e-Portfolios in Nursing e-Portfolios in Nursing Education. Education.

Tim SnashallTim Snashall

At a School of Nursing somewhere in the North West - At a School of Nursing somewhere in the North West -

Reflections on the pilot Reflections on the pilot implementation of a proprietary implementation of a proprietary

e-Portfolio Management Systeme-Portfolio Management System

(EPMS)(EPMS)

in a profession which traditionally doesn’t in a profession which traditionally doesn’t readily embrace the use of information readily embrace the use of information

technology technology

Reflecting on Reflecting on

Issues affecting the implementation of the system, its’ utilisation by Issues affecting the implementation of the system, its’ utilisation by staff and students and its’ effectiveness in engaging them in staff and students and its’ effectiveness in engaging them in Personal Development Planning (PDP): particularly –Personal Development Planning (PDP): particularly –

•processes involved in establishing operational requirementsprocesses involved in establishing operational requirements

•the implications of the ownership of the portfolio the implications of the ownership of the portfolio

•the effects of the relationships between the portfolio and the effects of the relationships between the portfolio and assessment, verification and monitoring of learning.assessment, verification and monitoring of learning.

Other issues identified in a review of the pilot carried out in Other issues identified in a review of the pilot carried out in recent weeksrecent weeks

Establishing operational requirementsEstablishing operational requirementsA NECESSARY AND USEFUL PROCESSA NECESSARY AND USEFUL PROCESS

Academics and university technology providersAcademics and university technology providers

needed to take account ofneeded to take account of

•the needs of two different schools the needs of two different schools

•two different approaches to PDP two different approaches to PDP

•the longer term implications of extending its’ use to other schools the longer term implications of extending its’ use to other schools

The chosen product (iWebfolio)The chosen product (iWebfolio)

1.1. appeared user friendly appeared user friendly

2.2. company offered training and ongoing support company offered training and ongoing support

OwnershipOwnershipThe e-portfolio is owned by the studentThe e-portfolio is owned by the student

for pre-registration nursing programmes, it has always been implied for pre-registration nursing programmes, it has always been implied that the institution owns the portfolio that the institution owns the portfolio

It appears that the established custom that Personal Tutors and It appears that the established custom that Personal Tutors and Mentors in practice placements have an automatic right of access to a Mentors in practice placements have an automatic right of access to a portfolio is persisting.portfolio is persisting.

ObservationObservation

Inconclusive : students don’t apparently “take” ownershipInconclusive : students don’t apparently “take” ownership

Assessment, verification - - -Assessment, verification - - -

The portfolio isn’t directly assessed The portfolio isn’t directly assessed

iWebfolio is in fact an “e-Portfolio Management System” (ePMS) which iWebfolio is in fact an “e-Portfolio Management System” (ePMS) which will enable students to create multiple portfolios. An assessment portfolio will enable students to create multiple portfolios. An assessment portfolio could be generated if neededcould be generated if needed

ObservationObservation

Inconclusive : students might engage more if they thought it was Inconclusive : students might engage more if they thought it was assessedassessed

Curriculum managers need to recognise the possibilities for assessmentCurriculum managers need to recognise the possibilities for assessment

- - - and monitoring- - - and monitoring

Personal Tutors are “reviewers” and Mentors could bePersonal Tutors are “reviewers” and Mentors could be

ObservationObservation

Personal Tutors haven’t yet recognised the implications of this rolePersonal Tutors haven’t yet recognised the implications of this role

Mentors reluctant to engageMentors reluctant to engage

And are with paper-based PDPAnd are with paper-based PDP

PedagogyPedagogy

Personal Tutors understanding and motivation for PDPPersonal Tutors understanding and motivation for PDP

•It was assumed that Personal Tutors were familiar with PDP It was assumed that Personal Tutors were familiar with PDP processesprocesses

•(Some) Tutors appear to be deterred by issues with technology(Some) Tutors appear to be deterred by issues with technology

•The use of multiple portfolios compares with the traditional system The use of multiple portfolios compares with the traditional system in the school of nursing of a singular portfolio and this may be in the school of nursing of a singular portfolio and this may be causing confusion. causing confusion.

