Preparing student midwives for professional practice: Evaluation of a student e-portfolio assessment item

Abstract

Capstone experiences facilitate consolidation and application of previous learning, strengthening professional identity and competency. This study evaluates the effectiveness and acceptability of a capstone assessment item, in the form of an e-portfolio, designed to identify and demonstrate preparedness for professional midwifery practice. A sequential explanatory strategy occurred within a mixed method research design. Final year Bachelor of Midwifery students at an Australian university, having completed the e-portfolio assessment, participated in two phases of data collection; an initial online-survey, followed by in-depth exploration of emergent concepts within a focus group. Analysis of the quantitative data identified completing the e-portfolio assessment increased students' skills, knowledge and confidence and promoted reflection and critical thinking. Three themes emerged from the qualitative data; acknowledging growth and development; transitioning to practice, and knowing 'who I am and where I am going'. The e-portfolio assessment meets the aims of a capstone assessment and provides an appropriate framework and authentic opportunity for students to identify and demonstrate their level of preparedness for professional practice, determine their ongoing learning needs and develop strategies for achieving them. The assessment item provides an opportunity to develop and articulate a personal practice philosophy and embeds the principles of lifelong learning.

An online Delphi study to investigate the completeness of the CanMEDS Roles and the relevance, formulation, and measurability of their key competencies within eight healthcare disciplines in Flanders

“…Including a focus on different educational levels (from an associate degree to a master’s degree) might allow to map growth along the entire educational continuum. The same applies when focusing on CPD to capture competency growth after graduation [ 52 , 53 ]. The CanMEDS competency framework does provide a Competence Continuum where the transition to a master’s degree and the transition to practice are visualized.…”

Utilization of e-Portfolios in Teacher Education Institutions of Higher Education in Central Visayas, Philippines

“…Reflections are essential in a student e-portfolio, whether traditional or electronic. E-portfolios are often used to compile a student's best work or assessments across the entire didactic and experiential curriculum and may contain student reflections that demonstrate self-awareness [44].…”

Portfolio-Based Assessment in English Language Learning: Highlighting the Students’ Perceptions

“…Besides, Lam (2014) argued that PBA enabled students to increase their learning autonomy. Moreover, PBA was assumed to be able not only to stimulate their independent learning but also to equip them with skills in evidence-based assessment practice models (Sidebotham, Baird, Walters, & Gamble, 2018). Further, Lam (2015) also claimed that PBA can be used by teachers as input to enhance the teaching-learning process and by students as learning tools to monitor their growth.…”