Challenges of Introducing e-Portfolios to Post-Registration Nursing and Allied Health Professionals - Julia Booth and Nicky Parker-Summers May 2017
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Challenges of Introducing
e-Portfolios to
Post-Registration Nursing
and Allied Health
Professionals
Julia Booth and Nicky Parker-Summers
May 2017
Presentation Aims:
• Why E-Portfolio ?
• Strategic and National Drivers
• Pros and Cons
• Improving the learning experience
• Assessment and Feedback via E-
Portfolio
• Models to aid lifelong learning and
employability
• Our current aims for Post grad education
in Healthcare
• The many challenges which lie ahead
• Our revised plan……
Why e-Portfolio ?
A broader definition of e-portfolios
….a repository, a means of presenting oneself and ones skills, qualities
and achievements, a guidance tool, a means of sharing and
collaborating and a means of encouraging a sense of personal
identity…
(CRA, 2008)
Strategic Drivers • Coventry University Group Education Strategy 2015 – 2021: specifically, ‘Innovation and Digital Fluency’; ‘Embedded employability’; ‘Creativity and Enterprise’ • Desire to introduce improved Student Experience, by encouraging formative, peer-based assessment • To encourage the development of self-regulation in students • To enable timely, high-quality feedback to improve student-learning (Welsh 2012)
Pros and Cons of e-portfolio Pros: • Freedom of network and mobile access • Increased security • Removal of physical size restrictions • data storage/backup advantages • Ability to add a plethora of media sources of evidence – hyperlink items in and between modules • Creation of matrices to link theory and practice elements Cons: • Lack of access to off site IT/network • Off the shelf systems – `one size doesn't fit all’ scenario • Requires high level of technical support/training initially
Improving learning experiences • E-portfolios promote a learner centered approach to the learning experience with a focus on reflection and outcomes. • Encourages students to embrace the critical reflective process of written reflections to articulate learning and knowledge development. • Nurtures problem solving strategies and ability to synthesize and integrate information (evidence) - Metacognition • Inclusive • Encourages the development of IT skills
Assessment of Learning
• Summative v Formative assessment
• Can assess a range of abilities – critical thinking and clinical
decision making
Plan
• Cognitive and technical abilities
reflect collect
• Student self assessment
• Peer assessment Assess
connect
• Embraces authentic assessment practices in order to assess
competence – by encouraging reflection and self assessment.
Continuous Feedback Potential for a variety of sources of feedback: – Supervisor – Peers – Wider audience – gaining international perspectives Quality / Timely Feedback – Written – Audio – Visual
Models of e-portfolio to aid -
Lifelong learning and Employability
Developmental
showcase
Assessment
Hybrid
(Haldane T, 2014)Our aims
To develop a career-long reflective-learning
habit in all our nursing and AHP students by
the adoption of e-portfolio
1. Pilot the e-portfolio with level 6 CPD
Health Assessment students
2. Introduce level 7 Advanced Clinical
Practice (multidisciplinary) students to the
e-portfolio
3. Roll out e-portfolio to all our
undergraduate nursing students from
2019
4. Include all Health and Life Science
students from 2021Challenges in choice of platform
Challenges in IT set-up • Learning to use a new system • Having the ‘editing rights’ for set-up • Enrolling IT technicians into the e-portfolio team • Working with non-medically orientated technicians • Ensuring hospital ‘firewalls’ allow students access
Challenges in Time-scales
Challenges in Training Staff
• Time constraints!
• Are we all IT-literate?
• Overcoming resistance
• Getting to a stage where we
can teach the students how
to use it!Challenges in introducing to mentors/students Mentors: • Users guide • Student-led tuition? • One-to-one from University staff? Students: • Users guide • Seminars on use of e-portfolio • One-to-one from University staff?
Revised plan
1. Pilot with Mahara platform May 2017
2. Review workability of e-portfolio
3. Revise format + training
4. Launch to whole cohort of level 6 Health
Assessment students in September ’17
5. Reassess
6. Launch to Level 7 Advanced Clinical
Practice September 2018References
• Andre K (2010) E-Portfolios for the aspiring professional. Collegian, Vol.17(3), pp.119-124.
• Andrews, T, Cole, C. (2015) Two steps forward, one step back:
The intricacies of engaging with e-portfolios in nursing undergraduate education.
Nurse Education Today, Vol.35(4), pp.568-572
• Belcher, R. ; Jones, A. ; Smith, L.J. ; Vincent, T. ; Naidu, S.B. ; Montgomery, J. ; Haq, I. ; Gill,
D. (2014) Qualitative study of the impact of an authentic electronic portfolio in undergraduate
medical education. BMC medical education, 2014, Vol.14, p.265
• Chang, Chi-Cheng ; Tseng, Kuo-Hung ; Liang, Chaoyun ; Chen, To-Yu (2013) Using e-
portfolios to facilitate university students' knowledge management performance: E-portfolio
vs. non-portfolio. Computers & Education, November 2013, Vol.69, pp.216-224
• Crathern L., Clark S. J., Longden J., Styche T. Using the RCPCH e-portfolio for trainee
ANNPs: a three-year evaluative study. Infant 2017; 13(1): 29-32.
• Garrett, B M. Macphee, M. Jackson, C. (2013) Evaluation of an eportfolio for
the assessment of clinical competence in a baccalaureate nursing program Nurse Education
Today, October 2013, Vol.33(10), pp.1207-1213
• Green, J, Wyllie, A, Jackson, D (2013) Electronic portfolios in nursing education: A review of
the literature. Nurse Education in Practice, Jan 2014, Vol.14(1), pp.4-8
• Haldane, T. (2014) "Portfolios" as a method of assessment in medical education.
Gastroenterology and Hepatology from Bed to Bench, 2014, Vol.7(2), pp.89-93References continued:
• Hughes, J., Herrington, M., Mcdonald, T., Rhodes, A. (2011) E-
portfolios and personalized learning: research in practice with two dyslexic
learners in UK higher education. Dyslexia, Feb 2011, Vol.17(1), pp.48-64
• Haverkamp, J. J., Vogt, M. (2015)
Beyond Academic Evidence: Innovative Uses of Technology Within e-Portfolios in
a Doctor of Nursing Practice Program. Journal of professional nursing : official journal of the
American Association of Colleges of Nursing, 2015, Vol.31(4), pp.284-9
• Morgan, P., Dyer, C. (2015) Implementing an e - Assessment of Professional Practice.
British Journal of Nursing, Mark Allen Publishing, 2015, Vol.24(21), pp.1068, 1070-3
• Yang, Min ; Tai, Mui ; Lim, Cher Ping (2016) The role of e-
portfolios in supporting productive learning. British Journal of Educational Technology, 2016,
Vol.47(6), p.1276(11)
• Shepherd, C. E., Bolliger, D. U. (2011)
The effects of electronic portfolio tools on online students' perceived support and cognitive lo
ad. The Internet and Higher Education, 2011, Vol.14(3), pp.142-149
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