title: Students' perceptions on the use of portfolios in pre-registration nursing education: a questionnaire survey.
abstract: BACKGROUND
  Portfolios encourage both personal and professional development through the process of reflective practice and critical analysis. In clinical placements portfolios are used both as a learning tool and as an assessment tool.
  
  
  OBJECTIVE
  To determine nursing students' perceptions on the use and effectiveness of portfolios in their education as well as their perceptions on the use of the portfolio as both an assessment and learning tool in clinical placement.
  
  
  METHODS
  Postal questionnaire survey.
  
  
  METHODS
  Higher Education Institute in the UK.
  
  
  METHODS
  90 first and 84 third year pre-registration diploma of nursing students.
  
  
  METHODS
  Postal questionnaires were sent to 131 first year and 122 third year students, with a reminder 3 weeks later. The total response rate was 69% (174/253), with a response rate of 69% (90/131) for first year students and a response rate of 69% (84/122) for third year students.
  
  
  RESULTS
  Students felt that portfolios were very time-consuming, causing them a great deal of anxiety, and were not very effective in developing and assessing their learning and competence. Using portfolios for both assessment and learning creates a conflict. Any assessment reduces the honesty and learning value of reflective writing and of the portfolio. Additionally, students become increasingly demoralized with portfolio use over time with experience. The study suggested three main linked reasons for this, namely the conflict between using portfolios for both assessment and learning, the design of the portfolio and the amount of support and guidance students feel they receive with their portfolio use.
  
  
  CONCLUSIONS
  Portfolios can be very effective as an assessment and learning tool, but it is essential that both students and mentors receive clear guidelines on and comprehensive support with their use. They should be designed in such as way that they are relevant, clear and user-friendly for both students and mentors.
authors.affiliation: Faculty of Health and Social Work, University of Plymouth, Drake Circus, Plymouth PL4 8AA, UK. mmcmullan@plymouth.ac.uk
authors.forename: Mirjam
authors.initials: M
authors.lastname: McMullan
mesh_terms: D000328:Adult; D001007:Anxiety / Q000523:psychology; D001291:Attitude of Health Personnel; D002983:Clinical Competence / Q000592:standards; D003220:Conflict, Psychological; D004282:Documentation / Q000592:standards*; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D004521:Educational Measurement / Q000379:methods; D005260:Female; D017408:Guidelines as Topic; D006301:Health Services Needs and Demand; D006801:Humans; D008297:Male; D008875:Middle Aged; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D020377:Self Efficacy; D012647:Self-Assessment; D012944:Social Support; D013338:Students, Nursing / Q000523:psychology*; D011795:Surveys and Questionnaires; D013850:Thinking; D013997:Time Factors; D006113:United Kingdom; D014956:Writing