Percepciones de los estudiantes de enfermería sobre el uso del portafolio en la integración teórico-práctica  <span class="so-article-trans-title" dir="auto"> Translated title: Nursing students&apos; perceptions on the use of the portfolio in theoretical-practical integration </span>

There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

Abstract

Resumen Objetivo: explorar las percepciones de los estudiantes sobre el uso del portafolio y su potencial para integrar la teoría y la práctica. Metodología: estudio descriptivo e interpretativo con un enfoque cualitativo. Se realizó analizando los datos recopilados de los portafolios y cuestionarios de los estudiantes de enfermería de cuarto año, haciendo prácticas durante el año 2014-2015. Resultados: las percepciones de los estudiantes corroboran que el portafolio permite establecer un vínculo entre la teoría y la práctica, así como poner en práctica lo aprendido. Conclusiones: El análisis de los portafolios ha revelado que la teoría y la práctica se retroalimentan mutuamente, lo que hace que los estudiantes tengan el papel principal. El componente reflexivo ha contribuido a reducir el llamado choque de la realidad, permitiendo una transferencia de teoría a una práctica dinámica.

Translated abstract

Abstract Objective: exploring the students' perceptions of the use of the portfolio, and its potential to integrate theory and practice. Methods: To illustrate that, a descriptive and interpretative study was carried out with a qualitative approach. The study was carried out analysing the data collected from the portfolios and questionnaires from the 4th year nursing students, doing practicum during the 2014-2015 academic year. Results: The students' perceptions corroborate that the portfolio allows to establish a link between theory and practice, as well as to put into practice what has been learned. Conclusions: The analysis of portfolios has revealed that theory and practice mutually feedback each other, having the students the leading role in that. The reflective component has contributed to reduce the so-called reality shock, allowing a transfer of theory into a fully dynamic practice.

Related collections

Most cited references 36

Record: found
Abstract: found
Article: not found

Portfolios and assessment of competence: a review of the literature.

Carolyn Miller, C. Webb, Gillian Gray … (2003)

The literature review presented here was conducted as part of an English National Board for Nursing, Midwifery and Health Visiting funded project to evaluate the use of portfolios in the assessment of learning and competence. Initial consideration of the topic revealed the need to clarify the terminology and approaches used to assess competence using portfolios, and therefore the literature review was conducted to inform the study. To clarify definitions, theoretical bases and approaches to competence and the use of portfolios in the assessment of learning and competence in nursing education. A comprehensive literature review was conducted using the CINAHL and MEDLINE databases and the keywords competenc*, portfolios and nursing. Articles published in the period 1989-2001 in English were obtained and their reference lists scrutinized to identify additional references. Twenty articles were found using a combination of the keywords competenc* and portfolios, and 52 using the combination portfolios and nurse education. Articles were included in the review if they focused on the use of portfolios in nursing, and those concerned with professional or transitional portfolios were excluded. This article will analyse definitions of and approaches to competence and its measurement and to portfolios and their use as discussed in the articles identified. Three approaches to competence were identified, each with its appropriate forms of assessment. With regard to portfolios, a number of definitions were again found, but there was a consensus that the theoretical basis of their use is theories of adult learning. A number of reasons for and advantages and disadvantages of their use were found, as well as varying ideas about what a portfolios should consist of and how it should be assessed. A holistic approach to competence seems to be compatible with the use of portfolios to assess competence in nursing students, but the concept and its implementation is still evolving. A variety of assessment methods are needed for assessment and portfolios appear to have the potential to integrate these. Reflection is an essential component of a portfolio, as are the student-teacher relationship and explicit guidelines for constructing the portfolio. Issues of rigour in assessment of portfolios need to be addressed, but the assessor's professional judgement will inevitably enter into this assessment.

0 comments Cited 44 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: found
Article: not found

Bridging theory and practice in the supervisory relationship: a sociocultural perspective.

