JMP1 — JMP TASK 1: PROFESSIONAL PORTFOLIO

3/2/2020 WGU Performance Assessment
https://tasks.wgu.edu/student/001089900/course/7820002/task/1602/overview 1/15
JMP1 — JMP TASK 1: PROFESSIONAL PORTFOLIO
PROFESSIONAL PORTFOLIO — C493
PRFA — JMP1
COMPETENCIES
982.1.1 : Program Portfolio
The graduate exhibits artifacts that both demonstrate the graduate’s competency across all program areas as
well as provide evidence of professional growth.
INTRODUCTION
A professional portfolio will showcase your knowledge and skills to prospective employers and will increase
your marketability as a baccalaureate-prepared nurse. This portfolio will help you, as a nurse, hone in on the
concepts, strengths, and critical-thinking abilities that define professional nursing practice. Throughout your
time at WGU, you have developed skills and knowledge that distinguish your practice as that of a
baccalaureate-prepared nurse. Items that display your skills and knowledge will be showcased in this
professional portfolio. You should organize your portfolio around the four areas of professional nursing
practice: quality and safety, advanced evidence-based practice, applied leadership, and community and
population health. This portfolio will expand on the portfolio you already created in your Professional Roles
and Values course.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no
more than a 10% match to any one individual source can be directly quoted or closely paraphrased from
sources, even if cited correctly. An originality report is provided when you submit your task that can be used
as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that
will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric
aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Complete the following, using OneNote:
Note: The directions to access and use your e-portfolio can be found in the web links section below, which
will take you to the “Knowledge Base Article.”
1. Create a professional mission statement (suggested length of 1 paragraph) that includes the following:
• a representation of your career goals, your aspirations, and how you want to move forward with
your career
• an overview of where you would like to focus your time and energies within the profession
a. Reflect on how your professional mission statement will help guide you throughout your nursing
career.
2. Complete a professional summary (suggested length of 3–4 pages) that includes the following:
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a. Explain how the specific artifacts or completed work or both in your portfolio represent you as a
learner and a healthcare professional.
b. Discuss how the specific artifacts in your portfolio represent your professional strengths.
c. Discuss challenges you encountered during the progression of your program.
i. Explain how you overcame these challenges.
d. Explain how your coursework helped you meet each of the nine nursing program outcomes.
Note: Refer to the attachment “Nursing Conceptual Model.”
e. Analyze how you fulfilled the following roles during your program:
• scientist
• detective
• manager of the healing environment
f. Discuss how you have grown professionally since the beginning of your program.
B. Complete the following within the section “Quality and Safety”:
1. Reflect (suggested length of 1 page) on your professional definition of quality and safety developed in
Professional Roles and Values, including any necessary changes to your definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your portfolio that support your definition.
i. Explain how these artifacts support your definition from part B1.
Note: The artifacts should be attached within the portfolio.
2. Discuss the importance of the Institute for Healthcare Improvement (IHI) certificate for your future
role as a professional nurse.
C. Complete the following within the section “Evidence-Based Practice”:
1. Reflect (suggested length of 1 page) on your professional definition of evidence-based practice
developed in Professional Roles and Values, including any necessary changes to your definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your portfolio that support your definition.
i. Explain how these artifacts support your definition from part C1.
Note: The artifacts should be attached within the portfolio.
2. Reflect (suggested length of 1 page) on your understanding of evidence-based practice and applied
nursing research by doing the following:
a. Discuss how you are able to evaluate current primary research and apply the concepts to your
nursing practice, considering the following:
• relevancy and believability of data
• differences between quality improvement and research (places and uses of each)
• differences between primary and secondary research and resources and the implications of
each in clinical practice
b. Explain how your experience in the program helped you achieve excellence in evidence-based
practice.
D. Complete the following within the section “Applied Leadership”:
1. Reflect (suggested length of 1 page) on your professional definition of applied leadership you
developed in Professional Roles and Values, including any necessary changes to your definition.
a. Discuss how the program assisted you in developing your professional definition.
