Portfolio assessment: practice teachers' early experience

Nurse Education Today
William Spence, Walid El-Ansari

Abstract

Experience was recognised to be a vital source of learning as long ago as 1762 [Emile, Everyman, London, 1993] and reflection on practice experience may be one way forward in addressing nursing's anxieties concerning the practice theory gap. However, despite the acceptance that subjectivity in the process seems inevitable and potentially important, little is understood of the practitioner's experience of practice assessment. Two questionnaires sought the views of specialist community nursing practitioner (SCNP) programme (United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) 2001) practice teachers (PTs) on the introduction of the portfolio approach to practice assessment. These were distributed to 62 and 76 PTs and the response rates were 32% and 50%, respectively. Responses of those PTs from the three specialisms participating in the piloting of the portfolio approach were compared with those using an existing approach. An action research method was adopted which attempted to use established theory to explain the challenges presented by the introduction of this approach and ultimately to raise the PT group's awareness of assessment issues. Both qualitative and quantitative data were collected and th...Continue Reading

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Citations

Jan 9, 2010·Advances in Health Sciences Education : Theory and Practice·Helen McNeillNigel J Shaw
Dec 17, 2008·Journal of Clinical Nursing·Glenn A WilliamsStacy Johnson
Apr 25, 2006·International Journal of Nursing Studies·Tracey McCready
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Jun 2, 2009·Nurse Education in Practice·Andrea G SurridgeElizabeth D Gwynn
Jan 13, 2017·Nursing Research and Practice·Susan D MochAngela Stombaugh

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