Percepciones de los estudiantes de enfermería sobre el uso del portafolio en la integración teórico-práctica

  1. García-Carpintero-Blas, Eva 1
  2. Siles-González, José 2
  3. Martínez-Miguel, Esther 3
  4. Manso-Perea, César 4
  5. Martínez -Roche, Mª Emilia 5
  6. Gómez-Sánchez, Alicia Fátima 6
  1. 1 Escuela de Enfermería Fundación Jiménez Diaz (UAM), Madrid, España
  2. 2 Departamento de Enfermería, Universidad de Alicante, España
  3. 3 Facultad de Ciencias de la Salud, Universidad Europea de Madrid, España
  4. 4 Colegio Oficial de Enfermería de Madrid CODEM, España
  5. 5 Departamento Enfermería, Universidad de Murcia, España
  6. 6 TU Wien Bibliothek, Viena, Austria
Journal:
Index de enfermería: información bibliográfica, investigación y humanidades

ISSN: 1132-1296

Year of publication: 2021

Volume: 30

Issue: 1-2

Pages: 129-133

Type: Article

More publications in: Index de enfermería: información bibliográfica, investigación y humanidades

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.

Bibliographic References

  • Ashworth P, Longmate M. Theory and practice: beyond the dicotomy. Nurse Educ Today. 1993;13(5): 321-327. Doi: https://doi.org/10.1016/ 0260-6917(93)90071-9.
  • James L. Nursing theory made practical. J Nurs Educ 1992; 31(1): 42-44. Doi: https://doi.org/10.39 28/0148-4834-19920101-11.
  • Buchanan D. Reflections on the relationship between theory and practice. Health Education Research 1994; 9(3): 273-283. Doi: https://doi.org/ 10.1093/her/9.3.273.
  • Takase M, Teraoka S, Kousuke Y. Investigating the adequacy of the Competence-turnover Inten-tion Model: How does nursing competence affect nurses'turnover intention? J Clin Nurs. 2015; 24(5–6): 805–816. Doi: http://dx.doi.org/10.1111/jocn. 12711.
  • Spouse J. Bridging theory and practice in the supervisory relationship: a sociocultural perspec-tive. J Adv Nurs. 2001; 33(4): 512-522. Doi: https://doi.org/10.1046/j.1365-2648.2001.01683.x.
  • Green J, Wyllie A, Jackson D. Electronic portfoli-os in nursing education: A review of the literature. Nurse Educ Pract. 2014; 14(1): 4–8. Doi: http://dx. doi.org/10.1016/j.nepr.2013.08.011.
  • Husoy G. Portfolios, groups and group exams in a baccalaureate-nursing program [Norwegian]. Norsk Tidsskrift for Sykepleieforskning.2009; 11 (1):16-21.
  • Elshami W, Abuzaid M, Guraya S, David L. Acceptability and potential impacts of innovative E-Portfolios implemented in E-Learning systems for clinical training. Journal of Taibah University Medical Sciences 2018; 13(6):521-527 Doi: http:dpi.org/10.1016/j.jtumed.2018.09.002.
  • Gray M, Downer T, Capper T. Australian mid-wifery student's perceptions of the benefits and challenges associated with completing a portfolio of evidence for initial registration: Paper based and ePortfolios. Nurse Educ Pract. 2019; 8(39):39-37. Doi: hhtp://dx. doi: 10.1016/j.nepr.2019.07.003.
  • Sidebotham M, Baird K, Walters C, Gamble J. Preparing student midwives for professional prac-tice: Evaluation of a student e-portfolio assessment item. Nurse Educ Pract. 2018; 32:84-89. Doi: http://dx.doi: 10.1016/j.nepr.2018.07.008.
  • Anderson D, Gardner G, Ramsbotham J, Tones M, E-portfolios: developing nurse practitioner competence and capability. Aust J Adv Nurs. 2009; 26(4):70-6.
  • Friedrich DBDC, Gonçalves AMC, Sá TSD, Sanglard LR, Duque DR, Oliveira GMAD. The Portfolio as an Evaluation Tool: an Analysis of its Use in an Undergraduate Nursing Program. Rev Lat Am Enfermagem. 2010;18(6): 1123-1130. Doi: http://dx.doi.org/10.1590/S0104-11692010000600 012.
  • Ross S, Maclachlan A, Cleland J. Students' attitudes towards the introduction of a Personal and Professional Development portfolio: potential barriers and facilitators. BMC Med Educ. 2009; 9(1): 69-75. Doi: https://doi.org/10.1186/1472-6920-9-69.
  • Cope V, Murray M. Use of professional portfo-lios in nursing. Nursing Standard.2018;32(30):55-63. Doi: hhtp://dx.doi.10.7748/ns.2018.e10985.
  • Garrett BM, MacPhee M, Jackson C. Evalua-tion of an eportfolio for the assessment of clinical competence in a baccalaureate nursing program.
  • Nurse Educ Today. 2013; 33(10): 1207–1213. Doi: http://dx.doi.org/10.1016/j.nedt.2012.06.015.
