The academic portfolio: Validation of the learning journey

Sandra L. Horton, Debbie J. Drake, Patricia A. Kershaw, Nancy A. Murray


As academicians, students’ learning achievements must be described to ascertain programmatic quality and professional accreditation. Additionally, demonstrating accountability is pivotal for application to nursing students’ learning in patient situations and leadership decision-making. In this process review, nursing student learning was validated by the use of academic portfolios. Learning was authenticated by having the students identify evidence of their learning applied to school of nursing and program outcomes for nursing administration, the Essentials of Master’s Education in Nursing, and the American Organization for Nursing Leadership (AONL) competencies. The AONL competencies were a crucial measurement which enabled students to better view the full scope of their roles as nursing leaders. These academic portfolios provided illustrative vignettes of application of students’ learning throughout the master in nursing administration program. Academic portfolios personify the students’ learning experiences to validate student learning for academic reviewers, provide continuous quality improvement for nursing programs, and guide the learning application to the students’ future careers and lives. These results will also demonstrate program success during an upcoming accreditation survey thus fulfilling a triple objective with one academic project: assessment of student goal achievement, program goal attainment, and accreditation preparedness.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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