Nursing Students’ Perception Regarding Clinical Portfolio as a Learning Tool AT the University of Rwanda
Abstract:
Over
recent decades, the use of portfolios in medical education has evolved and is
applied in undergraduate and postgraduate programs worldwide. Portfolio-based
learning is an interactive process by which student identifies learning
experiences, integrate new knowledge into practice, identify areas for
improvement or personal growth, and develop a plan for further learning. This
study explored the nurse students’ perception regarding clinical portfolios as
learning tools at the University of Rwanda. A descriptive cross-sectional study
design was used. A study was conducted on 214 nursing students randomly
selected from a total population of 381 nursing students of the University of
Rwanda, Rwamagana Campus. A mailed questionnaire was used to collect data. The Statistical
Package for Social Sciences (SPSS) version 16.0 was used to analyse the data. Most participants expressed
positive perceptions of the portfolio contribution towards their personal and
professional development. The study revealed positive students’ perceptions of the
effectiveness of the portfolio and portfolio support, and guidance received.
Many respondents showed that they receive no regular feedback and support from
their facilitators on the portfolio, and that the portfolio takes a lot of time
to complete, which brings a lot of anxiety in preparation. The majority of
respondents, 146 (68.2%), considered the portfolio as a helpful academic tool.
Further interventional study is needed to explore the effectiveness of the use
of the portfolio in improving critical thinking and clinical reasoning.
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