Additional Information
Book Details
Abstract
Portfolios for Health Professionals 3e is a practical guide to designing and developing a portfolio that documents and communicates your professional achievements and competencies, in order to meet the Australian Health Practitioner Regulation Agency (AHPRA) annual registration requirements. Now revised to address a range of health professions, this third edition will help students to gain a basic understanding of what a portfolio is, how it is used, and why different types of portfolio may be required for different purposes. The book provides health professionals with detailed guidelines for developing a quality portfolio that will help them to review their professional practice, direct their continuing professional development, assess their learning and career planning, and communicate their professional achievements.
- Updated regulatory requirements for national registration
- Aligned to updated APRHA CPD standards
- New section on clinical reasoning
- Increased focus on reflective practice throughout, to encourage critical thinking
- Expanded section on ePortfolios, including examples
- Greater emphasis on evidence-based practice
- New Chapter 7, with practical examples of the approaches used by a range of health practitioners to develop their professional portfolios
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | cover | ||
| IFC - Evolve Splash page | IFC1 | ||
| Portfolios for Health Professionals | i | ||
| Copyright Page | iv | ||
| Table Of Contents | v | ||
| Foreword | viii | ||
| Preface | ix | ||
| Chapter 1. Professional practice and portfolios: Why do I need a professional portfolio? | ix | ||
| Chapter 2. Portfolio styles and models | ix | ||
| Chapter 3. Reflection and reflective practice | x | ||
| Chapter 4. Evidence: What do I have and what do I need? | x | ||
| Chapter 5. Compiling your portfolio | x | ||
| Chapter 6. Portfolio evaluation and assessment | x | ||
| Chapter 7. Examples of health practitioners’ approaches to planning and evaluating CPD | x | ||
| About the authors | xi | ||
| List of contributors | xii | ||
| List of reviewers | xiii | ||
| 1 Professional practice and portfolios | 1 | ||
| Introduction | 1 | ||
| Why do I need a portfolio? | 1 | ||
| What is a portfolio? | 2 | ||
| Forms of portfolios | 4 | ||
| Communicating competence | 5 | ||
| Healthcare, health workforce and scopes of practice | 6 | ||
| Regulation of professional practice | 6 | ||
| Continuing professional development | 7 | ||
| Self-regulation | 7 | ||
| Reflection and lifelong learning | 9 | ||
| Portfolios and career planning | 12 | ||
| Career planning steps | 13 | ||
| Conclusion | 14 | ||
| 2 Portfolio styles and models | 16 | ||
| Introduction | 16 | ||
| What should my portfolio look like? | 16 | ||
| Portfolio models | 17 | ||
| What is an e-portfolio? | 17 | ||
| Who is the intended audience for my portfolio? | 18 | ||
| What is the specific purpose of my portfolio? | 19 | ||
| Privacy, confidentiality and disclosure | 20 | ||
| Organisation and presentation of portfolios | 21 | ||
| E-portfolios | 22 | ||
| What are e-tools? | 24 | ||
| What is tagging? | 25 | ||
| Display function – for a specific purpose and specific audience | 26 | ||
| Issues with/limitations of e-portfolios | 27 | ||
| So, where are e-learning and e-portfolios heading? | 28 | ||
| Steps and responsibilities in portfolio development and use | 29 | ||
| 3 Reflection and reflective practice | 33 | ||
| Introduction | 33 | ||
| Reflection within professional practice, learning and portfolios | 33 | ||
| Reflective practice | 34 | ||
| What makes a reflective practitioner? | 35 | ||
| How does reflection relate to learning? | 38 | ||
| Experiential learning examined | 39 | ||
