Volume 19, no. 3: May 2018 497 Western Journal of Emergency Medicine
Ramsey et al. Decreased Nursing Staffing Adversely Affects ED Throughput Metrics
Prior studies identified that increased nurse-to-patient ratios correlate with improved patient outcomes11,12 and that lower staffing is associated with increased left without being seen (LWBS) rates13 and increased ED care times.10 Our urban, tertiary care, safety-net, teaching hospital suffered a nursing shortage during 2015 due to an administrative initiative to decrease costs by limiting nurse overtime hours. Without a concomitant increase in hiring, this change caused significant gaps in ED nurse staffing. These gaps led to unpredictable closures of sections of the ED and increased average nurse-to- patient ratios. Our goal was to evaluate the impact of decreased nurse staffing on ED throughput metrics. We believe decreased nurse staffing adversely affects these metrics.
with 254 medical/surgical inpatient beds and 80 ED beds. The ED is staffed by full-time, board-certified attending emergency physicians who supervise emergency medicine residents, residents from other specialties, and physician assistants. Hospital-stipulated maximum nurse-to-patient ratios were not changed or exceeded during the study period. Nurses work a mix of 8- and 12-hour shifts. The ED is also staffed by patient care technicians and patient transporters.
We conducted a retrospective observational review using Cerner First Net electronic medical record (EMR) database. All EMRs of 105,887 ED visits from January 1, 2015, to December 31, 2015, were queried after institutional review board approval. We included in the analysis all patients discharged or admitted to the medical/surgical inpatient beds in the analysis regardless of inpatient or observational status. Patients admitted to the intensive care unit or the ED observation unit were excluded as the admission protocol to these units varies significantly from general admission; therefore, we could not accurately capture the length of stay (LOS) of these patients from EMR review. A total of 6,602 patients were excluded.
The unit of measure was a 24-hour period starting at midnight. Daily number of patients admitted, discharged, and LWBS as well as the total daily volume in the ED was recorded. Daily nursing hours were determined from nursing staff records for each shift and summed for each day. We measured door-to- discharge LOS in minutes as the interval from the time of presentation to the ED to when the provider discharged the patient. We captured the time of initial presentation by the time the patient was registered at the front desk. The time of discharge was captured by a physician order for discharge placed in the EMR. Door-to-admit LOS was measured in minutes as the interval from the time of ED presentation to when the nurse placed an electronic order that the patient was ready to be transported to the ward. We defined hospital occupancy as the sum of the number of patients in a hospital bed at midnight and the number of patients discharged in the
preceding 24 hours divided by the total number of hospital beds. This method was used previously by Forster,7 which helps capture the true use of inpatient beds during a 24-hour period.
We evaluated the effect of ED nursing hours on throughput metrics using analysis of covariance and controlled for total daily ED volume, hospital occupancy and admission rate. Daily nursing hours were compared across quartiles as a fixed factor. We used daily door-to-discharge LOS, door-to- admit LOS, and the number of patients who LWBS as the dependent variables in each model. SPSS Univariate GLM procedure was used for all analyses.
of 129 – 425. Nursing hours ranged from 336 – 580 nursing hours per day with a median of 464.7. The daily mean LOS for discharged patients was 249.8 minutes, and the range was 155 – 389. The daily mean LOS for admitted patients was 441.5 minutes, and the range w
For this assessment, you will develop the final care coordination strategy you based on your health care concern and population in Assessment 2 using best practices found in the literature.
Four Spheres of Care Activity
Use at least 100 words and no more than 400 words for each of the four required journal entries in this activity. You do not need to include scholarly resources or a reference list. Your reflections should be your own original thoughts. Please do not include patient or clinic identifying information.
When you are finished with all four, select Save Entries and then Output Activity. Submit the resulting PDF to your assessment.
Wellness and Disease Prevention:
Reflect on the health promotion disease prevention interventions you witnessed in your practicum site, as it relates to the social determinants of health most prevalent in your community. What did you see? What does this time mean to you as a professional nurse in your role?
Respond with at least 100 words.
