Clinical Progression Portfolio: A resource for enhancing learning partnerships

Cooke, Marie, Walker, Rachel, Creedy, Debra and Henderson, Amanda (2009) Clinical Progression Portfolio: A resource for enhancing learning partnerships. Nurse Education in Practice, 9 6: 398-402. doi:10.1016/j.nepr.2009.01.020


Author Cooke, Marie
Walker, Rachel
Creedy, Debra
Henderson, Amanda
Title Clinical Progression Portfolio: A resource for enhancing learning partnerships
Journal name Nurse Education in Practice   Check publisher's open access policy
ISSN 1471-5953
1873-5223
Publication date 2009
Sub-type Article (original research)
DOI 10.1016/j.nepr.2009.01.020
Volume 9
Issue 6
Start page 398
End page 402
Total pages 5
Place of publication Kidlington, United Kingdom
Publisher Churchill Livingstone
Language eng
Abstract Interactions between students and registered nurses are crucial opportunities for clinical learning. Success of this learning partnership is predicated on excellent communication, negotiation, and shared goal setting but these elements are often difficult to achieve. This paper describes the development and preliminary evaluation of the student Clinical Progression Portfolio (CPP). This pocket-size learning resource is carried by students and used as a point of reference to (1) enhance communication between students and registered nurses; (2) provide a quick reference for the development and refinement of learning objectives; and (3) offer a brief record of progress (via a succinct dot point process). An expert reference group evaluation revealed that the CPP provided a framework for students to initiate and support their clinical learning in partnership with clinicians.
Keyword Clinical nurse education
Student nurse
Learning partnerships
Registered nurse
Learning portfolio
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: ERA 2012 Admin Only
School of Psychology Publications
 
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Created: Tue, 31 Jan 2012, 16:46:13 EST by Rachelle Croton on behalf of School of Psychology