Portfolios: a developmental influence?
A situational analysis had demonstrated a need to help staff within an orthopaedic/trauma unit review past and plan future learning. One way of doing this is through the preparation of a portfolio. An action research project was undertaken to explore two research questions: Is the process of portfolio preparation in itself developmental? If so, what factors influence this developmental process? Development was seen as a process of change indicated through application of the characteristics of adult learners. The action involved meeting as a learning group to explore the process and discuss the problems. Questionnaires were completed by group members to raise issues for further discussion at interview. The interviews formed a summative evaluation of the process up to the last group meeting. Data were analysed through a process of thematic content analysis, resulting in the identification of various categories. These categories were then used to explore the two research questions. Findings suggest that the process itself does influence development by acting as an initiator to reflection on experience. Owing to the short time span and small numbers involved, the project was intended as an exploratory study and as such it has provided direction for future research.
Cayne
J V
JV
School of Health, Community Studies, King Alfred's College of Higher Education, North Hampshire Hospital, Basingstoke, England.
D000328:Adult; D003625:Data Collection / Q000379:methods; D006801:Humans; D007858:Learning; D015402:Nursing Education Research / Q000379:methods; D009741:Nursing Staff, Hospital / Q000193:education*; D015203:Reproducibility of Results; D012107:Research Design; D013192:Staff Development; D009626:Terminology as Topic