Choosing ePortfolios in Nursing and Allied Health: Why? and What We Have learned!

1
Choosing ePortfolios in Nursing and Allied
HealthWhy?and What We Have learned!

• Lillian Rafeldt, Ellen Freeman and Nancy Scrivano
• Three Rivers CC Department of Nursing
• Diana Himmel, Tunxis CC
• Department of Dental Hygiene

2
ePortfolio at Tunxis
3
Tunxis Community College ePortfolios

• Initiated as a result of need for outcome
  assessments
• TCC received Title III grant
• Allied Health chosen as one of first areas to
  become involved
• ePortfolio only one part of the project
• Davis grant also supported some of the project
• Students workers and flash drives for all
  students who participated in ePortfolio

4
How it worked

• Dental Hygiene department received one 3-credit
  release to work on ePortfolio
• Two faculty decided to share the work although
  only one had the release
• Met with Title III coordinator and other
  departments involved
• Diane Goldsmith ran several workshops
• Developed short range and long range goals for
  the department and ePortfolio

5
First Semester Work

• Each faculty worked at least 3 hours per week on
  the project
• Many kinks to work out with CTDLC
• (Working nicely now!)
• Developed project and rubric for case study

6
Second Semester

• Up and running!
• Problems with radiographic scanner had to be
  ordered through Title III
• Needed scanner and printer for clinic
• Title III
• Most students able to upload information easily,
  others had help from lab assistants
• For many students, self reflection was a new
  learning strategy

7
Program Changes

• New Curriculum
• Perfect time to add Capstone Experience
• 1 Credit, fourth semester course utilizing
  ePortfolio
• Students demonstrate all Gen Ed and Program
  outcomes
• Case studies, community health research projects,
  resumes, research paper, possible video taping of
  client education or nutritional counseling
• Evaluated by interdepartmental team
• To be implemented next year
• Can be used to showcase work to other educational
  institutional or to future employers

8

• DH III ePortfolio Link
• Jen Zabel's ePortfolio Link

9
To ePortfolio or Not The Three Rivers Story

• Our Dean of Academics, Dean of Information
  Technology and Director of Nursing saw this as a
  pilot to prepare for enhanced learning, future
  outcome assessment and growth of the college
• Nursing was chosen for progressive and complete
  course / program integration
• Davis Grant facilitated development and
  implementation
• Change requires time, enthusiasm, reflection,
  revisions and perseverance
• Planned time line incorporated assignments within
  each course

10
From N108 to N228 prescribed content

• N108
• Assignment related to career choice, information
  literacy related to the yearly college theme of
  the year, technological literacy
• N115
• Reason for choosing nursing, Information Literacy
  Search, CDF, Nutrition Assessment, Process
  Recording
• N116
• CDF, Process Recording, Information Literacy
  Search, Case Presentations

11
ePortfolio contents continued

• N226
• Nursing Care plans, Nutrition Paper, Process
  Recording
• N227
• Nursing Care plans, Process Recording
• N228
• Resume, Term paper related to a professional
  issue in nursing or history of nursing

12
(No Transcript)
13
(No Transcript)
14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
Would you like to combine current tools
ePortfolio?

• In using ePortfolio as a collection, reflection
  and presentation tool..
• Assignments are refined
• Active learning is facilitated
• Artifacts can be collected for outcome
  measurements
• Students develop their abilities
• What is the process of developing a project
  utilizing ePortfolio?

18
Nursing Project

• Purpose
• To develop critical thinking skills
• To enhance knowledge related to course content
• Provide for independent student development
• Provide for collaborative approach to learning
• To provide an organized approach to data
  collection
• Guidelines and Case Study are included in
  handouts

19
Independent Responsibility

• Search for appropriate literature
• Review and analyze relative literature
• Active participant in group activities
• Develop an APA formatted bibliography
• Document all related information in ePortfolio
  and add updates as the project progresses

20
Collaborative Responsibilities

• Students meet to discuss strategies for project
  presentation
• Project is developed and tasks assigned to each
  member
• Develop a comprehensive literature review
• Methods of presentation
• Video development
• Role playing
• Games
• Speakers and Handouts, etc

21
ePortfolio

• Group presentation will be disseminated
  electronically to all group members so they have
  access during development and if needed at a
  future date
• Videos could be linked in
• Comprehensive bibliography
• Games
• Power Points
• Handouts
• Etc.

22
Grading By Rubric

• Two Rubrics
• One for independent work
• See Rubric Handout for Individual Literacy Search
  for Case Studies
• One for group project

23
Individual Rubric
Category Below Expectations Met Expectations Above Expectations
Relevant source materials Use of non- professional websites, journals and books that are more than five years old. No literature analysis included.. Incomplete analysis of a variety of relevant professional websites, journals and books that relate to the topic and nursing.. Comprehensive analysis of a variety of relevant websites, journals and books that are closely related to the topic and nursing
Number of sources One Two Three or more
Relevance to presentation No sources used for the presentation. One source used for the presentation Greater than one source used for the presentation.
Individual Participation Absence from group activities. Failure to supply materials on time. Participated in group activities. Supplied appropriate materials on time. Attended all activities and provided group leadership. Well developed pertinent materials supplied on time.
24
Expected Outcomes

• See progression of the project at both individual
  and group level
• Student will have access post graduation to
  developed materials
• Provide students with the ability to spiral their
  learning
• Faculty ability to assess collaboration and
  cohesiveness of the group

25
Tips for future development

• Required assignments are beneficial
• But need to foster creative thinking too.
• Consider how to incorporate into a course grades
• Build an environment which fosters creation,
  reflection and presentation