ePortfolio & learning styles in Nursing Education

ePortfolio & learning styles in
Nursing Education

Kirsten Nielsen, PhD. Stud., MSc Nursing, Niels H. Helms, Director Knowledgelab,
MA (History & Chinese) & Birthe D. Pedersen, Associate professor, PhD., MSc
Nursing, exam.art. (Philosophy)

Background
•ePortfolio at the School
of Nursing, Campus
Holstebro since 2007
•A third of the students
did not use the
ePortfolio

•Why not? CAMPUS HOLSTEBRO

Contact Kirsten Nielsen, kirn@viauc.dk / kinielsen@health.sdu.dk 2

Answers
•I don´t need to write
down my reflections. I
reflect, when I talk to
my preceptor
•It is timeconsuming. I
want to use my time
here nursing
•I use it only for the
sake of my preceptor


ACTIVIST STYLE REFLECTOR STYLE

PRAGMATIC STYLE THEORIST STYLE

AESTHETIC MORAL COGNITIVE
EXPRESSIVE PRACTICAL INSTRUMENTAL
REASON REASON REASON

(Honey & Mumford 2000) (Scheel 2008, Habermas 1981)

Aim & Research Questions
To investigate the learning potentials of an ePortfolio
designed to facilitate four learning styles in the clinical
part of the Nursing Education

• How is ePortfolio used?
• Does ePortfolio support learning of nursing?
• Does ePortfolio support reflection?
• How can learning styles be discussed in relation to
ePortfolio?


Method
•The study is qualitative

•A phenomenological-
hermeneutic design

•Inspired by the french
philosopher Paul Ricoeur

Paul Ricoeur
1913 - 2005


Setting & participants
•Clinical course in hospitals
& a nursing home

•Learning style indicator by
www.@ventures.dk /
www.evidencenter.dk

•4 Subgroups

• 11 students randomly
chosen


Generation of Data
Participant observations Each Student is observed for one day at the
begining & in the end of the course

Narrative interview What did you experience caring for patients
today?

Portfolio documents from the The student uses the ePortfolio
students ePortfolio

Narrative interview What did you learn from using ePortfolio?


Use of ePortfolio
• Planning how to achieve the objects of the Course
• Differentiated Guidance
• Formative Evaluation
• Bondys Criteria for Clinical Evaluation
• Students & preceptors
• Diary
• Reflection & critical thinking
• Cooperation
• An outlet for feelings
• Uncover need of learning


Ændres så udsagnene bliver
tydelige et ad gangen.

Barriers to use ePortfolio
”I don´t have the need of
writing”
”I´m used to think about it
by myself … I´m not used to
talk about it”
”What if I write something ”I feel taken captive
wrong!” by my actions … it
”I learn much more from cannot be undone
… it gives me more
dialogue with the nurses”
to fight for next
”I´m just not good at it …” day”

Hermansens Theory of Relearning
N
o
Exuberance w

Toil Social context

Reflec-
tion

Individual life projects
Habitus of existence
Feedback Feed forward
(Hermansen 2005)


ePortfolio supports Learning of Nursing
A patient is displeased with Behavioral & attitudinal
his situation and blame the change
student. She writes about
her feelings & concludes:
”Though it´s been a bad
day, I havn´t put on an
angry face … I think I´ve
been a professional
today…”


ePortfolio supports Learning of Nursing
… her oxygen tube was placed wrong Writing about experience
and oxygen saturation was 88 %, so I
placed it correctly and after some and theory lead to active
time the saturation was 91 %. She knowledge & more skilled
was feeling much better, she said, nursing
and I observed that she was much
more conscious …
As one of the first organs the brain
will be influenced by low oxygen
saturation. The patient will be sleepy,
dizzy … speech wil be indistinct …
and the patient will lose
consciousness


Learn to advocate the patient
A student suggests that a Morning meeting
patient should be helped
into the toilet at night but
cannot argue for it. She
writes in ePortfolio about it.
Afterwards she can give
reasons for her suggestion
and takes action to
implement it


ePortfolio supports Reflection
Patients with different pulmonary diseases have
bronchi stricture … which cause difficult
expiration. This lead to increased pressure in
the lungs … and emphysema … this reduces …
the gas exchange …
Procedure: I´ll inform the patient …to generate a
valid result it is important, that the patient had
no bronchi dilatation medicine … the best result
is when the patient stands … but in this case he
must sit down, because he is unsteady on his
feet

Self-evaluation & need for learning
1. [I am] Supervised and assisted [because]
There are still situations where I am in doubt, and I ask
rather than do something wrong.
I can interact with the patients … mostly … it is difficult,
when what people say with words is different from their
body language.

2. I have achieved my object: to gain more knowledge
about wound care, … I still lack experience in assessing
what dressings are suitable for different wounds.


Use of ePortfolio
•½ - 7 hours/week Consumption of
• 6 students used ePortfolio at Time
home
• 3 students used ePortfolio in
the ward
• 2 students used ePortfolio
both at home & in the ward
•No one prioritized
ePortfolio at the expense
of Nursing the patients


To be continued …

THANK YOU VERY MUCH FOR
YOUR ATTENTION 


ePortfolio & learning styles in Nursing Education

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Ähnlich wie ePortfolio & learning styles in Nursing Education

Ähnlich wie ePortfolio & learning styles in Nursing Education (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

ePortfolio & learning styles in Nursing Education