This slidepack is to showcase our inaugural WATSUP event held at Curtin University in Western Australia.
We had representation from 5 institutions, Curtin, Murdoch, Edith Cowan and Notre Dame Universities and also the North Metropolitan TAFE. This truly was a cross institutional, discipline specific event and a fabulous opportunity for academics and professionals to connect with and learn more from others in their field. Our theme was Innovate, Collaborate, Accelerate. The main purpose was to share innovative ideas with collaboration also being a key factor.
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WATSUP Nursing and Midwifery 2021
1. W.A.T.S.U.P
WESTERN AUSTRALIA TEACHING SUPPORT FOR USERS OF PEBBLEPAD
PROFESSIONS: NURSING AND MIDWIFERY
COLLABORATE
INAUGURAL EVENT: 24TH MARCH 2021
COLLABORATE ACCELERATE
INNOVATE
2.
3. TODAY’S OUTLINE
TIME ACTVITY
8:30-9:00
9:00-9:15
Arrive foyer (School of Nursing building 405), name tags
Welcome to Curtin, Acknowledgement of Country, Housekeeping, Plan for the Day
9:15-10:30 Fantastic 5’s from Curtin, Murdoch and ECU with Panel Q & A
10:30-11:00 PebblePad Morning Tea-ser (including prize)
11:00-11:15 PebblePad Presentation – Exciting New Development
11:15-12:00 Collaboration Workshop
12:00 Thank You and Close Evaluation
#PebblePad
#WATSUP
4. FANTASTIC 5’S AND PANEL Q&A
INSTITUTION PRESENTERS / PANELISTS
MURDOCH Caroline Nilson (Associate Professor)
Helen Dugmore (Clinical and Community Practice Lead - Senior Lecturer)
CURTIN
Zoe Bradfield (Midwifery Academic and Research Fellow )
Helen Godwin (Undergraduate Nursing Course Coordinator) and Sandy Baxter
(Lecturer)
ECU
Di Bloxsome (Director, Midwifery Studies)
Olivia Gallagher (Associate Dean Clinical)
PEBBLEPAD Jacqui Patten (WA Implementation Specialist)
#PebblePad
#WATSUP
5. “Nursing eportfolio learning – theory to practice”–
theory to practice”
Associate Professor Caroline Nilson and Mrs Helen Dugmore
March 2020
6. Bachelor of Nursing – ePortfolio Learning Framework
MU BN ePortfolio Program Conceptual Framework
Learning:
Reflection
Knowledge and
Skills
Collating,
Collecting and
Designing
flection and
Learning
Evidencing:
Knowledge
and Skills
Development
and Skills
Interchange
Interconnection
Interaction
Interchange
Interconnection
Interaction
Self-ownership
for self-
development
Self-ownership
for external
audience
Critical Thinking, Analysis, and Synthesis
Technological
Knowledge
(TK)
Content
Knowledge
(CK)
Pedagogical
Knowledge
(PK)
Technological Pedagogical Content Knowledge (TPACK) Model
Technological Pedagogical Knowledge
Technological Content Knowledge
Pedagogical Content Knowledge
7. KEY:
NA: Non-
assessable
A: Assessable
First Year ePortfolio Learning
NUR130 Structured Weekly
Learning Journal - NA
NUR131 -
NUR132 Case Study / Skills
Activities - A
NUR133 Reflective Writing
ePortfolio Learning - A
NUR134 -
NUR135 Case Study / Skills
Activities - NA
NUR136
NUR137
Reflective Writing
ePortfolio Learning - A
NUR138 Clinical ePortfolio - A
Second
Year
ePortfolio Learning
NUR235 Pharmacology Workbook
- A
Case Study / Skills
Activities – NA / A
NUR236 Case Study / Skills
Activities - NA / A
NUR237 Lit Search / Data Base
Activities - NA
NUR238 Clinical ePortfolio - A
NUR244 Pharmacology Workbook
- A
Case Study / Skills
Activities - NA
NUR245 Pharmacology Workbook
- A
Case Study / Skills
Activities - NA / A
NUR246 Pharmacology Workbook
- A
Case Study / Skills
Activities – NA / A
NUR247 Clinical ePortfolio - A
Third
Year
ePortfolio Learning
NUR355 NSQHS standards
Workbook - NA
NUR356 Clinical Reasoning
Workbook - NA
Case Study / Patho /
Pharmacology
Workbook - A
NUR357 Clinical Reasoning
Workbook - NA
Case Study / Patho /
Pharmacology
Workbook - A
NUR358 Clinical ePortfolio - A
Inter-Professional
Practice Workbook - NA
NUR359 -
NUR360 Clinical ePortfolio - A
Inter-Professional
Practice Workbook - NA
8.
