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Related Experiment Videos

Making portfolios work in practice.

Julie Scholes1, Christine Webb, Morag Gray

  • 1Centre for Nursing and Midwifery Research, University of Brighton, Brighton, UK. j.scholes@brighton.ac.uk

Journal of Advanced Nursing
|May 25, 2004
PubMed
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Portfolios help assess nursing students

Area of Science:

  • Nursing Education
  • Healthcare Professional Development
  • Competency-Based Assessment

Background:

  • Portfolios serve as a tool for capturing learning experiences and assessing competence.
  • They facilitate reflective thinking and demonstrate self-directed learning.
  • Portfolios provide detailed evidence of an individual's skills and abilities.

Purpose of the Study:

  • To evaluate the use of portfolios in assessing learning and competence in English nursing education.
  • To investigate how nursing students and assessors align learning outcomes with practice and portfolio requirements.
  • To gather stakeholder perspectives on portfolio implementation and utilization.

Main Methods:

  • A three-phase stakeholder evaluation approach was employed.

Related Experiment Videos

  • Qualitative data were collected through interviews with 122 students, 58 nurse teachers, 32 students, and 26 assessors.
  • Thematic data analysis was used to interpret interview findings and observations.

    • Main Results:

    • A complex process of deconstructing and reconstructing learning outcomes was observed.
    • Students and assessors adapted practice experiences to fit portfolio documentation requirements.
    • Ensuring alignment with teachers' expectations was crucial for student confidence.

    Conclusions:

    • A strong alignment between the portfolio model and professional practice is essential for maximizing its benefit.
    • Portfolio requirements should match students' developmental stages in practice and academics.
    • Overly complex portfolio assessments can hinder clinical learning, prioritizing portfolio completion over skill development.