J Spouse (2001)

This paper proposes alternative theoretical frameworks for conceptualizing supervisory relationships in clinical settings where professional development is the key activity. In discussing findings from the research, paradigm examples of students' mentor experiences will be used to illustrate socio-cultural theories of learning and their relevance to professional education in clinical settings. The concept of a theory-practice gap dominates approaches to preparing professionals for their future role. With increasing emphasis on work-based learning one of the many strategies designed to support students and professionals is supervision. This strategy has had mixed success. In many instances this is because of insufficient numbers of suitably experienced and prepared staff. Another factor is how supervision has been conceptualized. In professional education the term mentorship is often used synonymously with preceptorship and supervision. These terms are all concerned with activities intended to foster professional and educational development, and in many instances the learner is a novice working in an unfamiliar setting over a predefined period of time. This longitudinal study using a Constructivist/Naturalistic paradigm was designed to investigate factors influencing the professional development eight preregistration nursing students' during their practice experiences. A multimethod approach to data collection was used. An extensive literature review of nurse education texts was conducted. Research findings. The most significant influence was found to be effective mentorship. Characteristics of successful mentorship are best explained using frameworks derived from socio-cultural theories. Concepts of sponsorship, legitimate peripheral participation, scaffolding and zone of proximal development (ZPD) offer a more effective means to understand and implement an educational partnership for work-place learning.

0 comments Cited 26 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: found
Article: found

Is Open Access

Students' attitudes towards the introduction of a Personal and Professional Development portfolio: potential barriers and facilitators

Sarah Ross, Alison Maclachlan, Jennifer Cleland (2009)

Background Portfolios, widely used in undergraduate and postgraduate medicine, have variable purposes, formats and success. A recent systematic review summarised factors necessary for successful portfolio introduction but there are no studies investigating the views of students inexperienced in portfolio use towards portfolio learning. This study's aim was to survey student views about a prospective Professional and Personal Development (PPD) portfolio. Methods This was a qualitative, focus group study. All focus groups were taped and transcribed verbatim, and anonymised. The transcripts were analysed inductively, using framework analysis. Results Four focus groups were carried out with 32 undergraduate medical students naïve in portfolio use. Three themes relevant to portfolio introduction emerged. The first theme was the need for clear information and support for portfolio introduction, and anxieties about how this could be supported effectively. The second was that students had negative views about reflective learning and whether this could be taught and assessed, believing formal assessment could foster socially acceptable content. The third was that participants revealed little understanding of reflective learning and its potential benefits. Rather portfolios were seen as useful for concrete purposes (e.g., job applications) not intrinsic benefits. Conclusion Undergraduate medical students without experience of portfolios are anxious about portfolio introduction. They require support in developing reflective learning skills. Care must be taken to ensure students do not see portfolios as merely yet another assessment hurdle.

0 comments Cited 18 times – based on 0 reviews      Review now

Bookmark

All references

Author and article information

Journal

Journal ID (publisher-id): index

Title: Index de Enfermería

Abbreviated Title: Index Enferm

Publisher: Fundación Index (Granada, Granada, Spain )

ISSN (Print): 1132-1296

ISSN (Electronic): 1699-5988

Publication date (Print and electronic): June 2021

Volume: 30

Issue: 1-2

Pages: 129-133

Affiliations

[3] Madrid orgnameUniversidad Europea de Madrid orgdiv1Facultad de Ciencias de la Salud Spain

[2] Valencia orgnameUniversidad de Alicante orgdiv1Departamento de Enfermería Spain

[4] orgnameColegio Oficial de Enfermería de Madrid CODEM España

[5] Murcia Murcia orgnameUniversidad de Murcia orgdiv1Departamento Enfermería Spain

[1] Madrid orgnameFundación Jiménez Diaz (UAM) orgdiv1Escuela de Enfermería España

[6] Viena orgnameTU Wien Bibliothek Austria

Article

Publisher ID: S1132-12962021000100028 Publisher ID: S1132-1296(21)03000100028

SO-VID: d3bb6b1b-fb1d-47bf-826d-5b272f4ac9c7

License:

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

History

Date received : 25 May 2020

Date accepted : 27 July 2020

Page count

Figures: 0, Tables: 0, Equations: 0, References: 36, Pages: 5

Product

SciELO Spain

Percepciones de los estudiantes de enfermería sobre el uso del portafolio en la integración teórico-práctica Translated title: Nursing students' perceptions on the use of the portfolio in theoretical-practical integration

Read this article at

Abstract

Translated abstract

Related collections

SciELO Spain

Most cited references 36

Portfolios and assessment of competence: a review of the literature.

Bridging theory and practice in the supervisory relationship: a sociocultural perspective.

Students' attitudes towards the introduction of a Personal and Professional Development portfolio: potential barriers and facilitators

Author and article information

Journal

Affiliations

Article

History

Page count

Product

Categories

Comments

Comment on this article

Similar content 876

Most referenced authors 193