Original Research

Portfolio assessment and evaluation: Implications and guidelines for clinical nursing education

M.M. Chabeli
Curationis | Vol 25, No 3 | a771 | DOI: https://doi.org/10.4102/curationis.v25i3.771 | © 2002 M.M. Chabeli | This work is licensed under CC Attribution 4.0
Submitted: 27 September 2002 | Published: 27 September 2002

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M.M. Chabeli, Rand Afrikaans University, South Africa

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Abstract

With the advent of Outcomes-Based Education in South Africa, the quality of nursing education is debatable, especially with regard to the assessment and evaluation of clinical nursing education, which is complex and renders the validity and reliability of the methods used questionable. This paper seeks to explore and describe the use of portfolio assessment and evaluation, its implications and guidelines for its effective use in nursing education. Firstly, the concepts of assessment, evaluation, portfolio and alternative methods of evaluation are defined. Secondly, a comparison of the characteristics of the old (traditional) methods and the new alternative methods of evaluation is made. Thirdly, through deductive analysis, synthesis and inference, implications and guidelines for the effective use of portfolio assessment and evaluation are described.

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Crossref Citations

1. Evaluation of an eportfolio for the assessment of clinical competence in a baccalaureate nursing program
Bernard M. Garrett, Maura MacPhee, Cathryn Jackson
Nurse Education Today  vol: 33  issue: 10  first page: 1207  year: 2013  
doi: 10.1016/j.nedt.2012.06.015