Simulation Reflection to Eps?

I have been researching journals or websites that really relate to what inspires my plan. I have also, look at some of their publications. I have been drawn to the Respiratory journals as they relate to my field the most. Below I have provided a two different journals regarding my field and how I would like my innovation plan to be incorporated with simulation.

One article I found when researching places to submit my work to was from AARC American Association for Respiratory Care https://editions.mydigitalpublication.com/publication/?i=573844#{%22issue_id%22:%22580643%22,%22view%22:%22contentsBrowser%22} Feedback Isn’t A Dirty Word. I found this to be interesting as I have really pushed this on simulation and through my e-portfolio initiative. I find that feedback is key in health care. We need to make sure our students receive great feedback when saving others lives.  The next article relates to Using Simulation to Build High Performance Teams. The simulation coordinator she is a RN at Angelina College and myself RT have been working together to incorporate all fields of health care study to help them experience real life situations in a hospital and let show them teamwork. I believe this article will show using simulation will help our students through RN, RT, Radiology, Sonography, Pharmacy, and so on learn to build better communication as well as save more lives.  

I currently, do not have any partners that collaborate with me online. My program director carries his jump drive everywhere he goes. I sometimes do, but I tend to loose things. I started last semester using google sheets to share students clinical schedules online therefore, they would always have a live update of the changes. Although, I do use google drive myself and one drive. I house all of my work and school work on one drive that I am currently working on so that it is available to me from everywhere.

My innovation plan is to implement E-portfolios into Respiratory Care Education with the emphasis of feedback and reflection. I want to tie in simulation through the e-portfolios, and allow the students to use them as a reflection tool. I chose for my topic is to show how simulation in respiratory care education at Angelina College has engaged, stimulated, and proved for the need in our program. Before, I started here in 2016 there was simulation but the nursing program was the only program that would use it. I was introduced one day to the coordinator and she mentioned all the opportunities and I was unaware of the access we were allowed to have. Since then I have been an advocate for it. The lab has grown tremendously since then. We have been to numerous conferences and my program utilizes the lab more than any discipline. Being able to have access to situations that might not occur in a real life setting, will ultimately prepare the student for post graduation.

Planning: Action Research in Respiratory Care

Action Research Plan

The main focus while conducting my action research plan is to review student created e-portfolios for Respiratory Care education. I decided on e-portfolios after creating my own portfolio online via WordPress for the EDLD Master’s program. I have enjoyed creating and learning from building my platform. It has compiled my learning from course to course and I have used it as a reflection tool, as well as a place to store assignments and blogs as an ongoing resume. After, doing many different literature reviews that focused on the advantages, disadvantages, barriers, or what has worked with e-portfolios I believe that implementing this program into respiratory education would be beneficial to the students.

Therefore, the purpose of the research was to determine if student created e-portfolios, an authentic learning platform used to enhance engagement, will allow for the development of blogs and vlogs presentations, clinical competencies and ease of feedback for instructors. Also, will it provide reflection from semester to semester, a source bank to study for exams, and for resumes post-graduation. The purpose of my research focuses more on respiratory care students and how reflection is used via e-portfolios.

Does the use of student created e-portfolios, in higher education by respiratory care students provide reflection from semester to semester to help retain course and clinical information, provide as a study guide for exams, and provide a source to prospective employers as a resume? When searching for sources during the research it was limited to reflection and would the students be able to use the information posted on the e-portfolio each semester to either review for upcoming exams or rely on it to refresh their memory from semester to semester. Also, I looked at the information that would be posted by the students and how it could be built to provide for an ongoing resume for prospective employers post graduation.

The design is qualitative because the goal is to observe the problem by way of generating narrative. I chose qualitative data due to the fact of the nature of my question. I also only have twelve students in each year such as, one group is first year students and the other is the second year students (they become 2nd year in the Fall) about to graduate in the Spring. I usually see them almost everyday since they are a very small group. I believe measuring them using qualitative data would give me the best outcome and information needed to complete my study. To measure the outcome of the research question, the following data will be collected and analyzed: Data analyzed from face to face interviews, google surveys, and evaluations from past and current students, as well as faculty gathered from the end of Spring semester. Data from google surveys and interviews will be entered and analyzed via excel spreadsheets based on the information received back from present, past students, and faculty from May semesters. I will send the surveys out at the end of the semester to the current instructors who will be providing feedback via e-portfolios, current students using them, and graduating students. I will then compile the surveys into an excel spreadsheet to analyze the data.

The literature review summary proven that there was no information of the development of e-portfolios into students in the respiratory care program for reflection and learning for their future development as a respiratory therapist. The primary purpose to develop e-portfolio is to provide a platform that provides students choice and voice in their learning, development, creation of projects via vlogs and blogs, and a place to showcase their learning for prospective employment. There was limited information on implementation of e-portfolios in medical students, nursing, and ancillary fields. Therefore, there will have to be a new approach to my study on respiratory care student created e-portfolios to provide reflection, feedback, and authentic learning.

