Research Paper

timer Asked: Dec 18th, 2018
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Question Description

Please complete ALL THREE of the Professional Development exercises.

1. Some institutions that require students to develop e-portfolios as a part of their program of study also may use this evidence of student learning to evaluate the program quality or generate evidence for accreditation reports. What do you think should be the driving purpose behind requiring electronic portfolios – professional development planning or institutional evaluation? What are the merits of each approach?

2. Conduct a literature search for a scholarly article about e-Portfolios and how they are used in nursing. Summarize the findings, and discuss how this may be applicable within your nursing practice.

3. Investigate a healthcare informatics technology trend

  • Use both Internet sites and library resources to describe the trend.
  • Cover both hardware and software requirements.
  • Discuss considerations for implementing the trend.
  • Discuss how the technology trend will impact nursing knowledge and/or practice.

Tutor Answer

School: Boston College

Hi, Find attached the paper for your review.Let me know if you need anything edited or changed.Looking forward to working with you in future.Thank you.6 hours ago

Running head: E-PORTFOLIOS

Research Paper
Student’s Name
Professor’s Name
Course Title



E-portfolios in Nursing and Trends in Healthcare Informatics Technology
An e-portfolio refers to aggregated digital items constituting of ideas,
feedbacks, reflections, and evidence that present some form of evidence of an
individual’s learning ability (Sutherland & Powell, 2007). Students in most higher
learning institutions, especially those undertaking nursing programmes, are required
to create e-portfolios which draw from both formal and informal learning activities
that articulate their achievements and experiences while in school. Essentially, eportfolios depict intellectual growth over time and are used to evaluate programmes.
E-portfolios are based on standards that are set up by the state or the country
according to specific programmes of study.
As an educational method, e-portfolios have numerous advantages including
helping the students to gain a deeper understanding through the description process,
analysis, and reflection. Consequently, it makes students responsible for their own
educational achievements and helps them gain employment-related skills, which gives
them a competitive advantage over their peers who do not employ the use of eportfolios in their studies. The use of e-portfolios by students also makes them better
prepared to seek national certification and demonstrate disciplinary expertise (Triplett
et al., 2008).
Although e-portfolios have been largely advocated for because of its benefits
both in learning and evaluation of programmes in institutions, its use had not yet
become mainstream because of the potential of e-portfolios to support numerous
purposes, which have not been clearly understood by masses of people (Hassall,
2007). This brings a controversial issue in terms of portfolio development. Mostly, the

argument has been whether the driving purpose for requiring e-portfolios should be
based on the institutional evaluation or professional development planning. This paper
argues that the driving purpose should be based on the latter, for numerous reasons.
First, as a response to the high accountability demands that have been placed by
accreditation agencies on higher learning institutions, there have been numerous
concerns of students being forced to make e-portfolios that do not necessarily
represent their identity, individuality, and learning in their respective learning
programmes (Hassall, 2007).
Consequently, there has been a debate as to whether e-portfolios are an official
record of a student’s work and whether professional evaluation of the aforementioned
is needed. In this case, students tend to alter the character of their portfolios in order
to meet the standards set up. This fosters institution evaluation better than the learning
processes and the achievements made by students, as there is tension between the
standards of fairness used, reliability, validity, the absence of bias and fairness in the
evaluation of e-portfolios.
Rather, they should be used as a tool to improve learning, increase retention,
increase learning efficiency, build confidence and create a sense of accountability
(Hassall, 2007), which in essence are the advantages of using the professional
development planning approach. In contrast, the merits of using institutional
evaluation include being able to derive data from the portfolios that foster curriculum
development and hence accreditation. They are also able to gain insights that facilitate
the development of learner identity.
One scholarly article about e-portfolios and how they are used in nursing is
“Two Steps Forward, One Step Back: The Intricacies of Engaging with e-portfolios in


Nursing Undergraduate Education” by Andrews & Cole (2015). This text looks at the
experience in the implementation of e-portfolios in undergraduate nursing degrees and
also explores the hurdles involved in the aforementioned. It incorporates a vast review
of the literature and compares and contrasts the views of the authors.
In nursing, e-portfolios are often required to provide information regarding the
learning experience, as it depicts numerous mastered skills that are important when
applying for healthcare positions such as summer internships or even as graduated

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Good stuff. Would use again.

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