|Published Online: May 13, 2016||$US5.00|
Nursing education is new to incorporating ePortfolios (eP) into teaching practice. In this literature review we explored the benefits and issues with ePortfolio application in nursing education and identified distinguishing frameworks that underpin the use of ePs in teaching and research in nursing education. Using existing literature reviews and empirical studies we mapped the current landscape of eP use in nursing education and extracted themes. Our literature review illustrates that although the shift to the electronic form of portfolio is a relatively new trend in nursing education, ePs: contribute to building learners’ competence; enable reflection on experiential learning to develop critical thinking; offer a valuable tool for assessment and evaluation; and promote professional and career development. However, challenges exist alongside these benefits, for example, issues with technology, including user-friendliness, technology support, data storage, privacy, time and effort consumption, assessment validity, and staff and student buy-in. Competency-building, metacognition, reflection on action, and technology-based learning are some of the distinguishing frameworks that guide the use of eP in teaching nursing or research on the use of ePs in nursing education.
|Keywords:||E-Portfolios, Nursing Education, Literature Review|
Postdoctoral Fellow, Department of Curriculum and Instruction, University of Victoria, Victoria, British Columbia, Canada
Associate Professor, School of EPHE, Faculty of Education, University of Victoria, Victoria, British Columbia, Canada
Professor, Nursing, University of Victoria, Victoria, British Columbia, Canada