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

Oberski, Iddo M, Matthews-Smith, Gerri, Gray, Morag and Carter, Diana E (2004) Assessing problem-based learning with practice portfolios: one innovation too many? Innovations in Education and Teaching International, 41 (2). pp. 207-221. ISSN 1355-8005

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Abstract/Description

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.

Item Type: Article
Print ISSN: 1355-8005
Electronic ISSN: 1469-8420
Uncontrolled Keywords: Practice portfolios; Nursing; Problem based learning
University Divisions/Research Centres: Faculty of Health, Life & Social Sciences > School of Nursing, Midwifery and Social Care
Dewey Decimal Subjects: 600 Technology > 610 Medicine & health > 610 Medicine & health
300 Social sciences > 370 Education
Library of Congress Subjects: R Medicine > RT Nursing
L Education > L Education (General)
Item ID: 1585
Depositing User: RAE Import
Date Deposited: 04 Mar 2008 17:36
Last Modified: 10 May 2013 14:54
URI: http://researchrepository.napier.ac.uk/id/eprint/1585

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