ArticleBMC medical education2025
Enhancing nursing education through e-portfolios: evaluating the impact on learning effectiveness, self-efficacy, and job satisfaction of NPGY trainees.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT07531355 (Blockchain-Enabled E-Portfolios for Competency Tracking and Lifelong Learning in Nursing Education), which is not on this map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Blockchain-Enabled E-Portfolios for Competency Tracking and Lifelong Learning in Nursing Education: An Explanatory Sequential Mixed-Methods Randomized Controlled Trial
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0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
backgroundTraditionally, learning was documented using paper-based systems, leading to challenges in tracking and evaluating progress. Electronic portfolios (e-portfolios), offering digital documentation and real-time feedback, have become increasingly popular in clinical education. This study aims to assess the impact of e-portfolios on the learning effectiveness, self-efficacy, and job satisfaction of nursing postgraduate year (NPGY) trainees.
methodsA cross-sectional questionnaire survey was conducted among 114 NPGY trainees in a medical center in northern Taiwan. The questionnaire collected data on demographics, e-portfolio satisfaction, assessment tool satisfaction, technology acceptance model (TAM), learning effectiveness, self-efficacy, and job satisfaction. Statistical analyses, including t-tests, ANOVA, and Pearson correlation, were performed to evaluate the relationships between variables.
resultsSatisfaction with e-portfolios, assessment tools, and TAM significantly impacted learning effectiveness (p < .001), self-efficacy (p < .001), and job satisfaction (p < .001). The self-efficacy of trainees in the 1-2 years stage was higher than those in the 0-3 months stage (p < .05). Although the job satisfaction score was lowest during the 4-12 months stage, the difference was not statistically significant, indicating a need for targeted interventions during this period.
conclusionsE-portfolios positively influence the learning outcomes and job satisfaction of NPGY trainees. Continuous usage and enhancement of e-portfolios are recommended to meet user needs and provide a supportive learning environment, especially during critical stages of training. Future research should explore strategies to optimize e-portfolio features to further improve professional development and satisfaction.
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