eportfolio & learning styles in nursing education

Kirsten Nielsen, PhD. Stud., MSc Nursing, Niels H. Helms, Director Knowledgelab,

MA (History & Chinese) & Birthe D. Pedersen, Associate professor, PhD., MSc

Nursing, exam.art. (Philosophy)

ePortfolio & learning styles in

Nursing Education

Background

•ePortfolio at the School

of Nursing, Campus

Holstebro since 2007

•A third of the students

did not use the

ePortfolio

•Why not?

Contact Kirsten Nielsen, [email protected] / [email protected] 2

CAMPUS HOLSTEBRO

Answers

•I don´t need to write

down my reflections. I

reflect, when I talk to

my preceptor

•It is timeconsuming. I

want to use my time

here nursing

•I use it only for the

sake of my preceptor



MORAL

PRACTICAL

REASON

COGNITIVE

INSTRUMENTAL

REASON

AESTHETIC

EXPRESSIVE

REASON

REFLECTOR STYLE

PRAGMATIC STYLE

ACTIVIST STYLE

THEORIST STYLE

(Scheel 2008, Habermas 1981) (Honey & Mumford 2000)

Aim & Research Questions

To investigate the learning potentials of an ePortfolio

designed to facilitate four learning styles in the clinical

part of the Nursing Education

• How is ePortfolio used?

• Does ePortfolio support learning of nursing?

• Does ePortfolio support reflection?

• How can learning styles be discussed in relation to

ePortfolio?

5 Contact Kirsten Nielsen, [email protected] / [email protected]

Method

•The study is qualitative

•A phenomenological-

hermeneutic design

•Inspired by the french

philosopher Paul Ricoeur


Paul Ricoeur

1913 - 2005

Setting & participants

•Clinical course in hospitals

& a nursing home

•Learning style indicator by

[email protected] /

www.evidencenter.dk

•4 Subgroups

• 11 students randomly

chosen


http://[email protected]/

http://www.evidencenter.dk/

Generation of Data

Participant observations Each Student is observed for one day at the

begining & in the end of the course

Narrative interview What did you experience caring for patients

today?

Portfolio documents from the

students ePortfolio

The student uses the ePortfolio

Narrative interview What did you learn from using ePortfolio?


• Planning how to achieve the objects of the Course

• Differentiated Guidance

• Formative Evaluation

• Bondys Criteria for Clinical Evaluation

• Students & preceptors

• Diary

• Reflection & critical thinking

• Cooperation

• An outlet for feelings

• Uncover need of learning

Use of ePortfolio


Barriers to use ePortfolio

”I don´t have the need of

writing”

”I´m used to think about it

by myself … I´m not used to

talk about it”

”What if I write something

wrong!”

”I learn much more from

dialogue with the nurses”

”I´m just not good at it …”


”I feel taken captive

by my actions … it

cannot be undone

… it gives me more

to fight for next

day”

Ændres så udsagnene bliver

tydelige et ad gangen.

Hermansens Theory of Relearning


Habitus

Reflec-

tion

Toil

Exuberance

Feedback Feed forward

N

o

w

Individual life projects

of existence

Social context

(Hermansen 2005)

ePortfolio supports Learning of Nursing

A patient is displeased with

his situation and blame the

student. She writes about

her feelings & concludes:

”Though it´s been a bad

day, I havn´t put on an

angry face … I think I´ve

been a professional

today…”

Behavioral & attitudinal

change


ePortfolio supports Learning of Nursing … her oxygen tube was placed wrong

and oxygen saturation was 88 %, so I

placed it correctly and after some

time the saturation was 91 %. She

was feeling much better, she said,

and I observed that she was much

more conscious …

As one of the first organs the brain

will be influenced by low oxygen

saturation. The patient will be sleepy,

dizzy … speech wil be indistinct …

and the patient will lose

consciousness

Writing about experience

and theory lead to active

knowledge & more skilled

nursing


Learn to advocate the patient

A student suggests that a

patient should be helped

into the toilet at night but

cannot argue for it. She

writes in ePortfolio about it.

Afterwards she can give

reasons for her suggestion

and takes action to

implement it


Morning meeting

ePortfolio supports Reflection

Patients with different pulmonary diseases have

bronchi stricture … which cause difficult

expiration. This lead to increased pressure in

the lungs … and emphysema … this reduces …

the gas exchange …

Procedure: I´ll inform the patient …to generate a

valid result it is important, that the patient had

no bronchi dilatation medicine … the best result

is when the patient stands … but in this case he

must sit down, because he is unsteady on his

feet


Self-evaluation & need for learning

1. [I am] Supervised and assisted [because]

There are still situations where I am in doubt, and I ask

rather than do something wrong.

I can interact with the patients … mostly … it is difficult,

when what people say with words is different from their

body language.

2. I have achieved my object: to gain more knowledge

about wound care, … I still lack experience in assessing

what dressings are suitable for different wounds.


Use of ePortfolio

•½ - 7 hours/week

• 6 students used ePortfolio at

home

• 3 students used ePortfolio in

the ward

• 2 students used ePortfolio

both at home & in the ward

•No one prioritized

ePortfolio at the expense

of Nursing the patients


Consumption of

Time

THANK YOU VERY MUCH FOR

YOUR ATTENTION

To be continued …


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