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b. Identify the artifacts in your portfolio that support your definition.
i. Explain how these artifacts support the definition from part D1.
Note: The artifacts should be attached within the portfolio.
2. Summarize (suggested length of 1 paragraph to 1 page) your Learning Leadership Experience task by
doing the following:
a. Discuss the importance of professional collaboration for effective nursing leadership.
E. Complete the following within the section “Community and Population Health”:
1. Reflect (suggested length of 1 page) on your professional definition of community and population
health you developed in Professional Roles and Values, including any necessary changes to your
definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your portfolio that support your definition.
i. Explain how these artifacts support the definition from part E1.
Note: The artifacts should be attached within the portfolio.
2. Summarize (suggested length of 1 page) your Community and Population Health task by doing the
following:
a. Discuss what you learned during your Community Health Nursing task.
b. Discuss what you learned that led to your community diagnosis.
c. Discuss how your initial focus and diagnosis evolved after working with your population.
3. Discuss the importance of the American Museum of Natural History (AMNH) certificate for your
future role as a professional nurse.
F. Provide an appendix to your portfolio by doing the following:
1. Include all the documents, prior assignments, and additional items that are examples of your best work
to support your mastery of all sections given in parts B, C, D, and E.
2. Include the following materials:
• the attached “Nursing Conceptual Model”
• a link to the current IHI Course Catalog
3. Provide an updated professional résumé.
Note: If you have a LinkedIn account, you can take a screenshot and include a copy with the rest of
your documents.
4. Provide professional references, using one of the following:
• a professional reference questionnaire
• a full letter of recommendation
• a list of four professional references
5. Include a copy of your IHI certificate of completion.
6. Include a copy of your AMNH certificate of completion.
G. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or
summarized.
H. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
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File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg,
wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:PORTFOLIO SUBMISSION
A1:CREATION OF PROFESSIONAL MISSION STATEMENT
A1A:REFLECTION OF PROFESSIONAL MISSION STATEMENT
A2A:PORTFOLIO REPRESENTATION OF A LEARNER AND HEALTHCARE PROFESSIONAL
NOT EVIDENT
A submission is not provided
using the OneNote.
APPROACHING
COMPETENCE
Not applicable.
COMPETENT
The documents are submitted
through the OneNote using the
portfolio created in the
Professional Roles and Values
course.
NOT EVIDENT
A professional mission
statement is not provided, or
the statement contains none of
the required elements.
APPROACHING
COMPETENCE
The professional mission
statement ineffectively
addresses the required
elements, or the statement is
disorganized or illogical.
COMPETENT
The professional mission
statement effectively addresses
the required elements, and the
statement is well organized and
logical.
NOT EVIDENT
A reflection is not provided, or it
makes no reference to how a
professional mission statement
will help guide the candidate’s
nursing career.
APPROACHING
COMPETENCE
The reflection ineffectively
addresses how a professional
mission statement will help
guide the candidate’s nursing
career, or the reflection is poorly
reasoned or vague.
COMPETENT
The reflection effectively
addresses how a professional
mission statement will help guide
the candidate’s nursing career,
and the reflection is well
reasoned and sufficiently
detailed.
NOT EVIDENT
The submission does not include
an explanation, or the
explanation makes no reference
APPROACHING
COMPETENCE
The submission includes an
inadequate explanation of how
either specific artifacts or
COMPETENT
The submission includes an
adequate explanation of how
either specific artifacts or
completed work or both in the
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A2B:PORTFOLIO PROFESSIONAL STRENGTHS
A2C:PROGRAM PROGRESSION CHALLENGES
A2CI:OVERCOME CHALLENGES
A2D:PROGRAM OUTCOMES
to the representation of the
portfolio.
completed work or both in the
portfolio represent the
candidate as a learner and a
healthcare professional, or the
explanation is illogical or poorly
supported.
portfolio represent the candidate
as a learner and a healthcare
professional, and the explanation
is logical and well supported.
