The challenge of getting mentors on board Kath Baume University of Worcester

Presentation outline  The drivers to implement an e-portfolio  Introduction of tripartite assessment in practice  The challenge of engaging mentors with web folios  Future developments

Why did we implement Pebblepad?  Moderation of paper portfolios demonstrated wide variance in student evidence.  Poor linking of evidence to learning outcomes.  Return from practice group reflection sessions provided consistent anecdotal evidence that mentors rarely looked at the student paper portfolio.  Sign off mentors highlighted concerns that some student portfolios did not demonstrate progression.

Key driver for change: New curriculum single BSc (Hons) Nursing programme (NMC 2010)  50% of programme credits allocated to practice learning modules.  Need for a robust student portfolio of evidence  Tripartite arrangement – practice based relationship between the student, active mentor and zoned academic Focus on the student’s theoretical knowledge base and application, based on evidence provided by the student. Strengthen integration of theory with practice.  E-portfolio embedded into to practice learning modules as a learning technology

Development of the e-portfolio  Collaboration with academics, practice development team, mentors, practice partners and information and learning services.  NMC validation June with implementation in September  Conclusions:  Easily accessible for students, mentors and zoned academics in practice.  Student and mentor support.  Keep it simple.

Benefits of an e-portfolio Efficiency Work all in one place Less likely to be lost Accessible 24/7 Pre set structure enhances organisation Enables reader to jump between parts Easier to link evidence Interactive and collaborative Confidential Enhancing learning IT skills enhanced Flag a learning event and reflect later Prompt feedback Freedom to be innovative and creative Student in control Repository for information on practice assessment process (adapted from Reed, 2011, page 10)

Teaching strategy Goal: early adoption leading to sustained engagement  Blended learning:  Lead lecturers, IT workshops and drop in support sessions within practice areas.  Embedded within spiral curriculum:  Generic modules.  Practice modules.

Pre registration practice portfolio.

Aim to embed PebblePad™ skills prior to practice experience. Practice module Session 1 Overview of PebblePad™ general functionality and resources. Student activity: create a “thought” asset, copy template and customise. Extended activity – complete a reflection on simulated practice session. Session 2 Exemplar portfolio, tips and tools to support portfolio development. Student activity: link completed reflective thoughts and share electronic portfolio Expectations for written evidence in practice Session 3 Student led post placement 1.

Student concerns  IT skills  Support when in practice Student step by step guide to PebblePad™ practice portfolio. Exemplar portfolio Practice Team drop in sessions in practice to avoid “implementation dip” (Deketelaere 2009). Zoned Academic support at formative intermediate interview. Electronic support from lead lecturer.

Implementation strategy Zoned Academics and Practice Educators: cascade teaching approach Mentors  Support from Zoned Academics/ Practice Educators.  Awareness raising at the mentor road shows for the new practice assessment process.  Mentor updates for 2012/13 to include PebblePad™ Portfolio.  Mentor guide.  Mentors required to sign to practice document confirming e-portfolio reviewed.

The implementation challenge  Time frame from development to launch.  Reliance on zoned academics to adopt Pebblepad and train and support mentors in practice.  Considerable pressure on mentors  New practice documentation  New e-portfolio focus  Zoned academics present for first time at intermediates interviews  Challenging clinical environments

High expectations

The experience!  Mentor reluctance to use pc’s.  Access to pc’s limited.  Competing pressures for pc access.  Pc access in the public area of wards.  Students requested to print it on paper!  Mentors not signing they had viewed the e-portfolio.  Students not sharing the portfolio electronically.  Time at the intermediate taking longer due to teaching mentor re Pebblepad.  Students did not feel confident to challenge mentors who did not wish to view e-portfolio.

How to engage mentors?  Evidence where mentors engaged feedback was positive  Easier to navigate  Student have a clearer understanding of what is expected.  Embedding the partnership of mentors and local zoned academic.  Developing trust, team approach.  Support with expectations of students written work within the new curriculum.  Sharing written feedback between zoned academics, mentors and students.

So how did we do? Moderation in July 2012 Evidence of greater cross referencing of written evidence to progression outcomes. More structured reflections although they remain descriptive in nature in semester 1. Greater variety of evidence. Greater integration of theory to practice.

Mentor survey of the zoned academic role Nov 2012  The value of the zoned academic role in supporting student learning at the formative intermediate interview.  Intermediate experience.  Pebblepad supporting student learning.  Partnership working and collaborative practice. No of responses = 74 Expected responses = 400 Response rate = 18.5%

The student shared their practice portfolio with me.

The student’s evidence on Pebblepad demonstrated the achievement of competence linked to progression outcomes

The student’s evidence on Pebblepad demonstrated the student’s reflection on their learning.

Pebblepad helped the student link theory with practice.

Pebblepad now an integral component of team meetings with the aim of ensuring consistency of zoned academic support to mentors. The zoned academic discussed aspects of the student’s web folio on Pebblepad with me and the student.

Qualitative comments- benefits of tripartite Builds on confidence in navigating new documentation. Helps dot the 'I's' and cross the 'T's'. Equal partnership. Support for individual students. Guidance to achieve in all areas. Getting to know the individual ZA, working together to reduce the theory practice gap. Good practice to have mentors and zoned academics working together in this way. Very supportive to the student. Enables a consistent and comprehensive Having the back up from the zoned academic. Knowing that you are valued and appreciated. Linking theory to practice. Introduction and explanation of student handbook and Pebblepad. Contactable and able to give advice. Present at intermediate interview. Information sharing about their knowledge of the practice document. Her accessibility to the student and myself.

New solutions  Created an on line mentor community of practice within Blackboard of resources to support mentors with assessment of practice with tips to support development of e-portfolio evidence.  Plan for evaluation study via community of practice site July 2013  Re validated mentor course adopting the Pebblepad application.  Exemplar Portfolio expanded to include multiple real student work  Show casing examples of evidence at mentor updates.

Change of emphasis at mentor updates  Sharing student examples of e-portfolios to generate discussion.  Exploring the rich variety of types of evidence being created.  Challenging assumptions.  Encouraging mentors to develop confidence with the application.  Asking students at the initial interview to show them their portfolio work.

Freedom for students to be innovative and creative Unlimited variation in portfolio content possible!

Highlights so far  Anecdotal evidence in return from practice sessions that mentors are engaging.  Mentors supporting creative approaches.  Powerful student video on care compassion and dignity being used within theoretical models.  Student information leaflets being adopted by Trusts for patient education.  Mentors encouraging students to develop electronic resources for future students.  Template to support critique of literature and policies has been championed by mentors.  Academic modules supporting the link to Pebblepad.

Next steps  Continue to embed portfolio/ PebblePad session at mentor updates to further develop mentor knowledge and confidence.  Students supporting Pebblepad workshops, show casing portfolios and facilitating development of IT skills.  Mentors invitation to join Pebblepad student workshops.  Students as partners project – integrating Pebblepad  Activities to be used to provide some structure to the learning that is identified within PebblePad, to link to practice progression outcomes with academic modules.  Activity to be disseminated to the zoned academics and mentors to support.  Students will also be able to bring their learning back to University to link theory and practice.

References Deketelaere, A., Degryse, J., De Munter, A., De Lyn. P. (2009) Twelve tips for successful e-tutoring using electronic portfolios. Medical Teacher. 31: NHS e-Portfolio (2012) Available on line at [accessed January 2012) Nursing and Midwifery Council. (2010) Standards for Pre Registration Nursing Education. London, NMC. Reed, S (2011) Successful Professional Portfolios for Nursing Students. Exeter: Learning Matters. Exeter.