1. Brookes electronic Practice Assessment Document (BePAD)
Workshops & consultation Autumn 2017
Pilot January 2018
All new starts for Nursing September 2018
All Paramedic students September 2018
Current students & mentors have contributed to the development and are very positive about the BePAD and we have very much valued their input
Current students with the paper based folders will continue with these for the remainder of their programmes.
All New Nursing and Paramedic students will use the BePAD
bepad.org.uk

2. Challenges of paper portfolios & Benefits of the BePAD to the Student & Mentor
Ensuring completeness can be difficult
Fraudulent completion possible
Inaccuracies in hours calculation
Human error with calculating RUBRIC scores
Storage, Transportation, Damage &/or Loss
Deadlines & submission
Guidelines for use
Gaining signatures and communication
Ensuring completeness can be difficult – getting people to meet face to face can be challenging sometimes sickness etc. Sometimes people get confused with what they should be completing & by when. Students will not be able to remove documentation from their BePAD and they can’t say they have forgotten it. The ongoing record of achievement will be more readily available.
Fraudulent completion possible – a small number of students have attempted to provide false paper documentation, this is treated seriously through a disciplinary process, the BePAD will have a background collection of user information which is date and timed which will reduce the potential for fraudulent activity and make it easier to provide records of this activity
Inaccuracies in hours calculation – the BePAD will calculate shift length and total hours – many students have made errors with calculations in the past which has proved difficult – ongoing calculation easy to see where students are up to. Absences are recorded within the BePAD but it isn’t a replacement for absent reporting. The Notes setion can be used by the mentor to make additional notes regard absences eg the student phoned in sick, the student didn’t phone in for the absence.
Human error with calculating RUBRIC scores - the scores will be calculated for you in the electronic system
Storage, Transportation, Damage &/or Loss – these are significant issues for the paper copy of the document it is enormously stressful if documentation is not available/lost and the BePAD will make student bags a lot lighter!
Deadlines & Submissions –Students will not have the expense of photocopying paperwork for submission. Students will not have the stress and expense of getting to University for submission- many advantages!
Guidelines for use– In paper copy the guide was separate to the PAD. In the BePAD the links to the relevant information are in the BePAD and the BePAD provides you with the forms for each placement
Gaining signatures and communication – Although in the majority of cases the BePAD will be completed during face to face meetings (and this is best practice) on rare occasions the BePAD can be used remotely.

3. Brief overview of BePAD
Build is specific and aims to mirror and enhance current
Brookes Nursing PAD & Processes
Works on SMART phones, tablets, laptops, desk tops – resizes automatically
Time and date and person specific ‘stamping’ of entries
Mentors ‘Linked to’ by the student for the placement
Academic Advisors and Link Lecturers ‘Linked to’ by the student
Placement and progression point processes and documentation
Hours recording: Direct care and Simulation
Build is specific and aims to mirror and enhance
Brookes Nursing PAD & Processes
Please emphasise that the BePAD was created using the Paper PAD and therefore if they know the paper PAD the transition to the BePAD should be straightforward
Works on SMART phones, tablets, laptops, desk tops – resizes automatically
Open up in two different browsers if you want to have both student and mentor views available at the same time (or go incognito)
Time and date and person specific ‘stamping’ of entries
Mentors ‘Linked to’ by the student for the period of the placement. The mentor can read only previous placement experiences.. Mentors need and account and the student then links to them. Once the placement has been closed by the student mentor and lecturer no more information can be added and the link ends.
Academic Advisors and Link Lecturers ‘Linked to’ by the student. Academic advisers oversee the students whole course (Year Activities and Essential Care Needs in Course) and Link lecturers can only complete the ‘Placement Tasks’ - write in the BePAD for the duration of the placement
Placement and progression point processes and documentation – are captured within the BePAD and presented to you – initial, midway ,final, rubric scores, competencies and competency checklist.
Hours recording: Direct care and Simulation hours and progression point totals. Present and absent. Verified by the mentor

4. Resources & Support
Students - BePAD preparation for practice at University
BePAD support videos available for Mentors and Students
Links for support on the Landing page of the BePAD
And within the BePAD
Mentors will create their own account
There is information on the Landing page of the BePAD re how to do this.
Mentors will not be able to see the students BePAD until they are Linked into it
One account is required ONLY USE WORK ADDRESS to create the account
Students - BePAD preparation for practice at University (2hour session and then 4 seminars linked to the journey through a placement and the domains)
BePAD support
‘How to videos’ available for Mentors and Students Landing page and Course Documentation
Help/Contact Us
Course Documentation – link to PEU webpage , Link to PEMS, Links to helpful policies, ‘How to Videos’
Links for support on the Landing page of the BePAD

5. Dashboard symbols and 2 views/roles on the same screen
Green flag – indicates students current progression point
Printer and Mortar boards – clicking on these will take you to a read only or print view of the students PAD both d the same thing – this is how you see the feedback from previous placements or print off sections or reports
Refresh symbol – refreshes the page and the BePAD view (useful when another user has added something to your BePAD from their account)
Dash – you have something to complete here its incomplete at the moment
Stop sign – you can and should read this but you are not able to add anything
Green tick - this section is complete no more can be added once there is a green tick – be sure all is added before closing the section
If you are using one device between the student and the mentor you can both use your separate logins to have both roles open at the same time without having to keep logging in and out of the BePAD. You do this by either:
open in two different web browsers on the same device and then log in to the BePAD one of you in each browser or
have one web browser and another window open incognito – you can open up an incognito window by clicking on the three dots at the end of the URL bar and choosing ‘New incognito window’

