Unit 9 Assignment Portfolio Template. In This Assignment, Yo ✓ Solved

Unit 9 Assignment Portfolio Template. In this assignment, yo

Unit 9 Assignment Portfolio Template. In this assignment, you will focus on the different aspects of professionalism you have learned about in the course. Fill out the template below with the requested information. This assignment must be supported with outside source material.

Answer each question with fully developed paragraphs.

Introduction (2–3 paragraphs): Explain who you are and your chosen professional field. Include an overview of how you perceive yourself professionally.

Lifelong professionalism and how you will maintain your image (2–3 paragraphs): Include an overview of how you will focus on continuing to maintain your professional image in the future of the career you have chosen to pursue.

Short-term goals (2 paragraphs per goal): Write 2–3 short-term goals written as SMART statements, a plan to meet your goal, and your rationale. Goal Statement 1: Plan: Rationale: Goal Statement 2: Plan: Rationale: Goal Statement 3: Plan: Rationale:

Long-term goals (2 paragraphs per goal): Write 2–3 long-term goals written as SMART statements, a plan to meet your goal, and your rationale. Goal Statement 1: Plan: Rationale: Goal Statement 2: Plan: Rationale: Goal Statement 3: Plan: Rationale:

Education Plan (minimum 3 paragraphs): Identify at least 3 ways that you can maintain your knowledge throughout your career. Explain why each way would be important to your career.

Budgeting Plan (minimum 3 paragraphs): Provide an explanation of the Budget Plan which covers future education and career marketability needs.

References: Include APA-formatted sources that you used to support your work above. In addition to the minimum three sources on this page, you must have corresponding in-text citations in the body of the portfolio. Remove this note before uploading.

Paper For Above Instructions

Introduction

I am pursuing a nursing-related career, drawn to patient-centered care, ethical practice, and lifelong learning. I view professionalism as a dynamic discipline that evolves with experience, knowledge, and the needs of the communities I serve. My self-perception emphasizes reliability, empathy, and a commitment to evidence-based practice, all of which I plan to strengthen through deliberate practice and ongoing reflection (Bandura, 1997; Schön, 1983). The nursing profession demands not only technical competence but also a steadfast ethical compass and strong communication skills that build trust with patients, families, and interdisciplinary teams (APA, 2010).

As I begin this professional journey, I recognize the importance of modeling professional behavior in daily practice, continuing education, and engagement with colleagues. By integrating reflective practice with evidence-informed decision making, I aim to cultivate a professional identity that confidently represents the standards of care and the values of the field (Senge, 1990; Kolb, 1984). This frame will guide my actions, choices, and responses to challenges in clinical settings (Schön, 1983).

Ultimately, professionalism for me means sustaining humility, accountability, and a learner mindset even as I advance into leadership roles. I will pursue opportunities to improve patient outcomes, contribute to a positive work culture, and inspire others through demonstrated competence and ethical conduct (IOM, 2010). The integration of personal integrity with ongoing professional development will shape how I are perceived as a healthcare professional across the arc of my career (Dweck, 2006).

Lifelong professionalism

Lifelong professionalism requires intentional growth, ongoing education, and a commitment to ethical practice that remains current with evolving standards and technologies (Eraut, 1994). To maintain a strong professional image, I will engage in regular skill updating, stay informed about best practices, and participate in professional communities that reinforce accountability and standards (Locke & Latham, 2002). This approach aligns with the concept of the learning organization, where continuous improvement is embedded in daily work (Senge, 1990).

I will also cultivate reflective practice to examine errors, successes, and opportunities for improvement, ensuring that my professional persona remains credible and trustworthy (Schön, 1983). By integrating ethical reasoning with clinical judgment, I seek to uphold the highest standards of patient safety, confidentiality, and professional responsibility (APA, 2010). This ongoing focus on self-monitoring and feedback will help me sustain a positive professional image in a rapidly changing healthcare landscape (Ericsson, 1993).

