Abstract

SERRANO-GALLARDO, P.; MARTINEZ-MARCOS, M.; ARROYO-GORDO, M.P.  and  LANZA-ESCOBEDO, D.. Portfolio analysis as evaluation tool of Community Nursing Clinical Practice Learning in undergraduates. Educ. méd. [online]. 2010, vol.13, n.3, pp.177-185. ISSN 1575-1813.

Aim. To analyze the implementation and usefulness of the portfolio as assessment tool for Community Nursing Clinical Practice Learning in the Puerta de Hierro Nursing School of Universidad Autónoma de Madrid (UAM), and to assess the influence of sociodemographic and academic variables in the process of continuous evaluation of the portfolio. Subjects and methods. cross-sectional study in the context of a teaching innovation project funded by the UAM. The target population: students of 2nd and 3rd courses of Puerta de Hierro Nursing School (UAM) that made their Community Nursing Clinical Practice Learning in the setting of the Primary Health Care (n = 38). Main outcomes: intermedium and final scores in the works that includes the portfolio ("reflective diary", "clinical case" and "analysis of community health"), timeliness of delivery, difficulty, usefulness and perceived improvement of learning, hours spent/week, student self-assessment, qualification of the tutor, final evaluation of the portfolio. Bivariate analysis was done using nonparametric tests. Confidence intervals were calculated for 95% confidence. Results. 38 students were studied. The mean age was of 21.5 ± 4.3 years-old, 81.6% women. Difficulty was high in 56.7%. The utility was noted as high in 72.9%. The student self-assessment average score was 7.68, the evaluation of the tutor: 8.31 and portfolio final score by the teachers: 7,07. Conclusions. The implementation of portfolio has shown the difficulty felt by students in a process requiring reflective writing, daily work and self-evaluation. However, these difficulties translate into a high perception of usefulness and improve learning.

Keywords : Clinical practice learning; Community nursing; European Higher Education Area; Learning; Nursing education; Portfolio; Primary care.

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