D024 Professional Presence & Influence: CPE Record Template Task 1

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

Student Name: Josie Vehrenkamp
Course Name: D024 Professional Presence and Influence

This e-portfolio documents the completion of required Clinical Practice Experience (CPE) activities for the D024 course. The portfolio includes structured evidence, reflections, and analytical summaries that demonstrate professional growth, self-awareness, and application of social and emotional intelligence competencies aligned with advanced nursing practice. All deliverables outlined in the CPE Record have been incorporated into this document.

Phase 1 – CPE Activity Evidence and Task Deliverables

This phase focuses on establishing a professional presence, reflecting on career identity, and engaging in initial professional development activities.

1a. CPE Schedule Table

The following table outlines the required CPE activities, estimated time commitments, and anticipated completion dates. This schedule was used to plan, monitor, and manage progress throughout the course.

1b. Screenshot of Professional Profile

A screenshot of a professional social media profile (Twitter/X or LinkedIn) is included separately as evidence of an intentional and developing professional online presence aligned with nursing values and future advanced practice goals.

1c. GoReact Activity Screenshots

Three screenshots documenting participation in assigned GoReact activities are included as supporting evidence of engagement with course-required professional communication exercises.

1d. Written Reflection Summary of Phase 1 Experience

During Phase 1 of the Clinical Practice Experience, emphasis was placed on developing a professional identity that accurately reflects current academic standing as a graduate nursing student while also aligning with long-term goals as a future nurse practitioner. The creation of a concise and intentional professional bio served as a reflective exercise in articulating values, priorities, and professional direction.

The bio statement—centered on growth, connection, and the future of patient care—was intentionally selected to communicate a commitment to lifelong learning, relational practice, and forward-thinking healthcare delivery. Growth represents self-awareness and self-management, acknowledging the ongoing need for learning, adaptability, and resilience. Connection reflects the importance of therapeutic relationships, teamwork, and interpersonal communication in nursing practice. A focus on the future of patient care underscores executive function skills, including goal-setting, strategic thinking, and professional vision.

Although formal membership in professional nursing organizations has not yet been established, this phase prompted active exploration of associations aligned with advanced practice nursing, particularly those focused on chronic disease management. Previous clinical experience in cardiology and progressive care environments significantly influenced professional values, including advocacy, emotional regulation under pressure, and presence during patient vulnerability. These experiences have shaped a patient-centered approach that will be foundational in future family practice settings.

This phase also highlighted the importance of professional communities and mentorship. Engagement with organizations such as the American Association of Nurse Practitioners is anticipated to support continued growth, networking, and guidance throughout the nurse practitioner program. Overall, Phase 1 reinforced that professional presence extends beyond credentials and coursework; it encompasses authenticity, intentional communication, and alignment between values and practice.

Phase 2 – CPE Activity Evidence and Task Deliverables

Phase 2 emphasizes the application of Social and Emotional Intelligence (SEI) power skills within professional nursing contexts.

2a. Social and Emotional Intelligence (SEI) Table

The table below outlines core SEI competencies, associated power skills, and applied clinical or professional scenarios demonstrating their relevance to nursing practice.

2b. GoReact Activity Screenshots

Three screenshots documenting completion of Phase 2 GoReact activities are included as evidence of continued engagement with communication and reflection-based learning tasks.

2c. Written Reflection Summary of Phase 2 Experience

Phase 2 of the Clinical Practice Experience provided an opportunity to critically reflect on the role of Social and Emotional Intelligence in professional nursing practice. The SEI power skills framework clarified how self-awareness, self-management, communication, executive function, and social awareness intersect to support effective leadership and patient-centered care.

Increased self-awareness revealed that confidence, while essential, must be balanced with approachability to foster trust and collaboration. Mindful attention to nonverbal cues and emotional tone has become a priority to enhance professional relationships. Self-management skills, particularly resiliency and discipline, were reinforced through prior bedside nursing experiences that required adaptability during high-stress situations.

Reflection on interpersonal communication emphasized the significance of intentional communication strategies. Selecting appropriate modalities and practicing active listening are critical for conflict resolution and maintaining professional trust. Executive function skills were further strengthened through independent clinical practice, where critical thinking and prioritization directly impact patient outcomes.

Social awareness emerged as a foundational competency, particularly in culturally diverse care settings. Demonstrating empathy and cultural sensitivity not only improves patient experiences but also reinforces the ethical and humanistic core of nursing practice. Overall, Phase 2 reinforced that SEI power skills are integral to professional effectiveness, team cohesion, and the delivery of compassionate, high-quality care.

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.

Western Governors University. (2024). D024 Professional Presence and Influence: Course materials.