Michelle Newton 2014 - Moving midwifery placements online
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Documentation of placement hours, activities undertaken while on placement, and assessment of skills and competencies form an essential component of the clinical placement of midwifery education programs across the country.
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Michelle Newton 2014 - Moving midwifery placements online
- 1. Moving midwifery placements online Michelle Newton (BNBM Course Coordinator) Terry Young (Online T&L Developer PLS) Sarah Hay (Lecturer) ePortfolios Australia 2nd October 2014 latrobe.edu.au CRICOS Provider 00115M
- 2. Midwifery placement documentation – where have we come from La Trobe University 2
- 3. Image area Problems with the paper based system • Report integrity questionable • Limited reporting capacity • Administrative burden • Reduces the risk of the old ‘the dog ate my homework’ La Trobe University 3
- 4. Moving to the on-line environment Design • Scope • Design • Plan • Requirements Develop • Prototype • Test/Simulate • Review/Modify Implement • Release • Training • Support La Trobe University 4
- 5. Moving to the on-line environment Develop • Prototype • Test/Simulate • Student view • Clinical Educator view • Subj. Coordinator view • Review/Modify La Trobe University 5
- 6. Moving to the on-line environment Implement • Test Clinical sites • Release • Training • Students • Clinical Educators • Subj. Coordinators • Support • Online videos • Help instructions • Discussion forum La Trobe University 6
- 7. Pilot of a first year clinical report tool La Trobe University 7
- 8. Outcomes - usability Feedback from the pilot was extremely positive from all three user groups • Students: • Encouraged an ‘ownership’ of their placement documentation • Clinical educators: • More engaged in their responsibility of verifying placement documentation • Provided insight into the reflective process of the students • Academic staff: • Ease of reporting clinical completion • Expedited release of results • Nor reliant on students physically delivering the reports • Confidence around integrity of reports La Trobe University 8
- 9. Outcomes - modifications Additions: • ‘Flag’ to indicate need for follow-up post clinical (student or clinical educator initiated) • Feedback tab for verification of final sign off (date, time and academic name) La Trobe University 9
- 10. So where is the capacity for growth into e-portfolios • Could all placement documentation ‘live’ in the PebblePad space to enable students to build an e-portfolio of their midwifery experiences without losing the functionality of the current tools?? • Establish an e-portfolio for students from their course commencement to completion OR • Capacity for an automated export into a master document La Trobe University 10
- 11. Image area Challenges Expertise and allocation of workload required for: • workbook development • workspace creation • enrolment of members Capacity for troubleshooting on a day to day basis • where does the expertise sit within the organisation? • how will students and clinical facilitators access it? • what capacity do academic staff have to provide assistance ? La Trobe University 11
- 12. Where to from here… • Establish automated reports linked to clinical placement progression • Reporting to Registering Authority La Trobe University 12
- 13. Where to from here… • Reports in a Pebble Pad format to be progressively rolled across all years of the curriculum (completed by 2016) • Exploring capacity for tool to feed into an e-Portfolio ?? • With user acceptance , it may be timely to explore moving the whole ‘Blue Book’ to the on-line environment (mobile platforms needed) La Trobe University 13
- 14. Where to from here… • Increasing access on mobile platforms for ease of use in the clinical setting La Trobe University 14
- 15. Thank you Advice? Suggestions?? La Trobe University 15
Editor's Notes
- Since the course inception in 2001 there has been little change in the documentation and recording of the midwifery placements for the BNBM. Students carry a ‘blue book’ used for documenting the various activities that are undertaken during the clinical placement. At the end of the placement the student and clinical educator summarise the contents of the blue book that are relevant to the specific placement into a Clinical Practicum Progress report. The student is responsible for the submission of this report to the Subject Coordinator., who then verifies all of the information in the report before deeming that the clinical placement requirements have been met. The tool, (along with every other clinical tool that the student uses – totalling 13 over the full four years of their course) are sent to the administration team, who are responsible for the filing of these reports Into the individual student report, where it is stored until after course completion As obliging as the clinical staff are, they tell me that this is not their favourite part of their role. All of this is undertaken because of the documentation and reporting requirements of the registering authority – to ensure that students have met the requirements for registration to practice as a midwife in accordance with the education standards that were applicable at the time of curriculum approval.
- Report integrity questionable student responsible for the final submission after the clinical educator has finalised the document Limited reporting capacity Audits on specific aspects require every report to be pulled from the file of the students Administrative burden Filing and storage Students requests for certified copies of the reports for job applications
- Initial consultation with staff Developed a project plan. Who, what, how, when and Why Identified parameters/requirements for a pilot The form was migrated to a PebblePad Workbook Draft demonstrated for feedback Workbook modified based on feedback Testing as a student, clinical facilitator and LTU Staff Training to Clinical facilitators, including demonstration video and documentation Orientation to students, including demonstration video and documentation Created a support forum within the LMS for discussion around issues Review pilot Modify processes based on review feedback for next iteration
- Emphasize the need to test/simulate under the 3 perspectives, student, Clinical Educator and subject coordinator. This will identify any issues and inform the modifications required.
- All 3 stakeholder groups have different custom training needs. Online support resources essential for reference
- We initially ran a pilot with first year students of the Bachelor of Nursing / Bachelor of Midwifery, La Trobe University using an on-line version of the existing reporting form. Participants included 70 students, 20 Clinical facilitators (from 5 different hospitals) and 5 La Trobe academic staff. The primary aim of the pilot was to assess acceptability and usability of the on-line environment for documentation of the placement requirements