Running head: PROFESSIONAL PROGRESS SUMMARY

Professional Progress Summary

NURS 431- Transition to Professional Nursing Practice
Purpose of Assignment
The purpose of this assignment is to address the attainment of all eight behaviors that are specific
outcomes of the nursing program including: critical thinking, nursing practice, communication, teaching,
research, leadership, professionalism, and culture
Student Approach to Assignment
The approach to this assignment was reflective as I identified past clinical experiences that helped
me achieve the Great Eight competencies. I was able to grasp these principals through clinical preparation,
nursing care, and being an active health care professional who contributes to patient care. Caring for
numerous patients through my sophomore, junior, and senior year has instilled the essential competencies
needed for the success of Old Dominion Universitys School of Nursing.

Reason for Inclusion of this Assignment in the Portfolio

This assignment was included in my portfolio because it identifies my ability to accomplish the
different competencies and highlights the ways I implemented these principles. Additionally, I am able to
articulate my nursing care and demonstrate my competencies through exploring different criterias
addressed within the competencies.

v Critical Thinking
Uses critical thinking and other appropriate theories and models to guide professional practice
Example:
See page II: Paragraph III Sophomore year
Uses decision-making skills in making clinical or professional judgments
Example:
See page III: Paragraph II- Junior year
Evaluates nursing care outcomes through the acquisition of data and the questioning of
inconsistencies
Example:
See page III-IV: Paragraph II- Junior year
See page IV: Paragraph I-Senior year
v Nursing Practice

ANATOMY OF THE HEART; GUIDE TO THE PERFESSION OF NURSING

Establishes and/or utilizes outcome measures to evaluate the effectiveness of care

See page V: Paragraph I- Sophomore year

Implements traditional nursing care practices as appropriate to provide holistic health care to
diverse populations across the lifespan

Example:

See page V: Paragraph II-Junior Year

See page VI: Paragraph I-Senior Year

v Communication
Uses therapeutic communication within the nurse-patient relationship.

Example

See page VII: Paragraph I-Sophomore Year

Performs therapeutic interventions that incorporate principles of quality management and proper
safety techniques based upon assessment findings
Example
See page VII: Paragraph II-Junior Year
Adapts communication methods to patients with special needs
Example
See page VIII: Paragraph I-Senior Year
v Teaching
Evaluates the efficacy of health promotion and education modalities for use in a variety of settings
with diverse populations
Example
See page IX: Paragraph I: sophomore year
See page IX: Paragraph II: Junior year
See page X: Paragraph II: Senior year
v Research
Applies research-based knowledge from the arts, humanities and sciences to complement nursing
practice
See page X1: Paragraph II: Sophomore year
Evaluates research that focuses on the efficacy and effectiveness of nursing interventions
See page XII: Paragraph II: Senior year
v Leadership

Assumes a leadership role within ones scope of practice as a designer, manager, and
coordinator of health care to meet the special need of vulnerable populations in a variety of
settings

See page XIV: Paragraph II: Sophomore Year

ANATOMY OF THE HEART; GUIDE TO THE PERFESSION OF NURSING

Delegates and supervises the nursing care given by others while retaining the accountability for
the quality of care given to the patient.
See page XIV: Paragraph I: Senior Year