Transcript Facilitating e-assessment (the grading of clinical practice) through

Facilitating e-assessment (the
grading of clinical practice)
through the use of shared portfolios
Deena Graham
Principal Lecturer Quality Assurance and Assessments
School of Nursing
Faculty of Health and Social Care Sciences
Kingston University
[email protected]
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Context
• The case study reflects work undertaken whilst
working at the University of West London
▫ Part of the development of PG Dip Nursing (4600
hrs of theory & practice in two years).
▫ Academic practice module developed at L7
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Managing e-Assessment
( in work based learning )
Why Pebble
Pad?
Action Research
Approach to
curriculum
development
Collaborative working
with trust partners to
assess practice
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Tripartite Assessment
Student (learning in
clinical practice)
Mentor
(supervising and
assessing
learning in
clinical practice)
Personal
Tutor(supporting
learning and
assessment in
clinical practice )
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Emerging Themes
It is possible to grade learning in clinical practice through
the use of web folios
Preparation of mentors in practice is key
NHS firewalls are very problematic - but not
insurmountable
Support from the e-learning development team is
critical
It is important to have a strategy for scaling up support
to practice as cohort sizes increases
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Emerging Themes (not expected)
Value Added to the student experience
It appears that grading clinical practice
promotes student engagement in the
assessment process in clinical practice
Creating their own web folios inspires students
to produce varied and creative work
Students seek out and receive regular and
appropriate feedback
There is evidence of meaningful learning in the
web folios
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Emerging Themes (not expected)
Value Added to the student experience (2)
The students demonstrate a high level of critical,
analytical reflective thinking.
Students are engaged in the process and
evaluate it well
Mentors are supportive of the process (seen as
personal learning and development)
The process is seen as innovative ( as evidenced
in reports from NMC reviews and UWL Periodic
Reviews)
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Lessons Learnt
Strengths grading practice
not difficult
Opportunities –
Better
communication
with mentors
Challenges –
NHS firewalls
What would we
do differently –
better use of
gateways .
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Conclusion
It has
Collaboration
Pebble Pad is a
improved and
with the eIt offers a
strengthened learning team
flexible tool
feasible way of
that can be
the method of
is vital in
grading
communication
developing
used for estudents on
assessment in
between
smooth
work based
personal tutors processes for eclinical practice
learning
and mentors
assessment
experiences
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Acknowledgements
Acknowledgement
Thank you to Andy Turner (Technology Enhanced Learning Manager
UWL ) Bob Guinn ( Technology Enhanced Learning
Developer/Consultant UWL) without whose help and never ending
support this project would not have survived.
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Any Questions