9. Continual 360° Program Review
• Students
• Tutors
• Unit Coordinators
• Clinical Nurse Facilitators
• Industry Partners
• Health Provider Services
• IRU Calibration
• Accreditation Requirements
• ANMAC
• NMBA
10. 5 Lessons Learned
• Conceptual Framework for program implementation;
• Theoretical Framework for the development of mechanisms to direct
the implementation and ongoing management;
• Partnering with industry in the implementation and collaborative
engagement in the ongoing maintenance;
• Specific workshops for students, tutors, and CNF familiarisation of
individual units/workbooks in PebblePad; and
• Dedicated support team for students, tutors, CNFs and industry
partners.
11. Clinical Portfolio Implementation
ePortfolio
• Development
• Pilot
Implementation
• Site Communication
• Assessor Education
• Student Education
Paperless Assessment
Clinical eportfolio at Murdoch was developed and piloted in 2015
with a small group of students and sites. By 2019 all clinical units
were using the eportfolio
Successful implementation of what was a very novel assessment
format was reliant on ‘buy in’ from all stakeholders
• Sites communication – visit to all, sites eportfolio process
explained, assurances given
• Assessor education – all assessors given PebblePad accounts,
stepped through Atlas
• Student education – all students attended workshops designed to
have students working within the eportfolios and Pebble Pocket
In 2021 assessment for all clinical units is completely paperless
12. PebblePad Clinical ePortfolio
Clinical ePortfolios easy to navigate and
use rubrics extensively for assessments.
Assessor and student fields are located on
the same page.
Assessments completed in Pebble Pocket
are attached to the corresponding
assessment page in the eportfolio
Students complete timesheets PebblePocket
which drop straight into the activity log in the
eportfolio
Assessors are responsible for completing
assessments and for final sign off of the
eportfolios
Reflective video logs have been
utilised in portfolios as
alternative to written
reflections
13. Digital Badges
Students practise the identified core
skills pertinent to the specific year
and semester group.
Students keep a record of the number of
times they practise the skills by entering
the date for each occasion.
Evidence of achieving competence - signed by
examiner using the PebblePocket app
Digital badge for communication at Y2
Semester 1 level awarded and attached as
evidence
MU Bachelor of Nursing digital badges use
the icons from the Patient Safety
Competency Framework for Nursing
Students and are recognised by industry
for knowledge and skills competence in key
areas to deliver safe quality care.
15. 5 Favourite Things (plus 1)
• The benefit of electronic files with no accumulation of paper portfolios to review and archive
• Integration of Pebble Pocket and PebblePad allows assessments to be completed in real time
electronically
• Academic and clinical progression can be more closely monitored
• Creative formats for assessment (vlogs) allows students to take ownership learning
• Eportfolios are enhancing the learning experiences for students and equipping them with skills required
to work within the digital health space
• Communication, communication, communication – essential for the successful implementation of the
eportfolios
16. Pebblepad in Midwifery at Curtin
Dr Zoe Bradfield
Midwifery Academic and Research Fellow
Faculty of Health Sciences Curtin University | School of Nursing
22. Pebble Community of Practice
Fantastic 5
International Assessments using PebblePad
Helen Godwin
Sandy Baxter
24th March 2021
23. The situation
Singapore Campus
Face to face became on-line
Health assessment for the Clinician
Assessment requirements – final assessment
Recording on PebblePad
24. 5 Top Tips
Training
Developing resources
Access
Test run
Evaluate
25. 5 Things we Learned
Uploading the video
Standardising the worksheet
Auto-submission
Moderation
Student engagement
26. Action
Link to PP example
https://v3.pebblepad.com.au/atlas/curtin/Viewer/Submission/ViewV5/128
58/931045/16049844000000000/xmGghqyxyp9HcWkb889mzMRkdh
28. Introduction
• Inspired by Academics at Deakin University and documents prepared by Midwifery Academics of Victoria
(MIDAC) (Did not need to reinvent the wheel!)
• What did we want?
• Three PebblePad workbooks that could be combined into a single portfolio
• Experiences and CCE workbook
• Clinical workbook
• Competency Assessment Tool (CAT) based on the CAT created by MIDAC (THANK YOU!!)
• Why PebblePad?
• Collaboration as its best
40. FANTASTIC 5’S AND PANEL Q&A
INSTITUTION PRESENTERS / PANELISTS
MURDOCH Caroline Nilson (Associate Professor)
Helen Dugmore (Clinical and Community Practice Lead - Senior Lecturer)
CURTIN
Zoe Bradfield (Midwifery Academic and Research Fellow )
Helen Godwin (Undergraduate Nursing Course Coordinator) and Sandy Baxter
(Lecturer)
ECU
Di Bloxsome (Director, Midwifery Studies)
Olivia Gallagher (Associate Dean Clinical)
PEBBLEPAD Jacqui Patten (WA Implementation Specialist)
#PebblePad
#WATSUP
41. PEBBLEPAD MORNING TEA-SER
QUESTION ANSWER
WHAT WAS THE “PAD” IN PEBBLEPAD ORIGINALLY AN ACROYMN FOR?
1 Point for each (3)
P
A
D
“STOP, COLLABORATE AND LISTEN” ARE THE OPENING LYRICS TO WHICH 1990’s SONG?
