Reflections of graduate nursing education students on their experiences in developing portfolios

  • NS Gwele University of Natal - Durban


The aim of the study was to examine students' reflections on their experiences in developing personal and academic development portfolios (PADPs) in a graduate programme aimed at preparing nurse teachers for teaching in community and problem-based learning programmes. Students were required to write critical reflections on their experiences while developing portfolios. Furthermore, students' reflective learning diaries were analysed for documented experiences regarding the components of the portfolio. The components of the PADP were an extended curriculum vitae, programme expectations, learning contracts and reflective learning diaries.

Themes emerging from the students' narratives of their initial encounter with the PADP were confusion, and stress. Initially students were not impressed by the prospect of the portfolio. Its relevance in education was unclear. The students' overall accounts of their experiences in developing portfolios were on the whole positive. Students referred to the process as rewarding, exciting, pleasant, and empowering.

South African Journal of Higher Education Vol.15(1) 2001: 92-99

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eISSN: 1011-3487