0/100 min words
Chronic Disease Management:
Reflect on the integration of interprofessional team-based care as it relates to chronic disease management in your practicum site this week. What did you see? What does this time mean to you as a professional nurse in your role?
Respond with at least 100 words.
0/100 min words
Regenerative and Restorative Care:
Reflect on the acute management of illnesses such as stroke, mental illness, and falls in your practicum site this week. What did you see? What does this time mean to you as a professional nurse in your role?
Respond with at least 100 words.
0/100 min words
Hospice and Palliative Care:
Reflect on end-of-life nursing and advanced illness and hospice care in your practicum site this week. What did you see? What does this time mean to you as a professional nurse in your role?
Respond with at least 100 words.
0/100 min words
,
For this assessment, you will develop the final care coordination strategy you based on your health care concern and population in Assessment 2 using best practices found in the literature.
Expand All
Introduction
This assessment builds on your initial care coordination infographic by providing an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for your selected health care problem.
Note: You are required to complete this assessment only after Assessment 2 is successfully completed.
Professional Context
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
Please watch the following brief video message for an overview of what to keep in mind as you complete your Care Coordination Strategy.
· Final Care Coordination Strategy .
Preparation
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
In this assessment, you will evaluate the preliminary care coordination infographic you developed in Assessment 2 using best practices found in the literature.
To prepare for your assessment, you will research the literature on your selected health care problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the strategy based upon evidence-based practice and discuss how the strategy includes elements of Healthy People 2030 .
Instructions
Build on your preliminary care infographic and selected health concern and population and create a detailed comprehensive final care coordination strategy.
It is suggested that you use the following outline to organize your 5–7 page paper, including headings:
· Design patient-centered health interventions and timelines for your selected healthcare problem.
· Address three patient healthcare issues related to your selected healthcare problem and patient population
· Example: Healthcare problem: Type 1 diabetes in pediatric patients.
· Health issues.
· Depression.
· Exercise.
· Poor glucose control.
· Design an intervention for each health issue.
· Identify three community resources for each health intervention.
· Establish timelines for implementing these interventions.
· Include evidence to support your ideas.
· Consider the ethical decisions in designing patient-centered health interventions for your selected healthcare problem.
· Include the ethical questions that generate uncertainty about the decisions you have made.
· Include evidence to support your ideas.
· Identify relevant health policy implications for the coordination and continuum of care of your selected healthcare problem and population.
· Cite specific health policy provisions.
· Include evidence to support your ideas.
· Describe the priorities a care coordinator would establish when discussing the plan with a patient and family members.
· Include evidence to support your ideas
· Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to Healthy People 2030.
· Clearly explain the need for the changes to the plan.
The requirements, outlined above correspond to the grading criteria in the Final Care Coordination Strategy scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
Format and Length
· Write a 5–7 page APA-formatted scholarly paper (excluding title page and reference list).
· Include five evidence-based resources.
· Properly cite evidence throughout your paper.
Good luck with your care coordination plan!
Practicum Hours Submission
· Use Capella Academic Portal to submit your practicum hours.
· You must complete any remaining practicum hours, for a total of 40 hours, approved by your preceptor. Submit practicum hour documentation to Capella Academic Portal.
· Failure to complete the required practicum hours will result in a non-performance for this assessment.
Please review the BSN Practicum Campus page for more information and instructions on how to log your hours.
Nursing Reflection Journal: Four Spheres of Care
Reflective Journaling
Reflective journaling serves as a powerful tool for self-reflection during your academic journey. Reflective journaling enables you to assess your performance and to develop the regular practice of self-reflection. During your practicum, you’ll complete four reflective journal entries, each aligned with one of the four spheres of care.
For your first entry, you can choose any of the four spheres, but you will need to complete all four by the end of the course. Remember that you’ll need to submit your completed nursing reflection as part of the final assessment for the course.
Instructions
Complete your first entry in 100–400 words in the Nursing Reflection Journal: Four Spheres of Care activity. You do not need to include scholarly resources or a reference list. Your reflections should be your own original thoughts. Please do not include patient or clinic identifying information.
