Online Clinical Assessment – New opportunities


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The Master of Nursing Program at La Trobe University would like to move from a cumbersome paper based Clinical Practice Assessment tool to an online system. Terry Young will present the results of the pilot project conducted in Semester 1 2013. The project used the new workbook function in PebblePad 3 which includes self-evaluation, provision of evidence and external user validation.

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Online Clinical Assessment – New opportunities

  1. 1. Clinical Assessment – New opportunities Terry Young Curriculum Teaching & Learning Centre
  2. 2. Context • Clinical assessment of postgraduate students in the School of Nursing & Midwifery at La Trobe University. • Assessment based on National competency standards for a registered nurse. • They are the standards by which performance is assessed to obtain and retain a license to practice as a registered nurse in Australia. La Trobe University 2
  3. 3. How it was….. 8 pages of A4 paper 3
  4. 4. How it was 1. Student completed self evaluation paperwork 2. Met with Clinical Educator to discuss performance and review paperwork. Student self evaluation Interview with Clinical Educator 4
  5. 5. Issues • Perceived as paperwork compliance exercise • Paper shuffling and version management • Lost paperwork • Interview time spent processing agreed competencies • Limited feedback cycle Tom Ventura from Denver, CO, USA 5
  6. 6. 6
  7. 7. Electronic Clinical Practice Assessment Tool What did we do? PebblePad Templates Workbooks 7
  8. 8. Electronic Clinical Practice Assessment Tool 8
  9. 9. Electronic Clinical Practice Assessment Tool The paperwork exercise transferred to online environment using PebblePad 1. Student completed online self-evaluation 2. Student provides evidence to support their claims 3. Clinical Educator reviews form before interview and includes feedback 4. Interview - Student and Clinical educator focus on discussion of identified performance gaps Online Self evaluation Add Evidence CE previews Interview 9
  10. 10. Outcomes • Increased efficiencies More time spent with student dealing with skills gaps and action plans • All student data in one place • Students took a more active role in their own learning • Students sought validation of evidence and found the feedback constructive • Surprisingly the Clinical educators did not resist the digital assessment process 10
  11. 11. Outcomes “I have seen a real shift in the attitude of the student group – they seem to be taking more responsibility for their own learning, identifying gaps and making appropriate plans to develop” Lecturer Practitioner (Emergency) Alfred/La Trobe Clinical School 11
  12. 12. Benefits • A more meaningful beneficial activity for students and staff • The collection of evidence to support claims of competency places the onus on student and promotes a more learner centred approach 12
  13. 13. Benefits • Centralised data management • Data Access Managers, auditors and supervisors can access • Potential to collate/analyse student data Which students need intervention? Which competencies are students having difficulty with? 13
  14. 14. Lessons learnt • Initially design the process to match the current methodology > User acceptance/ process familiarity • Demonstrate to users for feedback and modify based on their feedback > Ownership 14
  15. 15. Lessons learnt • Ensure users understand why the digital process is being adopted and they must value the goal. If they can see the goal, they will be forgiving of any technical/process issues. • Review the process with users and they will allow you to modify the original method to improve the new system 15
  16. 16. 2014 Disciplines planning to use evidence based portfolios in 2014 • Post Graduate Nursing Programs • Dietetics • Social Work • Midwifery 16
  17. 17. The stick Students must ensure they comply with the industry standards Stick 17
  18. 18. The carrots In the process of identifying evidence as proof of meeting the standard. We should design activities where students have the opportunity to reflect and collect evidence of learning. Students can identify their own skill gaps. jules / stone soup 18
  19. 19. The outcome This framework encourages them to take responsibility of their own learning. Wouldn’t that be a good thing! 19
  20. 20. Thank you Contact details Terry Young
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