Wei Fang-Chun, Kao Li-Ju, Chang Chia-Ting, Chung Jui-Yuan
Nursing Department, Cathay General Hospital, No. 280, Sec. 4, Ren'ai Road, Da'an District, Taipei, 10630, Taiwan.
Department of Nursing, Fu Jen Catholic University, No. 510, Zhongzheng Rd., Xinzhuang District, New Taipei City, 242062, Taiwan.
BMC Med Educ. 2025 Jul 31;25(1):1132. doi: 10.1186/s12909-025-07497-w.
Traditionally, 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.
A 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.
Satisfaction 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.
E-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.
传统上，学习情况是通过纸质系统记录的，这在跟踪和评估进展方面带来了挑战。电子档案袋（e-portfolio）提供数字文档和实时反馈，在临床教育中越来越受欢迎。本研究旨在评估电子档案袋对护理研究生一年级（NPGY）学员学习效果、自我效能感和工作满意度的影响。
对台湾北部一家医疗中心的114名NPGY学员进行了横断面问卷调查。问卷收集了有关人口统计学、电子档案袋满意度、评估工具满意度、技术接受模型（TAM）、学习效果、自我效能感和工作满意度的数据。进行了包括t检验、方差分析和皮尔逊相关性分析在内的统计分析，以评估变量之间的关系。
对电子档案袋、评估工具和TAM的满意度对学习效果（p <.001）、自我效能感（p <.001）和工作满意度（p <.001）有显著影响。1 - 2年阶段学员的自我效能感高于0 - 3个月阶段的学员（p <.05）。虽然在4 - 12个月阶段工作满意度得分最低，但差异无统计学意义，表明在此期间需要有针对性的干预措施。
电子档案袋对NPGY学员的学习成果和工作满意度有积极影响。建议持续使用和改进电子档案袋，以满足用户需求并提供支持性的学习环境，尤其是在培训的关键阶段。未来的研究应探索优化电子档案袋功能的策略，以进一步促进职业发展和提高满意度。