NOT EVIDENT
A discussion is not provided, or
it makes no reference to how
the specific artifacts in the
portfolio represent professional
strengths.
APPROACHING
COMPETENCE
The discussion illogically
addresses how the specific
artifacts in the portfolio
represent professional
strengths, or the discussion is
vague.
COMPETENT
The discussion logically
addresses how the specific
artifacts in the portfolio
represent professional strengths,
and the discussion is sufficiently
detailed.
NOT EVIDENT
The submission does not include
a discussion, or the discussion
makes no references to the
challenges encountered during
the progression of the program.
APPROACHING
COMPETENCE
The submission includes an
inadequate discussion of the
challenges encountered during
the progression of the program,
or the discussion is illogical or
poorly supported.
COMPETENT
The submission includes an
adequate discussion of the
challenges encountered during
the progression of the program,
and the discussion is logical and
well supported.
NOT EVIDENT
An explanation was not
provided, or it makes no
reference to how the given
challenges were overcome.
APPROACHING
COMPETENCE
The explanation ineffectively
addresses how the given
challenges were overcome, or
the explanation is poorly
reasoned, poorly supported, or
vague.
COMPETENT
The explanation effectively
addresses how the given
challenges were overcome, and
the explanation is well reasoned,
well supported, and sufficiently
detailed.
NOT EVIDENT
An explanation was not
provided, or it makes no
APPROACHING
COMPETENCE
COMPETENT
The explanation successfully
addresses how the coursework
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A2E:ROLES DURING THE PROGRAM
A2F:PROFESSIONAL GROWTH
B1:QUALITY AND SAFETY: REFLECTION
B1A:QUALITY AND SAFETY: DEVELOPMENT OF PROFESSIONAL DEFINITION
reference to how the
coursework helped the
candidate meet each of the nine
nursing program outcomes.
The explanation ineffectively
addresses how the coursework
helped the candidate meet each
of the nine nursing program
outcomes, or the explanation is
poorly reasoned, poorly
supported, or vague.
helped the candidate meet each
of the nine nursing program
outcomes, and the explanation is
well reasoned, well supported,
and sufficiently detailed.
NOT EVIDENT
An analysis is not provided, or it
makes no reference to how the
given roles were fulfilled during
the program.
APPROACHING
COMPETENCE
The analysis for how the given
roles were fulfilled during the
program is illogical,
unconvincing, or ineffective.
COMPETENT
The analysis for how the given
roles were fulfilled during the
program is logical, convincing,
and effective.
NOT EVIDENT
A discussion is not provided, or
it makes no reference to how
the candidate has grown
professionally since the
beginning of the program.
APPROACHING
COMPETENCE
The discussion ineffectively
addresses how the candidate
has grown professionally since
the beginning of the program, or
the discussion is illogical or
poorly supported.
COMPETENT
The discussion effectively
addresses how the candidate has
grown professionally since the
beginning of the program, and
the discussion is logical and well
supported.
NOT EVIDENT
A reflection is not provided, or it
makes no reference to the
professional definition of quality
and safety.
APPROACHING
COMPETENCE
The reflection ineffectively
addresses how the professional
definition of quality and safety
was developed in Professional
Roles and Values, or it does not
include necessary changes, or
the reflection is poorly reasoned
or vague.
COMPETENT
The reflection effectively
addresses how the professional
definition of quality and safety
was developed in Professional
Roles and Values, including
necessary changes to the
definition, and the reflection is
well reasoned and sufficiently
detailed.
NOT EVIDENT COMPETENT
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B1B:QUALITY AND SAFETY: ARTIFACT SUPPORT
B1BI:QUALITY AND SAFETY: ARTIFACTS SUPPORTING DEFINITION
B2:QUALITY AND SAFETY: IMPORTANCE OF IHI CERTIFICATE
C1:EVIDENCE-BASED PRACTICE: REFLECTION
A discussion is not provided, or
it makes no reference to how
the program assisted in
developing the candidate’s
professional definition of quality
and safety.
