Iranian Journal of Medical Education

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Introduction: There is a growing pace in using portfolio in clinical education of nursing students. Although qualitative researches have shown that this method may enhance clinical learning of students, up to now, this effect has not been proved with quantitative methods. Therefore, the purpose of the present study was to assess the effect of clinical education and assessment through portfolio on cognitive learning of nursing students in clinical settings. Methods: This quasi-experimental study was conducted in Tabriz nursing and midwifery faculty. The population studied consisted of all final year nursing students divided into two groups of control (15 students) and experiment (20 students) through non-random method. Education and clinical assessment with regard to cognitive goals in coronary care unit were done by portfolio in study group, and by a blend of traditional methods in control group. A researcher made cognitive test was designed to measure learning. The data were analyzed by dependent and independent t- test through SPSS. Results: Both blended and portfolio methods significantly enhanced the cognitive learning of nursing students. Portfolio significantly enhanced cognitive learning of nursing students more than the blended method. Conclusion: Portfolio is a suitable method to enhance cognitive learning of nursing students in clinical settings, but this finding needs further investigation.

Keywords: Portfolio, Cognitive learning, Clinical learning, Clinical assessment, Nursing students

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