BACKGROUND: Assessment of clinical practice in post registration programmes can require a different focus to capture the essence of learning at a higher level. There are differences of opinion in the literature on the potential use of the portfolio as an assessment method. AIMS: The aims of this paper are to describe the use of a portfolio of evidence-based practice and reflection to assess clinical learning in a Higher Diploma in Gerontological Nursing Programme and to present the findings of a pilot evaluation of this assessment. DESIGN AND METHOD: The evaluation was conducted by postal questionnaire distributed to the first cohort of students following graduation from the programme in 2002. RESULTS AND CONCLUSIONS: Arising from this exploration of the student experience, it appears that the use of a portfolio in addition to formative assessment, can promote a link between theory and the advancement of gerontological nursing practice.
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Alice Coffey (2005) studied this question.
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