Student’sStudent’s understanding and motivation for PDPunderstanding and motivation for PDP

Students should be facilitated by Tutors and take motivational cues Students should be facilitated by Tutors and take motivational cues from themfrom them

TechnologyTechnology

Although the EPMS requires someAlthough the EPMS requires some Information Technology (IT) skills Information Technology (IT) skills they are common transferable skillsthey are common transferable skills

Skills and confidence of studentsSkills and confidence of students

It is tacitly assumed that students do have some IT skillsIt is tacitly assumed that students do have some IT skills

•There is a significant minority that don’tThere is a significant minority that don’t

•Don’t appear to be able to transferDon’t appear to be able to transfer

•May lack confidence in their skillsMay lack confidence in their skills

•A marked lack of basic file management skillsA marked lack of basic file management skills

•Lack awareness of need for IT skills in the professionLack awareness of need for IT skills in the profession

•Computer phobicComputer phobic

TechnologyTechnology

Skills and confidence of Personal TutorsSkills and confidence of Personal Tutors

A similar pattern but older age groupA similar pattern but older age group

ObservationObservation Only one step ahead of students Only one step ahead of students

One step behind?One step behind?

Can’t facilitateCan’t facilitate

TechnogogyTechnogogy““the convergence of technology, pedagogy and content in the transformative use of technology to foster learning." the convergence of technology, pedagogy and content in the transformative use of technology to foster learning."

Idrus 2008Idrus 2008

Arrangements were made for students and tutors to be trained by Arrangements were made for students and tutors to be trained by technology trainerstechnology trainers

•Trainers had little knowledge about PDP or portfolio processesTrainers had little knowledge about PDP or portfolio processes

•Trainers were not aware of the pedagogical needs of students or staffTrainers were not aware of the pedagogical needs of students or staff

ObservationObservation This appears to have exacerbated the mis-perception that difficulties This appears to have exacerbated the mis-perception that difficulties with carrying out the PDP process are due to difficulties with the with carrying out the PDP process are due to difficulties with the technologytechnology

Students cannot see WHY they should be using the softwareStudents cannot see WHY they should be using the software

Some expression of the preference to return to paper-based portfolios Some expression of the preference to return to paper-based portfolios because the technology is “too hard”because the technology is “too hard”

Organisational contextOrganisational context

The institution has to comply with requirements of various The institution has to comply with requirements of various

external bodiesexternal bodies and has to work in partnership and collaboration and has to work in partnership and collaboration with other institutionswith other institutions

The Nursing and Midwifery Council (NMC)The Nursing and Midwifery Council (NMC)

The North West Region Health AuthorityThe North West Region Health Authority

Other local universitiesOther local universities

NHS trusts (clinical placements)NHS trusts (clinical placements)

Organisational contextOrganisational context

External Bodies External Bodies

1.1. compromise with other universities with differing practicescompromise with other universities with differing practices

2.2. compliance with requirements of the NMCcompliance with requirements of the NMC

ObservationObservation

• A lack of integration of PDP with curriculum requirements A lack of integration of PDP with curriculum requirements exacerbated by this has led to PDP “type” processes being exacerbated by this has led to PDP “type” processes being duplicated as part of other (paper-based) processesduplicated as part of other (paper-based) processes

• This has possibly furthered the isolation of PDP and the e-portfolio This has possibly furthered the isolation of PDP and the e-portfolio from the curriculumfrom the curriculum

• And de-motivated students and tutors from carrying out PDPAnd de-motivated students and tutors from carrying out PDP(e-portfolio and/or paper-based)(e-portfolio and/or paper-based)

Organisational contextOrganisational context

NHS TrustsNHS Trusts

1.1. Separately managed institutionsSeparately managed institutions

2.2. Relatively underdeveloped IT resourcesRelatively underdeveloped IT resources

3.3. Lack of IT skills or confidence in nursing staffLack of IT skills or confidence in nursing staff

4.4. Paper based processesPaper based processes

All deter students from engaging with an e-portfolioAll deter students from engaging with an e-portfolio

Possible solutionsPossible solutions

Staff development : Pedagogy of PDPStaff development : Pedagogy of PDP

Technogogical trainingTechnogogical training

Consideration of integration of e-portfolio Consideration of integration of e-portfolio processes with curriculum processes with curriculum

Management awareness of technogogy Management awareness of technogogy

““Selling” to partnersSelling” to partners