Nursing Education for E Portfolio What Are E-Portfolios?
An E-Portfolio, or electronic portfolio, is a digital compilation of an individual’s professional and career accomplishments, providing evidence of their expertise. With the rise of technology and a focus on self-learning and the development of critical thinking skills, the e-Portfolio has evolved as a tool to demonstrate clinical competence and reflective practice over time. It serves as a dynamic and ongoing record that highlights a nurse’s growth, achievements, and capabilities.
Purposes of E-Portfolios
E-Portfolios serve multiple purposes in nursing education and practice. One key purpose is to supplement or complement a résumé or curriculum vitae (CV), providing a detailed account of one’s career progression over time. They showcase professional growth in specific areas, such as leadership, education, or clinical expertise in fields like critical care or advanced nursing practice (Pincombe, McKellar, Weise, Grinter, & Beresford, 2010).
E-Portfolios can also be used to demonstrate skills and knowledge that support credentialing, certification, or re-certification. They can aid in employment processes, such as securing a nursing position or serving as a supplementary tool for performance reviews. Additionally, e-Portfolios are increasingly being used for graduate admissions, promotions, and awards. More recent applications focus on developing reflective nursing practices, assessing clinical competencies, and fostering professional development.
Role of E-Portfolios in Nursing Education
Developing and refining an e-Portfolio is an ongoing process that involves several stages. It begins with the collection of materials that best demonstrate the purpose or goals of the e-Portfolio. The process includes reflecting on how these materials align with the intended objectives, selecting the most appropriate content, and compiling the e-Portfolio into a format suitable for sharing, such as a website or digital storage medium. This reflective, evaluative process helps ensure continuous quality improvement.
Oermann (2002) describes two main types of e-Portfolios: “best work” portfolios, which supplement a CV or résumé by showcasing the individual’s most exemplary achievements, and “growth and development” portfolios, which are more reflective and focus on ongoing professional development.
Items that should be considered for inclusion in an e-Portfolio, especially when used to demonstrate professional development, may include:
- Formal education, in-services, certificates, workshops, and seminars
- Licensure or certification information
- Specialized clinical skills
- Language proficiency, including sign language
- Awards and honors
- References such as letters of introduction or recommendation
- Scholarly activities, including presentations, publications, faculty projects, grants, and research studies (Jones, Sackett, Erdley, & Blyth, 2007)
E-Portfolios can be used to assess cognitive, reflective, and affective skills (Green, Wyllie, & Jackson, 2013). They have also been utilized to assess clinical competence among baccalaureate nursing students, allowing students to engage in self-reflection to identify their learning needs. Faculty members can track student progress against competencies, such as those required for entry to practice by the College of Registered Nurses of British Columbia (CRNBC) (Garrett, MacPhee, & Jackson, 2013).
Summative assessments, such as evaluations of students’ overall performance, can also be facilitated through e-Portfolios (Hill, 2012; Yanhua & Watson, 2011). These applications are based on constructivist learning theories (Jonassen, 1991) and experiential learning models, such as Benner’s novice-to-expert framework (Benner, 1984). Reflecting on personal experiences through e-Portfolios helps bridge the gap between theoretical knowledge and practical application while also incorporating ethical considerations, personal values, and self-assessment of strengths and weaknesses.
However, the use of e-Portfolios is not without limitations. Challenges include the time required by faculty to review them and students’ perceptions of the process as labor-intensive (Jones et al., 2007). Bogossian and Kellett (2010) noted similar issues when implementing e-Portfolios in clinical settings. Faculty support was also identified as a limitation, suggesting a need for better integration of e-Portfolios within the educational framework. Garrett and Jackson (2006) proposed the use of mobile clinical e-Portfolios linked to personal digital assistants (PDAs) to reduce documentation time.
It is important to differentiate the e-Portfolio from traditional paper portfolios. The e-Portfolio is designed to be portable and easily shared with prospective employers, graduate admissions committees, faculty, and accreditation bodies, making it a more efficient tool for both students and practicing professionals.
Outcomes of E-Portfolios in Nursing Education
The foundational elements of the e-Portfolio, such as reflective practice, support nurses in their professional and personal growth throughout their careers. While e-Portfolios can enhance self-reflective and critical thinking processes, there is limited empirical data supporting their effectiveness for summative assessments, clinical competence evaluations, and reflective practice among undergraduate students, new graduates, and advanced practice nurses.
Nonetheless, e-Portfolios are valuable tools that may need to be incorporated into different pedagogical approaches within both academic and clinical settings. When used effectively, they can promote continuous learning and development, help track progress, and encourage a reflective approach to practice.
Conclusion
E-Portfolios are dynamic tools in nursing education that support professional development, reflective practice, and the demonstration of clinical competence. They offer a versatile platform for showcasing achievements, supporting career progression, and facilitating both formative and summative assessments. Despite some limitations, such as the time and effort required to compile and review them, e-Portfolios provide a comprehensive method for nursing students and professionals to document their growth, learning, and expertise over time. By integrating e-Portfolios into nursing curricula and clinical practice, educators can better prepare students to meet the demands of a rapidly changing healthcare environment while fostering a commitment to lifelong learning and professional excellence.