Research Output

Assessing problem-based learning with practice portfolios: one innovation too many?

  This paper presents and discusses the evaluation of a module on the care for older people in the community, designed through an analysis of educational needs in the local nurse population. The module was problem-based and students were assessed through practice portfolios. Although the evaluation indicated that it was addressing currently relevant issues, there were some important aspects of the course that needed to be refined. In particular, the combined use of problem-based learning (PBL) and practice portfolios (PPs) proved to be too demanding of students, most of whom had no prior experience of either. We suggest that this combination can be very valuable, but will be more viable once PPs and PBL have become more integrated into undergraduate nursing curricula.

  • Type:

    Article

  • Date:

    01 May 2004

  • Publication Status:

    Published

  • Publisher

    Taylor & Francis

  • DOI:

    10.1080/1470329042000208710

  • ISSN:

    1355-8005

  • Dewey Decimal Classification:

    610 Medicine & health

Citation

Oberski, I. M., Matthews-Smith, G., Gray, M. & Carter, D. E. (2004). Assessing problem-based learning with practice portfolios: one innovation too many?. Innovations in education and training international. 41, 207-221. doi:10.1080/1470329042000208710. ISSN 1355-8005

Authors

Keywords

Practice portfolios; Nursing; Problem based learning

Available Documents