As you complete your practicum hours (total of 40 hours required), it is good practice to complete a reflection journal entry every 10 hours. Take a moment to review the four spheres of care and the assigned readings for each assessment. This can help you focus your practicum time on specifics of learning and experiencing the courseroom content.
AACN Definition of the Four Spheres of Care
Wellness and disease prevention: This sphere emphasizes health promotion, as well as the treatment of minor uncomplicated diseases or injuries for those not experiencing chronic illness or life-limiting conditions. Prenatal care, screenings, immunizations, and health promotion are some examples of care in this sphere (AACN, 2021). Nursing knowledge and competency in disease prevention and addressing social determinants of health are vital to promoting wellness across populations.
Chronic disease management: This sphere encompasses caring for those with one or more chronic diseases and preventing adverse outcomes associated with them. Specialized nursing care is often needed for this population due to the complex needs, along with integrated interprofessional team-based care. Four in 10 Americans have two or more chronic diseases, and those diagnosed with multiple comorbidities are projected to increase.
Regenerative and restorative care: This sphere includes critical and trauma care, complex acute care, acute exacerbations of chronic disease, and care of unstable patients who are typically in acute care hospital settings (AACN, 2021). This sphere includes the acute management of illness, such as a stroke or mental health crisis, and progression through the rehabilitative phase. Nursing skills and management of these populations are resource-intensive and specialized.
Hospice and palliative care: The final sphere relates to competencies surrounding palliative care in advanced illness and hospice care at the end of life. All registered nurses provide generalist palliative care in compassionate and patient-centered care while managing pain and other symptoms associated with advanced, progressive illness. The End-of-Life Nursing Education Consortium has mapped its Competencies and Recommendations for Educating Nursing Students competencies to the new AACN Essentials to assist educators in this endeavor.
Reflection Questions
By the end of your practicum, make sure that you have answered each of these questions.
· Wellness and disease prevention: Reflect on the health promotion disease prevention interventions you witnessed in your practicum site, as it relates to the social determinants of health most prevalent in your community. What did you see? What does this time mean to you as a professional nurse in your role?
· Chronic disease management: Reflect on the integration of interprofessional team-based care as it relates to chronic disease management in your practicum site. What did you see? What does this time mean to you as a professional nurse in your role?
· Regenerative and restorative care: Reflect on the acute management of illnesses such as stroke, mental illness, and falls in your practicum site. What did you see? What does this time mean to you as a professional nurse in your role?
· Hospice and palliative care: Reflect on end-of-life nursing and advanced illness and hospice care in your practicum site. What did you see? What does this time mean to you as a professional nurse in your role?
Reference
American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/Portals/0/PDFs/Essentials/Essentials-Executive-Summary.pdf
Completion Checklist
·
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
· Competency 1: Create a patient centered strategy to achieve desired health outcomes.
· Design patient-centered health interventions and timelines for a selected healthcare problem.
· Describe priorities that a care coordinator would establish when discussing the plan with a patient and family members.
· Competency 2: Apply the code of ethics for nursing to care coordination decisions.
· Consider the ethical decisions in designing patient-centered health interventions for a selected healthcare problem, supporting ideas with the literature.
· Competency 3: Explain how health care policies affect the coordination of patient centered care.
· Identify relevant health policy implications for the coordination and continuum of care.
· Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to Healthy People 2030.
· Competency 5: Apply professional, scholarly communication strategies to lead patient-centered care.
· Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
· Complete any remaining practicum hours, for a total of 40 hours, approved by your preceptor. Submit practicum hour documentation to Capella Academic Portal.
Scoring Guide
Use the scoring guide to understand how your assessment will be evaluated.
Expand All
Criterion 1
Design patient-centered health interventions and timelines for a selected healthcare problem.
Distinguished
Designs patient-centered health interventions and timelines for a selected healthcare problem that includes community resources.
Proficient
Designs patient-centered health interventions and timelines for a selected healthcare problem.
Basic
Designs patient-centered health intervention for a selected healthcare problem.
