Course: Professional identity development bachelor level 2 credits: 5

Guidance on personal and professional (identity) development takes place within modules that the student is currently following and during discussions with the student counsellor (SB’er). The modules focus on various themes linked to the core concepts of nursing leadership, moral sensitivity, professional conduct and an inquiring attitude.

In addition, the conversations with the student counsellor focus on study and career choices, study skills and themes related to student well-being.

Within the module meetings, students set learning objectives based on the development scan and present these to their fellow students and lecturer. During the module, the student collects feedback on their personal learning objectives and includes this in their portfolio.

Professional reflection is taught through a continuous reflection line, which is offered within the modules and has a structured level of reflection.

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 lecturer. All reflection products, including the assessment and feedback received, are included in the portfolio, and the learning outcomes of these reflections serve as input for the midterm and nursing plea.

Competence mastery level 1 (CBN, 2022)

The first level involves a moderately complex context, with a focus on the methodical application of knowledge and skills based on guidelines and protocols in varying but similar situations. The nature of the task is structured, with known methods being applied.

The student learns to guide his/her own learning (self-management) in the areas of planning, motivation and reflection. Reflection is aimed at knowledge and understanding, with a focus on innovation. Guidance is aimed at increasing self-management.

Competence mastery level 2 (CBN, 2022)

The second level involves a complex context, with a focus on methodical action in unpredictable, complex situations. The nature of the task is complex and unstructured. The focus is on student-driven education, with more guidance provided on request. Actions are taken independently as much as possible, with reasoning provided afterwards. Students are encouraged to independently apply (strategic) planning, self-efficacy, motivation and reflection. Reflection on actions is focused on daring, wanting and being, with an emphasis on sustainable development.

Assessment

In this module, the competencies are assessed on the basis of the two learning outcomes. Assessment takes place at two points in time: at the end of level 1 by means of a mid-term plea and at the end of level 2 by means of a nursing plea. The plea is based on a composite portfolio. This portfolio includes the following compulsory components for each semester: the assessed reflections, a completed development scan, the personal learning objectives and 360-degree feedback focused on these personal learning objectives. In order to participate in both presentations, at least two of all assessed reflections must have been assessed at a satisfactory level.

The midterm plea discusses the progress made with regard to both learning outcomes. The student looks back on the personal and professional development they have undergone up to that point. They also look ahead to the development they want to undergo in order to ultimately graduate as a higher professional education nurse.

In the nursing plea, the student presents the personal and professional development they have undergone during the programme and how this has shaped them as a starting HBO nurse. The credits are awarded when the portfolio with the required supporting documents has been submitted on time for both the midterm and nursing plea, and after both interviews have taken place. The midterm and the plea are assessed by a qualified examiner other than the student supervisor.

Explanation

For both the midterm plea and the nursing plea, the student submits a portfolio containing the following supporting documents.

As described in the assessment overview below, 2 ECs will be awarded as a partial assessment for the successful completion of the midterm plea and 3 ECs will be awarded as a partial assessment for the successful completion of the nursing plea. When awarding the latter 3 ECs, the full 5 ECs will be awarded in Osiris.

Validation or learning pathway-independent assessment: If a student can demonstrate (one or more parts of) the learning outcomes in a different way than described above, the student must request validation/learning pathway-independent assessment in consultation with the examiner. The student must then demonstrate the learning outcomes by means of supporting documents and submit these to the examiner.

Name

Weight

ECTS

Assessment form

Assessment scale

Supporting documents

ASSESSMENT-01 - Midterm plea

1

2

Portfolio assessment

A/NA

• Development scan
• Assessed reflections
• Personal learning objectives
• 360-degree feedback

ASSESSMENT-02 - Nursing plea 1

3

Portfolio assessment

A/NA

Development scan

• Assessed reflections
• Personal learning objectives
• 360-degree feedback
•  

Explanation of assessment(s)

ASSESSMENT-01 - Midterm plea

The midterm plea discusses the progress made with regard to both learning outcomes. The student looks back on the personal and professional development they have undergone up to that point. They also look ahead to the development they will undergo in order to graduate as a higher professional education nurse. The midterm is administered by a qualified examiner, other than the student supervisor.

TOETS-02 - Nursing plea

In the nursing plea, the student presents the personal and professional development they have undergone during the programme and how they have developed into a starting HBO nurse. The plea is assessed by a qualified examiner other than the student supervisor.

Supporting documents

Development scan

Individual product

Each semester, the student completes a development scan. This scan is based on the higher professional education competences, ICOMs and the following core concepts: nursing leadership, professional behaviour, professional reflection, moral sensitivity and an inquisitive attitude.

The development with regard to these core concepts is discussed in the plea. This ensures that indicators 6.1, 6.2, 6.3 and 6.4 are met.

Assessed reflections

Individual product

At the end of each semester, students submit two reflections on situations that are meaningful to them and contribute to their personal and professional identity development. These reflections are assessed by the module lecturer 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 actions is focused on daring, wanting and being, with the focus on sustainable development. In order to participate in both the midterm and the nursing plea, at least two of the assessed reflections must be graded at a satisfactory level. In the plea, the student also provides insight into at least two meaningful situations and what they learned during the programme. This ensures that the two indicators for reflection 6.5A and 6.5B are met.

Personal learning objectives

Individual product

Based on the development scan, 360 feedback and the reflections, the student sets personal learning goals to be worked on during the semester and feedback is collected.

360-degree feedback

Individual product

During the semester, the student requests 360 feedback on the personal learning goals. This feedback comes from fellow students, work supervisors, colleagues and/or experts from the field.