APPROACHING
COMPETENCE
The discussion illogically
addresses how the program
assisted in developing the
candidate’s professional
definition of quality and safety,
or the discussion is poorly
supported.
The discussion logically
addresses how the program
assisted in developing the
candidate’s professional
definition of quality and safety,
and the discussion is well
supported.
NOT EVIDENT
Artifacts in the portfolio that
support the professional
definition of quality and safety
are not identified.
APPROACHING
COMPETENCE
The identified portfolio artifacts
are inappropriate, or they do not
support the professional
definition of quality and safety.
COMPETENT
The identified portfolio artifacts
are appropriate, and they
support the professional
definition of quality and safety.
NOT EVIDENT
An explanation was not
provided, or it makes no
reference to how the given
artifacts support the definition
from part B1.
APPROACHING
COMPETENCE
The explanation ineffectively
addresses how the given
artifacts support the definition
from part B1, or the explanation
is illogical.
COMPETENT
The explanation effectively
addresses how the given artifacts
support the definition from part
B1, and the explanation is logical.
NOT EVIDENT
A discussion is not provided, or
it makes no reference to the
importance of the IHI certificate
for the candidate’s future role as
a professional nurse.
APPROACHING
COMPETENCE
The discussion demonstrates a
limited understanding of the
importance the IHI certificate
has on the candidate’s future
role as a professional nurse, or
the discussion is poorly
supported or poorly reasoned.
COMPETENT
The discussion demonstrates a
sufficient understanding of the
importance the IHI certificate
has on the candidate’s future role
as a professional nurse, and the
discussion is well supported and
well reasoned.
NOT EVIDENT COMPETENT
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C1A:EVIDENCE-BASED PRACTICE: DEVELOPMENT OF PROFESSIONAL DEFINITION
C1B:EVIDENCE-BASED PRACTICE: ARTIFACT SUPPORT
C1BI:EVIDENCE-BASED PRACTICE: ARTIFACTS SUPPORTING DEFINITION
A reflection is not provided, or it
makes no reference to the
professional definition of
evidence-based practice.
APPROACHING
COMPETENCE
The reflection ineffectively
addresses how the professional
definition of an evidence-based
practice was developed in
Professional Roles and Values,
or it does not include necessary
changes to the definition, or the
reflection is poorly reasoned or
vague.
The reflection effectively
addresses how the professional
definition of an evidence-based
practice was developed in
Professional Roles and Values,
including necessary changes to
the definition, and the reflection
is well reasoned and sufficiently
detailed.
NOT EVIDENT
A discussion is not provided, or
it makes no reference to how
the program assisted in
developing the candidate’s
professional definition of
evidence-based practice.
APPROACHING
COMPETENCE
The discussion illogically
addresses how the program
assisted in developing the
candidate’s professional
definition of evidence-based
practice, or the discussion is
poorly supported.
COMPETENT
The discussion logically
addresses how the program
assisted in developing the
candidate’s professional
definition of evidence-based
practice, and the discussion is
well supported.
NOT EVIDENT
Artifacts in the portfolio that
support the professional
definition of evidence-based
practice are not identified.
APPROACHING
COMPETENCE
The identified portfolio artifacts
are inappropriate, or they do not
support the professional
definition of evidence-based
practice.
COMPETENT
The identified portfolio artifacts
are appropriate, and they
support the professional
definition of evidence-based
practice.
NOT EVIDENT
An explanation was not
provided, or it makes no
reference to how the given
artifacts support the definition
from part C1.
APPROACHING
COMPETENCE
The explanation ineffectively
addresses how the given
artifacts support the definition
from part C1, or the explanation
is illogical.
COMPETENT
The explanation effectively
addresses how the given artifacts
support the definition from part
C1, and the explanation is logical.
