Usefulness of a competency-based reflective portfolio for student learning on a Masters Health Promotion programme

McKenna, V. and Connolly, C. and Hodgins, M. (2011) Usefulness of a competency-based reflective portfolio for student learning on a Masters Health Promotion programme. Health Education Journal, 70 (2). pp. 170-175. ISSN 00178969 (ISSN)

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Abstract

Background: Efforts to identify core competencies within health promotion and health education have been on-going for a number of years. These efforts include work carried out by the International Union for Health Promotion and Education (IUHPE) in drawing up a draft list of 11 core competencies which were incorporated into the practice module on the Masters (MA) in Health Promotion at National University of Ireland (NUI), Galway for the academic year 2008-2009. A reflective portfolio was introduced to allow students to reflect on their learning while on the programme. The aim of this article is to explore the usefulness of this competency-based reflective portfolio for student learning on the course. Methods: A qualitative study design was utilized. Content analysis of 18 student portfolios was undertaken addressing the 11 competencies of: professionalism; values/ethics; needs assessment; planning; implementation; evaluation; communication; policy/strategy; organization/management; collaborative working and technology. Results: The use of the portfolio promoted high levels of reflection across the entire course rather than within the practice module only. It reinforced student learning across modules and identified further training needs for students. Aspects of the course which were of particular value to students were also identified and included the work placement component and real life experiences of practitioners in the field of health promotion. The importance of dedicated skills workshops, such as strategy development, was also identified. Conclusion: The competency-based reflective portfolio is a very useful tool which draws together theoretical and experiential learning. It provides students with an opportunity to bring together the course as a whole and to integrate material across modules and tasks. © The Author(s) 2010.

Item Type: Article
Additional Information: Cited By :2; Export Date: 23 February 2015; CODEN: HEEJA; Correspondence Address: McKenna, V.; Health Promotion Research Centre, Discipline of Health Promotion, National University of Ireland, Galway, Ireland; email: verna.mckenna@nuigalway.ie; References: Hawe, P., King, L., Noort, M., Jordens, C., Lloyd, B., (2000) Indicators to Help with Capacity Building in Health Promotion, , Sydney: NSW Health Department;; The Bangkok Charter for Health Promotion in A Globalised World, , http://www.who.int/healthpromotion/conferences/6gchp/hpr_050829_%20BCHP. pdf, World Health Organisation Geneva: World Health Organisation, 2005 (19 May 2010); Santa-María Morales, A., Barry, M.M., A scoping study on training, accreditation and professional standards in health promotion (2007) IUHPE Research Report Series, 2 (1). , http://www.iuhpe.org/upload/File/RRS_1_07.pdf, 19 May 2010; Battel-Kirk, B., Barry, M., Taub, A., Lysoby, L., A review of the international literature on health promotion competencies: Identifying frameworks and core competencies (2009) Global Health Promotion, 16 (2), pp. 12-20; Barry, M., Allegrante, J.P., Lamarre, M.C., Auld, M.E., Taub, A., The Galway Consensus Conference: International collaboration on the development of core competencies for health promotion and health education (2009) Global Health Promotion, 16 (2), pp. 5-11; Allegrante, J.P., Barry, M.M., Airhihenbuwa, C.O., Auld, M.E., Collins, J., Lamarre, M.-C., Domains of core competency, standards, and quality assurance for building global capacity in health promotion: The Galway Consensus Conference Statement (2009) Health Education & Behaviour, 36 (3), pp. 476-82; Knowles, M., (1975) Self Directed Learning: A Guide for Learners and Teachers, , Chicago, IL: Follet;; Driessen, E.W., Van Tartwijk, J., Overeem, K., Vermunt, J.D., Van Der Vleuten, C.P.M., Conditions for successful reflective use of portfolios in undergraduate medical education (2005) Medical Education, 39 (12), pp. 1230-1235. , DOI 10.1111/j.1365-2929.2005.02337.x; Spence, W., El-Ansari, W., Portfolio assessment: Practice teachers' early experience (2004) Nurse Education Today, 24 (5), pp. 388-401. , DOI 10.1016/j.nedt.2004.04.005, PII S0260691704000541; Plaza, C.M., Draugalis, J.R., Slack, M.K., Skrepnek, G.H., Sauer, K.A., Use of reflective portfolios in health science education (2007) American Journal of Pharmaceutical Education, 71 (2); McMullan, M., Endacott, R., Gray, M.A., Jasper, M., Miller, C.M.L., Scholes, J., Webb, C., Portfolios and assessment of competence: A review of the literature (2003) Journal of Advanced Nursing, 41 (3), pp. 283-294. , DOI 10.1046/j.1365-2648.2003.02528.x; Driessen, E., Van Tartwijk, J., Van Der Vleuten, C., Wass, V., Portfolios in medical education: Why do they meet with mixed success? A systematic review (2007) Medical Education, 41 (12), pp. 1224-1233. , DOI 10.1111/j.1365-2923.2007.02944.x; Tochel, C., Haig, A., Hesketh, A., The effectiveness of portfolios for post-grad assessment and education (2009) Medical Teacher, 31 (4), pp. 299-318; Endacott, R., Gray, M.A., Jasper, M.A., McMullan, M., Miller, C., Scholes, J., Webb, C., Using portfolios in the assessment of learning and competence: The impact of four models (2004) Nurse Education in Practice, 4 (4), pp. 250-257. , DOI 10.1016/j.nepr.2004.01.003, PII S1471595304000125; Miller, W., Crabtree, B., (1992) Doing Qualitative Research, , Crabtree B Miller W, ed. London: Sage Publications;
Uncontrolled Keywords: competencies; health promotion practice; portfolio; student learning; article; clinical article; competency based reflective portfolio; content analysis; health promotion; human; knowledge; learning; postgraduate education; priority journal; qualitative research; student
Depositing User: National Forum
Date Deposited: 04 Dec 2015 21:55
Last Modified: 04 Dec 2015 21:59
URI: http://eprints.teachingandlearning.ie/id/eprint/2986

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