Get Ready: Preparing for Implementation of ePractice Assessment

Dr Fiona Work and Dr Karen Strickland

Gathering the evidence – making the case for change

Systematic review of the literature on mobile learning in clinical practice

Review objectives

• To examine primary research articles published between 2001- December 2014 focussed on issues for students and educators involved in assessment of practice learning using m-learning,

• To identify the benefits of m-learning tools in practice• To identify the challenges and issues

Results

• 1470 abstracts screened – 1371 excluded• 99 full text papers reviewed• 23 included in paper• Earliest study 2002, most after 2008• UK 7; US 7; Canada 4; Australia/NZ 3

Themes

• Information for healthcare practice• Knowledge and skill acquisition• Reflection on learning in practice

Challenges

• Permission to use (Saunders & Dearnley, 2009)• Concerns over security of patient & student data (Lindquist

et al, 2008; Applegate, 2010; Norman, 2011)• Risk of transmission of infection (Phyllips & Wyatt 2011)• Lack of skill bases/reluctance to accept (Norman 2011)• Time for users to ‘bond’ with their device (Saunders &

Dearnley (2009)

Technical challenges

• Battery life (Applegate, 2010)• Intermittent internet access • Screens too small (Scordo et al, 2003; Norman, 2011; Skiba, 2011)• Students with disabilities (Applegate, 2010; Saunders & Dearnley,

2009)• Damage/loss/theft of devices

Setting the scene in RGU

Ongoing Achievement Record (Scotland) and the School of Nursing and Midwifery eLearning Strategy

The RGU 2015 vision Student-centred benefits preparing practitioners for digital era

Personal tutor (PT) engagement whilst still on practice

NSS resultsclinical assessment feedback

Increase confidentiality and security yet reduce fraudulent activity

no more “left on the bus”

Analytics-NMC (2008) Standards

Increase timeliness, accessibility, consistency and quality of feedback (pedagogy)

Innovative, technologically enhanced learning

environments and secure experience

Access for students, staff, external markers, administrative staff, PTmentors, practice teachers and practice learning staff

Tablet or computerReasonable adjustments

Lean methodology

Electronic Clinical Assessment Tool (ECAT) Implementation plan and wider group

1. Practice learning to explore support in practice

2. Risk assessment to explore solution focussed approach to risk

3. Pre-registration (nursing and midwifery) to explore student experience

4. Post registration to explore student experience

5. Information technology to explore information governance, reasonable adjustments, SITS and InPlace development, etc.

Electronic Clinical Assessment Tool (ECAT) Implementation planMapped to A Clear Future

ECAT Steering Group

ECATOperational

group

Five Working groups

KOLB, D.1984 Experiential Learning. Experience as the Source of Learning and Development. Englewood Cliffs, New Jersey: Prentice-Hall.

Action research process

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Ready? Feedback and Feed forward

• Failure to prepare and prepare to fail• Literature searching• Firewall testing• Partners in Practice and practice educators act as gatekeepers- “buy in” (Permission to

use -Saunders & Dearnley, 2009)• DELTA, eLearning, ITNS, Disability services, Study support, students, HSE staff and peers

all matter and need to ‘feel’ engaged • Monthly multi-agency meetings with staged implementation plan• Risk assessment- identified lack of resources such as computers in wards

Ready? Feedback and Feed forward (cont’d)

• Digital literacy and fears (Lack of skill bases/reluctance to accept -Norman 2011)• “ increased my confidence with technology” “encouraged me to use online

banking now”• “why are we the guinea pigs” and “not enough PCs on wards”• Table top exercise • Browser issues –internet explorer 8 required for patient records• Helplines and emails• Storyline training guides and high quality training materials • Analytics and NMC (2008) standards

Are you ready?

Questions ?