  • Pink J, Cadbury N, Stanton N. Enhancing student reflection: The development of an e-portfolio. Med Educ. 2008; 42(11): 1132–1133. Doi: http://dx.doi.org/10.1111/j.1365-2923.2008.0 3197.x.
  • Hiliiard C. Using structured reflection on a critical incident to develop a professional portfolio. Nurs Stand.2016; 21(2): 35-40. Doi: https://doi.org/ 10.7748/ns.21.2.35.s49.
  • Tracy SM, Marino GJ, Richo KM, Daly EM. The clinical achievement portfolio: an outcomes-based assessment project in nursing education.
  • Nurse Educ. 2000;25(5): 241-246. Doi: https://doi. org/10.1097/00006223-200009000-00016.
  • Serrano P, Martínez M, Arroyo MP, Lanza D. Análisis del portafolio como herramienta evaluati-va de las prácticas clínicas de enfermería comuni-taria en estudiantes de pregrado. Educación Médi-ca 2010; 13(3): 177-185.
  • García-Carpintero Blas, Eva; Siles González, José; Martínez Roche, María Emilia; Martínez de Miguel, Esther; González Cervantes, Sergio; Pulido Mendoza, Rosa. El estudiante como protagonista de su aprendizaje: La necesidad del uso del porta-folio en enfermería dentro del contexto de Educa-ción Superior. Index de Enfermería 2015; 24(1-2):93-07. Doi: https://dx.doi.org/10.4321/S1132-129620150 00100021.
  • De Rijdta C, Tiquetb E, Dochyb F, Devolderc M. Teaching portfolios in higher education and their effects: An explorative study. Teach Teach Educ. 2006; 22:1084-1093. Doi: https://doi.org/ 10.1016/j.tate.2006.07.002.
  • McKinney M. Preservice teacher´s electronic portfolios: integrating technology, selfassesment and reflection. Teacher Education Quarterly. 1998; 25(1): 85-103.
  • Chang CP, Lee TT, Mills ME. Clinical nurse preceptors' perception of e-portfolio use for under-graduate students. J Prof Nurs. 2017; 33(4):276-281. Doi: http://dx.doi.org/10.1016/j.profnurs.2016. 11.001.
  • McMullan M. Students' perceptions on the use of portfolios in pre-registration nursing education: A questionnaire survey. Int J Nurs Stud. 2006; 43(3): 333-343. Doi: https://doi.org/10.1016/ j.ijnurstu.2005.05.005.
  • Harris S, Dolan G, Fairbairn G. Reflecting on the use of student portfolios. Nurse Educ. Today. 2001;21(4): 278-286. Doi: http://dx.doi.org/10.10 54/nedt.2000.0545.
  • Joyce P. A framework for portfolio develop-ment in postgraduate nursing practice. J Clin Nurs. 2005; 14: 456-463. Doi: https://doi.org/10.1111/ j.1365-2702.2004.01075.x.
  • Gallagher P. An evaluation of a standards based portfolio. Nurse Educ Today.2001; 21(3): 197-200. Doi: https://doi.org/10.1054/nedt.2001.0649.
  • Habermas, Jürgen. Teoría y praxis. Madrid: Tecnos, 2002 (4ªed.).
  • Siles J, Solano MC. The convergence process in European Higher Education and its historical cultural impact on Spanish clinical nursing training. Nurse Educ Today 2011; 32(8), 887-91. Doi: http://dx.doi.org/10.1016/j.nedt.2011.08.014.
  • Muhr T. ATLAS/tiXA prototype for the support of text interpretation. Qual Sociol. 1991; 14(4), 349–371. Doi: http://dx.doi.org/10.3109/014215909 03434151.
  • Guba EG, Lincoln YS. Epistemological and methodological bases of naturalistic inquiry. Edu-cational Communication and Technology Journal 1981; 30(4): 233-252.
  • Andrews T, Cole C. Two steps forward, one step back: The intricacies of engaging with e-portfolios in nursing undergraduate education.
  • Nurse Educ Today. 2015; 35(4): 568–572. Doi: http://dx.doi.org/10.1016/j.nedt.2014.12.011.
  • Bowers SP. The portfolio process: questions for implementation and practice. Coll Stud J. 2005;39: 754-758.
  • Tiwari A, Tang C. From process to outcome: the effect of portfolio assessment on student learning. Nurse Educ. Today. 2003; 23(4): 269-277. Doi: https://doi.org/10.1016/S0260-6917(03)00012-1.
  • McMullan M, Endacott R, Gray MA, Jasper M, Miller CM, Scholes J, Webb C. Portfolios and assessment of competence: a review of the litera-ture. J Adv Nurs. 2003; 41(3): 283-294. Doi: https://doi.org/10.1016/j.ijnurstu.2006.01.013.
  • Wilkinson TJ, Challis M, Hobma SO, Newble DI, Parboosingh JT, Sibbald RG, Wakeford R. The use of portfolios for assessment of the competence and performance of doctors in practice. Med Educ. 2002; 36(10): 918-924. Doi: http://dx.doi.org/10.10 46/j.1365-2923.2002.01312.x.