The clinical learning portfolio: A practice development experience in gerontological nursing

Coffey, A. (2005) The clinical learning portfolio: A practice development experience in gerontological nursing. pp. 75-83. ISSN 09621067 (ISSN)

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Abstract

Background. Assessment of clinical practice in post registration programmes can require a different focus to capture the essence of learning at a higher level. There are differences of opinion in the literature on the potential use of the portfolio as an assessment method. Aims. The aims of this paper are to describe the use of a portfolio of evidence-based practice and reflection to assess clinical learning in a Higher Diploma in Gerontological Nursing Programme and to present the findings of a pilot evaluation of this assessment. Design and method. The evaluation was conducted by postal questionnaire distributed to the first cohort of students following graduation from the programme in 2002. Results and conclusions. Arising from this exploration of the student experience, it appears that the use of a portfolio in addition to formative assessment, can promote a link between theory and the advancement of gerontological nursing practice. © 2005 Blackwell Publishing Ltd.

Item Type: Article
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Uncontrolled Keywords: Gerontological nursing; Learning; Portfolio; Practice development; adult; aged; article; clinical competence; decision making; documentation; education; evidence based medicine; geriatric nursing; health personnel attitude; human; Ireland; methodology; nurse; nurse attitude; nursing education; nursing methodology research; nursing student; organization and management; pilot study; psychological aspect; questionnaire; self concept; standard; thinking; Attitude of Health Personnel; Career Choice; Education, Nursing, Graduate; Educational Measurement; Evidence-Based Medicine; Humans; Nurse Clinicians; Nurse's Role; Nursing Education Research; Pilot Projects; Preceptorship; Questionnaires; Self Efficacy; Students, Nursing
Depositing User: Colin Lowry
Last Modified: 27 Nov 2015 02:36
URI: http://eprints.teachingandlearning.ie/id/eprint/2016

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