Portfolio: Thinking Process and Innovation of Nursing Students

Abstract

Portfolios have been used as a tool for developing several types of ideas including the process of thinking and doing (active learning).  This article aims to explain the learning outcomes of an independent study course in which the nursing students were assigned to work in a small group on a STEM project. They reflected their learning outcomes by thinking and innovation products.  Learning outcomes revealed three parts.  Part 1, the Academic part, found that for the 10 components of 21st century skills (3Rs x 7Cs), students achieved a very good level in cooperation team work and leadership skills; good skills in reading, writing, and using math, computer information technology, creativity and innovation; and moderate skills in understanding cultural differences, communication skills and media literacy, career skills and learning skills. Learning outcomes according to the course’s criteria showed 9 groups of students achieved all 5 areas. Additionally, observations from their advisors also confirmed these skills, especially the skills in interpersonal relationships and responsibility. Part 2, regarding to the ability and progress, the students expressed that they have developed their learning skills, responsibility for group work, and information management skills. They appreciated their own efforts and took pride in the fact that their innovative work was of benefit to the patients.  Part 3, Creativity skill, found that students created 9 innovative products from STEM projects by integrating four sciences, namely, Nursing and Health (S: Sciences), Technology (T: Technology), Engineering (E: Engineering) and Numerical Value (M: Mathematics). All products can be applied in nursing in the dimensions of health promotion, prevention, rehabilitation of clients. This study recommends the development of faculty skills with portfolios as well as the trial of portfolios for extensive learning in nursing education.