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Facilitating e-assessment (the grading of clinical practice) through the use of shared portfolios Deena Graham Principal Lecturer Quality Assurance and.

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Presentation on theme: "Facilitating e-assessment (the grading of clinical practice) through the use of shared portfolios Deena Graham Principal Lecturer Quality Assurance and."— Presentation transcript:

1 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

2 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 2

3 Managing e-Assessment ( in work based learning ) Why Pebble Pad? Action Research Approach to curriculum development Collaborative working with trust partners to assess practice 3

4 Tripartite Assessment Student (learning in clinical practice) Personal Tutor(supporting learning and assessment in clinical practice ) Mentor (supervising and assessing learning in clinical practice) 4

5 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 Emerging Themes 5

6 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 6

7 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) 7

8 Lessons Learnt Strengths - grading practice not difficult Opportunities – Better communication with mentors Challenges – NHS firewalls What would we do differently – better use of gateways. 8

9 Conclusion Pebble Pad is a flexible tool that can be used for e- assessment in clinical practice It offers a feasible way of grading students on work based learning experiences It has improved and strengthened the method of communication between personal tutors and mentors Collaboration with the e- learning team is vital in developing smooth processes for e- assessment 9

10 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. 10

11 Any Questions 11


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