Blogging in the ePortfolio environment to enhance reflective practice: a service evaluation of the trainee Operating Department Practitioners’ experience

  • 54 views
Uploaded on

Presentation by Barbara Anne Nicolls, Shane Roadnight, James Ellis, Buckinghamshire New University, UK at ePIC 2013

Presentation by Barbara Anne Nicolls, Shane Roadnight, James Ellis, Buckinghamshire New University, UK at ePIC 2013

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
54
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Blogging in the ePortfolio environment to enhance reflective practice: a service evaluation of the trainee Operating Department Practitioners’ experience Barbara A Nicolls, Shane Roadnight & James Ellis
  • 2. Aim of the study 1. To evaluate the effectiveness of blogging in promoting reflection and developing reflective ODPs 2. To inform curriculum development for managing the blog task Barbara A Nicolls, Shane Roadnight & James Ellis
  • 3. What is an ODP? A registered professional with a skills set specifically tailored to the operating theatre Operating Department Practitioner
  • 4. Training to be an ODP • • • • • • 2-year Diploma in HE 32 weeks per year in practice 14 weeks per year at university Varied regime throughout:  Assignments  OSCE  Exams  Practice assessment documents Upon completion; join the professional register held by the Health and Care Professions Council Expectation of registration is continued professional development.
  • 5. ePortfolio – student owned, institution independent • ePortfolio embedded in the curriculum  Aspects of assessments are submitted to ePortfolio  Reflections on practice experiences • Life long learning • The ePortfolio is ‘owned’ by the student not the university
  • 6. Cohort 2011 comprising 8 individuals - with a common interest in health care (peri operative care) (Wenger et al. 2002) - with sustained mutual engagement in peri operative care over the term of the course, shared purpose of developing into reflective professionals & lifelong learners, common practice (Hara et al. 2009, Lave & Wenger 1991, Wenger 1998) therefore, consider group as CoP?
  • 7. Reflective writing : Learning to write http://www.heacademy.ac.uk/resources/detail/new-to-teaching/STEMresources/teaching-reflective-writing Operating Department Practice Programme Learning Outcomes Year 2 Sem 2 Level 5 CL 503 Specialising in Perioperative Care Clinical Practice in Specialist Anaesthetics, Surgery CL 504 Developing Leadership Qualities in the Perioperative Care Environment Clinical Practice in Specialist Anaesthetics, Surgery ePortfolio presentation with achievement of course learning outcomes Year 2 Sem 1 Level 5 CL 501 Advancing Perioperative Practice Clinical Practice in Complex Anaesthetics, Surgery CL 502 Applied Anatomy and Physiology Clinical Practice in Complex Anaesthetics, Surgery ePortfolio progression Year 1 Sem 2 Level 4 CL 403 Developing Perioperative Practice Clinical Practice in Emergency Anaesthetics, Surgery CL 404 Anatomy & Physiology Clinical Practice in Emergency Anaesthetics, Surgery ePortfolio confidence building, making connections, reflection, self assessment Summary of learning in Y1 Year 1 Sem 1 Level 4 CL 401 Fundamentals of Perioperative Practice Clinical Practice in Anaesthetics, Surgery CL 402 Principles & Practice of Anaesthetics & Surgery Clinical Practice in Anaesthetics, Surgery ePortfolio induction, familiarization, exploration, collection, selection of evidence
  • 8. Learning to write: Year 1 Level 4 • Use of Reflection page in Google Sites ePortfolio which provides a discursive space for reflecting on peri operative care • Structured employing reflective models to integrate theory with experience (Boyd & Fales 1983, Boud et al 1985, Schon 1987) • a form of ‘academic’ reflection - involving a conscious and state purpose for the reflection with an outcome specified in terms of learning, action or clarification (Moon 2004) • Scaffolding during transition to professionalism _ learning to write reflectively and demonstrate growth Barbara nicolls
  • 9. Learning to write: Year 1 Level 4 The process of Reflecting in the ePortfolio comprises of: 1. Identifying and describing an ODP placement based experience 2. Analysing it using a conceptual framework 3. Uncovering assumptions 4. Conveying future action by articulating authentic professional growth Provides appropriate opportunities for reflection to the trainees who are attempting to absorb knowledge at their initial stage of learning to be ODPs and to bring newly learned knowledge to the practice area. Barbara nicolls
