Critique the Collection of Evidence in Your Portfolio That Support the Achievement of Two Nmc Proficiencies in the Care Delivery Domain.

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Critique the collection of evidence in your portfolio that support the achievement of two NMC proficiencies in the Care Delivery domain.

In this essay, I will evaluate my own ability to generate reliable and valid evidence in my portfolio in support of two NMC proficiencies from the Care Delivery domain (NMC, 2004) at Bondy (1983) level 2. I will critique a cross section selection of my portfolio, identifying my strengths and limitations in demonstrating the achievement of the proficiencies in practice through supporting evidence and develop and action plan to develop my knowledge, skills and attitude around the chosen proficiencies.

The NMC (2004), under the Nursing and Midwifery Order (2001), are required to maintain a register of all qualified nurses and midwives, and establish standards of proficiencies that students on pre-registration courses must achieve in order to gain entry to their relevant part of the register. Each standard of proficiency requires supporting evidence to verify achievement; this is in the form of a portfolio. A portfolio is a varied collection of evidence, with the aim to convey the qualities, competencies and abilities of the owner, whilst demonstrating both achieved and potential development, conventionally consisting of written reflective, critical accounts (Brown 1995). Portfolios are essential in nursing to integrate theory into practice, addressing the issue of the theory-practice divide and therefore upholding evidence based practice (Jasper, 1995). For student nurses, portfolios are beneficial because this principle of applying theory to practice results in the reinforcement of learning through the process of reflection (Lambeth et al. 1989). McMullan et al (2003) stated that this learning process had two sides that combine together and enhance each other; the professional, practical skills and experience student nurses learn and gain on practice placements and the academic side where the student acquires knowledge and skills through the research for their portfolio evidence, such as problem-solving and critical thinking.

I will be assessing a varied cross section of my portfolio evidence considering the categories of data from Webb et al’s (2003) study, as seen in Table 1 below, based on Guba and Lincoln’s (1985,1989) criteria for evaluating qualitative research, in order to critique the validity and reliability of my portfolio evidence. Validity is the measurement of what is claimed to be measured and reliability is the constancy of this measurement (Carter, 1991).

Table 1: The categories of data from Webb et al’s (2003) study, mapped against criteria for evaluating qualitative research. (Based on Guba and Lincoln, 1985,1989)

The first standard of proficiency for which I will critique my portfolio of evidence is 2.5.1: Ensure that current research findings and other evidence are incorporated in practice. (NMC, 2004) As seen in the two Assessment Results pages of my OAR (Appendices 1 and 2), I achieved Bondy level 2 during my acute placement and Bondy level 3 during my health visitor placement. During the acute placement, I submitted # pieces of evidence to support this proficiency, and during the health visitor placement I submitted # pieces of supporting evidence (Appendices 3). For the cross-sectional appraisal of my evidence I have chosen to evaluate the following pieces: Health Visitor WB1; Health Visitor WP1 and; Acute RW1.

The first portfolio evidence I will critique is WB1 (Appendix 5) from my Health Visitor placement. As part of the child branch programme, I was given a workbook to help me to understand nursing care delivery in a community environment. This evidence piece is the first exercise in the workbook that encouraged me to think of the overall health in the local area of my practice placement, Lincoln. I looked at the statistics regarding the socioeconomic, cultural and environmental health of Lincoln, relating back to and comparing with the caseload...
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