Non Performance
Does not design patient-centered health interventions and timelines for a selected healthcare problem.
Criterion 2
Consider the ethical decisions in designing patient-centered health interventions for a selected healthcare problem, supporting ideas with the literature.
Distinguished
Considers the ethical decisions in designing patient-centered health interventions for a selected healthcare problem, including ethical questions that generate uncertainty about the decisions made. Ideas are supported by the literature.
Proficient
Considers the ethical decisions in designing patient-centered health interventions for a selected healthcare problem, supporting ideas with the literature.
Basic
Considers ethical decisions.
Non Performance
Does not consider the ethical decisions in designing patient-centered health interventions for a selected healthcare problem or support ideas with the literature.
Criterion 3
Identify relevant health policy implications for the coordination and continuum of care.
Distinguished
Identifies relevant health policy implications for the coordination and continuum of care, based on accurate interpretations of policy provisions and supporting evidence.
Proficient
Identifies relevant health policy implications for the coordination and continuum of care.
Basic
Identifies health policy implications that are inconsistent with the goals and objectives for the coordination and continuum of care.
Non Performance
Does not identify relevant health policy implications for the coordination and continuum of care.
Criterion 4
Describe priorities that a care coordinator would establish when discussing the plan with a patient and family members.
Distinguished
Describes priorities that a care coordinator would establish when discussing the plan with a patient and family members, including evidence to support ideas.
Proficient
Describes priorities that a care coordinator would establish when discussing the plan with a patient and family members.
Basic
Identifies priorities that a care coordinator would establish when discussing the plan with a patient and family members.
Non Performance
Does not describe priorities that a care coordinator would establish when discussing the plan with a patient and family members.
Criterion 5
Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to Healthy People 2030.
Distinguished
Uses the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to Healthy People 2030. Explains the need for changes to the plan.
Proficient
Uses the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to Healthy People 2030.
Basic
Discusses evaluation but does not use the literature as a guide to compare learning session content with best practices, or does not include how to align teaching sessions to Healthy People 2030.
Non Performance
Does not use the literature on evaluation as a guide to compare learning session content with best practices, and does not include how to align teaching sessions to Healthy People 2030.
Criterion 6
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Distinguished
Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Correctly uses quotes and paraphrasing.
Proficient
Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Basic
Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes, and/or paraphrasing.
Non Performance
Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.
Criterion 7
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Distinguished
Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.
Proficient
Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Basic
Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.
Non Performance
Does not organize content for ideas. Lacks logical flow and smooth transitions.
Criterion 8
Complete any remaining practicum hours, for a total of 40 hours, approved by your preceptor. Submit practicum hour documentation to Capella Academic Portal.
Distinguished
Completes any remaining practicum hours, for a total of 40 hours, along with a detailed description of activities, approved by your preceptor to Capella Academic Portal.
Proficient
Completes any remaining practicum hours, for a total of 40 hours, approved by your preceptor. Submits practicum hour documentation to Capella Academic Portal.
Basic
Completes any remaining practicum hours, for a total of 40 hours, approved by your preceptor. Documents activities in Capella Academic Portal, but not detailed.
Non Performance
Total hours submitted does not equal 40 hours. Does not submit practicum hour documentation to Capella Academic Portal.
Prepare
Prior to beginning work on this final project, review
Reflect
The objective of this final project is to compile all the components of self-marketing, including your elevator pitch, personal brand statement, resumes, career accomplishments, and pertinent artifacts, into a professional ePortfolio suitable for immediate distribution.
Review and gather all self-marketing components you have created throughout the course.
Folio
Folio is the platform on which you will create your ePortfolio. It is available and is a good option because of its many features and ability to interface with various networks and platforms. These resources will help you get started in Folio:
Organize Your ePortfolio
Follow these steps to organize your ePortfolio:
- Home Page: Create an engaging home page that includes your name, a professional photo, and a brief introduction.
- Elevator Pitch: Embed or link to your elevator pitch video or provide the written summary.
- Personal Brand Statement: Include your personal brand statement prominently.
