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Professional Progress Summary

NURS 431- Transition to Professional Nursing Practice
Purpose of Assignment
The purpose of this assignment is to address the student’s attainment of all eight behaviors and/or
competencies that are specific outcomes of the program including: critical thinking, nursing
practice, communication, teaching, research, leadership, professionalism, and culture.
Student Approach to Assignment
This paper summarizes the personal progression that I have made from my sophomore to my
senior year in the baccalaureate nursing program. Specific examples in this paper provide insight
into exactly how I evolved as I met the competencies according to the “great eights” of the
curriculum.
Reason for Inclusion of the Assignment in the Portfolio
This assignment is included in the portfolio because it showcases my progress in the eight core
curriculum behaviors of: critical thinking, nursing practice, communication, teaching, research,
leadership, professionalism, and culture. It is a required component in my portfolio that
highlights how I fulfilled a number of the end program outcomes.
 Critical Thinking
 Revises actions and goals based on evidence rather than conjecture.
 Example: See page 3 – paragraph 2 (Senior year)
 Nursing Practice
 Implements traditional nursing care practices as appropriate to provide holistic health
care to diverse populations across the lifespan.
 Example: See page 5 – paragraph 2 (Senior year)
 Communication
 Adapts communication methods to patients with special needs.
 Example: See page 7 – paragraph 2 (Senior year)
 Accesses and utilizes data and information from a wide range of sources to enhance
patient and professional communication.
 Example: See page 6 – paragraph 2 (Junior year)
 Teaching
 Provides teaching to patients and/or professionals about health care procedures and
technologies in preparation for and following nursing or medical interventions.

Example: See page 8 – paragraph 3 (Senior year); See page 9 – paragraph 1 (Senior
year)
 Provides relevant and sensitive health education information and counseling to patients
and families in a variety of situations and settings.
 Example: See page 8 – paragraph 3 (Senior year)
 Evaluates the efficacy of health promotion and education modalities for using a variety
of settings with diverse populations.
 Example: See page 9 – paragraph 1 (Senior year)

 Research
 Applies research-based knowledge from nursing as the basis for culturally sensitive
practice.
 Example: See page 11 – paragraph 1 (Senior year)
 Applies research-based knowledge from the arts, humanities and sciences to complement
nursing practice.
 Example: See page 10 – paragraph 1 and paragraph 2 (Junior year)
 Leadership
 Assumes a leadership role within one’s scope of practice as a designer, manager, and
coordinator of health care to meet the special needs of vulnerable populations in a
variety of practice settings.
 Example: See page 12 – paragraph 2 (Senior year)
 Articulates the values of the profession and the role of the nurse as a member of the
interdisciplinary health care team.
 Example: See page 12 – paragraph 1 (Junior Year)
 Delegates and supervises the nursing care given by others while retaining the
accountability for the quality of care given to the patient.
 Example: See page 12 – paragraph 2 (Senior year)
 Professionalism
 Understands the effect of legal and regulatory processes on nursing practice and health
care delivery, as well as limits to one’s own scope of practice.
 Example: See page 14 – paragraph 2 (Senior year)
 Advocates for professional standards of practice using organizational and political
processes.
 Example: See page 14 – paragraph 1 (Junior year) and page 14 - paragraph 2 (Senior
year)
 Culture

 Articulates an understanding of how human behavior is affected by culture, race,
religion, gender, lifestyle, and age.
 Example: See page 15 – paragraph 2 (Junior year); See page 16 – paragraph 2 (Senior
year)
 Demonstrates sensitivity to personal and cultural definitions of health, and how these
beliefs influence an individual’s reactions to the illness experience and end of life.
 Example: See page 15 – paragraph 2 (Junior year); See page 16 – paragraph 2 (Senior
year)