An evaluation of a standards based portfolio.

Area of Science:

• Nursing Education
• Educational Assessment

Background:

• Essays are common in nursing education but may not fully capture learning.
• Portfolios offer an alternative assessment method, collecting student work to demonstrate development or achievement.
• Standards-based portfolios (SBPs) specifically align student work with predefined learning outcomes.

Purpose of the Study:

• To evaluate undergraduate nursing students' perceptions of a standards-based portfolio (SBP) assignment.
• To explore the relationship between theoretical knowledge and practical application within the SBP.
• To assess the impact of resource availability and the SBP on the learning process.

Main Methods:

• A standards-based portfolio (SBP) was implemented for second-year Bachelor of Nursing students in a 'Nursing Business' unit.
• Student perceptions were gathered regarding the SBP's effectiveness, theory-practice integration, resource accessibility, and contribution to learning.

Main Results:

• Students perceived the SBP as a valuable tool for learning and bridging the gap between theory and practice.
• The SBP facilitated a deeper understanding of learning outcomes by requiring students to demonstrate competency.
• Resource availability was identified as a factor influencing the successful completion and perceived value of the SBP.

Conclusions:

• Standards-based portfolios (SBPs) are an effective assessment strategy in nursing education, enhancing the link between theory and practice.
• SBPs promote student engagement and provide a comprehensive view of learning beyond traditional essay assignments.
• Future implementation of SBPs should consider resource support to maximize student learning and positive perceptions.