- Resume(s): Upload your targeted resume and ensure it is easily accessible.
- Career Accomplishments: Create a section that highlights your key achievements and experiences.
- Artifacts: Organize and upload pertinent artifacts, providing context for each item and explaining its relevance.
Write
In your project,
- Integrate all required components of the ePortfolio (elevator pitch, personal brand statement, resume(s), career accomplishments, and pertinent artifacts).
- Organize the ePortfolio so that sections are clear, navigation is easy, it is professionally designed, and error-free.
- Compile quality content that is relevant, well-written, and effectively showcases your skills and experiences.
EDU499 Creating the Package to Market Yourself
TRANSCRIPT FOR INTERACTIVE LEARNING MODULE
Screen 1: Learning Objective
You will learn how to identify all the components of self-marketing, including the elevator pitch,
personal brand statement, resumes, career accomplishments, and pertinent artifacts, and list
them in ePortfolios for immediate and convenient distribution.
Screen 2: Conversation on ePortfolio
Liam and Kim are having a conversation on ePortfolios.
Select the arrow buttons to explore more. Once finished, select the Next button.
[The screen displays 2 slides with two characters Liam and Kim.]
Slide 1:
Kim: I’ve got my resume, brand statement, and a few projects ready, but how do I bring it all
together for an ePortfolio that really showcases who I am?
Liam: Start by organizing those pieces into a cohesive narrative. Your elevator pitch should
serve as the introduction, followed by your personal brand statement, resume, and career
accomplishments. Highlight key artifacts—such as lesson plans or projects—that demonstrate
your expertise, and make sure it’s all easy to navigate.
Slide 2:
Kim: So, it’s about showing the best of what I have in one place and making it accessible for
anyone, anytime?
Liam: Exactly. With an ePortfolio, you’re marketing yourself continuously. Make sure it’s
polished and can be shared easily, giving potential employers a clear insight into your value, no
matter when or where they access it.
Screen 3: Importance of Self-Marketing and the ePortfolio
Select each tab to learn more.
[The screen displays timeline with 3 icons]
Icon 1: Why Self-Marketing Matters
• Self-marketing helps you stand out in a competitive job market.
• A platform to showcase your skills and experiences in an accessible format
Icon 2: Overview of the ePortfolio
• Collection of a person's accomplishments and experiences serving as a
professional marketing tool for career advancement
• Provides a dynamic and easily accessible platform to showcase skills and
personal branding, making candidates stand out to potential employers
Icon 3: List of platforms
Here’s a list of platforms commonly used to host ePortfolios:
• LinkedIn
• WordPress
• Wix
• Google Sites
• Adobe Portfolio
• Portfolium
Screen 4: Crafting the Elevator Pitch
An elevator pitch is a brief summary that highlights who you are, what you do, and the value you
bring and is aimed at sparking interest in 30-90 seconds.
Select each shape to learn more.
[The screen displays two clickable shapes and one non clickable shape]
Shape 1: Key Components
• Introduction—Briefly state who you are and your professional background.
• Value Proposition—Highlight what you do and what makes you unique or
valuable.
• Career Goals—Share your short-term or long-term objectives relevant to the
listener.
• Call to Action—End with a statement or question that encourages further
conversation or connection.
Shape 2: Best Practices
• Keep it clear, concise, and memorable.
• Align the pitch with your personal brand.
Screen 5: Developing Your Personal Brand Statement
Select the arrow buttons to learn more. Once completed, select the Next button.
[The screen displays 4 slides. Each slide has information on it]
Slide 1: What is a Personal Brand Statement?
A concise description that communicates who you are, what you do, and what sets you apart, reflecting your value to your target audience
Slide 2: How It Differs From an Elevator Pitch
It is a written, concise summary that defines your professional identity and value over time.
Slide 3: Tailor Your Personal Brand Statement
Aligning your brand with your career aspirations and personal values
Slide 4: Follow these steps to create a personal brand statement:
• Identify your strengths—Reflect on your core skills, talents, and expertise.
