Methodologic Trends in the Healthcare Professions

A holistic approach to competence seems to be compatible with the use of portfolios to assess competence in nursing students, but the concept and its implementation is still evolving. A variety of assessment methods are needed for assessment and portfolios appear to have the potential to integrate these. Reflection is an essential component of a portfolio, as are the student-teacher relationship and explicit guidelines for constructing the portfolio. Issues of rigour in assessment of portfolios need to be addressed, but the assessor's professional judgement will inevitably enter into this assessment.

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“…It is claimed that portfolios help to assess and promote critical thinking (Forker & McDonald 1996, Sorrell et al . 1997, Wenzel et al .…”

Section: Advantages and Disadvantages Of Portfoliosmentioning

confidence: 99%

Portfolios and assessment of competence: a review of the literature

McMullan

Endacott

Gray

et al. 2003

Journal of Advanced Nursing

404

311

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“…They are capable of measuring complex intellectual capabilities such as competence. [32][33][34] Since the portfolio is used to capture evidence of individuals' experiences in different forms, as a record to document development, it would be feasible to collect all assessment outcomes as evidence for portfolio building. It is suggested that a portfolio is an effective and efficient way to measure and record students' personal achievements and professional accomplishments in terms of occupational standards and competences.…”

Section: Review Of the Soundness Of Current Assessmentmentioning

confidence: 99%

Establishing a method to support academic and professional competence throughout an undergraduate radiography programme

White

McKay

2008

Radiography

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Radiography degree programmes are coming under increasing pressure from the community to ensure that graduates have not only the necessary academic development but also the practice-based skills. This study aims to establish a method of monitoring students' progress towards, and ability to meet, academic and professional competences throughout a radiography programme. Methods Questionnaires were designed for students and academic staff to determine the stages and standards of progress of competence development, and to inform the review process of the current assessment tools throughout the programme. A literature search identified the appropriate pedagogy as a basis for devising the method. Another questionnaire was distributed to overseas radiography institutions to gain insights into other assessment practices to validate the framework. Results & Discussion It was established that years of study rather than semester periods were appropriate to allow students to meet the standards. Discrepancies were noted in the expectations between academic staff (higher expectations) and students (more realistic

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“…2006), interviews (Girot 1993, Tabari Khomeiran et al. 2006) and portfolios (Forker & McDonald 1996, Girot 2000, McMullan et al. 2003) have been used.…”

Section: Introductionmentioning

confidence: 99%