Self-Directed Learning and Portfolio Development for Nurses: Developing workbooks as a facilitative tool
Michelle Cleary
Faculty of Nursing and Midwifery, University of Sydney; Clinical Nurse Consultant, Research Unit, Sydney South West Area Mental Health Service (Eastern Zone), Rozelle NSW
Adele Freeman
Research Officer, Research Unit, Sydney South West (Eastern Zone) Area Mental Health Service, Rozelle NSW
PP: 14
Abstract
Workbooks are often used for discipline specific learning in academic institutions but there is growing recognition of their potential usefulness in the clinical setting to promote learning and professional development.
The purpose of this paper is to share some tips / guidelines for those clinical staff interested in developing self-directed learning programs using a workbook approach. Combined with skilled facilitation, custom designed workbooks based on adult learning theories can enhance skills and encourage portfolio development in the clinical setting. This cost and time effective approach utilises existing resources to cater to diverse needs and topics, building sustainable collaborations.
This paper will argue that the proposed program has the potential to contribute to healthcare improvement by promoting skill development amongst staff and contributing to evidence based practice.
Keywords
workbooks, education, self-directed learning, portfolio
References
Anderson F (2004) Maximising training opportunities. Medical Education 38(5) 561-562.
Beckert L, Wilkinson TJ and Sainsbury R (2003) A needs-based study and examination skills course improves students' performance. Medical Education 37(5) 424-428.
Blegen MA (2005) Research Thrust Changing? At Risk. Nursing Research 54(1) 1.
Cayne J (1995) Portfolios: a developmental influence? Journal of Advanced Nursing 21(2) 395-405.
Challis M, Mathers NJ, Howe AC and Field NJ (1997) Portfolio-based learning: continuing medical education for general practitioners-a mid-point evaluation. Medical Education 31(1) 22-26.
Cleary M and Freeman A (in press) Facilitating research within clinical settings: The development of a beginner's guide. International Journal of Mental Health Nursing.
Cleary M, Freeman A and Sharrock L (2005) The development, implementation and evaluation of a clinical leadership program for mental health nurses. Issues in Mental Health Nursing 26: 1-16.
Cleary M and Horsfall J (2002) Quality improvement projects: finding a pathway through policies. International Journal of Mental Health Nursing 11(2) 121-127.
Gibson J (1998) Using the Delphi technique to identify the content and context of nurses' continuing professional development needs. Journal of Clinical Nursing 7(5) 451-459.
Gresty K and Cotton D (2003). Supporting biosciences in the nursing curriculum: development and evaluation of an online resource. Journal of Advanced Nursing 44(4) 339-349.
Horsfall J and Cleary M (2002) Mental health quality improvement: what about ethics? International Journal of Mental Health Nursing 11(1) 40-46.
Jasper M (1995) The potential of the professional portfolio for nursing. Journal of Clinical Nursing 4(4) 249-255.
Jeffers BR (2005) Research Environments That Promote Integrity. Nursing Research 54(1) 63-70.
Jenkins T, Carlson J and Herrick C (1998) Developing Self-Directed Learning Modules. Journal of Nursing Staff Development 14(1) 17-22.
Kershaw B (2004) Educating nursing students as individuals. Journal of Advanced Nursing 46(6) 573.
Moore P and Hart L (2004) Strategies for teaching nursing research online. International Nursing Review 51(2) 123-128.
Newman P and Peile E (2002) Valuing learners' experience and supporting further growth: educational models to help experienced adult learners in medicine. BMJ 325(7357) 200-202.
Pinsky LE and Fryer-Edwards K (2004) Diving for PERLS: Working and Performance Portfolios for Evaluation and Reflection on Learning. Journal of General Internal Medicine 19(5:2) Supplement: 582-587.
Scholes J, Webb C, Gray M, Endacott R, Miller C, Jasper M and McMullan M (2004) Making portfolios work in practice. Journal of Advanced Nursing 46(6) 595-603.
Siegfried N (1998) A review of comorbidity: major mental illness and problematic substance use. Australian and New Zealand Journal of Psychiatry 32(5) 707-717.
Siegfried N, Ferguson J, Cleary M, Walter G and Rey JM (1999) Experience, knowledge and attitudes of mental health staff regarding patients' problematic drug and alcohol use. Australian and New Zealand Journal of Psychiatry 33(2) 267-273.
Siegfried N and Sainsbury P (2001) Improving services for people with a psychotic disorder and problematic substance use: a multifaceted approach to project evaluation. Australian and New Zealand Journal of Psychiatry 35(1) 118-123.
Smith K and Bickford CJ (2004) Lifelong Learning, Professional Development, and Informatics Certification. CIN: Computers, Informatics, Nursing 22(3) 172-178.
Stevens R and Roper WL (2004) The North Carolina Experiment: Academia-Practice Partnerships. Journal of Public Health Management and Practice 10(4) 316-320.
Tyler C and Hicks C (2001) The occupational profile and associated training needs of the nurse prescriber: an empirical study of family planning nurses. Journal of Advanced Nursing 35(5) 644-653.
Walter G, Cleary M and Rey J (1999) Want to know how to conduct a survey but too afraid to ask?: A step-by-step guide. Australasian Psychiatry 7(5) 258-261.
White K, Eagle J, McNeil H, Dance S, Evans LA, Harris H and Reid MJ (1998) What are the factors that influence learning in relation to nursing practice? Journal for Nurses in Staff Development - JNSD 14(3) 147-153.
eContent Home
