D025 Task 1: Clinical Practice Experience

Student Name

Western Governors University

D025 Essentials of Advanced Nursing Roles and Interprofessional Practice

Prof. Name

Date

Submission Guidelines

What are the essential criteria for submitting the Clinical Practice Experience (CPE) record and e-portfolio for evaluation?

To be eligible for evaluation, submissions must demonstrate academic integrity, adherence to formatting standards, and alignment with the established assessment rubric. Originality is a critical requirement; no more than 30% of the submission may consist of quoted or closely paraphrased material from external sources. This threshold ensures that the work primarily reflects the learner’s independent effort, analysis, and reflection.

All required documents must be uploaded as file attachments in approved formats, including .docx, .pdf, or .ppt. Submissions shared through cloud-based platforms such as Google Docs, OneDrive, or similar services are not acceptable and will not be reviewed. Additionally, students are expected to follow the prescribed rubric closely, as it outlines the specific criteria used to determine competency. Failure to comply with these technical or content-related requirements may result in the submission being deemed incomplete or non-evaluable.

Requirement A: Clinical Practice Experience Record

What must be included in the Clinical Practice Experience (CPE) Record submission?

The Clinical Practice Experience Record serves as formal documentation verifying completion of required experiential learning activities. This record must be submitted as a standalone document and should not be embedded within the e-portfolio. To ensure authenticity and accountability, the document must be fully completed and signed.

At a minimum, the CPE Record must include the student’s full legal name, the official submission date, and the name of the assigned course instructor. Each documented activity must clearly list its corresponding completion date to demonstrate progression through both Phase 1 and Phase 2 requirements. A typed signature is required to formally attest that all clinical practice activities have been completed in their entirety. Collectively, these elements establish the record as an official and verifiable account of the student’s clinical engagement.

Requirement B: E-Portfolio Deliverables

What specific deliverables are required for the e-portfolio, and how should they be submitted?

The e-portfolio is a comprehensive repository of evidence demonstrating achievement of course outcomes across both phases of the Clinical Practice Experience. Students are required to submit a total of eleven distinct deliverables, each reflecting different aspects of planning, collaboration, advocacy, reflection, and professional communication.

All deliverables must be uploaded directly into the e-portfolio platform and accompanied by a functional “Share” link that allows evaluators to access and review the materials without restriction. Missing files, inaccessible links, or incomplete artifacts may negatively affect the evaluation outcome.

The required deliverables are summarized in the table below.

Deliverable Number	Deliverable Title	Description
1	CPE Schedule Table	A detailed schedule outlining planned activities and timelines for the entire CPE.
2	Advocacy Plan Summary	A 200–300 word overview identifying selected Social Determinants of Health (SDOH) and their relevance.
3	SMART Goal	A clearly articulated goal structured around Specific, Measurable, Achievable, Realistic, and Timely criteria, with one sentence per component.
4	Policymaker List	Names and professional contact details of policymakers relevant to the advocacy initiative.
5	Phase 1 GoReact Screenshots	One screenshot of the student’s video and two screenshots showing feedback provided to peers.
6	Phase 1 Reflection	A reflective narrative summarizing learning experiences and insights gained during Phase 1.
7	Team-Building Strategies	A list of seven strategies used to promote collaboration and effective teamwork.
8	Interprofessional Stakeholders	Identification of five stakeholders representing different professional disciplines.
9	Meeting Agenda	Four agenda items prepared for the initial advocacy action team meeting.
10	Phase 2 GoReact Screenshots	One screenshot of the Phase 2 video and two screenshots of peer feedback.
11	Phase 2 Video Reflection	A reflective summary discussing outcomes, challenges, and professional growth during Phase 2.

Completion and accurate submission of all listed deliverables are required to demonstrate competency and readiness for evaluation.

Evaluation Rubric

How will the submissions be evaluated according to the rubric?

Evaluation of the submission is conducted using a structured rubric that focuses on two primary components: the Clinical Practice Experience Record and the E-Portfolio Deliverables. Each component is assessed using a binary rating system—“Not Evident” or “Competent”—based on clearly defined performance indicators.

The rubric criteria are outlined in the table below.

Requirement	Not Evident	Competent
CPE Record	The document is missing, incomplete, lacks dates, or does not include a signature.	The document is fully completed, all activities are dated, and a signature is provided.
E-Portfolio	One or more deliverables are missing, incomplete, or inaccessible due to a broken link.	All eleven deliverables are present, complete, and accessible through functional links.

Achieving a “Competent” rating in both categories confirms that the submission meets academic and professional standards and is acceptable for formal evaluation.

D025 Task 1: Clinical Practice Experience

This task integrates experiential learning with professional documentation and reflective practice. Successful completion demonstrates the student’s ability to apply theoretical concepts to real-world advocacy efforts, collaborate with interprofessional stakeholders, and communicate outcomes effectively through structured academic artifacts.

References

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

Brown, T., & Smith, L. (2019). Experiential learning and professional portfolios in healthcare education. Journal of Nursing Education, 58(4), 210–216. https://doi.org/10.3928/01484834-20190321-05

Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education.