Assignment: Information and Documentation

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Assignment: Information and Documentation

Assignment: Information and Documentation

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it should provide much more than just a career resumé or curriculum vitae summarizing academic and work history. A portfolio should also provide evidence of how an indi- vidual has developed both personally and professionally. It is therefore a showcase for past accomplishments and achievements, but can also be used as a dynamic vehicle to enable future career and development planning.

Portfolio structure Although most portfolios will be traditional paper-based files or a folder containing a range of written or printed material, increasingly electronic software packages for developing electronic or ‘e-portfolios’ are available. These can significantly reduce the volume of paperwork gener- ated and allow for flexibility of access. More importantly, perhaps, they have the potential to enable real-time capture of information, activities and learning.

Anderson et al (2009) propose that portfolios may be structured in different ways (see Box 1).

The structure and presentation of a portfolio will clearly vary according to the individual’s preferences, experiences and career goals, but some common information and doc- umentation to consider for inclusion are outlined below: w Biographical information w Educational background w Employment history with brief description of roles and

responsibilities w Professional qualification certificates

AbsTrAcT Since 1995, registered nurses and midwives have been obliged to develop and maintain a professional portfolio of evidence reflecting the learning activities that they have undertaken and how these have informed and influenced their practice. The aim of this article is to demonstrate that rather then just a retrospective account of continuing professional development activities, a portfolio can be used as a vehicle for engaging in self-assessment and personal development planning. Possible structures and type of evidence are explored and portfolios in the context of gaining accreditation for prior experiential learning, and in particular for those nurses in advanced clinical roles, are discussed.

KEY WOrDs Portfolios w Profiles w Continuing professional development w Evidencing competence w Accreditation of prior learning

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