Course: Continuous professional and personal development of the future nurse credits: 5
- Course code
- HVVB19CPO
- Name
- Continuous professional and personal development of the future nurse
- Study year
- 2025-2026
- ECTS credits
- 5
- Language
- Dutch, with parts in English
- Coordinator
- H.A. Kuiper
- Modes of delivery
-
- Action learning
- Assignment
- Individual supervision
- Peer feedback
- Work placement
- Assessments
-
- Nurses plea - Final assessment discussion
Learning outcomes
Professional reflection (4.4)
The student shows a critical attitude towards his/her own behaviour in relation to the patient. In the same attitude, the student shows insight into the effect that behaviour has on the student.
The student is able to give meaning to each practical situation and turn it into a learning opportunity.
The student names his/her own qualities that he/she considers important in practising the profession and is aware of what he/she still needs to grow in.
Investigative attitude (4.1)
The student demonstrates continuous self-investigation and awareness of relevant developments within the profession.
The student demonstrates the ability to ask relevant questions in every practical situation and to make an objective analysis based on these questions.
The student demonstrates the ability and courage to deviate from a protocol/directive in a justified manner.
The student consults colleagues and other healthcare providers in fundamental choices and decisions and argues what in his/her view are fundamental decision moments.
Moral sensitivity (4.5)
The student shows curiosity about the (underlying) needs of the care recipient. In this, the student demonstrates the most appropriate way of providing care in every situation.
The student recognizes a moral or ethical issue in practice and discusses it with colleagues and/or care recipients. Within each moral or ethical issue, the student has awareness of their own values and norms regarding this issue.
Professional conduct (7.3)
On the basis of the professional code as well as his/her own norms & values, the student demonstrates how he/she fulfils his/her (future) function as a professional.
The student knows how to identify professional and personal boundaries and how to cite concrete practical situations as examples.
The student structurally gives constructive feedback to colleagues and fellow students.
The student knows how to interpret feedback he/she receives in such a way that it contributes to his/her development as a professional. And demonstrates this in practical situations.
The student shows to take responsibilities that fit his/her function and position. He/she knows how to name them, partly on the basis of practical examples.
The student expresses intrinsic professional pride in his/her own words.
Nursing leadership (6.1)
The student understands the meaning and importance of nursing leadership, at individual and organisational level.
The student knows the aspects that characterise the functioning of a 'nursing leader' and can relate these to their own starting position as a nursing leader.
The student stands up for the care recipient and service informal network where necessary.
The student feels responsible for keeping the standard of the nursing profession high.
The student is an assertive and confident professional and an ambassador for the profession (is a role model)
The student shows a critical attitude towards his/her own behaviour in relation to the patient. In the same attitude, the student shows insight into the effect that behaviour has on the student.
The student is able to give meaning to each practical situation and turn it into a learning opportunity.
The student names his/her own qualities that he/she considers important in practising the profession and is aware of what he/she still needs to grow in.
Investigative attitude (4.1)
The student demonstrates continuous self-investigation and awareness of relevant developments within the profession.
The student demonstrates the ability to ask relevant questions in every practical situation and to make an objective analysis based on these questions.
The student demonstrates the ability and courage to deviate from a protocol/directive in a justified manner.
The student consults colleagues and other healthcare providers in fundamental choices and decisions and argues what in his/her view are fundamental decision moments.
Moral sensitivity (4.5)
The student shows curiosity about the (underlying) needs of the care recipient. In this, the student demonstrates the most appropriate way of providing care in every situation.
The student recognizes a moral or ethical issue in practice and discusses it with colleagues and/or care recipients. Within each moral or ethical issue, the student has awareness of their own values and norms regarding this issue.
Professional conduct (7.3)
On the basis of the professional code as well as his/her own norms & values, the student demonstrates how he/she fulfils his/her (future) function as a professional.
The student knows how to identify professional and personal boundaries and how to cite concrete practical situations as examples.
The student structurally gives constructive feedback to colleagues and fellow students.
The student knows how to interpret feedback he/she receives in such a way that it contributes to his/her development as a professional. And demonstrates this in practical situations.
The student shows to take responsibilities that fit his/her function and position. He/she knows how to name them, partly on the basis of practical examples.
The student expresses intrinsic professional pride in his/her own words.
Nursing leadership (6.1)
The student understands the meaning and importance of nursing leadership, at individual and organisational level.
The student knows the aspects that characterise the functioning of a 'nursing leader' and can relate these to their own starting position as a nursing leader.
The student stands up for the care recipient and service informal network where necessary.
The student feels responsible for keeping the standard of the nursing profession high.
