Use of Digital Portfolios in Nursing Education and Beyond

Jon-Michael Wallace

Lamar University – EDLD 5303

February 10, 2019

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Introduction

For years portfolios have been used as one of the primary sources for collecting evidence

of learning in Higher Education, specifically in nursing education (Birks, Hartin, Woods,

Emmanuel, & Hitchins, 2016; Green, Wyllie, & Jackson, 2014). In the past this evidence has

been collected in large binders, checked off by instructors, and then summarily stored away,

never to be heard from again. The loss of this evidence, and the inability to store it in a way that

is easily cataloguable and recallable, is a missed opportunity to allow this evidence to be used for

self-reflection.

In our current digital age students have the opportunity to create a product that

demonstrates the achievement of learning outcomes by implementing ePortfolios into the Nursing

Education curriculum. We also have the added advantages of increased security, data

storage/backup,and the ability to utilize digital data, multimedia artifacts and hyperlinks, not

simply paper essays typical of days gone by. Digital formats also allow enhanced interaction and

feedback with both peers and instructors (Garrett et al., 2012). Birks et al. (2016) reiterated that

ePortfolios would allow the user the opportunity to not only cultivate an array of information,

they also have the potential to generate and support career opportunities. This literature review

will showcase the ePortfolio’s ability to build critical thinking, enhance student collaboration,

and support lifelong learning habits when implemented throughout the Nursing curriculum.

Critical Thinking

The National League of Nursing has recognized that nurses are required to make

decisions that involve clinical judgement and analytical reasoning, otherwise known as critical

thinking (Schoessler, Brady, Engelmann, Larson, Perkins, & Shultz, 2012). There are many

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examples of authors underscoring the need for nurses to think critically in using pertinent

knowledge and skilled judgements to deliver exceptional patient care (Brooks & Shepherd, 1990;

Ford & Profetto-McGrath, 1994; Kramer, 1993; Tschikota, 1993). Clinical judgment and critical

thinking have been identified as top priority skills by the National Council of State Boards of

Nursing to the degree that they are reviewing changes to the NCLEX-RN licensure exam to more

accurately assess these skills in an assessment format. Schoessler et al. (2012) believed that we

are capable of teaching clinical judgement; it is not only limited to inherent ability. In fact

research has demonstrated a significant relationship between critical thinking and critical

judgement, specifically inference and inductive reasoning (Bowles, 2000). While we can follow

the lead of the NCSBN with the Next Generation NCLEX-RN questions to assess critical

thinking using summative assessments, ePortfolios also allow us the opportunity to use formative

assessment to measure critical thinking during the journey, not only at the final destination

(Kudlas et al., 2003). Using ePortfolios as a formative measurement tool can show how

effectively a student has mastered a specific concept, not simply yes or no as with summative

assessments. Chittum (2018) has shown that ePortfolios can be used to motivate students to

develop higher order thinking skills which will be vital to the nursing profession. One way we

can define critical thinking is by using Bloom’s “Taxonomy of Educational Objectives.”

Focusing on the higher levels of Analyze, Evaluate, and Create allow ePortfolios to assess

critical thinking and targeted assignments support the teaching of these same skills (Kudlas et al.,

2003).

Collaboration

Collaboration is a skill that is necessary at all levels of life – university, social, and in the

workplace. Matziou et al. (2014) suggest a lack of interprofessional collaboration and

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communication could result in a higher possibility of errors and omissions in patient care.

Moreover coordinated communication is a trait that is valuable in almost every area of

relationship throughout life. Jenson & Treuer (2014) have identified five fundamental skills

demanding increasing levels of thinking and independence: collection, self-regulation, critical

reflection, integration, and at the highest level of utilization students share and integrate their

existing knowledge with other students. Eportfolios allow communication and collaboration at

all levels, between students, faculty, and even simulating interprofessional communication

(Karsten et al., 2015). When integrated with a blog, ePortfolios allow open communication can

help students learn to give and take effective feedback another essential skill in the workplace.

