NURS 6003 Discussion: Strategies for Academic Portfolios
Admittedly, the interest and resolve to create eportfolio is admirable and inspiring. Consequently, it is imperative to create the best eportfolio due to the vital position held by portfolios in influencing professional nursing practice. Essentially, in addition to the uses of portfolio in highlighting the
professional strengths and achievements indicated by the student, the portfolio can also be used mentorship purposes (Mollahadi, Khademolhoseini, Mokhtari-Nouri & Khaghanizadeh, 2018). In most cases, portfolio is applied as a strategy for integrating the theory and practice and improving nursing profession. It has always been utilized in indicate the learning and growth of students and inspiring the students to move to higher levels. Besides, portfolio is also used as a tool for formative and summative assessment. Therefore, documenting experiences and feedback in the eportfolio that the student intends to create, it is highly likely that the student will be helpful in mentoring other students who gets the opportunity to read the eportfolio.
Moreover, while creating eportfolio, it is recommended to consider developing a portfolio of evidence (PoE). Mostly, nurses are encouraged to develop analytical and critical thinking skills to facilitate informed clinical judgment. Therefore, PoE forms one of the best techniques to improve analytical and critical thinking in nursing students. Besides, PoE ensures reflective practice, which is critical in narrowing the gap between nursing theory and practice by ensuring that nursing students develop the knowledge anchored on practice (Ticha & Fakude, 2015). A PoE characterizes a kind of evaluation that avails the samples of the work of students that portrays their development overtime. Consequently, by reflecting on one’s learning, often through self assessment, it is likely to start recognizing the strengths and weaknesses in one’s work. In turn, identifying these weaknesses provides perfect opportunity to make improvement on them.
Mollahadi, M., Khademolhoseini, S. M., Mokhtari-Nouri, J., & Khaghanizadeh, M. (2018). The portfolio as a tool for mentoring in nursing students: A scoping review. Iranian journal of nursing and midwifery research, 23(4), 241.
Ticha, V., & Fakude, L. P. (2015). Reflections on clinical practice whilst developing a portfolio of evidence: Perceptions of undergraduate nursing students in the Western Cape, South Africa. Curationis, 38(2), 1-8.
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