Purpose of Assignment

The purpose of this assignment is to address the student’s attainment of all eight behaviors and/or competencies that are specific outcomes of the program including: critical thinking, nursing practice, communication, teaching, research, leadership, professionalism, and culture.

Student Approach to Assignment

When approaching this assignment, I examined my previous didactic and clinical assignments to provide specific examples that represent my growth and understanding of eight competencies of nursing practice set by my nursing institution. Furthermore, this personal examination of self is an invaluable reflective activity of my professional growth in nursing.

Reason for Inclusion of the Assignment in the Portfolio

This required assignment demonstrates specific clinical examples of how I met many of the defining characteristics of The Great Eights. My understanding of these competencies set forth by Old Dominion University School of Nursing exemplifies my personal development during my nursing education and showcases my ability to perform appropriately as a future registered nurse.  

1. Critical Thinking

   • Engages in creative problem solving

     • Example: See page 2-3 – paragraph 1 (Junior year)

   • Revises actions and goals based on evidence rather than conjecture

     • Example: See page 3-4– paragraph 1 (Senior year)

2. Nursing Practice

   • Performs therapeutic interventions that incorporate principles of quality management and proper safety techniques.

     • Example: See page 4-5 – paragraph 2 (Junior year)

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

     • Example: See page 4-5 – paragraph 2 (Junior year)

   • Demonstrates an awareness of complementary modalities and their usefulness in promoting health

     • Example: See page 5 – paragraph 1 (Senior year)

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

     • Example: See page 4-6 – (Junior/Senior year)

3. Communication

   • Adapts communication methods to patients with special needs

     • Example: See page 6 – paragraph 2 (Junior year)

   • Demonstrates skills in using technology, informatics, and communication devices that support safe nursing practice.

     • Example: See page 7 – paragraph 3 (Junior year)

   • Accesses and utilizes data and information from a wide range of sources to enhance patient and professional communication

     • Example: See page 7-8 – paragraph 1 (Senior year)

4. Teaching

   • Provides relevant and sensitive health education information and counseling to patients, and families, in a variety of situations and settings

     • Example: See page 8 – paragraph 1-2 (Junior year)

   • Provides teaching to patients and/or professionals about health care procedures and technologies in preparation for and following nursing or medical interventions

     • Example: See page 9 – paragraph 1 (Senior year)

5. Research

   • Differentiates between descriptive nursing literature and published reports of nursing research.

     • Example: See page 9-10 – paragraph 1 (Junior year)

   • Applies research-based knowledge from nursing as the basis for culturally sensitive practice

     • Example: See page 10– paragraph 1 (Senior year)

6. Leadership

   • Delegates and supervises the nursing care given by others while retaining the accountability for the quality of care provided

     • Example: See page 11-12– paragraph 1 (Senior year)

7. Professionalism

   • Differentiates between general, institutional, and specialty-specific standards of practice to guide nursing care

     • Example: See page 12– paragraph 1 (Junior year)

   •  Understands the effect of legal and regulatory processes on nursing practice and health care delivery, as well as limits to one’s own scope of practice

     • Example: See page 13– paragraph 1 (Senior year)

   •  Demonstrates accountability for one’s own professional practice

     • Example: See page 13– paragraph 1-2 (Senior year)

8. Culture

   • Demonstrates sensitivity to personal and cultural definitions of health, and how these beliefs influence an individual’s reactions to the illness experience and end of life

     • Example: See page 14-15 – (Junior/Senior year)