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Jackie Haigh

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Using a web-based personal learning system in the transition from student to health practitioner

Jackie Haigh, University of Bradford

 

This presentation will discuss the preliminary findings of a study exploring the learning experiences of newly qualified health professionals and the extent to which a familiar online learning system (ePortfolio) was used to facilitate learning in the transition from student to health practitioner. The preliminary findings concern the participants’ descriptions of using the system in the university and therefore relate to the conference theme of learning to be professional.

 

Methodology: This is a case study of a cohort of student midwives who had experience of using a personal online learning system to support personal development planning throughout their university course. Participants were provided with 2 year alumni accounts in this system and consented to three blog and/or email interviews in the first 6 months post graduation.  Seventeen students from a cohort of twenty four agreed to participate. The first interview explored the students’ experience of using the learning system in the university, the second explored the early experience of becoming a member of staff and the third will reflect on learning in the first six months and evaluate the usefulness of the personal learning system in this transition period.

 

Analysis: Responses to the initial interviews were analysed using NVIVO whereby free nodes identifying issues or concepts in the data are structured into themes using a tree node structure. These themes are influenced by the researcher’s theoretical framework impacting on the way the questions are structured but also can be said to arise from the data as the individual respondents make their own contribution to knowledge creation. The analysis focuses on three themes: Structural Motivation; Personal agency; and Transition Intentions

 

Findings

Structural motivation – students used the system primarily because it was embedded in their course and linked to an assessed assignment. However the design of the system was also seen as motivating. It was described as a personal online tool available anywhere and helpful in planning work and getting organised. Words used included guide, diary, framework, and tool. Respondents described how it helped to structure their thinking.

 

Personal Agency – Participants varied in the ways they expressed their learning experience with some clearly very proactive and self motivated and others less so.

 

Transition Intentions – All acknowledged the potential of the system to support ongoing CPD and expressed the intention of continued use.

 

Key Words: Personal development planning; Professional education; ePortfolio

 

Presentation

 

 

Using ePortfolio action planning tools to support learning in clinical practice

Jackie Haigh and Jan Porter, University of Bradford

 

This paper discusses student evaluations of using an e-portfolio action planning tool to support learning in practice settings. Thus it addresses the themes of:

·         Qualities and personal agency needed to be a good professional

·         Role of Professional and Statutory bodies in shaping what it means to be professional

·         Use of technology to facilitate learning to be professional.

 

It is a mandatory standard of midwifery undergraduate programmes that 50% of available curriculum hours are spent in clinical practice where the student is ‘under direct or indirect supervision of a practicing midwife when providing care to women and babies’ (NMC 2004). Student learning in placement is guided by set learning outcomes (NMC 2007) and students document their experiences in achieving these in a clinical portfolio. Assessment of clinical practice has been graded since 2000 and has been intensively supported by academic staff. This process included three tripartite interviews with the student, mentor (the qualified midwife who supports learning in practice and assesses student performance) and link lecturer (academic member of staff responsible for ensuring the educational quality of a particular placement area and supporting mentors in their assessment of students). The need to make this process sustainable and more ecologically responsible made us explore other means of supporting the student and mentor whilst maintaining academic links.

 

The university has an adopted ePortfolio tool (Pebblepad) which our students use for personal development planning. This tool contains templates to structure student thinking and record keeping.  Action planning templates were pre-populated with relevant learning outcomes for each clinical placement. Students copied these plans to their personal portfolio and shared them with the link lecturer thus creating an electronic link between university and placement. Students added evidence of achievement, reflection, self evaluation and academic study throughout the placement experience in preparation for their final assessment interview. This system was introduced to all three years of the programme in September 2008. Prior to its introduction current students and mentors had the opportunity to discuss the changes and raise any issues at mentor updates and staff student liaison committees.

 

On completion of their first placement using the action plans, students participated in SWOT analysis of their experience. This paper will outline the strengths, weaknesses, opportunities and threats of using web based portfolio tools to support student learning in practice settings from the student perspective, as interpreted by practicing link lecturers.

 

References

NMC (2004) Standards of proficiency for pre-registration midwifery education London NMC

NMC (2007) Essential Skills Clusters for pre-registration midwifery education programmes. London. NMC

 

Key Words: Clinical practice, E-portfolio, Action planning, Mentor, Link Lecturer

 

Presentation

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