Abstract
This article focuses on initial findings from a small study considering students' and staff's perceptions of the future adoption of an ePortfolio summative assessment. Aim: The study aimed to determine non-medical prescribing (NMP) students' and staff's perceptions of the potential future adoption of ePortfolio as a technological enhancement of the summative assessment. Background: The integration of ePortfolios in post-graduate nurse education is supported using current learning technologies within Higher Education Institutions and professional nursing bodies, yet little research has specifically focused on this group in the UK. Methods: This study employed a qualitative research approach with the methodology chosen to reflect pragmatic time-frames and access to the audience needed (NMP students and academic staff). The different qualitative approaches also afforded maximum opportunities for response, with no financial implication or ethical challenges. These approaches comprised a student focus group (seven NMP students), an online questionnaire (an additional seven NMP students) and an online questionnaire (five lecturers within the NMP module team). Results: Findings suggest there remains misapprehension around the terminology used to define ePortfolio, which may lead to heightened anxiety within the post-qualifying NMP student population. Overall, students and staff had positive perceptions of the future adoption of ePortfolio as an enhancement of the existing portfolio summative NMP assessment. Several themes emerged relating to the perceptions of staff and students including changing validation requirements of nursing governing body requirements, recognition of developing technologies in education and flexibility of online tools. Conclusion: There is scope to explore technological advances, including ePortfolio, within nurse prescribing education that may increase engagement of students and module staff to enhance development as well as allow innovative co-production.
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