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Cathy Taylor looked at the perceptions of nurses when using e-portfolios to record their work. Here, she discusses the benefits and pitfalls of digital recording, and its potential for expansion.
RESEARCH SUMMARY
* This evaluative study explores the perceptions and experiences of community nursing post-registration students while using an e-portfolio.
* Traditionally, students submitted portfolios as paper copies; however, a new electronic version was implemented using Pebble+ as a software platform.
* A predominantly qualitative approach explored students' views and experiences of using the e-portfolio in practice.
* Findings demonstrate that students value the e-portfolio, and overall found it a positive experience. However, some barriers were evident, including the availability of wi-fi (especially in rural areas) and access to expert technical support.
* Successful implementation of the e-portfolio has had a positive impact for students, practice partners and the teaching team.
INTRODUCTION
Swansea University community nursing programmes have used portfolios to assess student learning and competence in clinical practice placements for many years. COVID-19 and technological developments have recently presented new challenges. Wright and Tabony (2016) reported how an e-portfolio was successfully implemented to assess specialist community public health nursing (SCPHN) students in practice, allowing students to link theory to practice in an 'organised, systematic way'. Community lecturers at Swansea decided to follow suit, and this paper discusses a study aimed at exploring perceptions and experiences of post-registration community students using this approach.
BACKGROUND
A portfolio is 'a collection of evidence that is gathered together over a period of time to show a student's learning journey' (Butler et al, 2006: 2), a dynamic record of the student's learning, professional development and growth (Murray et al, 2006). Portfolios evidence the achievement of learning outcomes, self-evaluations, short placement experiences, authentic learning tasks and reflective pieces. The goal is to showcase personal achievement and professional development through reflective thinking and critical analysis over a period of time (McMullan, 2006). It is a crucial assessment element, key to providing evidence of fitness to practice for registration through the achievement of competencies using a reflective pedagogy (Pincombe et al, 2010). Collecting and deliberating evidence enables students to become participants in their learning (Smith and Tillema, 2006). Increased expectation and demand for technological pedagogies promote active learning, enhancing...