  • 10. Transition in to Year 2 Level 5 • year 2 of the ODP programme  ePortfolio continues to grow • Students are encouraged to take responsibility for their own learning • Reflections on clinical practice & self development continue from the foundation built in the year 1
  • 11. Life Long Learning • • Does this take the student far enough? Does it provide them with the expertise to support Life Long Learning & CPD?
  • 12. Blog • To further support the concept of LLL/CPD we have embedded a blog in to the assessment regime • The aim? • To maintain  Growth  Self- motivated development  Development of peer group
  • 13. Why did we choose a Blog? • Different tool for reflective development • Lends itself to independent development of self & others • Creates a community of practice/team working • Shares ideas, good practice • Promotes self development & professional awareness
  • 14. Experience • Students each created a blog page in their individual ePortfolio • Students required to create 3 entries on a topic of their choice related to peri-operative care over a 2-week period and share them with a selected group of peers • Students required to post 3 responses to maintain a dialogue • Blog assessment rubric distributed and explained to enable students to understand how the task is assessed albeit formatively • The blog assignment is self moderated • Allowed to develop through student freedom • Risks of misinformation identified
  • 15. Writing to learn in the ePortfolio environment: Findings Data collection • Formative assessment using the rubric • Student perception survey using Google form • Focus group interview – checking back/empowering participants • Qualitative analysis of blog content
  • 16. Findings from the Formative assessment using the blog rubric
  • 17. Student perception responses (N=8) Agree/ completely agree % Neutral % Disagree /completely disagree % I enjoy writing reflections on the blog 3 (37.5%) 2 ( 25%) 3 (37.5%) I enjoy reading my peers’ blog posts 4 (50%) 3 (37.5%) 1 (12.5%) I enjoy responding to my peers’ blog posts 3 (37.5%) 3 (37.5%) 2 (25%) a. become more thoughtful and mindful of my work 4 (50%) 1 (12.5%) 3 (37.5%) b. become more aware of my learning needs 4 (50%) 2 (25%) 2 (25%) c. learning from & with peers is fun 5 (62.5%) 1 (12.5%) 2 (25%) d. continue this experience as a professional 1 (12.5%) 5 (62.5%) 1 (12.5%) e. time consuming 2 (25%) 4 (50%) 2 (25%) f. Keeping in touch with peers 24/7 on various placements 7 (87.5%) 0 1 (12.5%) Blogging experience:
  • 18. Focus group interview responses What did you like about blogging? What did you dislike about blogging?
  • 19. Focus group interview responses - like • social connection with peers in geographically diverse placements • sharing and comparing experiences on placements • blogging broadens the understanding of peri operative care information, practices through knowledge base of a collective whole (e.g. hyperlinks to other sources) • teach and learn at the same time while engaging with reflective practice (Hibbert 2008) • similar to using facebook for information seeking and sharing
  • 20. Focus group interview responses (dislikes) • difficulty of sharing the Blog page in their ePortfolio with peers – IT issue • suggested group size – small to enable co-construction of knowledge • another prescribed assignment blogging should be continuous without time limitations – • clear guidelines on “how to blog on the course” • need “ a guide on the side” to prevent being misinformed • lack of time for learning effectiveness
  • 21. Positive outcomes • Social constructivist learning through online CoPs (collaboration, ) Small cohort – assessment process manageable for course team Blog task reinforced need for reflection as part of experiential learning cycle – reflective practitioner initial step to independent learning – could lead to lifelong learning
  • 22. Now what? • Timing of blog task to develop competency in blogging and in reflective writing and practice use of a blog platform e.g. Google Blogger to benefit from sharing blog posts, archiving, and accessibility Student Blog facilitators – training, clear guidelines to support them in the blogging environment to optimize learning outcomes group size find time to analyse blog posts to ascertain the effectiveness of blogging
  • 23. Suggestions ?