Caroline Nilson

Introduction/background: ePortfolio practice using PebblePad was first introduced into the Murdoch University Bachelor of Nursing course in 2015 into a first year theoretical unit. The initial success of PebblePad in strategic units of the course acted as a driver for change for both academics and students alike. Aim/objectives: To discuss eportfolio as a learning and teaching tool in nursing education. Discussion: The Murdoch University Discipline of Nursing has taken a pedagogical leadership role by introducing eportfolio learning into the MU BN course through a whole-of-course mapping approach. This blended learning strategy uses the PebblePad platform where students own their individual eportfolio learning space to record, reflect, self-audit, and undertake assessment. Assessment and feedback are supported by the learning design and the platform, so learners work in partnership with educational guides, whether they be students, university educators, or clinical facilitators. Learners also engage in the more ‘traditional’ types of eportfolio activities of collecting, collating, organising and presenting their achievements and experiences. In this context, the eportfolio space becomes a platform for ‘real world’ learning through experience, which supports students in the self-management of their developing knowledge and understanding. Issues/questions for exploration or ideas for discussion: What does eportfolio practice look like when approached through a ‘learning experience’ lens? What kinds of activities, possibly seen as ‘atypical’ in an eportfolio platform, empower students to own their learning and engage meaningfully with authentic experiences? How can this type of learning experience framework support learners to construct, explore and discuss real-world problems in contexts that are relevant to their nursing knowledge and skills development?

The 5th semester Complex Care unit in the Murdoch University Bachelor of Nursing course, has historically used paper based work sheets to guide students through realistic simulated low fidelity case based nursing care scenarios. In 2017, PebblePad was utilised to create a set of virtual health records for eight patients with frequently presenting chronic health conditions. The records included the patients biography (including photographs), clinical history, diagnostic results and nursing documentation. The PebblePad workbook engaged students in a constructivist learning approach as they work in groups at the simulated patients bedside. Each week they accessed the workbook that provided them with a scenario and the patients details using monitors above the beds. The realism of the experience was enhanced by the addition of low fidelity manikins that allowed students to relate the information in the virtual health records to the patient. The workbook included guidelines on the required nursing care of the patient by using a variety of aids such as clinical skills videos, and by embedding diagnostic evidence such as ECG results into the patients records. The workbook was constructed using the latest evidence based practice that allowed students to critically analyse the information provided to them. Students worked at a pace that suited their individual learning styles in a safe environment to develop their clinical reasoning skills. Students had ownership of the health records and could work in them at any time. It changed the students focus from assessment of learning to assessment for learning. The virtual health records evolved on a weekly basis and guided the students through each case study to provide a realistic and valuable learning experience that was skilfully developed to meet the learning objectives of the unit. In addition, the implementation of the PebblePad workbook positively impacted on the number of man hours previously allocated to creating paper-based resources, and on the amount of printed material provided to students, which was always perceived to be an overwhelming volume.