title: Portfolio assessment: practice teachers' early experience.
abstract: Experience was recognised to be a vital source of learning as long ago as 1762 [Emile, Everyman, London, 1993] and reflection on practice experience may be one way forward in addressing nursing's anxieties concerning the practice theory gap. However, despite the acceptance that subjectivity in the process seems inevitable and potentially important, little is understood of the practitioner's experience of practice assessment. Two questionnaires sought the views of specialist community nursing practitioner (SCNP) programme (United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) 2001) practice teachers (PTs) on the introduction of the portfolio approach to practice assessment. These were distributed to 62 and 76 PTs and the response rates were 32% and 50%, respectively. Responses of those PTs from the three specialisms participating in the piloting of the portfolio approach were compared with those using an existing approach. An action research method was adopted which attempted to use established theory to explain the challenges presented by the introduction of this approach and ultimately to raise the PT group's awareness of assessment issues. Both qualitative and quantitative data were collected and the findings support the use of the portfolio approach to practice assessment. The PT experience of portfolio use was found to be a largely positive one. PTs reported the utility of the portfolio in prompting student self-evaluation of learning. Concerns were expressed by PTs around the quality of portfolio evidence although many felt that it had promoted students' reflection on practice. Inter-PT reliability in practice assessment was identified as a topic for PT continuing professional development. Many sources of evidence, including patient feedback, were used by PTs in their assessment of students although PTs using the portfolio approach used less first-hand experience of students' practice in their assessments of competence, relying more on written evidence, than those PTs using a traditional approach to practice assessment.
authors.affiliation: Oxford Brookes University, Isis Education Centre, Roosevelt Drive, Oxford OX3 7JX, UK. wspence@brookes.ac.uk
authors.forename: William
authors.initials: W
authors.lastname: Spence
authors.forename: Walid
authors.initials: W
authors.lastname: El-Ansari
mesh_terms: D003152:Community Health Nursing / Q000193:education*; D004521:Educational Measurement / Q000379:methods*; D004739:England; D006801:Humans; D009722:Nurse Practitioners / Q000193:education*; D010865:Pilot Projects; D015397:Program Evaluation; D012647:Self-Assessment