Volume 20, Issue 4 (Winter 2026)
jmed 2026, 20(4): 1370-1383 |
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Azizi S, Yousefi H, Asadi Noghabi F, Ebadinejad Z, Boushehri E, Zarei A. Effectiveness of Portfolio on the Clinical Learning of Nursing Students in Pediatric Wards. jmed 2026; 20 (4) :1370-1383
URL: http://jmed.ssu.ac.ir/article-1-1597-en.html
URL: http://jmed.ssu.ac.ir/article-1-1597-en.html
Shilan Azizi 
, Hadi Yousefi , Fariba Asadi Noghabi , Zahra Ebadinejad , Elham Boushehri , Aref Zarei *
, Hadi Yousefi , Fariba Asadi Noghabi , Zahra Ebadinejad , Elham Boushehri , Aref Zarei *
Department of Nursing, School of Nursing and Midwifery, Hormozgan University of Medical Sciences, Bandar Abbas, Iran. , aref.zarei96@gmail.com
Abstract: (21 Views)
Introduction: Effective education requires appropriate feedback and innovative teaching methods. The portfolio approach facilitates self-directed learning by enhancing knowledge and skills. In pediatric nursing clinical education, this method promotes creative thinking, problem-solving, and increases student motivation and engagement. This study aimed to effectiveness of portfolio on the learning of pediatric nursing internships.
Method: This study was conducted in three phases (design, implementation, and evaluation) among eighth-semester nursing students at Hormozgan University of Medical Science during two consecutive semesters (2024-2025). The intervention group received portfolio-based education, while the control group received conventional instruction. The intervention was implemented over a three-week training period and focused on the objectives of the course. A portfolio framework was designed based on the nursing curriculum and a needs assessment. Subsequently, students documented their learning evidence and received feedback. The evaluation was performed using the Kirkpatrick model (satisfaction assess questionnaire and portfolio to measure learning). Data were analyzed using SPSS.26.
Results: The portfolio group achieved significantly higher scores in specific and general skills, as well as satisfaction, compared to the Control group (p<0.05). The percentage of students achieving an "excellent" rating in specific skills (75% vs. 2.3%) and full satisfaction (75% vs. 6.5%) was significantly higher in the portfolio group (p=0.001). In the portfolio group, learning and satisfaction were significantly higher (p< 0.001, p< 0.05).
Conclusion: Portfolio-based education in pediatric nursing internships significantly enhanced student satisfaction and learning outcomes. By providing continuous feedback and fostering self-directed learning, this method improved motivation and clinical skills. Expansion of portfolio in nursing internship programs and conducting training workshops for better implementation are recommended.
Method: This study was conducted in three phases (design, implementation, and evaluation) among eighth-semester nursing students at Hormozgan University of Medical Science during two consecutive semesters (2024-2025). The intervention group received portfolio-based education, while the control group received conventional instruction. The intervention was implemented over a three-week training period and focused on the objectives of the course. A portfolio framework was designed based on the nursing curriculum and a needs assessment. Subsequently, students documented their learning evidence and received feedback. The evaluation was performed using the Kirkpatrick model (satisfaction assess questionnaire and portfolio to measure learning). Data were analyzed using SPSS.26.
Results: The portfolio group achieved significantly higher scores in specific and general skills, as well as satisfaction, compared to the Control group (p<0.05). The percentage of students achieving an "excellent" rating in specific skills (75% vs. 2.3%) and full satisfaction (75% vs. 6.5%) was significantly higher in the portfolio group (p=0.001). In the portfolio group, learning and satisfaction were significantly higher (p< 0.001, p< 0.05).
Conclusion: Portfolio-based education in pediatric nursing internships significantly enhanced student satisfaction and learning outcomes. By providing continuous feedback and fostering self-directed learning, this method improved motivation and clinical skills. Expansion of portfolio in nursing internship programs and conducting training workshops for better implementation are recommended.
Type of Study: Research |
Subject:
Medical Education
Received: 2025/10/24 | Accepted: 2026/02/26 | Published: 2026/04/4
Received: 2025/10/24 | Accepted: 2026/02/26 | Published: 2026/04/4
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