Making portfolios work in practice

Abstract

Background. A portfolio captures learning from experience, enables an assessor to measure student learning, acts as a tool for reflective thinking, illustrates critical analytical skills and evidence of self-directed learning and provides a collection of detailed evidence of a person's competence.\ud Aims. This paper reports data on how assessors and nursing students match learning outcomes and/or competencies to their practice and then reconstruct those experiences into the format required by the portfolio documentation. The data were gathered as part of a larger study to evaluate the use of portfolios in the assessment of learning and competence in England.\ud Methods. This three phase stakeholder evaluation was designed to gain the views of those involved in designing, implementing and using portfolios in nurse education. In phase 2, 122 students and 58 nurse teachers were interviewed about their perceptions of portfolio use, and a further 32 students and 26 assessors were interviewed after they had been observed taking part in an assessment process. Thematic data analysis was used.\ud Findings. Assessors and students underwent a complex process of deconstructing learning outcomes/competences to fit these to their practice. These then had to be reconstructed through the written medium to fit the structure of the portfolio. Confirmation that this met teachers' expectations was essential to allay feelings of insecurity.\ud Conclusions. To achieve maximum benefit from the portfolio as a learning tool to link theory and practice, there needs to be a clear fit between the model of portfolio and the professional practice that is to be assessed. Outcomes and competences, as well as the type of evidence required to demonstrate their achievement, and integration of the whole experience should match the students' stage of professional and academic development. Over-complex approaches to practice assessment, particularly in the early stages of students' careers, can detract from clinical learning in favour of learning how to complete the portfolio successfully

Non-medical prescribing assessment – An evaluation of a nationally agreed multi method approach

“…Secondly clarity in terms of the aims, guidance and longer term benefits associated with the written evidence may not have been clearly articulated to managers and DMPs. One way that may reduce scepticism is for universities to provide evidence of long term benefits in the context of continuing professional development and revalidation (Scholes et al, 2004). The argument for continuing with portfolio assessment may also be strengthened if there was empirical evidence that demonstrated changes in the student's knowledge and abilities and linking this to patients' outcomes.…”

El portafolio como herramienta didáctica: un estudio en escuelas universitarias de enfermería

“…Otro de los aspectos que el profesorado destaca en relación con la utilización del portafolio como instrumento de evaluación es que permite identificar los puntos fuertes y débiles del estudiante, opinión que se contrapone a la de algunos autores que consideran que el portafolio puede ofrecer una imagen distorsionada de sus debilidades y fortalezas [15,16], y a la de otros que resaltan que en ocasiones el estudiante escribe lo que el profesor quiere oír [6].…”

“…Desde el año 1992, en que Glen y Hight [4] publicaron uno de los primeros artículos relativos a su utilización en la formación de enfermeras, los estudios que analizan su utilidad como instrumento de aprendizaje y evaluación en dicha formación se han incrementado de manera progresiva hasta la actualidad. En la literatura existente al respecto se recoge principalmente la opinión de los estudiantes [5][6][7][8], pero sólo se ha encontrado un estudio [9] encaminado a determinar la percepción del profesorado sobre el uso del portafolio. Por esta razón, se ha estimado oportuno describir las experiencias con portafolio que se están llevando a cabo en las escuelas de enfermería españolas y analizar la opinión del profesorado con experiencia en el empleo del portafolio, sobre su utilidad como instrumento de aprendizaje y evaluación.…”

The impact of portfolios on health professionals' practice: a literature review

“…[22][23][24][29][30][31]37,38,[41][42][43]45,46 The most extensive use of portfolios comes from the nursing profession. However, this review only found three studies which were in the context of professional practice post-registration.…”

“…46 This was part of a larger survey into the use of portfolios in the assessment of competence. The findings suggested that writing in a portfolio was mainly a task to complete and not a reflective tool.…”