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Electronic Practice Assessment: Get Ready
This document discusses preparing for the implementation of an electronic practice assessment (ePractice Assessment) tool at Robert Gordon University. It summarizes the results of a literature review on mobile learning in clinical practice. The review found benefits like improved access to information and opportunities for reflection, but also challenges including concerns over data security and lack of skills. The document outlines RGU's plans to implement an Electronic Clinical Assessment Tool (ECAT) through stakeholder working groups and a staged implementation process to address issues raised. It emphasizes the importance of preparation, training, and addressing technical, organizational and attitudinal barriers to ensure a successful rollout.
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Electronic Practice Assessment: Get Ready
- 1. Get Ready: Preparingfor Implementation of ePractice Assessment Dr Fiona Work and Dr Karen Strickland
- 2. Gathering the evidence– making the case for change Systematic review of the literature on mobile learning in clinical practice
- 3. Review objectives • Toexamine primary research articles published between 2001- December 2014 focussed on issues for students and educators involved in assessment of practice learning using m-learning, • To identify the benefits of m-learning tools in practice • To identify the challenges and issues
- 4. Results • 1470 abstractsscreened – 1371 excluded • 99 full text papers reviewed • 23 included in paper • Earliest study 2002, most after 2008 • UK 7; US 7; Canada 4; Australia/NZ 3
- 5. Themes • Information forhealthcare practice • Knowledge and skill acquisition • Reflection on learning in practice
- 6. Challenges • Permission touse (Saunders & Dearnley, 2009) • Concerns over security of patient & student data (Lindquist et al, 2008; Applegate, 2010; Norman, 2011) • Risk of transmission of infection (Phyllips & Wyatt 2011) • Lack of skill bases/reluctance to accept (Norman 2011) • Time for users to ‘bond’ with their device (Saunders & Dearnley (2009)
- 7. Technical challenges • Batterylife (Applegate, 2010) • Intermittent internet access • Screens too small (Scordo et al, 2003; Norman, 2011; Skiba, 2011) • Students with disabilities (Applegate, 2010; Saunders & Dearnley, 2009) • Damage/loss/theft of devices
- 8. Setting the scenein RGU Ongoing Achievement Record (Scotland) and the School of Nursing and Midwifery eLearning Strategy
- 9. The RGU 2015vision Student-centred benefits preparing practitioners for digital era Personal tutor (PT) engagement whilst still on practice NSS results clinical assessment feedback Increase confidentiality and security yet reduce fraudulent activity no more “left on the bus” Analytics-NMC (2008) Standards Increase timeliness, accessibility, consistency and quality of feedback (pedagogy) Innovative, technologically enhanced learning environments and secure experience Access for students, staff, external markers, administrative staff, PT mentors, practice teachers and practice learning staff Tablet or computer Reasonable adjustments Lean methodology
- 10. Electronic Clinical AssessmentTool (ECAT) Implementation plan and wider group 1. Practice learning to explore support in practice 2. Risk assessment to explore solution focussed approach to risk 3. Pre-registration (nursing and midwifery) to explore student experience 4. Post registration to explore student experience 5. Information technology to explore information governance, reasonable adjustments, SITS and InPlace development, etc. Electronic Clinical Assessment Tool (ECAT) Implementation plan Mapped to A Clear Future ECAT Steering Group ECAT Operational group Five Working groups
- 11. KOLB, D.1984 ExperientialLearning. Experience as the Source of Learning and Development. Englewood Cliffs, New Jersey: Prentice-Hall. Action research process
- 12.
- 13. Ready? Feedback andFeed forward • Failure to prepare and prepare to fail • Literature searching • Firewall testing • Partners in Practice and practice educators act as gatekeepers- “buy in” (Permission to use -Saunders & Dearnley, 2009) • DELTA, eLearning, ITNS, Disability services, Study support, students, HSE staff and peers all matter and need to ‘feel’ engaged • Monthly multi-agency meetings with staged implementation plan • Risk assessment- identified lack of resources such as computers in wards
- 14. Ready? Feedback andFeed forward (cont’d) • Digital literacy and fears (Lack of skill bases/reluctance to accept -Norman 2011) • “ increased my confidence with technology” “encouraged me to use online banking now” • “why are we the guinea pigs” and “not enough PCs on wards” • Table top exercise • Browser issues –internet explorer 8 required for patient records • Helplines and emails • Storyline training guides and high quality training materials • Analytics and NMC (2008) standards
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