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

Sunday, 17 November 2013: 3:05 PM

Nancy Oldenburg, EdD, RN1
Jeanette Rossetti, EdD, RN1
Kathleen Musker, PhD, RN1
Bradley Peters, PhD2
Susan Andersen, M.S, B.S., R.N.1
Connie Uhlken, MS, RN3
Julie Fisher Robertson, EdD, RN1
(1)School of Nursing and Health Studies, Northern Illinois University, DeKalb, IL
(2)Undergraduate Program Director, Department of English, Northern Illinois University, DeKalb, IL
(3)School of Nursing and Health Studies, Northern Illinois University, Dekalb, IL

Learning Objective 1: Describe the process of conducting portfolio assessment as a terminal assessment measure in an undergraduate nursing program.

Learning Objective 2: Identify the advantages and lessons learned of conducting portfolio assessment as a terminal assessment measure verses a midpoint assessment measure in an undergraduate nursing program.

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.
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