e-PrePPAn interactive digital platform to prepare students for the
transition to professional practice
Focus on Inter-professional LearningNursing Students Pharmacy Students
Medical Students
ePrePP platform
OVPT&L
Map produced by Irish-Geneology-Toolkit.com PartnersPeter Cantillon NUIGJosephine Boland NUIGWalter Cullen UCDGerardina Harnett ITTAnn-Marie Healy TCDAndrew O’Regan UL
UCC
Bettie Higgs, Ionad Bairre T&L Centre Caroline O’Connor, School of Nursing Eileen O’Leary, School of PharmacyHenry Smithson, School of Medicine
Partner contributions
UL: Use of video conferencing as a T&L toolSite for IPL pilot medicine and nursing
NUI Galway:Software mapping of competency frameworksDigital resource development
UCD:pilot site IPL medicine and pharmacyVideo conferencing expertise
TCD:competency framework delivery
ITT:evaluation of reflective portfolio Pilot site eportfolios
UCC:digital clinical scenarioseportfolio evaluation tool
Overview
• Set up exec and partner network • Identifying Shared Competencies• Piloting eportfolios• Administrator and student involvement • Web presence• Digital resources: content, format and expertise
Strategic alignment
Addressing national policies• PSI Core competencies framework IIoP• Medical Practitioners Act 2007 & The Medical Council• NMBI 2014 The Domains of Competence ‘represent a broad
enabling framework to facilitate the assessment of pre-registration student nurses' clinical practice’
Policies and protocols
• Competencies– Shared domains• As a professional• As a practitioner• As a scholar and scientist
• Placement MOU/agreements– Mix of formal and informal• Informal grace and favour placements so no MOU• Formal so financial agreements list facilities, educational programme,
responsibilities, reporting etc
Domains
As a professional
Professional values and conduct
Management and team competencies
Reflect learn and teach others
As a practitioner
Clinical practice and decision making
Prescribe, monitor or provide treatment
Knowledge and cognitive competencies
Communication and interpersonal competence
Psychological frameworks to the varied responses of individuals, groups and society
As a scholar and scientist
Knowledge of human form and function
Understand psychological aspects of behavioural change and engagement with treatment
Understand sociological factors that contribute to illness and health
Leadership and scholarship
Determinants of health
Documents under review
• Guide to Professional Conduct and Ethics for Registered Medical Practitioners (2009)
• The Pharmaceutical Society of Ireland Core Competency Framework • Nursing and Midwifery Board of Ireland Standards and Requirements for
Undergraduate Nursing Education Registration Programmes (4th edn) • Pharmaceutical Society of Ireland Education Training Rules (2008)• IT Tralee, Management of Reflective Practice for Students While on Clinical
Placement• TCD Physiotherapy, Discipline Practice Handbook• IT Tralee BSc Nursing – Clinical Placement Identification & Approval Protocol • IT Tralee Nursing Practice Placement Year 3 Practice Project: Requirements
& Guidelines• NUIG Online Materials • UCC: Memorandum of Agreement between Dept General Practice and final
med sites
Traditional portfolio s Adding technology
Collecting Archiving
Selecting Linking/thinking
Reflecting Storytelling
Projecting Collaborating
Celebrating Publishing
Receiving prompt feedback
Technology compatible with existing VLE- network, mobile device capability, removal of physical restrictions, data storage and backup advantage, ability to add digital data and multimedia artifacts, quick log on process.
The purpose of a portfolio is to:
Support ongoing learning and professional development thus supporting the transition from student to professional
Support formative and summative assessment in both theoretical modules and clinical placement modules
Support markets and employment by having a ready made CV for future employers to view
eportfolios
Graduate Entry Medical SchoolUniversity of Limerick
Aim: To develop and expand knowledge on the assessment of ePortfolios for interprofessional use. Objectives: 1. To explore the issues of assessment of ePortfolio taking cognisance of
ethical/professional/ confidentiality/disclosures relating to unsafe or incompetent practice of self and others. To identify the purpose of assessing the ePortfolio e.g. innovation, creativity, competence development, etc.
2. To propose a rubric for assessment of the reflective writing component of an ePortfolio to
include ‘blogs’, online discussion boards, etc.
3. To examine the potential for the development of an assessment method that enables evaluation of professional development and ongoing competency using an ePortfolio.
Department of Nursing and Health Care Sciences Institute of Technology in Tralee
TimePurpose
GainsBalance of wins
and losesEnsuring learner
focus
Student views, instruction and
experience
TimePurpose
GainsBalance of wins
and losesEnsuring learner
focus
Tutor preparation and experience
License and distribution
eport activityRecordingReflection
AssessmentTeacher focus
Portfolio usage analysis
eportfolio evaluation:Mixed methods
pre and post interviewportfolio analysisinterviews
Designing Eportfolio Based Learning Activities to Promote Learner Autonomy Final Report to the Coalition April, 2010 University of Bradford, UKFourth Cohort of the Inter/National Coalition for Research into Electronic Portfolios
Some of our placements are
fantastic but sometimes you get the feeling that the tutor doesn’t really know
what we want
It might just work but can
we please have it on an
app
There is a whole range of stuff out there and
we all have our favourites but it would
be great to record some of our cases
I guess I don’t really know why medics prescribe
some drugs
I wonder if anyone knows
what it is like to be a nurse
Transition to professional practice
• Y4 nursing & y3 med students did not feel prepared • Pharmacy interns had no previous practical experience;
community better than hospital placements (one to one; felt involved)
• Electives abroad gave much more hands on • Big gap between student under supervision to independent
clinical responsibility
Quality of placements
• “huge variety” – down to luck• Often feel like a nuisance, particularly in teaching hospitals• shadowing community nurses not helpful – they like to do
things• Concern that negative feedback would get back to tutor• No real evidence of learner led experience
Learning logs/portfolios
• 3rd med didn’t have any learning logs - curriculum committee ‘oh yes they do’
• Portfolios would enable them to set goals and record learning• Pharmacy students have to record satisfactory ‘completion’ of
104 competencies at each of 4 time points in placement• No real experience of eportfolios: please don’t give us extra
work and make it into a phone app
IPL
• Student views– All felt it was rare or didn’t happen but all would find it valuable– In Ireland the overwhelming view was that there is no
communication between doctors and nurses– On-line group work in pharmacy with RCSI– Consensus was that y2 was the best time
IPL
• Developments– Potential initiatives at UL and UCD– Joint pharmacy/medicine teaching UCC– Hospice care multiprofessional learning UCC– Embedding IPL in 3rd med UCC
The National Impact and 3 key benefits
• National network to identify gaps and present solutions– The first shared competency document for healthcare
• Template for development of institutional MUA – Recommendations for use of eportfolios to enhance leaner centred
clinical/practical placements• Sustainable models of IPL using digital platforms– Digital resources to enhance clinical tutorials and IPL
Dissemination
• Professional– Connections with professional bodies will allow dissemination to NMBI, PSI, IMC– Will focus on relevant training bodies– Abstract submission to CORU IPE conference Oct 2015– Annual National School of Nursing and Midwifery conference UCC Nov 2015– Publications relating to shared competencies and eportfolio evaluation
• HEI– Signpost open resources to HEI offering relevant courses– Planning a day conference on IPL Spring 2016