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C2A:EVIDENCE-BASED PRACTICE: PRIMARY RESEARCH
C2B:EVIDENCE-BASED PRACTICE: ACHIEVEMENT IN EXCELLENCE
D1:APPLIED LEADERSHIP: REFLECTION
D1A:APPLIED LEADERSHIP: DEVELOPMENT OF PROFESSIONAL DEFINITION
NOT EVIDENT
A discussion is not provided, or
it makes no reference to how
the candidate is able to evaluate
current primary research and
apply concepts to the nursing
practice, using the given points.
APPROACHING
COMPETENCE
The discussion demonstrates a
limited understanding of how
the candidate is able to evaluate
current primary research and
apply concepts to the nursing
practice, using the given points,
or the discussion does not
include all of the given points, or
the discussion is illogical or
poorly supported.
COMPETENT
The discussion demonstrates a
sufficient understanding of how
the candidate is able to evaluate
current primary research and
apply concepts to the nursing
practice, and the discussion
includes all of the given points.
The discussion is logical and well
supported.
NOT EVIDENT
An explanation was not
provided, or it makes no
reference to how the
candidate’s experience in the
program helped achieve
excellence in evidence-based
practice.
APPROACHING
COMPETENCE
The explanation ineffectively
addresses how the candidate’s
experience in the program
helped achieve excellence in
evidence-based practice, or the
explanation is illogical or poorly
supported.
COMPETENT
The explanation effectively
addresses how the candidate’s
experience in the program
helped achieve excellence in
evidence-based practice, and the
explanation is logical and well
supported.
NOT EVIDENT
A reflection is not provided, or it
makes no reference to the
professional definition of
applied leadership.
APPROACHING
COMPETENCE
The reflection ineffectively
addresses how the professional
definition of applied leadership
was developed in Professional
Roles and Values, or it does not
include necessary changes to
the definition, or the reflection
is poorly reasoned or vague.
COMPETENT
The reflection effectively
addresses how the professional
definition of applied leadership
was developed in Professional
Roles and Values, including
necessary changes to the
definition, and the reflection is
well reasoned and sufficiently
detailed.
NOT EVIDENT APPROACHING
COMPETENCE
COMPETENT
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D1B:APPLIED LEADERSHIP: ARTIFACT SUPPORT
D1BI:APPLIED LEADERSHIP: ARTIFACTS SUPPORTING DEFINITION
D2A:APPLIED LEADERSHIP: PROFESSIONAL COLLABORATION
E1:COMMUNITY AND POPULATION HEALTH: REFLECTION
A discussion is not provided, or
it makes no reference to how
the program assisted in
developing the candidate’s
professional definition of
applied leadership.
The discussion illogically
addresses how the program
assisted in developing the
candidate’s professional
definition of applied leadership,
or the discussion is poorly
supported.
The discussion logically
addresses how the program
assisted in developing the
candidate’s professional
definition of applied leadership,
and the discussion is well
supported.
NOT EVIDENT
Artifacts in the portfolio that
support the professional
definition of applied leadership
are not identified.
APPROACHING
COMPETENCE
The identified portfolio artifacts
are inappropriate, or they do not
support the professional
definition of applied leadership.
COMPETENT
The identified portfolio artifacts
are appropriate, and they
support the professional
definition of applied leadership.
NOT EVIDENT
An explanation was not
provided, or it makes no
reference to how the given
artifacts support the definition
from part D1.
APPROACHING
COMPETENCE
The explanation ineffectively
addresses how the given
artifacts support the definition
from part D1, or the explanation
is illogical.
COMPETENT
The explanation effectively
addresses how the given artifacts
support the definition from part
D1, and the explanation is logical.
NOT EVIDENT
A discussion is not provided, or
it makes no reference to the
importance of professional
collaboration for effective
nursing leadership.
APPROACHING
COMPETENCE
The discussion illogically
addresses the importance of
professional collaboration for
effective nursing leadership, or
the discussion is poorly
supported.
COMPETENT
The discussion logically
addresses the importance of
professional collaboration for
effective nursing leadership, and
the discussion is well supported.
