Name
Western Governors University
D024 Professional Presence and Influence
Prof. Name
Date
This e-portfolio is designed as a detailed record of the Clinical Practice Experience (CPE) activities required for the D024 course. It integrates structured evidence, reflective writing, and analytical summaries that collectively demonstrate professional growth, enhanced self-awareness, and the practical use of social and emotional intelligence (SEI) skills vital for advanced nursing roles. The portfolio includes all deliverables outlined in the CPE Record to ensure comprehensive documentation and demonstration of the learning outcomes achieved throughout the course.
What does Phase 1 focus on in this Clinical Practice Experience?
Phase 1 centers on cultivating a professional identity, engaging in meaningful self-reflection regarding career goals, and completing foundational activities aimed at professional growth. This phase encourages deliberate self-assessment and development to align the current academic experience with future aspirations in nursing practice.
1a. What is the CPE Schedule Table and how was it utilized?
The CPE Schedule Table serves as a detailed plan listing all required Clinical Practice Experience activities, the estimated time to complete each task, and the targeted deadlines. This schedule functioned as an essential organizational tool to plan, monitor, and manage progress efficiently, promoting accountability and effective time management throughout the course.
| Required CPE Activities (Deliverables) | Estimated Time | Anticipated Completion Date |
|---|---|---|
| CPE schedule table | 10 minutes | June 1 |
| Screenshot of professional profile | 30 minutes | June 2 |
| Three screenshots from GoReact activities | 30 minutes | June 4 |
| Written reflection summary (Phase 1) | 1 hour 30 minutes | June 6 |
| Social/Emotional Intelligence (SEI) table | 1 hour | June 5 |
| Three screenshots from GoReact activities (Phase 2) | 1 hour | June 6 |
| Written reflection summary (Phase 2) | 1 hour 30 minutes | June 7 |
This structured approach helped maintain balance between academic responsibilities and professional development tasks, strengthening skills in organization and time management.
1b. What evidence is provided to demonstrate a professional online presence?
To showcase the development of a professional digital identity, a screenshot of a social media profile (such as LinkedIn or Twitter/X) is included. This profile reflects an intentional alignment with nursing values and career goals relevant to advanced nursing practice. It underscores the importance of maintaining professionalism in digital spaces within modern healthcare contexts.
1c. How is engagement with professional communication exercises documented?
Active participation in professional communication exercises is evidenced by three screenshots from GoReact activities. These illustrate involvement in interactive tasks designed to enhance communication skills critical to nursing professionalism.
1d. What insights were gained from the written reflection summary of Phase 1?
Reflections in Phase 1 focused on shaping a professional identity that authentically represents current progress as a graduate nursing student, while clearly articulating future ambitions as a nurse practitioner. Writing a professional bio was a reflective exercise aimed at expressing core values, priorities, and career vision.
The bio statement is built around three key pillars: growth, connection, and the future of patient care. Growth involves self-awareness and self-management, emphasizing lifelong learning, adaptability, and resilience. Connection highlights the significance of therapeutic relationships, teamwork, and effective communication. The future of patient care emphasizes goal-setting, strategic planning, and maintaining a vision that aligns with advancing healthcare needs.
Although formal memberships in nursing organizations were not yet established, exploration of such groups was encouraged, especially those focused on chronic disease management, reflecting clinical experience in cardiology and progressive care. These experiences foster a patient-centered approach emphasizing emotional regulation and presence during vulnerable moments.
Professional communities and mentorship were recognized as crucial for ongoing growth, with future plans to engage in associations like the American Association of Nurse Practitioners. Overall, Phase 1 demonstrated that professional presence encompasses authenticity, intentional communication, and alignment between personal values and nursing practice beyond formal qualifications.
What is the primary focus of Phase 2 in the Clinical Practice Experience?
Phase 2 emphasizes the practical application of Social and Emotional Intelligence (SEI) competencies—also referred to as power skills—in nursing practice environments. This phase integrates theoretical knowledge with real-life examples to illustrate how SEI underpins effective leadership and patient care.
2a. What are the core Social and Emotional Intelligence competencies and how are they applied?
The table below outlines the fundamental SEI domains, their associated power skills, and clinical examples that demonstrate their importance in nursing practice.
| SEI Domain | Power Skills | Applied Scenario |
|---|---|---|
| Self-awareness | Mindfulness, self-confidence, patience | Adjusting nonverbal communication to balance confidence with approachability. |
| Self-management | Resiliency, self-discipline, attention to detail | Maintaining care quality during unexpected clinical events through resilience and discipline. |
| Interpersonal communication | Conflict resolution, verbal/digital communication, active listening | Resolving workplace conflicts by shifting from text-based feedback to verbal dialogue and active listening. |
| Executive function | Critical thinking, problem-solving, self-directed learning | Independent clinical decisions requiring proactive learning and analytical thinking. |
| Social awareness | Empathy, cultural awareness, perspective-taking | Providing culturally sensitive care to non-English-speaking patients. |
These competencies illustrate how SEI power skills contribute to patient-centered care, foster teamwork, and build professional resilience.
2b. How is continued engagement in professional communication activities shown?
Proof of ongoing participation in communication skill development is provided through three screenshots from Phase 2 GoReact activities. This documentation reinforces a sustained commitment to refining communication abilities and reflective practice.
2c. What reflections emerged from Phase 2 regarding Social and Emotional Intelligence?
Reflections from Phase 2 highlighted the critical role SEI plays in nursing professionalism. The SEI framework clarified how the integration of self-awareness, self-management, interpersonal communication, executive function, and social awareness enhances leadership and patient outcomes.
Increased self-awareness revealed the necessity of balancing confidence with approachability to foster trust. Mindful control of nonverbal cues was essential in maintaining positive professional relationships. Self-management skills were reinforced through experiences requiring adaptability and discipline in stressful situations.
Intentional communication emerged as a vital skill, demonstrated by conflict resolution scenarios where verbal interaction and active listening were crucial for maintaining professional integrity. Executive function competencies supported autonomous clinical practice through critical analysis and prioritization, directly influencing patient safety.
Lastly, social awareness proved foundational in culturally diverse care, with empathy and cultural sensitivity improving patient experiences and reinforcing nursing’s ethical commitment to holistic care. Overall, Phase 2 consolidated the understanding that SEI power skills are indispensable for effective nursing, teamwork, and compassionate patient care.
American Association of Nurse Practitioners. (2023). AANP professional practice resources.
Goleman, D. (2018). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Institute of Medicine. (2011). The future of nursing: Leading change, advancing health. National Academies Press.
Western Governors University. (2024). D024 Professional Presence and Influence: Course materials.
