery systems, does it matter if we are "culturally sensitive" and able to identify "marginalized" groups? And how do we develop an understanding of the potential (un)intended consequences of delivery systems if we approach all of our "critical" thinking from a framework of "disparity," "oppression," and "marginalization" within a feminist context (that is, oppression by Western culture dominated by white hetersexual males) as voiced in Chinn & Kramer and evidenced in the concept analysis article readings? The article on marginalization that we were given to read implictly and explicitly identifies Western culture as the "center point" of power, thereby the marginalizer. How does that framework apply to the new Methodist "Woman's" Hospital or all of the free and reduced cost clinics in the just the Omaha Metro area? How does that apply to the faculty and practitioners in health care, are they all white European males? How does that apply to our legislators who just passed a bill that few even read, were they European male oppressors? I have to say that this line of thinking is a bit tiresome, does not address global oppression and marginalization of women, children, homosexuals, etc. by many, many other "cultures" who are decidely not white Europeans, and does not address the failure of the "victim" paradigm which is evident by the zero sum gain of trillions of dollars spent on "social programs" just in the United States. Surely there are those in our cohort who have a more hopeful view of the individual, who don't categorize based on arbitrary constructs as cautioned by Spiers (New Perspectives on Vulnerability...pp. 718 & 720) and Kear & Baer (p. 201), who don't believe that "the future of nursing depends on the ability of the discipline to address the health needs of diverse populations and marginalized groups" (Kear & Baer, p. 200), as if somehow we can pigeon-hole individuals based on x, y, z trait. Isn't that the very definition of bias? Is that the future of nursing, pitting one against "the other?"

I am not opposed to putting together an e-Portfolio. It is similar to the Curriculum Vitae of old with the added ease of updating and "fluff" that appeals to a technology geared generation. Let's hope that it is a true reflection of the end product of advanced practice education and not a product in and of itself.

Pam - if you have a minute, can you tell me how you were able to get your post in red and to add your name below Dr. Foley's in red? Thanks so much.

PBales 9/13/10 @ 11:38am I hope this is where I am to start writing, have not quite got the WIKI thing figured out. After reading the articles for developing a portfolio, I came away with several questions. Right now it seems overwhelming in developing a portfolio, but I am sure as with everything it can be done. If we liked how the example portfolios were put together, can I use that format? or is that not allowed? How does one decide which artifact to use as proof of developing the MSN program outcomes? If there is anyone in my group that has completed a portfolio previously, I would like to hear her thoughts on how to create one.


Right now, this feels like an extremely ambitious project, but I like what a portfolio does for a professional nurse. Kear and Bear (2007) write that a portfolio offers a way for nurses to "document professional competency" (p 109, para 3). I feel that as a profession 'competency' is a term that nurses struggle with on a daily basis. What does competency mean and how do we prove it? If by collecting reflections and performance evaluations at the beginning of a career, the competency of that nurse can be documented and shared as growth occurs. Portfolios can be used to place the right nurse with the right unit. What a concept! For the purposes of this program, I am anxious to see how my own portfolio grows and changes as my views, perspectives, and ideas change with the knowledge that is acquired.

That being said, I am not quite clear as how to progress or start this project. Do I need to create a beginning and an ending now or does that happen at the end of this program? Do I create my portfolio as if I would be turning this in as the final completion then add and change as I continue with the program? Insights from the rest of the group are greatly appreciated. Have a great rest of the day and Happy WIKIng!


This page is where you will be discussing how you want to set up your portfolios.
INSTRUCTIONS FOR USING YOUR DISCUSSION AREA IN AN ORGANIZED WAY:


  • To add your questions, comments etc, you need to Click on the "Edit this Page" to the right of this screen.
  • The first time you enter the "Edit this Page", explore the "Editor/Tool" box that you will see above and click into this link wiki_picture.pngin the editor box to get colors and styles.
  • Each time you place a note, you must first type in your last name, the date, and time IN YOUR SPECIFIC COLOR
  • Always start the discussion at the top of the page so that all new discussion is always found in the same place.
  • After you have completed your note, question, etc, you must click "SAVE" at the top of the editor page or the bottom
  • If you do not "SAVE", you will lose all that you wrote.
  • This WIKI does not have a spell check, so you can check your spelling in Word to make sure spelling is correct.
  • Always type in this area--not in the "Optional:comment for page history" below.

Before you get started, each person in the group needs to place their last name, and color they will use each time they discuss:

I have put my name here with my color and group members can add below me.

  • FOLEY-- DARK GREEN 1/28/10 11:10AM (REMEMBER YOUR COLOR CODE)
  • Pam Bales color red
  • Lorri Haskell - purple
  • Carrie Osborne - blue

SOME QUESTIONS THAT YOU MAY DISCUSS FOR CLARIFICATION ALTHOUGH YOU MAY ASK EACH OTHER OR ME IF YOU CAN'T FIGURE IT OUT AS A GROUP, WHATEVER YOU WANT TO UNDERSTAND THE DEVELOPMENT OF YOUR PORTFOLIO:


  • Did the articles answer your questions about portfolios? What questions do you still have?
  • What is the importance of using the MSN Program Outcomes in your portfolio?
  • What are artifacts and why do you need them for your portfolio?
  • Are you clear on how to develop your portfolio?
  • How many sub outcomes do you have to begin to demonstrate meeting for this assignment?
  • Did the examples of completed portfolios help with clarification?
  • What is the purpose of the MSN Portfolio Technology Directions?
HAVE FUN AND REMEMBER TO ALWAYS POST YOUR INFORMATION AT THE TOP OF THE PAGE--NOT DOWN HERE!!!!