NOT EVIDENT
A reflection is not provided, or it
makes no reference to the
professional definition of
APPROACHING
COMPETENCE
The reflection ineffectively
addresses how the professional
COMPETENT
The reflection effectively
addresses how the professional
definition of community health
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E1A:COMMUNITY AND POPULATION HEALTH: DEVELOPMENT OF PROFESSIONAL DEFINITION
E1B:COMMUNITY AND POPULATION HEALTH: ARTIFACT SUPPORT
E1BI:COMMUNITY AND POPULATION HEALTH: ARTIFACTS SUPPORTING DEFINITION
E2A:COMMUNITY AND POPULATION HEALTH: COMMUNITY HEALTH TASK
community and population
health.
definition of community health
was developed in Professional
Roles and Values, or it does not
include necessary changes to
the definition, or reflection is
poorly reasoned or vague.
was developed in Professional
Roles and Values, including
necessary changes to the
definition, and the reflection is
well reasoned and sufficiently
detailed.
NOT EVIDENT
A discussion is not provided, or
it makes no reference to how
the program assisted in
developing the candidate’s
professional definition of
community and population
health.
APPROACHING
COMPETENCE
The discussion illogically
addresses how the program
assisted in developing the
candidate’s professional
definition of community and
population health, or the
discussion is poorly supported.
COMPETENT
The discussion logically
addresses how the program
assisted in developing the
candidate’s professional
definition of community and
population health, and the
discussion is well supported.
NOT EVIDENT
Artifacts in the portfolio that
support the professional
definition of community and
population health are not
identified.
APPROACHING
COMPETENCE
The identified portfolio artifacts
are inappropriate, or they do not
support the professional
definition of community and
population health.
COMPETENT
The identified portfolio artifacts
are appropriate, and they
support the professional
definition of community and
population health.
NOT EVIDENT
An explanation was not
provided, or it makes no
reference to how the given
artifacts support the definition
from part E1.
APPROACHING
COMPETENCE
The explanation ineffectively
addresses how the given
artifacts support the definition
from part E1, or the explanation
is illogical.
COMPETENT
The explanation effectively
addresses how the given artifacts
support the definition from part
E1, and the explanation is logical.
NOT EVIDENT
A discussion is not provided, or
it makes no reference to what
was learned during the
APPROACHING
COMPETENCE
The discussion provides vague,
implausible examples of what
COMPETENT
The discussion provides specific,
plausible examples of what was
learned during the Community
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E2B:COMMUNITY AND POPULATION HEALTH: COMMUNITY DIAGNOSIS
E2C:COMMUNITY AND POPULATION HEALTH: CHANGES IN FOCUS
E3:COMMUNITY AND POPULATION HEALTH: IMPORTANCE OF AMNH CERTIFICATE
F1:PORTFOLIO MASTERY EXAMPLES
Community Health Nursing
task.
was learned during the
Community Health Nursing
task, or the discussion is poorly
supported or unclear.
Health Nursing task, and the
discussion is well supported and
clear.
NOT EVIDENT
A discussion is not provided, or
it makes no reference to what
was learned that led to the
community diagnosis.
APPROACHING
COMPETENCE
The discussion addresses what
was learned that led to the
community diagnosis, but it is
poorly supported with vague or
implausible examples.
COMPETENT
The discussion addresses what
was learned that led to the
community diagnosis, and it is
well supported with specific,
plausible examples.
NOT EVIDENT
A discussion is not provided, or
it makes no reference to how
the initial focus and diagnosis
evolved after working with the
population.
APPROACHING
COMPETENCE
The discussion addresses how
the initial focus and diagnosis
evolved after working with the
population, but the discussion is
poorly supported with vague or
implausible examples.
COMPETENT
The discussion addresses the
initial focus and diagnosis
evolved after working with the
population, and the discussion is
well supported with specific,
plausible examples.
NOT EVIDENT
A discussion is not provided, or
it makes no reference to the
importance of the AMNH
certificate for the candidate’s
future role as a professional
nurse.
