Portfolios and professional development in the health professions

Gail Jensen, Coleen Saylor

Research output: Contribution to journalArticle

27 Citations (Scopus)

Abstract

Increasing concern in professional education has focused on the gap between thought and action, theory and practice, the academy and the everyday world. Reflection, a process of reviewing, reenacting, and analyzing one's performance, has been proposed as a process in which a professional can learn from experience. The purpose of this article is to report the results of a project that piloted the use of portfolios as a vehicle for professional development and reflection in two health professions, nursing and physical therapy. Evaluation results obtained through a qualitative content analysis of student portfolios and studentfeedback data suggest that student reflection on professional development was promoted, although the portfolios varied in their structure and complexity. Identified portfolio components and implementation benefits and barriers are relevant findings for educators wishing tofacilitate reflection.

Original languageEnglish
Pages (from-to)344-357
Number of pages14
JournalEvaluation and the Health Professions
Volume17
Issue number3
DOIs
StatePublished - 1994

Fingerprint

Health Occupations
profession
Students
action theory
Professional Education
health
academy
content analysis
Nursing
nursing
student
educator
evaluation
performance
education
experience
Therapeutics

All Science Journal Classification (ASJC) codes

  • Health Policy
  • Nursing(all)
  • Health(social science)
  • Health Professions(all)

Cite this

Portfolios and professional development in the health professions. / Jensen, Gail; Saylor, Coleen.

In: Evaluation and the Health Professions, Vol. 17, No. 3, 1994, p. 344-357.

Research output: Contribution to journalArticle

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