D024 Professional Presence & Influence: CPE Record Template Task 1
Student Name
Western Governors University
D024 Professional Presence and Influence
Prof. Name
Date
MSN Core Word E-Portfolio Template
This e-portfolio serves as a comprehensive record of the Clinical Practice Experience (CPE) activities required for the D024 course. It compiles structured evidence, personal reflections, and analytical summaries that collectively illustrate professional development, heightened self-awareness, and the practical application of social and emotional intelligence (SEI) competencies crucial for advanced nursing roles. All deliverables specified in the CPE Record have been incorporated into this portfolio to ensure thorough documentation and demonstration of learning.
Phase 1 – CPE Activity Evidence and Task Deliverables
What does Phase 1 focus on in this Clinical Practice Experience?
Phase 1 is dedicated to building a professional presence, reflecting deeply on one’s career identity, and engaging in foundational professional growth activities. This phase emphasizes intentional development and self-assessment to align current academic status with future nursing practice aspirations.
1a. What is the CPE Schedule Table and how was it utilized?
The CPE Schedule Table outlines all required Clinical Practice Experience activities, estimated durations, and targeted completion dates. This table functioned as a critical tool for planning, tracking, and managing progress, ensuring timely completion of tasks 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 schedule supported a structured approach to balancing academic and professional development activities, reinforcing accountability and time management skills.
1b. What evidence is provided to demonstrate a professional online presence?
A screenshot of a professional social media profile, such as LinkedIn or Twitter/X, is included as tangible proof of the development of an intentional and evolving online professional identity. This profile reflects alignment with nursing values and the future goals of advanced nursing practice, showcasing the importance of digital professionalism in contemporary healthcare environments.
1c. How is engagement with professional communication exercises documented?
Participation in required GoReact activities is documented through three screenshots, demonstrating active involvement in exercises designed to enhance communication skills essential to nursing professionalism.
1d. What insights were gained from the written reflection summary of Phase 1?
Phase 1 reflections centered on forging a professional identity that accurately represents current academic progress as a graduate nursing student, while clearly articulating aspirations as a future nurse practitioner. Crafting a professional bio served as a deliberate reflective exercise to communicate core values, priorities, and future direction.
The bio statement focuses on three pillars: growth, connection, and the future of patient care. Growth embodies self-awareness and self-management, highlighting the importance of continuous learning, adaptability, and resilience. Connection emphasizes the value of therapeutic relationships, teamwork, and effective communication. The focus on future patient care underscores skills such as goal-setting, strategic planning, and maintaining a professional vision aligned with evolving healthcare demands.
Although formal membership in nursing organizations was not established at this stage, the phase encouraged exploration of professional associations, especially those specializing in chronic disease management, reflecting personal clinical experiences in cardiology and progressive care. These experiences shaped a patient-centered approach, advocating for emotional regulation and presence during vulnerable moments.
Furthermore, the importance of professional communities and mentorship was underscored, with anticipated involvement in groups like the American Association of Nurse Practitioners to support ongoing professional growth and networking. Overall, Phase 1 emphasized that professional presence extends beyond formal qualifications to include authenticity, deliberate communication, and congruence between personal values and nursing practice.
Phase 2 – CPE Activity Evidence and Task Deliverables
What is the primary focus of Phase 2 in the Clinical Practice Experience?
Phase 2 concentrates on applying Social and Emotional Intelligence (SEI) competencies—termed power skills—within nursing practice settings. This phase integrates theory with practical examples to highlight the role of SEI in effective nursing leadership and patient care.
2a. What are the core Social and Emotional Intelligence competencies and how are they applied?
The table below presents essential SEI domains, their related power skills, and clinical scenarios that illustrate their significance in nursing practice.
| SEI Domain | Power Skills | Applied Scenario |
|---|---|---|
| Self-awareness | Mindfulness, self-confidence, patience | Recognition of how confidence may be misinterpreted led to mindful adjustments in nonverbal communication to appear more approachable. |
| Self-management | Resiliency, self-discipline, attention to detail | Managing unexpected clinical events demanded resilience and discipline to maintain care quality under pressure. |
| Interpersonal communication | Conflict resolution, verbal/digital communication, active listening | A workplace conflict arising from text-based feedback highlighted the need for verbal communication and active listening for resolution. |
| Executive function | Critical thinking, problem-solving, self-directed learning | Independent clinical decision-making required proactive learning and analytical thinking to adapt to complex patient needs. |
| Social awareness | Empathy, cultural awareness, perspective-taking | Caring for a non-English-speaking patient emphasized the importance of cultural sensitivity and compassionate presence. |
These competencies illustrate how SEI power skills foster patient-centered care, enhance teamwork, and support professional resilience.
2b. How is continued engagement in professional communication activities shown?
Three screenshots from Phase 2 GoReact activities serve as proof of ongoing commitment to communication skills development and reflective practice, further demonstrating consistent application of course learning.
2c. What reflections emerged from Phase 2 regarding Social and Emotional Intelligence?
Phase 2 reflections emphasized the vital role of SEI in nursing professionalism. The framework clarified how interconnected skills—self-awareness, self-management, interpersonal communication, executive function, and social awareness—collectively enhance leadership abilities and patient-centered outcomes.
Increased self-awareness highlighted the delicate balance between confidence and approachability necessary to foster trust. Mindful regulation of nonverbal cues became integral to maintaining positive professional relationships. Self-management was reinforced through experiences demanding adaptability and discipline under stressful conditions.
The importance of intentional communication was underscored by real-world conflict scenarios, demonstrating that modality choice and active listening are essential for resolution and maintaining professional integrity. Executive function skills were bolstered through autonomous clinical practice requiring critical analysis and prioritization, directly affecting patient safety.
Finally, social awareness emerged as foundational in culturally diverse care settings, with empathy and cultural sensitivity enhancing patient experience and supporting nursing’s ethical commitment to holistic care. Overall, Phase 2 solidified the understanding that SEI power skills are indispensable to nursing effectiveness, teamwork, and compassionate care delivery.
References
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.
D024 Professional Presence & Influence: CPE Record Template Task 1
Western Governors University. (2024). D024 Professional Presence and Influence: Course materials.