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 language | English |
|---|---|
| Pages (from-to) | 344-357 |
| Number of pages | 14 |
| Journal | Evaluation and the Health Professions |
| Volume | 17 |
| Issue number | 3 |
| DOIs | |
| State | Published - 1994 |
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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 journal › Article
}
TY - JOUR
T1 - Portfolios and professional development in the health professions
AU - Jensen, Gail
AU - Saylor, Coleen
PY - 1994
Y1 - 1994
N2 - 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.
AB - 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.
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UR - http://www.scopus.com/inward/citedby.url?scp=0028069199&partnerID=8YFLogxK
U2 - 10.1177/016327879401700307
DO - 10.1177/016327879401700307
M3 - Article
AN - SCOPUS:0028069199
VL - 17
SP - 344
EP - 357
JO - Evaluation and the Health Professions
JF - Evaluation and the Health Professions
SN - 0163-2787
IS - 3
ER -