Short-term goals

Goal Statement 1 (SMART): Obtain Basic Life Support (BLS) certification within 8 weeks to ensure ready readiness for patient care. Plan: Enroll in an AHA-certified BLS course, complete the hands-on certification, and pass the written assessment within 8 weeks. Rationale: Immediate capability to participate safely in clinical settings and fulfill entry-level responsibilities (Locke & Latham, 2002).

Goal Statement 2 (SMART): Complete at least 6 continuing education units (CEUs) related to patient safety and infection control within 6 months. Plan: Identify online modules from accredited providers, allocate 2 CEUs per month, and document completion for licensure requirements. Rationale: Keeps practice aligned with current guidelines and reduces risk to patients (Institute of Medicine, 2010; APA, 2010).

Goal Statement 3 (SMART): Develop a professional portfolio with 5 evidence-based practice entries and 3 reflective essays within 4 months. Plan: Create a portfolio template, collect 2–3 peer-reviewed sources per entry, and schedule monthly reflections. Rationale: Fosters critical thinking, accountability, and a record of professional growth (Kolb, 1984; Schön, 1983).

Long-term goals

Goal Statement 1 (SMART): Within 5 years, become a registered nurse (RN) with a board-credential in a specialty area (e.g., critical care). Plan: Complete NCLEX-RN, apply for licensure, pursue specialization certification, and document achievement. Rationale: Expands expertise and career advancement opportunities (Locke & Latham, 2002).

Goal Statement 2 (SMART): Assume a formal leadership role (e.g., charge nurse or unit coordinator) within 7–8 years. Plan: Seek mentorship, demonstrate consistent performance, and enroll in leadership development programs. Rationale: Builds influence, improves team outcomes, and supports organizational goals (Senge, 1990; Schön, 1983).

Goal Statement 3 (SMART): Complete a master’s degree in nursing or healthcare administration within 9–10 years. Plan: Research programs, secure funding, maintain steady clinical practice while studying, and complete degree requirements. Rationale: Enhances strategic decision-making and patient-centered leadership (Dweck, 2006; Ericsson, 1993).

Education Plan

Maintain knowledge through ongoing formal coursework: Enroll in annual CEU courses and specialty certifications to stay current with guidelines, pharmacology, and patient safety protocols. Rationale: Formal education sustains competence and professional credibility (Institute of Medicine, 2010; Locke & Latham, 2002).

Engage in reflective practice and evidence-based reading: Dedicate time weekly to review current research, case studies, and best-practice guidelines, and document insights in the portfolio. Rationale: Encourages critical thinking and transferable skills across clinical contexts (Kolb, 1984; Schön, 1983).

Participate in professional communities and conferences: Attend local chapters, national meetings, and clinical simulations to network, share knowledge, and receive peer feedback. Rationale: Fosters social learning, accountability, and exposure to diverse perspectives (Senge, 1990; Bandura, 1997).

Budgeting Plan

Develop a personal education budget that aligns with career goals and anticipated licensure needs. Allocate funds for BLS/ACLS training, CEUs, specialty certifications, and graduate studies. Rationale: Proactive budgeting supports career progression and marketability, reducing financial barriers to ongoing education (Institute of Medicine, 2010).

Identify scholarship opportunities, employer tuition reimbursement, and low-interest loan options to fund education while balancing clinical responsibilities. Rationale: Financial planning enables sustained investment in knowledge without compromising patient care or personal well-being (Doran, 1981; Locke & Latham, 2002).

Create a 3–5 year financial plan that accounts for anticipated licensure renewals and new credential requirements. Rationale: Long-range planning ensures preparedness for regulatory changes and emerging practice areas (Ericsson, 1993; APA, 2010).

References

American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. https://www.apa.org/ethics/code

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Doran, G. T. (1981). There is a SMART way to write management's goals and objectives. Management Review, 70(11), 35–36.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Ericsson, K. A. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.

Eraut, M. (1994). Developing professional knowledge and practice. The British Journal of Sociology of Education, 15(4), 477–492.

Institute of Medicine. (2010). Redesigning continuing education in the health professions. National Academies Press.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705

Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. Doubleday.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.