ABSTRACT
Many questions about the use of the professional portfolio remain. Is the underlying assumption that registered nurses have prior learning that should be credited by baccalaureate programs acceptable to all faculty and all institutions of higher learning? Will the academic quality of the learning experiences of the registered nurse be enhanced or threatened by the portfolio process? Is the portfolio method appropriate for all nurse students or is it best suited to the experienced professional who is articulate and has clear educational and professional goals? How can questions of reliability and validity be addressed? Will faculty maintain the commitment to an individualized method of assessment in times of decreasing resources and expanding responsibilities?
