Portfolios and RNs: An Evaluation

Oechsle, Lois; Volden, Cecilia; Lambeth, Sharon

doi:10.3928/0148-4834-19900201-04

Cited by 14 publications

(2 citation statements)

References 10 publications

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“…(2001) suggest that there is a negative correlation between the use of the portfolio as an assessment tool and the honesty of entries, thereby reducing its validity and credibility as an assessment tool. Portfolios have also been criticized both for the amount of time taken to complete and assess them (Oechsle et al . 1990, Snadden et al .…”

Section: Advantages and Disadvantages Of Portfoliosmentioning

confidence: 99%

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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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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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Section: Advantages and Disadvantages Of Portfoliosmentioning

confidence: 99%

“…How effective, then, are portfolios in the assessment of learning and competence? There is much theoretical discussion about this issue, but very little empirical research (Oechsle et al . 1990, Cayne 1995, Gerrish 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

View full text Add to dashboard Cite

show abstract

“Nursing as a way of thinking”—heideggerian hermeneutical analysis of the lived experience of the returning RN

Rather

1992

Research in Nursing & Health

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Although RNs are returning for baccalaureate education in large numbers, little research has been conducted on their lived experience to identify what they deem significant about their schooling experiences. For this phenomenological study, returning RNs from three baccalaureate nursing programs (N = 15) participated in extended, nonstructured, audiorecorded interviews. Resulting verbatim transcripts were analyzed hermeneutically by a team of researchers using Heideggerian phenomenology as the philosophical background to identify common meanings, relational themes across texts, and finally, constitutive patterns expressing relationships between themes. The major finding of the research was the constitutive pattern "Nursing as a Way of Thinking."

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Does experience equate with learning in critical care nurses?

Douglas

Gibson

Gregg

2003

Practice Dev Hlth Care

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Schemes that aim to provide some form of academic accreditation in recognition of work‐based learning are not a new concept. Work‐based learning is seen as one of many ways to help to build a modern workforce that is fit for practice (DoH 2000a). Northumbria University has developed a BSc (Hons) and a higher education diploma in critical care practice pathway that is open to all practitioners in critical care. One of the core modules of this is ‘Foundations in Critical Care’. However, it was recognized that not all practitioners would need to complete a foundation‐level module to access the pathway and an Accreditation of Experiential Learning (APEL) scheme was developed in order to accredit experienced practitioners with academic points for learning gained from practice. What is new about the Northumbria University APEL process is the abandonment of the usual portfolio approach and the adoption of an annotated CV that outlines students' experience and a viva voce assessment. At their vivas students are asked a number of questions pertaining to the learning outcomes of the module. The assessment panel members comprises one academic and one expert practitioner, who then make a judgement on whether or not the knowledge gained through students' experience equates with the learning outcomes of the module. This has been an interesting and enlightening experience: most students who have been through the process have been successful. However, the process has made a number of students think very carefully about whether or not they need to undertake a foundation module and a number have opted to do just that. The advantages over portfolio submission are numerous, the most obvious being that during the viva the only knowledge that students can demonstrate is their own. Copyright © 2003 Whurr Publishers Ltd.

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Portfolios and RNs: An Evaluation

Cited by 14 publications

References 10 publications

Portfolios and assessment of competence: a review of the literature

Portfolios and assessment of competence: a review of the literature

“Nursing as a way of thinking”—heideggerian hermeneutical analysis of the lived experience of the returning RN

Does experience equate with learning in critical care nurses?

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