| Tools for reflection | 41 | ||
| Learning from a clinical/ practice situation | 43 | ||
| Reflective writing | 43 | ||
| Reflective journal or blog entry | 44 | ||
| Critical incident analysis | 45 | ||
| Concept maps | 45 | ||
| Engaging others | 48 | ||
| Why engage with others? | 49 | ||
| How to engage with others | 50 | ||
| Conclusion | 51 | ||
| 4 Evidence | 52 | ||
| Introduction | 52 | ||
| Where do I start? | 53 | ||
| What is evidence, and what is its purpose in a professional portfolio? | 53 | ||
| What is quality evidence? | 56 | ||
| Tangible in nature | 57 | ||
| Primary and secondary evidence | 58 | ||
| A range of sources | 59 | ||
| Suitability and relevancy | 60 | ||
| Evidence for portfolios | 62 | ||
| Selecting evidence for a portfolio | 64 | ||
| You have a range of evidence … what next? | 64 | ||
| 5 Compiling your portfolio | 68 | ||
| Introduction | 68 | ||
| Deciding on and designing a portfolio framework | 69 | ||
| Suggested framework for a portfolio | 69 | ||
| Personal details | 69 | ||
| Summary statement of arguments or claims | 70 | ||
| Standard or competency domain 1 | 70 | ||
| Statement of justification for why arguments of claims can be accepted | 70 | ||
| Evidence summary table | 71 | ||
| Appendices | 71 | ||
| Collecting information or evidence | 72 | ||
| Identifying omissions and generating new evidence | 77 | ||
| Conclusion | 79 | ||
| 6 Portfolio evaluation and assessment | 80 | ||
| Introduction | 80 | ||
| Basic assumptions about assessment | 81 | ||
| Portfolio approaches and the impact on assessment | 81 | ||
| Portfolio assessment and evaluation | 84 | ||
| Why assess? | 85 | ||
| Assessing to direct and stimulate learning | 86 | ||
| Assessing for accreditation or employment purposes | 87 | ||
| What is to be assessed? | 88 | ||
| Awarding grades | 88 | ||
| What is an assessment rubric? | 90 | ||
| Student/applicant feedback | 91 | ||
| Ways to support student learning through assessment | 91 | ||
| Validity and reliability of assessment | 95 | ||
| Conclusion | 97 | ||
| 7 Examples of health practitioners’ approaches to planning and evaluating CPD | 98 | ||
| Introduction | 98 | ||
| Communicating competence for midwives, registered nurses and enrolled nurses | 99 | ||
| Communicating Competence for Midwifery Practice | 101 | ||
| Evaluating continuing professional development activities | 101 | ||
| Communicating Competence for Registered Nurse Practice | 104 | ||
| How to evaluate your professional development plan | 104 | ||
| Communicating Competence for Enrolled Nurse Practice | 110 | ||
| Communicating Competence for Practice in Occupational Therapy | 112 | ||
| Planning your continuing professional development | 112 | ||
| Example: Jan | 112 | ||
| Example: Matt | 112 | ||
| Communicating Competence for Practice in Paramedicine | 116 | ||
| Paramedics in Australia and New Zealand | 116 | ||
| Planning and recording your paramedic professional development | 116 | ||
| A structured approach to continuing professional development | 116 | ||
| Communicating Competence for Practice in Pharmacy | 120 | ||
| Planning your continuing professional development | 120 | ||
| What continuing professional development is available for pharmacists? | 121 | ||
| How to evaluate your professional development plan | 122 | ||
| Conclusion | 122 | ||
| References | 124 | ||
| Glossary | 129 | ||
| Index | 131 | ||
| A | 131 | ||
| B | 131 | ||
| C | 131 | ||
| D | 132 | ||
| E | 132 | ||
| F | 133 | ||
| G | 133 | ||
| H | 133 | ||
| I | 133 | ||
| J | 133 | ||
| K | 133 | ||
| L | 133 | ||
| M | 133 | ||
| N | 134 | ||
| O | 134 | ||
| P | 134 | ||
| Q | 135 | ||
| R | 135 | ||
| S | 135 | ||
| T | 136 | ||
| U | 136 | ||
| V | 136 | ||
| W | 136 |