Leadership Portfolio

Using the NHS Leadership Academy clinical leadership competencies, I have put together a leadership portfolio to showcase my leadership growth academically, professionally, and personally during my time as a BScN student at Nipissing University.

Leadership Credo

My intention to lead will begin with setting an example on the importance of collaboration, ethical decision making, and using evidence to support clinical decisions to make a difference in the lives of nurses and the patients/families I will serve. Leadership is required to support the knowledge, skill, and competence to provide safe nursing practice.

Brittany J. BScN Level 4

Professional Vision Statement

My vision as a future Registered Nurse is to provide care to my patients that involves a holistic view of their health related goals by providing person-centered care.

1.1 Developing Self Awareness

This artifact is a summary of my clinical instructors evaluation of my skills and abilities in my Advanced Placement rotation. It identifies my strengths and areas for continued growth in my nursing practice. This artifact was chosen to signify my leadership abilities in developing self-awareness as it contains valuable information from an instructor to guide my learning goals, as well as, allows me an opportunity to reflect on my performance at the end of the semester (NHS Leadership Academy, 2011). This was a course I was initially nervous to complete as I do not not work in acute care. However, I am proud of my performance in this clinical setting and this feedback showed that I was competent in my skills and I contributed positively to the staff on the floor, my peers in the group, and my patients.

2.1 Developing Networks

This artifact is a certificate from the annual Geriatric Emergency Management (GEM) conference that I attended this year. This artifact was chosen to signify my participation in a group-based learning opportunity to build on my leadership abilities (NHS Leadership Academy, 2011). As part of my final placement, I am working with a GEM nurse and this conference provided me the opportunity to meet/network with other GEM nurses and learn about the most up-to-date research on the geriatric population.

4.2 Critically Evaluating

This artifact is feedback that I obtained from a co-worker about my contributions when I was apart of an initiative called “Releasing Time to Care”. I chose this artifact as it demonstrates my ability as a leader in generating ideas, as part of a group, to make improvements in patient and staff safety. It also describes my commitment to collaboration. By participating in this group I was able to practice my leadership abilities in quality improvement initiatives and make a difference in standardization and increase time for direct patient care.

5.2 Applying Knowledge and Evidence

This artifact is a research poster presentation that I completed as part of the RPN-BScN program (NSGD 4016). I chose to research methadone maintenance therapy in opiate use disorder to further my knowledge development and application of evidence-based data in clinical practice. I work on an inpatient addictions unit and regularly administer methadone. I was able to critically analyze appropriate data sources (peer reviewed journal articles) to support my learning. After completing this project, I was able to share the knowledge I gathered to my peers on the unit.

Reflective Analysis

Throughout the process of gaining knowledge in leadership theory in this course and working through the assignments that provided further insight into the complexities of leadership, I have been able to use reflective practice to evaluate my own contributions and abilities in being both a follower and a leader.  Using the assignment outcomes from interviewing a nurse manager and then by identifying artifacts from my own leadership practice, I have a better understanding about how leadership capacity shapes each interaction with co-workers, patients/families, and the intra-professional network of nurses.  Whether I am being a leader in a more formalized role by being a part of a committee or being a follower by being a BScN student, there is a unique goal shared between both roles which is achieving results, based on the intended purpose (Gaudine & Lamb, 2015).  The nurse manager I interviewed believed strongly in collaboration which supports the relationship between leaders and followers and the idea that each nurse must possess leadership capabilities to support this relationship. 

Using the Clinical Leadership Competency Framework from the NHS Leadership Academy (2011), I chose specific artifacts that showcased my capabilities as a leader and as a follower.  Before starting this course I did not consider myself a leader and had a challenging time thinking about artifacts that I could include.  I first needed to reflect on the knowledge I learned in the course on leadership and review the entry-to-practice competencies of a new Registered Nurse.  I also considered my own values in what I felt and how others felt about my leadership capabilities.  I was able to identify four key artifacts that combined all these considerations which focused on the importance of self-awareness and feedback, continuing education through formalized and non-formalized avenues, change and innovation, and using evidenced-based knowledge to support clinical decision making.  By reviewing each of these artifacts and reflecting on them as a whole, I believe my abilities as a leader continue to grow with each opportunity that I am provided.  The development of my leadership abilities has been shaped with all of these experiences by being open to feedback and learning new things.  I must remain engaged with the development of my leadership capabilities as I transition from a Registered Practical Nurse to a Registered Nurse.  The expectation to provide a more formalized leadership role in clinical practice will allow me more opportunities to think critically, advocate for patients, families, and co-workers, and delegate and take charge appropriately (Canadian Nurses Association, 2009).

After completing this assignment, reflecting on my time as a BScN student, and learning about leadership theory, in my professional career as a soon-to-be Registered Nurse, I would like to continue working on my leadership capabilities as a staff nurse.  I am not interested in obtaining a formalized leadership role at this time but I plan to get more involved to advocate for better health policy through either small initiates at my job or on a larger scale by working with the Registered Nurses Association of Ontario.  The outcome of this assignment has shown me that nurses can be leaders in all activities that they engage in professionally and personally which can contribute to positively to the immediate lives of nurses, patients, and the entire health system (Canadian Nurses Association, 2009).


Canadian Nurses Association. (2009, October ). Position Statement: Nursing Leadership. Retrieved from Canadian Nurses Association: https://www.cna-aiic.ca/-/media/cna/page-content/pdf-en/nursing-leadership_position-statement.pdf?la=en&hash=F8CECC6A2D52D8C94EAF939EB3F9D56198EC93C3

Gaudine, A., & Lamb, M. (2015). Nursing Leadership and Management (1st ed.). Don Mills: Pearson Canada.

NHS Leadership Academy. (2011). Clinical Leadership Competency Framework. Retrieved from NHS Leadership Academy: https://www.leadershipacademy.nhs.uk/wp-content/uploads/2012/11/NHSLeadership-Leadership-Framework-Clinical-Leadership-Competency-Framework-CLCF.pdf

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