Going Paperless for Clinical Placement Using Pebble Pocket - - PowerPoint PPT Presentation

Going Paperless for Clinical Placement

Using Pebble Pocket Associate Professor Caroline Nilson Helen Dugmore Marlène Daicopoulos

WESTERN AUSTRALIA

PebblePocket Implementation

PILOT

November 2015 1st clinical unit NUR109 aged care /rehabilitation 8 students; 1 CNF, 1 aged care facility June /July 2016 2nd clinical unit NUR239 medical / surgical /mental health 40 students; 4 CNFs; 3 acute care facilities

IMPLEMENTATION

Dec 2017/Jan 2018 1st year (Stage 1 & 2) NUR109 aged care /rehabilitation 212 students; 35 CNFs; 34 facilities/sites

June/July 2018 2nd year (Stage 3) NUR239 218 students; 26 CNFs; 51 facilities/sites (x2) February 2019 3rd year (Stage 5) BNR359

• Sites contacted,

eportfolio process explained; continuous communication

• Assurances given

about use of Smart devices

• MU technical support

able to address issues promptly

Facility/Site

• CNF set up with external

assessor accounts with access to ATLAS

• Induction sessions provided
• ‘Sets’ in ATLAS allow CNFs

to see only their students

• Training allowed CNFs to

understand the process to access and assess students

• MU technical support able

to address issues promptly

Clinical Nurse Facilitator

• Education session

designed to have students working in the eportfolio

• Live nature of the

portfolio enables Academic oversight ensuring issues are addressed promptly during placement

Student

Stakeholders induction

Facilities / Sites induction

Clinical Nurse Facilitators (CNF)

Students

Detailed assessment in the student’s Clinical Portfolio workbook, with Assessor fields enabled.

A s s e s s

• r

v i e w A T L A S

NCAS Competency Assessment (Custom Templates) in Pocket

Evaluation - CNF

• “it's great for facilitating students using the rural

model - I could see the assessments etc once they were uploaded rather than having to continually remind students to email these documents through to

• me. This means no late surprises with incomplete

assessments or those that have been marked below expected criteria”

Clinical Nurse Facilitator Rural

Evaluation – Site/Facility

• “Decreasing paper waste, less risk of students losing

(portfolios) or being destroyed”

• “Hard to type to a mobile phone, hard to sign from a

mobile phone, feels like using mobile phone at work”

Evaluation – Student

• Having it accessible anywhere. Not having to submit a tatty folder.

Being able to correct errors in reflections.

• I am assuming that it was mostly just because the system was

completely new, but it was incredibly frustrating at times.

Stage 1 and 2 students

• I was overall really happy using Pebble pad this time most of the

issues from previous practice resolved and it was user friendly

Stage 3 student

Lesson Learnt / scaling up

• Induction, communication, and support were essential to the

implementation and ongoing success of clinical eportfolio use.

• The benefit of electronic files with no accumulation of paper

portfolios to review and archive.

• Students own their individual eportfolio learning space and are able

to record, reflect, self audit, seek feedback and self-develop their knowledge and understanding.

• Students are able to collate, collect, organise and present their

achievements and experiences, as they engage with the course and unit learning objectives

Contact

• Assoc Prof Dr Caroline Nilson
• Academic Chair
• c.nilson@murdoch.edu.au
• Helen Dugmore
• Clinical and Community Practice Lead
• h.dugmore@murdoch.edu.au
• Marlène Daicopoulos
• ePortfolio Learning Support Officer
• marlene.daicopoulos@murdoch.edu.au