The Value of Student Portfolios to Evaluate Undergraduate Nursing Programs

Karlowicz, Karen A.

doi:10.1097/00006223-200003000-00010

Cited by 46 publications

(37 citation statements)

References 8 publications

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“…2,4,25,28,[30][31][32][33][34] Crandall suggested that in addition to providing valuable formative assessment and discussion, meeting with students on a regular basis helped to prevent the reflective portfolios from becoming a ''last ditch effort'' at the conclusion of the semester. 25 The reflective portfolio can also serve as a platform for discussion between students and faculty members to help to bridge the theory-practice gap.…”

Section: Student-faculty Linkmentioning

confidence: 99%

“…32,37,39,[41][42][43][44][46][47][48] While not sufficient, reliability is necessary for validity; thus, low reliability in assessment methods for reflective portfolios is a serious limitation or disadvantage to their use. 49 Issues central to the debate over the extent to which reflective portfolios can be assessed reliably include the purpose of the assessment (eg, formative versus summative assessment), holistic versus component grading or assessment, rater training, and the development of the grading rubric.…”

Section: Reliability and Validity Considerationsmentioning

confidence: 99%

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Use of Reflective Portfolios in Health Sciences Education

Plaza¹,

Draugalis²,

Slack³

et al. 2007

Am J Pharm Educ

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Reflective portfolios are a collection of evidence that through critical reflection on its contents demonstrate achievement as well as personal and professional development. The purpose of this paper is to provide a review of the literature on the use of reflective portfolios and to develop a set of factors to guide schools and colleges of pharmacy as they implement reflective portfolios into their respective curricula as stated in Standards 2007.

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Section: Student-faculty Linkmentioning

confidence: 99%

Section: Reliability and Validity Considerationsmentioning

confidence: 99%

Use of Reflective Portfolios in Health Sciences Education

Plaza¹,

Draugalis²,

Slack³

et al. 2007

Am J Pharm Educ

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show abstract

“…A portfolio is a document that provides a current record of all career aspects and anticipated development. Usually, a profile has a narrower focus and is constructed to meet certain requirements for example, the Nursing and Midwifery Council (2004) This definition reflects that a portfolio is much more than a document that only provides evidence that has gone before (Price, 1994), but is rather a dynamic tool that represents an individual's learning, progress and achievement over time (Wenzel et al, 1998;Karlowicz, 2000).…”

Section: Portfolio Developmentmentioning

confidence: 99%

The strengthening of infection control practice by the use of professional portfolios for infection control link professionals

Vaughan

Randle

2005

British Journal of Infection Control

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ffective solutions to reduce the rate of healthcare-associated infection necessitate direct action at many different levels. One of the many strategies at a large teaching hospital in the UK has been the introduction and development of the infection control link role. This paper describes the development of this role via the use of a professional portfolio. Monthly seminars were conducted with infection control link professionals. The aim of the seminars was to help members to develop their infection control knowledge base and practice. To achieve this, portfolios were introduced and used by the infection control link professionals. The factors influencing the development of the role and portfolio usage are identified and the implications for nursing practice, in the context of infection control practice are addressed. AbstractDouble-blind peer reviewed paper E

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“…A portfolio may include logbook entries, case descriptions, SOAP notes, research projects, presentation handouts, commentaries on research articles or books, and written evaluations from preceptors. 37,[42][43][44] A portfolio should contain all documents relevant to the period of training and should be used to provide periodic feedback to the learner. For example, a portfolio containing all of the documents related to a student's APEs could be used by the professional experience program director or an advisor to track student performance as well as guide the selection of future learning experiences (eg, electives).…”

Section: Portfolios To Track Student Performance/document Educationalmentioning

confidence: 99%

Academic Pharmacy's Role in Advancing Practice and Assuring Quality in Experiential Education: Report of the 2003–2004 Professional Affairs Committee

Littlefield¹,

Haines²,

Harralson³

et al. 2004

Am J Pharm Educ

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According to the Bylaws of the AACP, the Professional Affairs Committee is to study issues associated with professional practice as they relate to pharmaceutical education, and to establish and improve working relationships with all other organizations in the field of health affairs. The Committee is also encouraged to address related agenda items relevant to its Bylaws charge and to identify issues for consideration by subsequent committees, task forces, commissions, or other groups.Consistent with a theme of examining AACP's role in promoting quality and making pharmaceutical care a reality in all practice settings, the Professional Affairs Committee was asked to focus on how AACP might foster organizational improvement and success among its institutional members in establishing a standard of pharmacy practice through improved development and evaluation of experiential learning and experiential learning sites. President-elect Robert A. (Buzz) Kerr specifically charged the 2003-04 AACP Professional Affairs Committee to:• Review "Approaching the Millenium," the 1997 Report of the AACP Janus Commission, 1 which focused on the academy's dual responsibility of educating graduates capable of providing pharmaceutical care and enabling the profession to achieve its vision of providing pharmaceutical care in all settings. Consider the recommendations of this report related to the evaluation of the comprehensive system of education/practice partnerships and interprofessional relationships that support quality professional experiential education. Identify key suggestions and information to forward for consideration by ACPE in the accreditation standards and guidelines revision process related to pharmacy practice experience education, services, and facilities.• Suggest appropriate professional experience program assessment measures or quality indicators that guide institutions in responding to "How do you know if you have a quality professional experience education program?" Students' experiential education should occur in settings with the "highest" or "exemplary" standards of pharmaceutical care practice. How do you recognize "exemplary" pharmaceutical services? The committee should suggest institutional research elements needed to provide evidence of a quality experiential education program and its elements (ie, the learning experiences, the practice environment, and the practitioner-educators). Background information and resource materials were distributed to committee members prior to a conference call on September 26, 2003. During the conference call the Committee shared preliminary views and discussed their approach to the charge. They decided to begin with identifying quality elements of the components of advanced practice experience which would suggest the areas of focus for the academy in assisting the profession to achieve the implementation of pharmaceutical care as the universal practice performance standard. 1 There was agreement that quality in experiential education is a result of the preceptor (practitio...

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The Value of Student Portfolios to Evaluate Undergraduate Nursing Programs

Cited by 46 publications

References 8 publications

Use of Reflective Portfolios in Health Sciences Education

Use of Reflective Portfolios in Health Sciences Education

The strengthening of infection control practice by the use of professional portfolios for infection control link professionals

Academic Pharmacy's Role in Advancing Practice and Assuring Quality in Experiential Education: Report of the 2003–2004 Professional Affairs Committee

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