ePrePPusing an electronic platform in

Preparation for Professional Practice

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

Showcase outcomes

• Shared competencies

• Eportfolio evaluation criteria

• Student panel

• IPL

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

Student involvement

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

Thank you for your attention and interest