Course: Professional identity development bachelor level 2 credits: 5

Description

Support for personal and professional (identity) development takes place within core groups, which are supervised by the student counsellor throughout the programme. These core groups consist of a maximum of 15 students and are formed in the first year. The core group is an important space where students (1) become aware of their own personal and professional (identity) development, (2) learn to take control of this themselves, (3) forge bonds with fellow students and, by extension, with the programme, and (4) thereby achieve a positive impact on student wellbeing and academic success.

Within the core groups, various themes take centre stage, linked to the key concepts of nursing leadership, moral sensitivity, professional conduct and an inquisitive attitude. In addition, attention is given to student guidance through a programme covering related topics such as study and career choices, study skills and personalised study advice (PSA), as well as themes focused on student wellbeing.

During the core group meetings, students set their own learning objectives and present these during the module they are currently undertaking.

Professional reflection is taught through a continuous reflection process, which is incorporated into the modules. During each semester, students submit two reflections on situations that have been meaningful to them and contribute to their personal and professional identity development.

These reflections are assessed by the module tutor. All reflection pieces, including the assessment and feedback received, are included in the portfolio, and the learning outcomes from these reflections serve as input for the mid-term assessment and the nursing case presentation.

Competence Proficiency Level 1 (CBN, 2022)

At the first level, the context is of medium complexity, with the focus on the methodical application of knowledge and skills in accordance with guidelines and protocols in varying but similar situations. The nature of the task is structured, involving the application of familiar methods.

The student learns to direct their own learning (self-direction) in terms of planning, motivation and reflection. Reflection is aimed at knowledge and understanding, with a focus on innovation. Guidance in this regard is aimed at increasing self-direction

Competence Mastery Level 2 (CBN, 2022)

At the second level, the context is highly complex, with the focus on acting methodically in unpredictable, complex situations. The nature of the task is complex and unstructured. The focus is on student-led learning, with guidance provided more on an on-demand basis. Actions are carried out as independently as possible, with justification provided afterwards. Students are encouraged to independently apply (strategic) planning, self-efficacy, motivation and reflection. Reflection on actions centres on daring, willing and being, with the focus on sustainable development.

Assessment

In this module, competences are assessed on the basis of the two learning outcomes. Assessment takes place on two occasions: at the end of Level 1 through a mid-term presentation, and at the end of Level 2 through a nursing presentation. The presentation is based on a compiled portfolio.

During the mid-term presentation, progress in relation to both learning outcomes is discussed. The student reflects on the personal and professional development they have undergone up to that point. They also look ahead to the development they wish to undergo in order to ultimately graduate as a higher professional education (HBO) nurse.

During the nursing presentation, the student outlines the personal and professional development they have undergone during the programme and how this has shaped them into a novice higher professional education (HBO) nurse. Credits are awarded once the portfolio containing the supporting documents has been submitted on time for both the mid-term and nursing presentation, and after both interviews have taken place. The mid-term and the presentation are assessed by a qualified examiner. A resit must be assessed by an examiner other than the student’s own supervisor.

Explanatory notes

For both the mid-term presentation and the nursing presentation, the student must submit a portfolio containing the supporting documents listed below.

As described in the overview below under ‘Assessment’, 2 ECs are awarded as a partial mark for the successful completion of the mid-term presentation, and 3 ECs are awarded as a partial mark for the successful completion of the nursing presentation. Upon awarding these final 3 ECs, the full 5 ECs are credited in Osiris.

• TEST-01 - Midterm plea
• TEST-02 - Nursing plea

Evidence for the assessment

Development scan

Individual assignment

The student completes a development scan each semester. This scan is based on the higher professional education (HBO) competences, ICOMs and the following key concepts: nursing leadership, professional conduct, professional reflection, moral sensitivity and an inquisitive attitude. The development in relation to these core concepts is discussed in the case presentation. This ensures compliance with indicators 6.1, 6.2, 6.3 and 6.4.

Assessed reflections

Individual assignment

The student has submitted reflections on situations that are meaningful to them and which contribute to their personal and professional identity development. These reflections are assessed by the module tutor using the rubric formulated for this purpose. At level 1, the reflection focuses on knowledge and understanding, with an emphasis on innovation. At level 2, the reflection on practice focuses on daring, willing and being, with the emphasis on sustainable development. In order to participate in both the mid-term and the nursing case presentation, at least two of all assessed reflections must have been assessed as satisfactory. In the plea, the student also provides insight into at least two meaningful situations and what they have learnt from them during the programme. This ensures compliance with the two indicators relating to reflection: 6.5A and 6.5B.

Personal learning objectives

Individual assignment

Based on the development scan, 360-degree feedback and the reflections, the student sets personal learning objectives which they work towards during the semester and on which they gather feedback.

360-degree feedback

Individual assignment

During the semester, the student seeks 360-degree feedback on their personal learning objectives. This feedback comes from fellow students, work supervisors, colleagues and/or experts from the field.