1 Point for each (2)
ARTIST:
TITLE:
TO THE NEAREST 10,000, HOW MANY ACTIVE PEBBLEPAD USERS ARE THERE WORLDWIDE?
1 Point if within 10,000 (1)
CAN YOU COLLECT THE NAMES OF 3 COLLEAGUES NOT FROM YOUR INSTITUTION?
1 Point for each (3)
YOUR NAME AND
INSTITUTION:_____________________________________________________
YOUR SCORE:_______/9
42. PEBBLEPAD MORNING TEA-SER
WHATS IN THE MYSTERY BOX?
• A beautifully ornate and purposeful boxed PebblePad
weight in one
• Tri colour PebblePad water bottle
• Tri colour PebblePad pens
• PebblePad squeezy pebble
• PebblePad hardback notepad
• DoTerra Motivate essential oil (in keeping with
• Vanilla scented candle (clue to one of the Morning
Tea-ser questions – artist who sang the lyrics
“Stop, Collaborate and Listen”)
• 2 packets of Carmen’s Bliss balls (because using
tenuous link to the theme!)
43. PEBBLEPAD MORNING TEA-SER
QUESTION ANSWER
WHAT WAS THE “PAD” IN PEBBLEPAD ORIGINALLY AN ACROYMN FOR?
1 Point for each (3)
Personal
Achievement
Diary
“STOP, COLLABORATE AND LISTEN” ARE THE LYRICS TO A 1990’s SONG
1 Point for each (2)
ARTIST: Vanilla Ice
TITLE: Ice Ice Baby
TO THE NEAREST 10,000, HOW MANY ACTIVE PEBBLEPAD USERS ARE THERE WORLDWIDE?
1 Point if within 10,000 (1)
644,512
CAN YOU COLLECT THE NAMES OF 3 COLLEAGUES NOT FROM YOUR INSTITUTION?
1 Point for each (3)
View on sheet
Updated Change to one dot point
Initial portfolio
Extensive revision
Development of portfolios
Support of CNFs / virtual workshop
Site visitations
How it was put together support function
Facility induction
An important part of the implementation of using the clinical eportfolio was to visit all our partner facilities to explain the clinical eportfolios. This involved providing information and opportunity to see and use the eportfolios. The use of smart devices by the students within the clinical area was also discussed, and assurances given that MU nursing students sign a declaration stating that their devices will only be used for the purpose of assessment, and any breach to this declaration would lead to disciplinary action.
Ongoing and available technological support to promptly address any issues arising was also assured. A benefit of the eportfolios is the live nature allowing remote access to portfolios to assist with problem solving
Clinical Nurse Facilitator induction
CNFs are registered nurses who are employed by the University or in some instances the facilities to assist, assess and observe student nurses while on placement. A education session was conducted for CNFs to allow them to become familiar with ATLAS or the assessor component of the portfolios. The use of sets in ATLAS allows CNFs to see only those students assigned to them for the duration of the clinical placement..
Importantly the layout of the eportfolios was kept very similar to the paperbased portfolios to help ease the transition (initially).
Student Induction
Prior to commencing the clinical, students are provided with instruction into the process and intent of the clinical eportfolio.
Importantly students need time to work through the eportfolio to reduce anxiety in its use, as such an education session was designed which allowed students to start working in the portfolio completing various activities. A complexity for the students was understanding the connectivity between pebblepocket and pebblepad. As pebblepocket synchronises with the students pebblepad account students must have this app downloaded to their own personal devices. During class activities students complete a Student Clinical Declaration related to the use of Smart devices and upload it and attach into the clinical eportfolio
Portfolio image
Update with current
Image of eportfolio
Visual Pocket
Clinical ePortfolio developed in PebblePad as a workbook
Extensive lengthy regulatory assessments
Access to wifi is difficult especially in the rural area
Asessment templates developed in PebblePocket
PebblePad and PebblePocket provide flexibility in assessment of students across varied clinical settings and locations
Embedding SNM employability strategy in nursing practice units.
Consistent approach to professional reflection across nursing practice units.
Professional reflections removed from NCAS.
Trialled revised assessment structure through standard Turnitin submissions- messy/confusing.
How to modify the assessment to make it streamlined, simplistic, neat, link to portfolio?
Separate reflection, reflection resubmission and STAR selection criteria templates.
Ease of identifying resubmissions for marking.
Troubleshooting integration of Turnitin with ATLAS scorecard and integration into Blackboard- explore all possible options…
Final outcome- bulk submission to Turnitin, QuickMarks converted to feedback statements, use of inbuilt rubrics and scorecard.
Introductory instructions on creating asset.
Step-by-step instructions built into workbook- completing assessment sections and viewing feedback.
Easy access to rubric.
Exemplar.
Less information required in unit plan.
Minimising demand on markers’ allocated time by separating responsibilities between UC and marker.
Simplistic instructions.
Training academic staff in use of platform.