The student is an assertive and confident professional and an ambassador for the profession (is a role model)
Content
Introduction
During your years here as a student, you will develop into a nurse. A special and valuable path, from day one to the day you receive your diploma. You gain knowledge, develop skills and learn from experiences as you progress through your education. Intertwined with that is how you develop as a professional: how do you see yourself, your behaviour and its effect on the patient? How do you deal with ethical dilemmas, what considerations do you make in them and how do you come to a conclusion? In what way are you curious? Questions that often arise in a nurse's daily practice, some of which can be taken from books or taught in classes. The answers are within yourself and answering them is part of that path you travel. That is what this programme is for.
At the end of this module, you will show what unique professional you have become, at the beginning of your career.
Duration of the programme
During years 1, 2, 3 & 4, you work on the 'Continuous Professional Development' programme. In short: you start at the beginning of your study and complete it at the end of year 4.
Working and demonstrating your continuous professional development in years 3 & 4 takes place during the curriculum offered and during work placement periods in 'the field'. Everywhere you can gather evidence and examples as you see fit to demonstrate how you are growing as a professional.
You demonstrate your professional development in the following ways:
Portfolio
As in years 1 & 2, in years 3 & 4 you continue to work on your portfolio. The personal learning objectives you work on in years 3 & 4 follow logically from those of years 1 & 2. You go 'one step higher', as it were. In this portfolio, you collect 'evidence' belonging to the 5 core concepts of CPO. The components of the portfolio can be products from other modules or products you develop especially for this portfolio. The components can have different appearances: report, video recording, interview, blog, sound recording, diary fragment, etc.
Mandatory components of the portfolio are: an introduction, current CV and a 360-degree feedback.
Nursing Plea
In the 2nd half of semester 4, the Nursing Plea takes place. This is the moment when, in front of a lecturer (or with several students and two lecturers), you present yourself as a beginning professional. During this plea, you will convey what a unique nurse you are. In addition, the lecturer (and possibly fellow students present) will ask you clarifying and in-depth questions about your development and the content of your portfolio.
Programmes & supporting activities
Workshops are offered in each semester on the core concepts:
Professional reflection
Investigative attitude
Moral sensitivity
Professional attitude
Nursing leadership
You can choose which of these workshops you participate in each semester to support your professional development.
In addition, you can spar with lecturers during contact moments about your professional development in general and the construction of your portfolio in particular. You have a responsibility in this: you link learning moments to the learning outcomes of your professional development.
During your years here as a student, you will develop into a nurse. A special and valuable path, from day one to the day you receive your diploma. You gain knowledge, develop skills and learn from experiences as you progress through your education. Intertwined with that is how you develop as a professional: how do you see yourself, your behaviour and its effect on the patient? How do you deal with ethical dilemmas, what considerations do you make in them and how do you come to a conclusion? In what way are you curious? Questions that often arise in a nurse's daily practice, some of which can be taken from books or taught in classes. The answers are within yourself and answering them is part of that path you travel. That is what this programme is for.
At the end of this module, you will show what unique professional you have become, at the beginning of your career.
Duration of the programme
During years 1, 2, 3 & 4, you work on the 'Continuous Professional Development' programme. In short: you start at the beginning of your study and complete it at the end of year 4.
Working and demonstrating your continuous professional development in years 3 & 4 takes place during the curriculum offered and during work placement periods in 'the field'. Everywhere you can gather evidence and examples as you see fit to demonstrate how you are growing as a professional.
You demonstrate your professional development in the following ways:
Portfolio
As in years 1 & 2, in years 3 & 4 you continue to work on your portfolio. The personal learning objectives you work on in years 3 & 4 follow logically from those of years 1 & 2. You go 'one step higher', as it were. In this portfolio, you collect 'evidence' belonging to the 5 core concepts of CPO. The components of the portfolio can be products from other modules or products you develop especially for this portfolio. The components can have different appearances: report, video recording, interview, blog, sound recording, diary fragment, etc.
Mandatory components of the portfolio are: an introduction, current CV and a 360-degree feedback.
Nursing Plea
In the 2nd half of semester 4, the Nursing Plea takes place. This is the moment when, in front of a lecturer (or with several students and two lecturers), you present yourself as a beginning professional. During this plea, you will convey what a unique nurse you are. In addition, the lecturer (and possibly fellow students present) will ask you clarifying and in-depth questions about your development and the content of your portfolio.
Programmes & supporting activities
Workshops are offered in each semester on the core concepts:
Professional reflection
Investigative attitude
Moral sensitivity
Professional attitude
Nursing leadership
You can choose which of these workshops you participate in each semester to support your professional development.
In addition, you can spar with lecturers during contact moments about your professional development in general and the construction of your portfolio in particular. You have a responsibility in this: you link learning moments to the learning outcomes of your professional development.
Included in programme(s)
School(s)
- School of Nursing