The challenge of getting mentors on
board
Kath Baume
University of Worcester
Presentation outline
 The drivers to implement an e-portfolio
 Introduction of tripartite assessment in practice
 The challenge of engaging mentors with web
folios
 Future developments
Why did we implement Pebblepad?
 Moderation of paper portfolios demonstrated wide
variance in student evidence.
 Poor linking of evidence to learning outcomes.
 Return from practice group reflection sessions provided
consistent anecdotal evidence that mentors rarely looked
at the student paper portfolio.
 Sign off mentors highlighted concerns that some student
portfolios did not demonstrate progression.
Key driver for change:
New curriculum single BSc (Hons) Nursing programme
(NMC 2010)
 50% of programme credits allocated to practice learning
modules.
 Need for a robust student portfolio of evidence
 Tripartite arrangement – practice based relationship between
the student, active mentor and zoned academic
• Focus on the student’s theoretical knowledge base and
application, based on evidence provided by the student.
• Strengthen integration of theory with practice.
 E-portfolio embedded into to practice learning modules as a
learning technology
Development of the e-portfolio
 Collaboration with academics, practice development
team, mentors, practice partners and information and
learning services.
 NMC validation June with implementation in September
2011.
 Conclusions:
 Easily accessible for students, mentors and zoned
academics in practice.
 Student and mentor support.
 Keep it simple.
Benefits of an e-portfolio
Efficiency
Enhancing learning
Work all in one place
IT skills enhanced
Less likely to be lost
Accessible 24/7
Flag a learning event and
reflect later
Pre set structure enhances
organisation
Prompt feedback
Enables reader to jump
between parts
Freedom to be innovative
and creative
Easier to link evidence
Student in control
Interactive and collaborative
Repository for information on
practice assessment process
Confidential
(adapted from Reed, 2011, page 10)
Teaching strategy
Goal: early adoption leading to sustained engagement
 Blended learning:
 Lead lecturers, IT workshops and drop in
support sessions within practice areas.
 Embedded within spiral curriculum:
 Generic modules.
 Practice modules.
Pre registration practice portfolio.
Practice module
Session 1
• Overview of PebblePad™ general functionality and resources.
• Student activity: create a “thought” asset, copy template and customise.
• Extended activity – complete a reflection on simulated practice session.
Session 2
• Exemplar portfolio, tips and tools to support portfolio development.
• Student activity: link completed reflective thoughts and share electronic
portfolio
• Expectations for written evidence in practice
Session 3
• Student led post placement 1.
Aim to embed PebblePad™ skills prior to practice
experience.
Student concerns
 IT skills
 Support when in practice
Student step by step guide to PebblePad™ practice portfolio.
Exemplar portfolio
Practice Team drop in sessions in practice to avoid
“implementation dip” (Deketelaere 2009).
Zoned Academic support at formative intermediate interview.
Electronic support from lead lecturer.
Implementation strategy
Zoned Academics and Practice Educators: cascade teaching
approach
Mentors
 Support from Zoned Academics/ Practice Educators.
 Awareness raising at the mentor road shows for the new practice
assessment process.
 Mentor updates for 2012/13 to include PebblePad™ Portfolio.
 Mentor guide.
 Mentors required to sign to practice document confirming e-portfolio
reviewed.
The implementation challenge
 Time frame from development to launch.
 Reliance on zoned academics to adopt Pebblepad and
train and support mentors in practice.
 Considerable pressure on mentors
 New practice documentation
 New e-portfolio focus
 Zoned academics present for first time at intermediates
interviews
 Challenging clinical environments
High expectations
The experience!
Mentor reluctance to use pc’s.
Access to pc’s limited.
Competing pressures for pc access.
Pc access in the public area of wards.
Students requested to print it on paper!
Mentors not signing they had viewed the e-portfolio.
Students not sharing the portfolio electronically.
Time at the intermediate taking longer due to teaching
mentor re Pebblepad.
 Students did not feel confident to challenge mentors who
did not wish to view e-portfolio.
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How to engage mentors?
 Evidence where mentors engaged feedback was positive
 Easier to navigate
 Student have a clearer understanding of what is
expected.
 Embedding the partnership of mentors and local zoned
academic.
 Developing trust, team approach.
 Support with expectations of students written work
within the new curriculum.
 Sharing written feedback between zoned academics,
mentors and students.
So how did we do?
Moderation in July 2012
 Evidence of greater cross referencing of written evidence to
progression outcomes.
 More structured reflections although they remain descriptive in
nature in semester 1.
 Greater variety of evidence.
