The Purpose of My ePortfolio: Enhancing Professional Development for Surgical Technology Educators

In the ever-evolving field of surgical technology education, program directors and educators play a crucial role in shaping the next generation of surgical technologists. However, new educators and program directors often face challenges in navigating their roles effectively due to a lack of structured training and mentorship. My ePortfolio serves as a comprehensive tool to document my research, literature reviews, plans, timelines, and outlines, all of which contribute to the development and validity of my innovation project: a module-based training program and a mentorship initiative for new surgical technology educators. By applying principles of the growth mindset (Dweck, 2006), my ePortfolio not only tracks my progress but also reflects my commitment to continuous learning, improvement, and professional excellence.

A growth mindset, as defined by Dweck (2006), is the belief that intelligence and abilities can be developed through dedication and hard work. This concept is especially relevant in the field of surgical technology education, where both students and educators must constantly adapt to new techniques, standards, and technologies. By embracing a growth mindset, I approach the development of my module-based training and mentorship program with an openness to feedback, a willingness to refine my strategies, and an understanding that innovation is a continuous process.

Through my ePortfolio, I document the evolution of my project, showcasing how research, collaboration, and reflection have influenced my decisions. This aligns with the growth mindset principle that learning is a journey, not a fixed destination. Additionally, my ePortfolio serves as a demonstration of metacognition, allowing me to assess my progress, recognize challenges, and implement solutions based on scholarly research and best practices in the field.

A strong foundation of evidence-based practice is essential for the success of any professional development initiative. My ePortfolio includes a collection of peer-reviewed research, literature reviews, and data-driven analyses that support my innovation project. This rigorous approach ensures that my module-based training program and mentorship initiative are grounded in empirical evidence and align with the best practices in surgical technology education.

According to Knowles (1984), adult learning theory (andragogy) emphasizes the importance of self-directed learning, experience-based instruction, and problem-solving. These principles guide the structure of my training modules, ensuring they are engaging, relevant, and applicable to new educators and program directors. By compiling research on effective teaching strategies, leadership development, and mentorship models, I can design modules that address the specific needs of my target audience.

Furthermore, my ePortfolio includes timelines and structured plans that outline the implementation of my project. These documents not only provide accountability but also serve as a reference for future educators and stakeholders who may seek to expand or refine the program. By maintaining a transparent and well-documented research process, I enhance the credibility and validity of my innovation project.

Successful professional development programs require careful planning, organization, and execution. My ePortfolio serves as a living document that captures the various stages of my project, from conceptualization to implementation. By developing timelines, project outlines, and detailed plans, I ensure that my initiative remains structured and goal oriented.

For example, my timeline includes key milestones such as:

• Conducting a needs assessment for new program directors and educators.

• Developing and refining training modules based on research and expert feedback.

• Piloting the modules with a select group of educators and collecting feedback.

• Implementing a mentorship program that pairs experienced educators with newcomers.

• Evaluating the program’s effectiveness and making necessary adjustments.

These structured plans not only keep my project on track but also demonstrate my commitment to strategic, evidence-based decision-making. The outlines of each module provide a framework for delivering content in an organized, sequential manner, ensuring that participants receive a logical progression of training that builds upon foundational concepts.

One of the most critical components of my innovation project is the development of a mentorship program for new surgical technology educators. Research indicates that mentorship plays a vital role in professional growth, job satisfaction, and retention (Eby et al., 2008). New educators often face a steep learning curve, and having access to experienced mentors can provide essential support, guidance, and encouragement.

My mentorship program aims to:

1. Pair new educators with experienced mentors who can offer insights into curriculum development, classroom management, and student engagement.

2. Foster a collaborative learning environment where mentees can seek advice, share challenges, and celebrate successes.

3. Provide structured mentoring sessions that include goal setting, reflection, and constructive feedback.

4. Encourage lifelong learning and professional networking, reinforcing the importance of ongoing development within the field of surgical technology education.

By documenting the mentorship program’s development and outcomes in my ePortfolio, I create a sustainable model that can be replicated and improved upon by future educators and institutions. This initiative aligns with the broader goals of enhancing faculty development and retention in surgical technology programs.

My ePortfolio serves as a dynamic platform to document the research, planning, and implementation of my innovation project: a module-based training program and a mentorship initiative for new surgical technology educators. By integrating principles of the growth mindset, evidence-based research, and structured planning, I ensure that my project is both credible and impactful. The collection of literature reviews, research findings, timelines, and outlines strengthens the validity of my initiative, demonstrating a commitment to professional development and continuous improvement.

Through this ePortfolio, I aim to contribute to the advancement of surgical technology education, providing new program directors and educators with the resources, support, and mentorship they need to succeed. As the field continues to evolve, my project will serve as a foundation for ongoing innovation and excellence in surgical technology training and education.

References

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Eby, L. T., Allen, T. D., Evans, S. C., Ng, T., & DuBois, D. L. (2008). Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals. Journal of Vocational Behavior, 72(2), 254-267.

Knowles, M. S. (1984). The adult learner: A neglected species (3rd ed.). Gulf Publishing.