Effects of Learning Activities on Application of Learning Portfolio in Nursing Management Course

Abstract

Purpose: This study was conducted to examine effects of a learning portfolio by identifying the learning of nursing students taking a learning portfolio-utilized nursing management class. Methods: A non-equivalent control group pretest-posttest design was used. Participants were 83 senior students taking the nursing management course in one of the Departments of Nursing at 2 Universities. Experimental group (n=42) received a learning portfolio-utilized nursing management class 15 times over 15 weeks (3 hours weekly). Self-directed learning abilities, approaches to learning and learning flow of the participants were examined with self-report structured questionnaires. Data were collected between September 2 and December 16, 2014, and were analyzed using chi-square test, Fisher's exact test, independent t-test and ANCOVA with SPSS/PC version 21.0. Results: After the intervention the experimental group showed significant increases in self-directed learning abilities, deep approaches to learning and learning flow compared to the control group. However, no significant difference was found between groups for surface approaches to learning. Conclusion: Learning activities using the learning portfolios could be effective in cultivating the learning competency for growth of knowledge, technology and professionalism by increasing personal concentration and organization ability of the nursing students so that they can react to the rapidly changing environment.

Estrategias de enseñanza-aprendizaje en gestión del cuidado de enfermería. Una revisión narrativa

“…En 55 % de las investigaciones se utilizaron las estrategias: aprendizaje basado en problemas, estudios de caso o la problematización como metodología para la enseñanza y aprendizaje de la asignatura de gestión, ya sea en la práctica [17][18][19][20] o en la teoría [21][22][23][24][25][26] . De estos, dos artículos agregaron el aprendizaje basado en lecturas 21 y juego de roles 24 como otras estrategias de enseñanza, mientras que 11 % usó el portafolio de evidencia en el aprendizaje autodirigido 27,28 . Únicamente 6 % utilizó la simulación con juegos de rol 29 .…”

“…En dos estudios se demostró su eficacia para el desarrollo de habilidades de gestión. Uno de ellos, realizado por Leal, en Brasil 27 , el otro por Choi 28 , en Corea, quienes concluyen que el uso de esta herramienta estimula habilidades del uso de la información en la recolección y el análisis. Asimismo, mejora las habilidades analíticas como la planificación y organización de recursos materiales y humanos.…”

Comparison of the effectiveness of the electronic portfolio and online discussion forum methods in teaching professional belonging and ethical behaviors to nursing students: a randomized controlled trial

“…Garrett et al (2013), evaluating the implementation of an electronic portfolio to evaluate clinical competencies in the undergraduate course of nursing, showed that the method is useful in improving the competencies of nursing students [ 59 ]. Choi et al (2016) found that educational activities using a portfolio can increase personal focus and the ability of nursing students to better learn and update information [ 60 ]. These results were consistent with the findings of the present study.…”

Impact of differences in clinical training methods on generic skills development of nursing students: A text mining analysis study

“…In recent years, reports have discussed the use of portfolios in nursing education (Sakajo et al., 2013; Park and Byun, 2014; Choi and Kim, 2016). Although these are introduced in lectures and exercises, their effects can also be obtained via introduction in practical training, as seen from the results for School A in the present study.…”

“…The cultivation of these skills is also an urgent challenge for basic nursing education, necessitating the search for ways to train students who are able to solve their own problems and apply things they have learned (Ministry of Health, Labor and Welfare in Japan, 2011; Korean Accreditation Board of Nursing Education, 2012; Unesawa et al., 2012; Choi and Kim, 2016). However, it has been difficult to achieve this because recent nursing students tend to be socially immature because of their limited life experiences, insufficient mastery of social norms, and poor communication skills (Ministry of Health, Labor and Welfare in Japan, 2011).…”