6. Dash board sections
It is best to open the BePAD at this stage to show them round and talk about it but if you can’t you can use this screenshot. You could always come out of slide show view and enlarge the box on the screen. Or
If enough people have devices you could use slide 9 and they could create their own accounts at this stage and you can link them to a student called test.
Indicates which progression point the student is in – green flag next to it. You can also ‘move around the BePAD
Pink Bar -Indicates the placement area for the period of assessment – the student chooses this when they set up a placement – please check it is correct – if its not it can be changed
Blue bar top and bottom of the page – this has the students name in it – clikc on their name to stay in the linked students account (Home will take you to your long list of stduents)
2)Year tasks – this section is used by the student, their academic advisor. The SBE hours the student has achieved in the skills lab sessions at University are shown here
3)This bar adds SBE hours and the Placement verified direct care hours within the progression point
4)This section incorporates the documentation of the initial meeting and action plan, the revised action plan midway and final reviews, the RUBRIC score is recorded and calculated automatically, there is opportunity to record additional meetings where necessary
5)This is where the student direct care (placement) hours are recorded. The students should add in all the planned hours and the mentor (who ever the student works with for the shift – placements to decide best action) verify them as the student progresses through the placement. Any absence is noted and verified by the mentor.
6)The mentor records competency achievement here and can also see an over-view of competency achievement so far ie current and previous placement
7)Spoke placement objectives and achievements are recorded here
8) information about the student can be gathered and scanned/photographed and uploaded here (this also appears in the course section of the BePAD – both go to the same place)
Videos are available for students and for mentors that talk through each BePAD section/ process

7. Process for assessment
Process of assessment Initial meeting and action plan Midway review/action plan and final assessment Competency signing and framework overview Read the RUBRIC statement and agree before moving forward Calculates the RUBRIC score
Process of assessment:
See the process for assessment in the course documentation section of the BePAD if you need support with this.
The support videos will also take you through each step.
Initial meeting and action plan
An action plan is developed for the placement. A new action to be added for each of the students objectives, this helps with clarity and assessment.
There is a facility to edit or delete this will ensure accuracy and once agreed the initial meeting can be completed and the green tick appears on the dash board.
Midway and final reviews:
Student should complete these first but this is not essential.
Both mentor and student are providing evidence for competency achievement and RUBRIC score
The action plan made at the initial meeting is brought forward to the midway review for assessment – ongoing/achieved. If ongoing this is then automatically added to the midway action plan ready for assessment at the final meeting
Competency signing and framework overview
Core competencies each placement 8
Non-core competencies across the progression point/ year 15
Click on the competency framework task to pass/fail a student in a drop down choice box.
Thus on the dashboard the score out of 23 is the number of competencies assessed, in the example on slide 6 5 competencies have been assessed and it can bee seen that at least one has been failed as the colour around the numbers has turn from grey to red. Hovering over the number gives a summary view of competency achievement.
Read the RUBRIC statement and agree before moving forward
There is a different RUBRIC statement for each progression point the RUBRIC table is the same for each progression point
The RUBRIC statement provides a lens/benchmark/level through which to apply/assess the student against the RUBRIC tables.
Therefore any student is able to score 5s as the RUBRIC statement provides the level for the achievment.
Calculates the RUBRIC score
The total rubric score will be calculated automatically and is a score out of 50.(Formative in progression point 1 and then summative in progression point 2 and 3

8. Creating an account and making links
Create ONE account (see next slide)
ONLY use your WORK
You will ONLY be able to access BePADs you are LINKED into
The link lasts for a placement
You can see previous information but not overwrite it
Mentors ‘invited’ by the student for the period of the placement. The mentor can read only previous placement experiences. Once the placement has been closed by the student mentor and lecturer no more information can be added.
Academic Advisors and Link Lecturers ‘invited’ by the student. Academic advisers oversee the students whole course and Link lecturers can just write in the BePAD for the duration of the placement
So…
If you have created an account and cannot see the students information they haven’t invited you.
If you support more than one programme in your area, you don’t need more than one account, you can see students from any programme that invite you in (currently All Nursing programmes and Paramedics)
You can look back and read (not write) all previous information about the student – and you should be looking as a minimum at the previous placement final evaluation – for nursing this is to meet the NMC requirement of an ongoing record of achievement (but its good practice too)
You will need to decide as a placement team how you will manage things like the signing off of hours if the student is working with more than one person. How have you managed this as a paper copy? Can this be the same for BePAD hours signing – ie everyone create accounts in your area and the student invite/link staff they are working with for them to sign off the hours shift by shift or the mentor look at the duty rota and sign the students off weekly for example.

9. Creating an Account
You could put this earlier in the session if lots have devises with them.
Information re creating an account on landing page
Mentor/Practice Educator create and account
Account created now log in
Your account is created and the student can link you into their BePAD.
They will not be able to see anything because students are not linked to them. You could go into User: test Password: test and link them in as a mentor they will then see testtest account.

10. Linking a Mentor to Test account
To link them in
Go into User Test
Password Test
Click home
Choose Add mentor/practice educator
Put in surname (no need for )
Click search
Select the correct mentor

11. Any questions?