Lifelong Learning

As part of a continuing career in healthcare nurses are required to complete Continuing

Education. Depending on where the student is employed in the medical industry some

professionals are also required to keep a portfolio. The American Nurses Credentialing Center is

considering the use of portfolios to help with recertification of specialty and advanced practice

nursing credentials (Smolensky as cited in Byrne et al., 2009). A successful Portfolio can be

evidence of a nurse’s skills, achievements, and professional experience that highlights best work

and/or growth and development of the user (Burns, 2018). Research has suggested that the “half-

life” of a college education is roughly 4 years, so it is critical that students be taught how to think

for themselves and know how to train and grow in their careers (Kudlas et al., 2003). Integrating

ePortfolios into undergraduate nursing education allows the opportunity to train students how to

best utilize this technology. Janosik and Frank (2013) found the ePortfolio to be an effective

learning tool which pushed learners to continually grow in their accomplishments. When faculty

are designing and choosing curriculum to be included in an ePortfolio they must take into

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account how best to facilitate persistent use after graduation. Students that are given choice over

their learning, when combined with voice, authenticity, and ownership throughout the process

are more likely to continue using the ePortfolio beyond graduation (Thibodeaux et al., 2017).

Conclusion

EPortfolios have shown themselves to be a powerful tool for higher education and even

more so when considering the future implications for nurses entering into the medical field.

There are very few other teaching options available that allow the successful integration of the

higher levels of Bloom’s Taxonomy which are necessary for critical thinking and clinical

judgement that also allow learner choice and voice, elements that are necessary to create an

authentic learning environment. When designed properly ePortfolios would be a powerful tool

not only for formative assessments of students throughout undergraduate learning but also as a

tool useful for continuing education and skills tracking for nurses.

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 References

Birks, M., Hartin, P., Woods, C., Emmanuel, E., & Hitchins, M. (2016). Students perceptions of the

use of eportfolios in nursing and midwifery education. Nurse Education in Practice,18, 46-51.

doi:10.1016/j.nepr.2016.03.003

Bowles, K. (2000). The Relationship of Critical-Thinking Skills and the Clinical-Judgment Skills of

Baccalaureate Nursing Students. Journal of Nursing Education,39(8), 373-376.

doi:10.3928/0148-4834-20001101-09

Brooks KL, & Shepherd JM. (1990). The relationship between clinical decision-making skills in

nursing and general critical thinking abilities of senior nursing students in four types of nursing

programs. Journal of Nursing Education, 29(9), 391–399.

Burns, M. K. (2018). Creating a Nursing Portfolio. Ohio Nurses Review, 93(3), 16–17.

Byrne, M., Schroeter, K., Carter, S., & Mower, J. (2009). The Professional Portfolio: An Evidence-

Based Assessment Method. The Journal of Continuing Education in Nursing,40(12), 545-552.

doi:10.3928/00220124-20091119-07

Chittum, J. R. (2018). The Theory-to-Practice ePortfolio: An Assignment to Facilitate Motivation

and Higher Order Thinking. International Journal of EPortfolio, 8(1), 27–42.

Ford JS, & Profetto-McGrath J. (1994). A model for critical thinking within the context of

curriculum as praxis. Journal of Nursing Education, 33(8), 341–344.

Garrett, B. M., Macphee, M., & Jackson, C. (2013). Evaluation of an eportfolio for the assessment

of clinical competence in a baccalaureate nursing program. Nurse Education Today,33(10),

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Green, J., Wyllie, A., & Jackson, D. (2014). Electronic portfolios in nursing education: A review of

the literature. Nurse Education in Practice,14(1), 4-8. doi:10.1016/j.nepr.2013.08.011

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Jenson, J. D., & Treuer, P. (2014). Defining the E-Portfolio: What It Is and Why It

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Karsten, K., McMillan Coddington, D., Lehman, R. M., Pierce, C., Tom, M., & Gallo-Silver, L.

(2015). Facilitating Interprofessional Collaboration through ePortfolio: A Pilot

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Thibodeaux, T., Cummings, C., & Harapnuik, D. (2017). Factors That Contribute to ePortfolio

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