Abstract:

Introduction:
Nursing education is composed of many challenges, such as the transformation of the health care model, the use of technologies in the educational environment, aligned with the profile of current generations of students, increasingly connected to technologies.
For students and professors, digital platforms as a virtual learning environment promote interaction, creation and dissemination of content, with quick and easy access to information. It facilitates the teaching learning-process and digital resource development, such as e-portfolio or webfolio. It is a document that helps in the construction, monitoring and evaluation of educational production, stimulates research and diversification in the use of virtual tools.
The reflective e-portfolio favors the connection between classroom context and nursing work practice. It allows the student, as a responsible for the construction of knowledge, to reflect on the theoretical contents and the nurse's performance, public policies and related legislation, favoring the protagonism as an agent of reality transformation.

Objective:
To present the experience with e-portfolio in nursing education.

Methodology:
Experience report on e-portfolio in Emergency area, in Nursing education, in a private higher education institution, in São Paulo city, Brazil. There are 10 semesters during the Nursing Course, the discipline on Emergencies is offered in the 6th semester, 40 hours, 2 hours per week.
1) initially, students receive the semester schedule describing the topics to be addressed in class;
2) Prior to each class, the professor shares indication of references of texts, articles, videos and encourages students to research and study on the subject;
3) in person, in the laboratory, alignment of the theoretical knowledge with practical knowledge of care in clinical and trauma emergencies;
4) To accompany learning, students build the reflective e-portfolio, with descriptions of the topics studied in class, the practice and reflection on learning.

Results:
The reflective e-portfolio was built with Sway software, providing access to students via the institution's corporate email. The inclusion of texts, illustrations, videos and animations gave dynamism, creativity and esthetics. It favored autonomy in the monitoring of learning and corrections, deepening of studies, interest in research, reflections and critical analysis of production. It allowed the professor to follow the development of each student, with continuous feedback as a fair assessment resource throughout the formative assessment.
Although more complex than the other assessments, continuous construction generated less anxiety in students. Although some people find it difficult to put reflexive mechanisms into practice, the use of e-portfolio has helped in this development, under the guidance of the professor, who also needs to know and adapt to technological innovations in education.

Conclusion:
E-portfolio favored student’s development, active participation in content selection and enhanced knowledge construction in a unique way. It allowed decision-making and reflective posture by analyzing its own evolution during the educational process. Professors have a valuable opportunity to follow and evaluate students throughout the study.

Keywords:

Education, Nursing, Baccalaureate, Educational Technology, Emergency Nursing.