E-portfolio functional requirements for the final semester baccalaureate practicum course: A qualitative research study

The use of eportfolios in pre-registration health professional clinical education: An integrative review

INTRODUCTION

ePortfolios are increasingly used in health professional clinical education. However, the nature of ePortfolios varies greatly amongst programs, as does the software, purpose, and institutional cost.

OBJECTIVES

An integrative review of the literature was conducted to determine how ePortfolios are being used in pre-registration health programs to enhance clinical learning.

DATA SOURCES

A systematic search of relevant databases (Cumulative Index of Nursing and Allied Health Literature, Education Resources Information Center, Cochrane, Medline, ProQuest, PubMed, Turning Research Into Practice, and Web of Science) was performed and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Retrieved papers were assessed using the Critical Appraisal Skills Programme tool and findings were analysed.

REVIEW METHODS

A total of 272 records were identified. Thirty papers were assessed in detail. Five themes were identified by content analysis; feedback and communication; student-centred learning; experiences and competencies; access, attitudes, and digital literacy; and technological support.

CONCLUSIONS

ePortfolios offer a range of pedagogical benefits. Clinical learning is enhanced by student-focused ePortfolio design which includes clear learning outcomes; development of relationships with peers and instructors via ongoing communication and feedback; use of templates; links to time-saving applications; and guided, assessed reflections. Poor technological support, negative attitudes by clinical supervisors, unreliable access, instructor-focused design, and excessive or repetitive documentation in ePortfolio design hindered clinical learning.

The role of ePortfolios in supporting learning in eight healthcare disciplines: A scoping review

AIM

This scoping review aims at providing a summary of available knowledge about the role of ePortfolios in scaffolding learning in eight healthcare disciplines to identify main concepts, best practices, and knowledge gaps.

BACKGROUND

ePortfolios are well established in scaffolding learning in many healthcare disciplines. Yet, an overview of the ePortfolio literature in the context of healthcare education doesn't exist.

DESIGN AND METHODS

A scoping review of ePortfolio use in the following healthcare disciplines was conducted: audiology, dental hygiene, midwifery, nursing (associate degree and bachelor), occupational therapy, podiatry, and speech therapy. Eight databases were systematically searched. By structuring the data, five themes were identified: (1) contexts, (2) research populations and samples, (3) ePortfolio platforms used and objectives, (4) benefits and challenges in the use of ePortfolios, and (5) recommendations derived from literature in the use of ePortfolios. The themes were further specified with sub-themes. The themes help meeting the aim of the scoping review to develop a structured overview of ePortfolio use and research.

RESULTS

Thirty-seven articles were included. Samples predominantly involved students and fewer mentors, educators, and graduates. ePortfolios were used to support learning in the context of healthcare workplaces (n = 17), educational institutions (n = 14), or both (n = 6). Different objectives of ePortfolio use were derived from literature and categorized into eight themes: (1) to document and evidence competency, (2) reflection, (3) feedback and assessment, (4) (inter)professional collaboration, (5) support Continuous Professional Development, (6) bridging the gap between theory and practice, (7) employment, and (8) certification. These objectives were in turn coupled to two identified types of ePortfolio platforms: "store and communicate" and "work and learn" ePortfolios. The description of benefits and challenges formed a substantial part of the literature and data were mapped into five themes to structure the data: (1) technology, (2) collaboration, (3) competency development (before and after graduation), (4) employment, and (5) quality of patient care. Although the benefits outweighed the challenges, important challenges were identified, e.g., the high time investment required when working with an ePortfolio, low digital literacy, lack of internet access.

CONCLUSIONS

Studies mainly focused on perceptions (n = 32). Only a few studies explored measurable outcomes (i.e., competencies or behavioral indicators). Because ePortfolios are used by different ePortfolio users, in different contexts, and with different objectives, new research directions are needed to investigate how specific features, such as collaboration tools, feedback tools, or assessment tools can improve the role of ePortfolios in supporting healthcare education.

TWEETABLE ABSTRACT

This scoping review presents an overview of the knowledge about the role of ePortfolios in scaffolding learning in eight healthcare disciplines.

Improving Active Collaborative Clinical Learning Through a Mobile Application for Undergraduate Nursing Students

Innovative teaching and learning strategies in pediatric clinical education are needed to ensure that learning outcomes are achieved efficiently and to improve students' satisfaction with the learning process. We developed a mobile application to enhance the clinical learning of nursing students during pediatric clinical practice and explored the participants' perceptions of the learning method. A mixed-method design and an online survey were used to assess participants' perceived achievement of learning objectives and satisfaction with the clinical practicum. Focus groups explored the participants' experience of using the application. The overall achievement of learning outcomes was 4.1 out of 5, and participants reported high satisfaction with the clinical practicum using the mobile application. Qualitative analysis of the transcripts revealed four major themes: (1) facilitation of collaborative learning through real-time interactions and communication; (2) engagement in active learning through an application; (3) a useful tool for enhancing critical thinking; and (4) the "curate's egg" nature of the application. The mobile application can be incorporated into the clinical education of nursing students to promote self-regulated learning and collaboration with faculty. Clear guidance on how to use the application in a clinical environment should be provided to students and preceptors to achieve better learning outcomes.

Higher Education Students’ Perception of the E-Portfolio as a Tool for Improving Their Employability: Weaknesses and Strengths

This study analyzes the strengths and weaknesses of the professional e-portfolio as a tool for preparing students in higher education to enter the labor market. It also examines students’ level of planning to enter professional employment, and the help that they receive with this task from the university. The research is quantitative and observes the students’ opinions before and after they create their own professional e-portfolio, as a case study. We used the analysis of means to determine the trend in the aspects analyzed over time, and the Student’s t-test and Cohen’s d to determine the effect size. We also performed correlation analysis between the different categories and subcategories proposed. The results show that the e-portfolio is a tool with strengths for labor market entry, while also revealing the weaknesses that students find in it. At the very least, the e-portfolio was useful to the students in planning their entry into the workforce. The correlations show high levels among the strengths but not among the weaknesses analyzed.