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The Advanced Practice ePortfolio

Trainees are expected to build up a portfolio of evidence throughout their 2-year training. We currently use the Turas Professional Portfolio available from NHS Education for Scotland. These are free to nurses working within Scotland.

Go to https://turasnmportfolio.nes.nhs.scot/ and follow links to register for an account.

Trainees will begin to build this early in their training and continually contribute evidence to the Portfolio as they progress through training. For example, evidence of achieving competencies related to prescribing and therapeutics can be added whilst undertaking the prescribing component of your pathway.  

Further to the information below, our own guide to working with the Turas Professional Portfolio can be found by clicking here.  

 Portfolio content

Trainees are expected to record the following in their Portfolio:

  • Personal details including NMC PIN Number.
  • Learning Plan – the ‘Professional Journal Plan’ in the Portfolio can be used for this purpose.
  • Record of Learning - All learning activities (these can be grouped into themes e.g. modules completed, eLearning, supervised practice etc)
  • All supervision sessions
  • An anonymised list of patients seen (gender, approx age, presenting complaint, diagnosis, management/referral and any key learning points). Trainees may wish to keep this as a spreadsheet or word file and upload into their portfolio periodically. A blank template can be found on the trainee ANP moodle site. 

Remember – no patient identifiable information should be kept in your portfolio.

  • Competencies
    • Trainees are expected to work through the appropriate competency document and upload a scanned copy to their Portfolio prior to any supervision meetings (relevant competency documents will be given to trainees during the training). The trainee should self-assess and then the Practice Assessor should go through with the trainee. Competencies should be signed as complete when the assessor has seen satisfactory evidence, within the Portfolio, that the competency has been met. Items listed below can contribute towards evidence of competence achievement and should be cross referenced within the Portfolio.
  • Reflection
    • Trainees are encouraged to regularly write up anonymised reflective accounts relating to patients they have seen or from appropriate learning situations.  
  • Feedback
    • Supervisor in Practice Reports. Practice Supervisors are expected to feedback at various points throughout a trainees training using the Generic Feedback form in the Portfolio.
    • Trainees are expected to get feedback from a variety of different people for components 1-3 described below:
      1. Mini-CEX – Trainees should include a number of mini Clinical Examination assessments in their portfolio. A mini-CEX should be used where a Practice Supervisor gives formal formative feedback to a trainee on a consultation. Forms can be found on the Portfolio and ‘a ticket’ can be raised so the supervisor can complete. 
      2. DOPS – Direct Observation of Procedural Skill. Once a trainee has learnt a new procedural skill, the Practice Supervisor should give formal formative feedback using the DOPS form. Forms can be found on the Portfolio and ‘a ticket’ can be raised so the supervisor can complete. 
      3. Case Based Discussion – Trainees will discuss numerous cases with their Practice Supervisors. Trainees are encouraged to keep notes on all their significant discussions and to write up formal case based discussions. The Case Based Discussion template within the Portfolio should be used for this.
      4. Multisource feedback (MSF) - Trainees should request feedback from different clinicians (e.g. ANPs and medical staff) and non-clinicians. The generic feedback form in Portfolio can be used and a ‘ticket’ can be raised for the respondent to complete. 

Ultimately, the Portfolio will become a central part of the final sign-off process and trainees should familiarise themselves with the requirements for this on the Final Sign-Off area on this web page.                                                              

 

Last Updated: 11 May 2021