El portafolio como metodología de enseñanza-aprendizaje y evaluación en el practicum: percepciones de los estudiantes
[EN] Introduction: Introducing learning and continuous assessment tools on practicum is necessary to turn students into the main protagonists of the teaching-learning process, in a reflexive and critical way, and establishing feedback systems led by teachers. Portfolio is being used as one of the po...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/85084 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/85084 |
| Access Level: | acceso abierto |
| Palabra clave: | Portafolios Aprendizaje Practicum Enfermeria Metodología Competencias Portfolios Learning Nursing Methodology Competency |
| Sumario: | [EN] Introduction: Introducing learning and continuous assessment tools on practicum is necessary to turn students into the main protagonists of the teaching-learning process, in a reflexive and critical way, and establishing feedback systems led by teachers. Portfolio is being used as one of the possible strategies for this goal. Using portfolio, acquisition of skills and abilities can be determined through productions that the student must contribute. The present study proposes using portfolio as a monitoring and evaluation system for learning in clinical practices, to evidence consolidated competencies and analyze improvement areas, through a critical-reflexive learning. Objective: Know the students` opinions about the utility of portfolios during clinical practices. Methodology: Qualitative study. Data collected from questionnaires and portfolios made by 4th year Nursing Degree students, who performed clinical practices during 2013-2014. Deductive-inductive data analysis. Results: Most students have reported an improvement in their clinical practices outputs due to the use of portfolio. They identified their learning needs, improvement areas and difficulties. Conclusions: Portfolio is a teaching-learning tool that facilitates student reflection and critical thinking during the practicum. They conceive it as a valuable resource that facilitates the self-evaluation reflexive process and generates forms of self-criticism and analysis of their practice, with the possibility of making changes to improve it. |
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