APPROACHING
COMPETENCE
The discussion demonstrates a
limited understanding of the
importance the AMNH
certificate has on the
candidate’s future role as a
professional nurse, or the
discussion is poorly supported
or vague.
COMPETENT
The discussion demonstrates a
sufficient understanding of the
importance the AMNH
certificate has on the candidate’s
future role as a professional
nurse, and the discussion is well
supported and sufficiently
detailed.
NOT EVIDENT
Documents, assignments, and
examples of best work are not
provided.
APPROACHING
COMPETENCE
Documents, assignments, and
examples of best work are
COMPETENT
The provided documents,
assignments, and examples of
best work are complete, and they
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F2:NURSING CONCEPTUAL MODULE AND IHI COURSE CATALOG LINK
F3:PROFESSIONAL RÉSUMÉ
F4:PROFESSIONAL REFERENCES
F5: IHI CERTIFICATE
provided, but they are
incomplete, or they do not
support mastery of all required
sections.
support mastery of allrequired
sections.
NOT EVIDENT
A copy of the “Nursing
Conceptual Model” and a link to
the current IHI Course Catalog
are not provided.
APPROACHING
COMPETENCE
Not applicable.
COMPETENT
A copy of the “Nursing
Conceptual Model” and a link to
the current IHI Course Catalog
are provided.
NOT EVIDENT
A copy of an updated
professional résumé is not
provided.
APPROACHING
COMPETENCE
Not applicable.
COMPETENT
A copy of an updated
professional résumé is provided.
NOT EVIDENT
Professional references are not
provided.
APPROACHING
COMPETENCE
Professional references are
provided, but they do not meet
at least 1 of the given
requirements, or the reference
provided is incomplete,
inappropriate, or irrelevant.
COMPETENT
The professional references
provided meet at least 1 of the
given requirements, and the
reference is complete,
appropriate, and logical.
NOT EVIDENT
A copy of the IHI certificate of
completion is not provided.
APPROACHING
COMPETENCE
Not applicable.
COMPETENT
A copy of the IHI certificate of
completion is provided.
3/2/2020 WGU Performance Assessment
https://tasks.wgu.edu/student/001089900/course/7820002/task/1602/overview 14/15
F6:AMNH CERTIFICATE
G:SOURCES
H:PROFESSIONAL COMMUNICATION
WEB LINKS
Knowledge Base Article
Instructions on how to create an e-portfolio.
SUPPORTING DOCUMENTS
NOT EVIDENT
A copy of the AMNH certificate
of completion is not provided.
APPROACHING
COMPETENCE
Not applicable.
COMPETENT
A copy of the AMNH certificate
of completion is provided.
NOT EVIDENT
The submission does not include
both in-text citations and a
reference list for sources that
are quoted, paraphrased, or
summarized.
APPROACHING
COMPETENCE
The submission includes in-text
citations for sources that are
quoted, paraphrased, or
summarized and a reference list;
however, the citations or
reference list is incomplete or
inaccurate.
COMPETENT
The submission includes in-text
citations for sources that are
properly quoted, paraphrased, or
summarized and a reference list
that accurately identifies the
author, date, title, and source
location as available.
NOT EVIDENT
Content is unstructured, is
disjointed, or contains pervasive
errors in mechanics, usage, or
grammar. Vocabulary or tone is
unprofessional or distracts from
the topic.
APPROACHING
COMPETENCE
Content is poorly organized, is
difficult to follow, or contains
errors in mechanics, usage, or
grammar that cause confusion.
Terminology is misused or
ineffective.
COMPETENT
Content reflects attention to
detail, is organized, and focuses
on the main ideas as prescribed
in the task or chosen by the
candidate. Terminology is
pertinent, is used correctly, and
effectively conveys the intended
meaning. Mechanics, usage, and
grammar promote accurate
interpretation and
understanding.
3/2/2020 WGU Performance Assessment
https://tasks.wgu.edu/student/001089900/course/7820002/task/1602/overview 15/15
Nursing Conceptual Model.pdf
Professional Reference Questionnaire.pdf