Work

Co-design of an e-portfolio for a postgraduate nursing program: A participatory action research study

Year: 2026

Type: article

Abstract: Background Work-integrated learning (WIL) is widely used in nursing education to support the application of theory to practice. In a postgraduate critical care nursing program, an electronic portfolio (e-portfolio) was used to guide WIL and clinical assessment; however, the need to improve the e-portfolio through co-design with users was recognised. Aim To co-design an e-portfolio for a critical care nursing program that meets the needs and expectations of all stakeholders. Methods The mixed-methods study used a participatory action research approach across four phases: observe, reflect, plan, and act. A survey explored student and assessor perceptions of usability, relevance, and learning experience with the e-portfolio. Results were discussed in focus groups using Claims, Concerns, and Issues, with thematic analysis of qualitative data. Findings A total of 46 nurses responded to the survey (n = 31 students, n=15 assessors). Most agreed that the e-portfolio was easy to use, relevant to specialty practice, and supported learning. Challenges included access, unclear instructions, and uncertainty about assessment expectations. Five focus group themes were as follows: barriers and enablers to use, clear and relevant clinical objectives and assessment expectations, flexibility for teaching and learning, operating the e-portfolio, and assessor support. Recommendations included improving access, instructions, clinical objectives, and assessor training. Discussion Participants highlighted the value of the e-portfolio as a learning tool for postgraduate critical care nurses, although technological issues remained a key challenge. Conclusion Participatory action research enabled the co-design of an e-portfolio that better addressed stakeholder needs within a postgraduate critical care nursing program, while identifying considerations for implementation.

Source: Collegian Journal of the Royal College of Nursing Australia

DOI: 10.1016/j.colegn.2026.03.004

Authors: Carrie Janerka, Kylie Davies, Eileen O'Brien Maund, Aline Nakagawa, Fenella J. Gill