• Define your target audience—Determine whom you want to reach or impress (employers, clients, etc.).
• Clarify your unique value—Highlight what sets you apart from others in your field.
• Connect your value to your audience’s needs—Show how your skills and experience address specific problems or goals relevant to your target audience.
• Keep it concise and memorable—Craft a clear, brief statement that effectively communicates your brand in a compelling way.
Screen 6: Creating an Impactful Resume
Here are a few steps involved in creating an impactful resume:
Select each tab to learn more
[The screen displays 4 clickable tabs]
Tab 1: Resume Definition
A concise document that summarizes an individual’s professional experience and skills to
showcase qualifications to potential employers
Tab 2: Sections to Include
• Contact Information—Your name, phone number, email address, LinkedIn profile or personal website
• Professional Summary or Objective—A brief statement highlighting your career goals or key qualifications
• Work Experience—A list of past jobs or internships, including job titles and key responsibilities/accomplishments
• Education—Schools attended, degrees earned, and relevant coursework or honors
• Skills—A list of relevant technical and soft skills related to the job you're applying for
• Certifications/Training—Any professional certifications or specialized training relevant to your field
• Awards/Accomplishments—Honors or significant achievements in your career or education
• Optional sections can include volunteer work, projects, or publications.
Tab 3: Highlighting Accomplishments
• Use Numbers—Include specific data such as percentages, amounts, or time frames ("Increased student test scores by 15%").
• Highlight Results—Focus on the outcome of your actions ("Reduced failure rates by 20% through efficient task management").
• Show Scope—Indicate the scale of your responsibilities ("Managed a budget of $50,000" or "Supervised a team of 10 daycare workers").
• Compare to Benchmarks—Mention how your achievements surpass expectations ("Exceeded retention goals by 5%").
• Link to Organizational Goals—Demonstrate how your work contributed to broader goals ("Improved graduation rates of ELL students by sheltered instruction practices").
Tab 4: Resume Design
• Readability: Use clear fonts, bullet points, and concise text.
• Formatting: Organize sections, align text, and use bold/italics sparingly.
• White Space: Add space between sections and maintain clean margins.
Screen 7: Career Accomplishments and Artifacts
Here are a few points to identify career accomplishments and select artifacts for your portfolio:
Select the circle to learn more.
[The screen displays two clickable circles and one non-clickable circle]
Circle 1: Identifying Impactful Accomplishments
• Focus on Results: projects or roles where you made a measurable difference, such as increasing efficiency, improving outcomes, or solving a significant problem
• Highlight Key Initiatives: initiatives you led or contributed to that demonstrate your leadership, innovation, or ability to drive change
• Demonstrate Growth: examples that show your professional growth, such as mastering a new skill or taking on greater responsibility
• Align With Career Goals: accomplishments that directly relate to the type of roles you're targeting and showcase relevant skills
• Incorporate Testimonials or Data: evidence of your impact, such as testimonials or data that quantify your success (e.g., "increased student engagement by 20%")
Circle 2: Selecting Artifacts for Your ePortfolio
• Include lesson plans, projects, presentations, assessments, or research.
• Align artifacts with your career goals and the roles you're seeking.
Screen 8: Building Your ePortfolio
Here are a few points to build your portfolio:
Select each circle to learn more.
[The screen displays 3 hotspots/circles]
Circle 1: What Should Go in an ePortfolio?
• Elevator pitch (in video or text format)
• Personal brand statement
• Resume
• Career accomplishments and relevant artifacts
Circle 2: Structuring Your ePortfolio
• Organize content for clarity and ease of navigation.
• Use visuals, videos, and other media to enhance engagement.
Circle 3: Choosing an ePortfolio Platform
• Review options (LinkedIn, WordPress, Wix, Portfolium, Folio).
• Choose platforms that allow customization and accessibility considerations.
Screen 9: Summary
Self-marketing is essential in today’s competitive job market, helping professionals stand out by
showcasing their skills and accomplishments. Tools such as ePortfolios, elevator pitches, and
resumes allow students to present their personal brand effectively.
