E-Portfolios for International Competence: Introducing Evidence-Based Learning E-portfolios for Healthcare Students on International Elective Placements
•Descargar como PPT, PDF•
0 recomendaciones•648 vistas
Paper delivered by Kirstie Coolin and Helen Parsons as the ePortfolio and Identity Conference 2014. Relates to Nursing Placements.
Recomendados
Más contenido relacionado
La actualidad más candente
La actualidad más candente (20)
Destacado
Destacado (20)
Similar a E-Portfolios for International Competence: Introducing Evidence-Based Learning E-portfolios for Healthcare Students on International Elective Placements
Similar a E-Portfolios for International Competence: Introducing Evidence-Based Learning E-portfolios for Healthcare Students on International Elective Placements (20)
Último
Último (20)
E-Portfolios for International Competence: Introducing Evidence-Based Learning E-portfolios for Healthcare Students on International Elective Placements
- 1. School of Health Sciences 07/14/14 Event Name and Venue 1 EPIC at EPIC! “E-Portfolios for International Competence: Introducing Evidence-Based Learning E-portfolios for Healthcare Students on International Elective Placements” Kirstie Coolin, Mary Brown, Richard Windle, Chris Booth, Helen Parsons Kirstie Coolin – E-Learning and Media Manager Helen Parsons – Portfolio Support Coordinator Health E-Learning and Media Team (HELM)
- 2. School of Health Sciences School of Health Sciences at Nottingham 2 6000+ Students per year 200 Members of academic staff 100 Administrators 9000 Practice mentors
- 3. School of Health Sciences Gainsborough Worksop Louth Skegness Sleaford Newark Belper Ashbourne Grantham Bourne Spalding Lincoln Nottingham Mansfield Derby Boston School of Health Sciences at Nottingham
- 4. School of Health Sciences 4 HELM Health E-Learning and Media Team The Victory, Portsmouth CC-BY-NC-SA Kirstie Coolin 2012
- 5. School of Health Sciences 200+ free to use high quality, interactive peer- reviewed learning and teaching resources www.nottingham.ac.uk/helmopen
- 6. School of Health Sciences Elective Placements in the Graduate Nursing Curriculum 450 students on course take ‘elective placement’ Global healthcare - Internationalisation/cultural competence 4 week placement arranged by the student or 12 week ERASMUS+ placement
- 7. School of Health Sciences Why use e-portfolio for the Elective Placement?
- 8. School of Health Sciences Institutional Change Technology to promote change in teaching/learning Broaden e-portfolio use within the School of Health Sciences Increase awareness of e-portfolio functions for learning and assessment
- 9. School of Health Sciences Learning Familiarising students with portfolio working and self-directed learning Developing extra professional skills in evidence selection, curation and presentation of skills Synthesising theory and practice learning Enabling student collaboration at a distance on a student-set group learning
- 10. School of Health Sciences Assessment, Feedback and Evaluation 1 Assessed Pre-placement planning activities within the e-portfolio (Risk Assessment and Elective Plan) Assessed showcase e-portfolio including reflection on learning outcomes
- 11. School of Health Sciences Assessment, Feedback and Evaluation 2 Learning about the types of evidence collected by students; how these are assembled and synthesised; what evidence of reflective learning/high-level cognition emerges from this group Assessing the students’ learning journey and demonstration of learning processes
- 13. School of Health Sciences What did we do?
- 14. Nicola Townsend, Mary Brown and Eman Ghallab Risk Assessment Elective Plan Learning Outcomes Risk Assessment Elective Plan Learning Outcomes Collect evidence Share Feedback Collect evidence Share Feedback Collaborate Report Collaborate Report
- 15. Group portfolios/shared learning objectives
- 16. School of Health Sciences Group- Web folio
- 17. School of Health Sciences Training and support 15 X 2 hour workshops Dedicated staff supporting e-portfolio Drop-in sessions One-2-one support Training and support 15 X 2 hour workshops Dedicated staff supporting e-portfolio Drop-in sessions One-2-one support
- 18. School of Health Sciences 07/14/14 Event Name and Venue 18
- 19. School of Health Sciences
- 20. School of Health Sciences What they collected (media)
- 21. School of Health Sciences Issues? Assessment tension: creative student-centred portfolio and objective marking. Technical constraints e.g. image manipulation, opening documents, lay out Consent for images/videos – healthcare-specific
- 22. School of Health Sciences What went well? Sense of ownership Students able to display evidence in lots of different forms More informal (pros and cons?) More of a personal feel Students take their learning into their own hands Some students loved the creativity
- 23. School of Health Sciences Images – 3 C’s
- 24. School of Health Sciences
- 25. School of Health Sciences Examples of student’s work (removed for confidentiality)
- 26. School of Health Sciences 07/14/14 Event Name and Venue 26 Thank You! Kirstie Coolin kirstie.coolin@nottingham.ac.uk Helen Parsons Helen.Parsons@nottingham.ac.uk Acknowledgements: Students who’s work was shared: Katherine Humphrey Samantha Newton Chrysalin Hurboda Robert Gorton Health E-Learning and Media Team (HELM) School of Health Sciences University of Nottingham
Notas del editor
- Situate Nottingham and outline the complexity of our courses.
- If you are interested in free to use standalone healthcare e-learning resources, grab a postcard after the session.
- Cultural competence is not about just understanding cultural values it is about valuing diversity and recognising our own limitations and learning needs (Srivastava 2007). Within society health care is becoming increasingly diverse so it is imperative that nurses are equipped with an awareness of what it means to possess cultural competence. Internationally competent nurses need an awareness of cultural issues that challenge their attitudes and beliefs to reflect multicultural professionalism. Culturally competent professionals play a critical role in reducing health disparities and improving patient outcomes (Hawala-Drury and Hill 2012). Because of the expanded emphasis of globalised healthcare and international health concerns there is a need to develop undergraduate opportunities to develop cultural awareness (Egenes 2012).
- The majority of e-portfolio use has grown around the institutional and administrative benefits – using the e-portfolio to replicate the paper workbooks and competency documents. This is great, but means that the understanding people have of e-portfolio is based around this institutional model. One of the outcomes of the Elective Placement project is to demonstrate to the School the student-centred approach – using rich media and personal stories. Sharing learning outcomes, competencies and experiences. Brining their learning to life. Using the webfolio showcase for assessment Gives others in the School an idea of how they can further use or begin to use the e-portfolio.
- while e-portfolio is embedded into other areas of their course, using e-portfolio in this way will support more personal and student-centred functions, establishing good learning habits for reflection and lifelong learning as required by their profession
- Refer to marking criteria table from workshop booklet
- Helen
- One to one very specific.
- Some issues faced so far: -Images must be JPEGs Difficult to manipulate images in PebblePad (so need to do it in PowerPoint or image editing software) Limited options in how pages can be laid out Some students were not allowed to take any of their own photos on placement (high security hospitals) Linking to documents in pebblepad is a bit ‘clunky’, they do not open automatically, they have to be downloaded first. Images/photos / technical Tension – using it as assessment, so tension between student-centred portfolio and trying to assess objectively. 2000 word equivalent. Giving them freedom and trying to assess this. Markers and students.
- What worked: More sense of ownership Students able to display evidence in lots of different forms More informal (good/bad?) More of a personal feel Students take their learning into their own hands Some students have got really into being creative
- Copyright, consent and confidentiality
- Consent forms – Show documents