Moving Portfolio Assessment to a Terminal Assessment Measure: Lessons Learned by One School of Nursing

2.50
Hdl Handle:
http://hdl.handle.net/10755/308641
Category:
Abstract
Type:
Presentation
Title:
Moving Portfolio Assessment to a Terminal Assessment Measure: Lessons Learned by One School of Nursing
Author(s):
Oldenburg, Nancy; Musker, Kathleen; Andersen, Susan; Robertson, Julie Fisher; Rossetti, Jeanette; Peters, Bradley; Uhlken, Connie
Lead Author STTI Affiliation:
Alpha Beta
Author Details:
Nancy Oldenburg, EdD, RN, nancyo@niu.edu; Kathleen Musker, PhD, RN; Susan Andersen, M.S, B.S., R.N.; Julie Fisher Robertson, EdD, RN; Jeanette Rossetti, EdD, RN; Bradley Peters, PhD; Connie Uhlken, MS, RN
Abstract:

Session presented on: Sunday, November 17, 2013

The use of authentic assessment methods is on the rise in nursing education and is consistent with an increased national focus on assessment methods that promote a culture of evidence and improved educational practices.  Since the establishment of one university’s  undergraduate nursing student portfolio assessment program, closing the assessment feedback loop has occurred.  Portfolio assessment had historically been used as a midpoint evaluation of curricular outcomes.  In addition to providing valuable program evaluation data, this midpoint assessment enabled individual students to receive feedback in time to implement recommended changes prior to graduation.  In accordance with best practice, the nursing faculty recently decided to move to a random sample of portfolios instead of the entire cohort assessment that was done in the past.  Consequently, students received cohort results rather than individual feedback.  In light of this change, faculty decided to move portfolio assessment to the final semester as a terminal assessment, to better meet the goal of program evaluation.  The timing of this move coincided with the full implementation of a new undergraduate curriculum.  Thus the portfolio assessment rubric, which had been designed to evaluate the outcomes of the previous curriculum, was revised based on the outcomes of the new curriculum.   Advantages and lessons learned about conducting portfolio assessment at the endpoint of the nursing program have been identified and will be highlighted in this presentation.  In addition, the process of conducting portfolio assessment as a terminal assessment measure in an undergraduate nursing program will be described.  The submission of portfolios by students and the assessment process undertaken by faculty are time intensive.  Identifying tangible benefits to this process is important for both student and faculty buy in.  The demonstration of the attainment of curricular outcomes is mandated by accreditation bodies and nurse educators will benefit from this evidenced-based practice.
Keywords:
Portfolio Assessment; Program Outcomes Measurement; Nursing Education
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleMoving Portfolio Assessment to a Terminal Assessment Measure: Lessons Learned by One School of Nursingen_GB
dc.contributor.authorOldenburg, Nancyen_GB
dc.contributor.authorMusker, Kathleenen_GB
dc.contributor.authorAndersen, Susanen_GB
dc.contributor.authorRobertson, Julie Fisheren_GB
dc.contributor.authorRossetti, Jeanetteen_GB
dc.contributor.authorPeters, Bradleyen_GB
dc.contributor.authorUhlken, Connieen_GB
dc.contributor.departmentAlpha Betaen_GB
dc.author.detailsNancy Oldenburg, EdD, RN, nancyo@niu.edu; Kathleen Musker, PhD, RN; Susan Andersen, M.S, B.S., R.N.; Julie Fisher Robertson, EdD, RN; Jeanette Rossetti, EdD, RN; Bradley Peters, PhD; Connie Uhlken, MS, RNen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308641-
dc.description.abstract<p>Session presented on: Sunday, November 17, 2013</p>The use of authentic assessment methods is on the rise in nursing education and is consistent with an increased national focus on assessment methods that promote a culture of evidence and improved educational practices.  Since the establishment of one university’s  undergraduate nursing student portfolio assessment program, closing the assessment feedback loop has occurred.  Portfolio assessment had historically been used as a midpoint evaluation of curricular outcomes.  In addition to providing valuable program evaluation data, this midpoint assessment enabled individual students to receive feedback in time to implement recommended changes prior to graduation.  In accordance with best practice, the nursing faculty recently decided to move to a random sample of portfolios instead of the entire cohort assessment that was done in the past.  Consequently, students received cohort results rather than individual feedback.  In light of this change, faculty decided to move portfolio assessment to the final semester as a terminal assessment, to better meet the goal of program evaluation.  The timing of this move coincided with the full implementation of a new undergraduate curriculum.  Thus the portfolio assessment rubric, which had been designed to evaluate the outcomes of the previous curriculum, was revised based on the outcomes of the new curriculum.   Advantages and lessons learned about conducting portfolio assessment at the endpoint of the nursing program have been identified and will be highlighted in this presentation.  In addition, the process of conducting portfolio assessment as a terminal assessment measure in an undergraduate nursing program will be described.  The submission of portfolios by students and the assessment process undertaken by faculty are time intensive.  Identifying tangible benefits to this process is important for both student and faculty buy in.  The demonstration of the attainment of curricular outcomes is mandated by accreditation bodies and nurse educators will benefit from this evidenced-based practice.en_GB
dc.subjectPortfolio Assessmenten_GB
dc.subjectProgram Outcomes Measurementen_GB
dc.subjectNursing Educationen_GB
dc.date.available2013-12-19T17:33:58Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:33:58Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.