 Greater integration of theory to practice.
Mentor survey of the zoned academic role
Nov 2012
 The value of the zoned academic role in supporting
student learning at the formative intermediate interview.
 Intermediate experience.
 Pebblepad supporting student learning.
 Partnership working and collaborative practice.
No of responses = 74
Expected responses = 400
Response rate = 18.5%
The student shared their practice portfolio with me.
The student shared their practice portfolio
with me
Stongly agree 26.5%
Agree 35.3%
Disagree 5.7%
Strongly disagree 4.4%
Not applicable 20.6%
The student’s evidence on Pebblepad demonstrated
the achievement of competence linked to progression
outcomes
Stongly agree 14.7%
Agree 50%
Disagree 2.9%
Strongly disagree 2.9%
Not applicable 29.4%
The student’s evidence on Pebblepad demonstrated
the student’s reflection on their learning.
Stongly agree 14.3%
Agree 54.3%
Disagree 2.9%
Strongly disagree 2.9%
Not applicable 25.7%
Pebblepad helped the student link theory with practice.
Stongly agree 20%
Agree 52.9%
Disagree 5.7%
Strongly disagree 4.3%
Not applicable 17.1%
The zoned academic discussed aspects of the student’s
web folio on Pebblepad with me and the student .
Stongly agree 17.1%
Agree 44.3%
Disagree 12.9%
Strongly disagree 5.7%
Not applicable 20%
•
Pebblepad now an integral component of team
meetings with the aim of ensuring consistency of
zoned academic support to mentors.
Qualitative comments- benefits of tripartite
• Builds on confidence in navigating new documentation. Helps
dot the 'I's' and cross the 'T's'.
• Equal partnership. Support for individual students. Guidance to
achieve in all areas.
• Getting to know the individual ZA, working together to reduce
the theory practice gap.
• Good practice to have mentors and zoned academics working
together in this way. Very supportive to the student. Enables a
consistent and comprehensive
• Having the back up from the zoned academic. Knowing that
you are valued and appreciated. Linking theory to practice.
• Introduction and explanation of student handbook and
Pebblepad. Contactable and able to give advice. Present at
intermediate interview.
• Information sharing about their knowledge of the practice
document. Her accessibility to the student and myself.
New solutions
 Created an on line mentor community of practice within
Blackboard of resources to support mentors with
assessment of practice with tips to support development
of e-portfolio evidence.
 Plan for evaluation study via community of practice site
July 2013
 Re validated mentor course adopting the Pebblepad
application.
 Exemplar Portfolio expanded to include multiple real
student work
 Show casing examples of evidence at mentor updates.
Change of emphasis at mentor updates
 Sharing student examples of e-portfolios to generate
discussion.
 Exploring the rich variety of types of evidence being
created.
 Challenging assumptions.
 Encouraging mentors to develop confidence with the
application.
 Asking students at the initial interview to show them
their portfolio work.
Freedom for students to be innovative and creative
Unlimited variation in portfolio content possible!
Highlights so far
 2013 - Anecdotal evidence in return from practice
sessions that mentors are engaging.
 Mentors supporting creative approaches.
 Powerful student video on care compassion and dignity
being used within theoretical models.
 Student information leaflets being adopted by Trusts for
patient education.
 Mentors encouraging students to develop electronic
resources for future students.
 Template to support critique of literature and policies
has been championed by mentors.
 Academic modules supporting the link to Pebblepad.
Next steps
 Continue to embed portfolio/ PebblePad session at
mentor updates to further develop mentor knowledge and
confidence.
 Students supporting Pebblepad workshops, show casing
portfolios and facilitating development of IT skills.
 Mentors invitation to join Pebblepad student workshops.
 Students as partners project – integrating Pebblepad
 Activities to be used to provide some structure to the
learning that is identified within PebblePad, to link to
practice progression outcomes with academic modules.
 Activity to be disseminated to the zoned academics and
mentors to support.
 Students will also be able to bring their learning back to
University to link theory and practice.
References
Deketelaere, A., Degryse, J., De Munter, A., De Lyn. P. (2009) Twelve tips for successful e-tutoring using
electronic portfolios. Medical Teacher. 31: 497-501.
NHS e-Portfolio (2012) Available on line at https://www.nhseportfolios.org/Anon/AboutUs.aspx [accessed
January 2012)
Nursing and Midwifery Council. (2010) Standards for Pre Registration Nursing Education. London, NMC.
Reed, S (2011) Successful Professional Portfolios for Nursing Students. Exeter: Learning Matters. Exeter.