GDN3988 EPortfolio

Purpose of developing ePortfolio

An ePortfolio is a collection of work and evidence in an electronic form which showcases learning over a period. Clinical nurse educators can store their files of various types which they use to teach nursing students in the ePortfolio.  All the evidence which are related to the course been taught by clinical nurse educators are also found here (Faulkner, Mahfuzul Aziz, Waye & Smith, 2013). Writing samples which include the drafts op various assignments which nursing students have submitted are also stored in the ePortfolio to enhance efficient so that nurse educators can have an easy time going through them. The ePortfolio is also capable of storing all the projects which are prepared by the clinical nurse educator for extra curriculum activities. Designers develop ePortfolio for clinical nurse educators so that they can use them for the following purposes. With the use of ePortfolio, clinical nurse educators can demonstrate a broader range of understanding to nursing students by reflecting on what they were taught. Nurse educators use ePortfolio to guide students on how to connect what they have been trained with other experiences which they have encountered in their residences and extra-curriculum activities (Gordon & Campbell, 2013). While teaching, nurse educators can expand on their resume by providing more details about their skills and accomplishments. Clinical nurse educators who apply ePortfolio in the teaching job are at a high position of impressing their employers by offering something which other nurses don’t have. Nurse educator uses ePortfolio to document their progress, and they can learn how to communicate with students visually through the use of fonts, colors, and graphics.

Coherent Narrative of the Development Process of ePortfolio

Designers have to follow a cohesive process when developing a clinical nurse educator ePortfolio. The first step involves collecting and saving documents which represent all the activities and accomplishments which the nurse educator has been able to achieve which are also known as artifacts. In the second step, clinical nurse educators have to think and reflect on their growth as teachers by looking over the documents (Buyarski & Landis, 2014). The third step involves nurse educators selecting from their collected reports those who represent them as teachers and demonstrate their skills and expertise such as creativity and effective teaching in which they were able to attain good grades from their students. Designers have to connect and create cohesion among various ePortfolio so that different components can be built on each other can offer support to each other. The next step is collaboration and seeking constructive feedback from peers, administrators, and faculty both within and outside the institution. The sixth step of the development process involves locating documents which are in digital format stored in computers, shared drives or cloud. And the last step consists in building a skeleton framework in a digital website such as WordPress.

Emerging Roles of ePortfolio In Career Development

In the current job market, employer are looking for any skills and expertise that distinguishes a candidate from the others. They, therefore, recommend universities and colleges within the country to develop ePortfolio platforms which can show the skills and expertise which are taught to the student so that they can determine I they fit their requirements (Eynon, Gambino & Török, 2014). The ePortfolio enables people to be able to reflect on learning outcomes of their experiences which helps them to develop a clear sense of whom they are and how they can use their strengths and accomplishments to be able to achieve future objectives. Career ePortfolio do not replace a resume, but they improve them by serving as a way of supporting and extending the resumes. All the information which is saved in ePortfolio is made to attract employer’s attention and thus it enables the employees to work hard to achieve their objectives through the skills which are portrayed in the ePortfolio.

References

Buyarski, C. A., & Landis, C. M. (2014). Using an ePortfolio to Assess the Outcomes of a First-Year Seminar: Student Narrative and Authentic Assessment. International Journal of ePortfolio, 4(1), 49-60.

Eynon, B., Gambino, L. M., & Török, J. (2014). What Difference Can ePortfolio Make? A Field Report from the Connect to Learning Project. International Journal of ePortfolio, 4(1), 95-114.

Faulkner, M., Mahfuzul Aziz, S., Waye, V., & Smith, E. (2013). Exploring ways that ePortfolios can support the progressive development of graduate qualities and professional competencies. Higher Education Research & Development, 32(6), 871-887.

Gordon, J. A., & Campbell, C. M. (2013). The role of ePortfolios in supporting continuing professional development in practice. Medical teacher, 35(4), 287-294.