1. ePrePP using an electronic platform in Preparation for Professional Practice

2. e-PrePP An interactive digital platform to prepare students for the transition to professional practice Focus on Inter-professional Learning Nursing Students Pharmacy Students Medical Students ePrePP platform E- Portfolio Learning records store SCORM, PDFs, links, text, quizzes Interactive Case Studies & videos Competency Framework OVPT&L

3. Map produced by Irish-Geneology-Toolkit.com Partners Peter Cantillon NUIG Josephine Boland NUIG Walter Cullen UCD Gerardina Harnett ITT Ann-Marie Healy TCD Andrew O’Regan UL UCC Bettie Higgs, Ionad Bairre T&L Centre Caroline O’Connor, School of Nursing Eileen O’Leary, School of Pharmacy Henry Smithson, School of Medicine

4. Partner contributions UL: Use of video conferencing as a T&L tool Site for IPL pilot medicine and nursing NUI Galway: Software mapping of competency frameworks Digital resource development UCD: pilot site IPL medicine and pharmacy Video conferencing expertise TCD: competency framework delivery ITT: evaluation of reflective portfolio Pilot site eportfolios UCC: digital clinical scenarios eportfolio evaluation tool

5. Overview Set up exec and partner network Identifying Shared Competencies Piloting eportfolios Administrator and student involvement Web presence Digital resources: content, format and expertise

8. Showcase outcomes Shared competencies Eportfolio evaluation criteria Student panel IPL

9. Strategic alignment Addressing national policies PSI Core competencies framework IIoP Medical Practitioners Act 2007 & The Medical Council NMBI 2014 The Domains of Competence ‘represent a broad enabling framework to facilitate the assessment of pre- registration student nurses' clinical practice’

10. Policies and protocols Competencies – Shared domains As a professional As a practitioner As a scholar and scientist Placement MOU/agreements – Mix of formal and informal Informal grace and favour placements so no MOU Formal so financial agreements list facilities, educational programme, responsibilities, reporting etc

12. Documents under review Guide to Professional Conduct and Ethics for Registered Medical Practitioners (2009) The Pharmaceutical Society of Ireland Core Competency Framework Nursing and Midwifery Board of Ireland Standards and Requirements for Undergraduate Nursing Education Registration Programmes (4 th edn) Pharmaceutical Society of Ireland Education Training Rules (2008) IT Tralee, Management of Reflective Practice for Students While on Clinical Placement TCD Physiotherapy, Discipline Practice Handbook IT Tralee BSc Nursing – Clinical Placement Identification & Approval Protocol IT Tralee Nursing Practice Placement Year 3 Practice Project: Requirements & Guidelines NUIG Online Materials UCC: Memorandum of Agreement between Dept General Practice and final med sites

13. Traditional portfolio sAdding technology CollectingArchiving SelectingLinking/thinking ReflectingStorytelling ProjectingCollaborating CelebratingPublishing Receiving prompt feedback Technology compatible with existing VLE - network, mobile device capability, removal of physical restrictions, data storage and backup advantage, ability to add digital data and multimedia artifacts, quick log on process. The purpose of a portfolio is to: Support ongoing learning and professional development thus supporting the transition from student to professional Support formative and summative assessment in both theoretical modules and clinical placement modules Support markets and employment by having a ready made CV for future employers to view eportfolios

15. Graduate Entry Medical School University of Limerick Aim: To develop and expand knowledge on the assessment of ePortfolios for interprofessional use. Objectives: 1.To explore the issues of assessment of ePortfolio taking cognisance of ethical/professional/ confidentiality/disclosures relating to unsafe or incompetent practice of self and others. To identify the purpose of assessing the ePortfolio e.g. innovation, creativity, competence development, etc. 1.To propose a rubric for assessment of the reflective writing component of an ePortfolio to include ‘blogs’, online discussion boards, etc. 1.To examine the potential for the development of an assessment method that enables evaluation of professional development and ongoing competency using an ePortfolio. Department of Nursing and Health Care Sciences Institute of Technology in Tralee

16. Time Purpose Gains Balance of wins and loses Ensuring learner focus Student views, instruction and experience Time Purpose Gains Balance of wins and loses Ensuring learner focus Tutor preparation and experience License and distribution eport activity Recording Reflection Assessment Teacher focus Portfolio usage analysis eportfolio evaluation: Mixed methods pre and post interview portfolio analysis interviews Designing Eportfolio Based Learning Activities to Promote Learner Autonomy Final Report to the Coalition April, 2010 University of Bradford, UK Fourth Cohort of the Inter/National Coalition for Research into Electronic Portfolios

17. Student involvement

18. Some of our placements are fantastic but sometimes you get the feeling that the tutor doesn’t really know what we want It might just work but can we please have it on an app There is a whole range of stuff out there and we all have our favourites but it would be great to record some of our cases I guess I don’t really know why medics prescribe some drugs I wonder if anyone knows what it is like to be a nurse

19. Transition to professional practice Y4 nursing & y3 med students did not feel prepared Pharmacy interns had no previous practical experience; community better than hospital placements (one to one; felt involved) Electives abroad gave much more hands on Big gap between student under supervision to independent clinical responsibility

20. Quality of placements “huge variety” – down to luck Often feel like a nuisance, particularly in teaching hospitals shadowing community nurses not helpful – they like to do things Concern that negative feedback would get back to tutor No real evidence of learner led experience

21. Learning logs/portfolios 3 rd med didn’t have any learning logs - curriculum committee ‘oh yes they do’ Portfolios would enable them to set goals and record learning Pharmacy students have to record satisfactory ‘completion’ of 104 competencies at each of 4 time points in placement No real experience of eportfolios: please don’t give us extra work and make it into a phone app

22. IPL Student views – All felt it was rare or didn’t happen but all would find it valuable – In Ireland the overwhelming view was that there is no communication between doctors and nurses – On-line group work in pharmacy with RCSI – Consensus was that y2 was the best time

23. IPL Developments – Potential initiatives at UL and UCD – Joint pharmacy/medicine teaching UCC – Hospice care multiprofessional learning UCC – Embedding IPL in 3 rd med UCC

24. The National Impact and 3 key benefits National network to identify gaps and present solutions – The first shared competency document for healthcare Template for development of institutional MUA – Recommendations for use of eportfolios to enhance leaner centred clinical/practical placements Sustainable models of IPL using digital platforms – Digital resources to enhance clinical tutorials and IPL

25. Dissemination Professional – Connections with professional bodies will allow dissemination to NMBI, PSI, IMC – Will focus on relevant training bodies – Abstract submission to CORU IPE conference Oct 2015 – Annual National School of Nursing and Midwifery conference UCC Nov 2015 – Publications relating to shared competencies and eportfolio evaluation HEI – Signpost open resources to HEI offering relevant courses – Planning a day conference on IPL Spring 2016

26. Thank you for your attention and interest