https://doi.org/10.22037/jme.v18i4.27799

The Effect of Portfolio on Nursing Students’ Learning and Satisfaction from Clinical Evaluation

authors:

avatar Mojtaba Dolatshahi 1 , avatar Somaye Sohrabi 2 , avatar Narjes Kazemi 3 , avatar Sara Mahmoudi 3 , *

Assistant Professor of Physiology, Department of Physiology, School of Medicine, Dezful University of Medical Sciences, Dezful, Iran
Ph.D Student of Medical Education, School of Management and Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
MSc of Nursing, Department of Nursing, School of Nursing, Dezful University of Medical Sciences, Dezful, Iran
Journal of Medical Education: Vol.18, issue 4; e105696
published online: March 04, 2020
article type: Research Article
received: November 12, 2019
accepted: December 24, 2019

how to cite: Dolatshahi M, Sohrabi S, Kazemi N, Mahmoudi S. The Effect of Portfolio on Nursing Students’ Learning and Satisfaction from Clinical Evaluation. J Med Edu. 2019;18(4):e105696. https://doi.org/10.22037/jme.v18i4.27799.

Abstract

Background: Portfolio is a measurement tool that can document student learning, performance, and achievement of key objectives. In this study, the effect of the portfolio on nursing students’ learning and satisfaction in the field training course was assessed.Methods: This quasi-experimental study was conducted among 60 nursing students using census sampling and randomized into the control and intervention group. The performance and satisfaction of the two groups has been tested with researcher-designed questionnaires. Construct validity was used to validate the satisfaction questionnaire. Nursing student’s knowledge and clinical competency were measured at the end of the intervention. The data were analyzed using descriptive and analytical statistics through SPSS-22.Results: The mean (SD) of field training score in the case and control group was 18.23 (1.03) and 17.08 (1.05), respectively (P=0.000). Mean (SD) of student satisfaction from evaluation method was 55.07 (6.28) in cases versus 37.43 (11.20) in controls (P=0.000). The mean score of knowledge, application and analysis level questions in the portfolio group was significantly greater than the control group (P=0.033, P=0.000, respectively). No significant difference was seen in two group clinical competencies. The factor structure of the satisfaction survey scale was confirmed using exploratory factor analysis (P<0.000), which produced three factors (Justice, Regularity and organization and Continuity and feedback in the evaluation) and explained 83.8% of the total variance.Conclusion: Use of portfolio method increases nursing student’s competence and their participation in the learning process by increasing the level of students’ satisfaction from the evaluation method.

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References

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