The following will show the steps and timeline for the research study:

  • Implementation of the Plan
    • The plan will be implemented Fall semester of 2019
    • 2nd year students entering their 4th semester. There are 9 students in that current group.
    • Clinical instructors will be creating their e-portfolios at this time.
    • This will allow time for training and instruction.
    • 1st year students will create their e-portfolios beginning of their 2nd semester in January 2020. There should be at most 12 students in that group.
  • Collect and Analyze the Data
    • Collection of the data will be at the end of the Spring semester, May 2020. Once, all the data is collected, the information will be analyzed by the end of May, first of June 2020.
  • Develop the Action Plan
    • During, Summer 1 session once all of the information has been analyzed the action plan will be developed and finished by July 2020.
  • Share and Communicate Your Results
    • Upon return of Fall 2020, the week prior to the semester starting there will be a short meeting with the Dean of Health Careers, Program Director of Respiratory Care, Director of Clinical Education of Respiratory Care, and Clinical Instructors regarding the results analyzed.
  • Reflect on the Process
    • During the meeting we will reflect on the process with the DCE and CI to analyze the feedback given by the students and instructors. At that time, we will reflect on what could have been done better, what could be done differently, and what was done right.

The following is an example of the google survey that will be used during the collect and analyze stage. Then the data will be exported into excel and analyzed via google sheets or excel.

Student Created E-Portfolios RC

When I reflect back on Respiratory school, I remember little memories from clinical, lab, and lecture. What I do remember the most are the important things that I learned that helped me save the numerous lives since becoming a, Respiratory Therapist. There were many times we had fun while at clinical, but learning to me has always been fun when I am engaged. We were never allowed to be our authentic selves. Everything that we did during the program was by structure and structure only. Even the assignments structure: where this is how it is or you do not make a good score. We would have case studies once a year that we were allowed to pick a patient, but it must be in a structure and the presentation was how they wanted us to present it.

Memorial Herman PICU, 2012
Simulation Lab 2012

Now, that I have become an instructor over that same program I have learned that is not how we or students should learn. That is not the best way to encourage students in this era to be engaged and want to succeed. I still require that same case study to be done, because it must be done for our students to learn how to properly treat a patient. I believe the presentation needs to be changed up. That is what must come next.

Therefore, I would have never created an E-portfolio had I not chose this program. The thing that I have seen that would best suit my students with E-portfolios at first would be reflection. If they were able to reflect each semester on their assignments, blogs, vlogs, or presentations according to the COVA model, this would allow them to be more engaged and better prepare them for the next step each course. Like most programs, ours is builds each semester with their e-portfolios they could take a look back on what they learned to refresh their memories. The students could also use these as ongoing sources to add information collected to provide resumes to future employers. The instructors or faculty would also be able to use them to provide ease of feedback to the students. In healthcare, feedback is one of the most important resources a student or health professional can receive. We are saving lives! Our goal is to provide the best and upmost feedback to students to produces professional Registered Respiratory Therapist.

Instead of reflecting on books let’s use our online resources to engage our students

I have done numerous research on how E-portfolios would be the best fit for Angelina College’s Respiratory Care Program. The next step was the action research I recently created an action research outline. As well as, the Action Research: literature review on E-portfolios you will find below.

After conducting my research, I have found zero to no information regarding first Respiratory Care and E-portfolios, next Respiratory Care and Reflection. I had to go a broader subject of health care and even that is limited to few or little research. I will find myself doing a more detailed study on respiratory education and E-portfolios in the coming months.

Developing My Action Research

After researching and developing the last two literature reviews over my innovation plan has shown me either the need for E-portfolios in my program or the lack there of in health career education. There is plenty of information over my topic to be found over e-portfolios but, little to be found over health care education in higher ed and little to none in respiratory care.

Therefore, I would like to begin my implementation for my students once they have been in the program for at least one semester. We currently use a data collection system for clinical that evaluates them, checks offs competencies, doctor interactions, and journals. My plan is to send my past and current students at the end of Spring semester google surveys, as well as conduct face to face meetings. Below, you will find an outline that shows the plan for my action research for implementation of e-portfolios.

Action Research Outline

    1. Focus: Student created e-portfolios for Respiratory Care education.
    2. Purpose: To determine if student created, e-portfolios an authentic learning platform to enhance engagement, develop blogs and vlogs presentations, clinical competencies and ease of feedback for instructors; provide reflection from semester to semester, a source bank to study for exams, and for resumes post-graduation.
    3. Research Question: Does the use of student created e-portfolios, in higher education by respiratory care students provide reflection from semester to semester to help retain course and clinical information, and provide as a study guide for exams, provide a source to prospective employers as a resume?
    4. Research Design: The design is qualitative because the goal is to observe the problem by way of generating narrative.
    5. Data to be Collected: To measure the outcome of the research question, the following data will be collected and analyzed: Data analyzed from face to face interviews, google surveys, and evaluations from past and current students, as well as faculty gathered from the end of Spring semester.
    6. Measurement Instrument(s): Data from google surveys and interviews will be entered and analyzed via excel spreadsheets based on the information received back from present, past students, and faculty from May semesters.
    7. Focus of Literature Review: The literature review will give a summary of the development of e-portfolios into students in the respiratory care program for reflection and learning for their future development as a respiratory therapist. The primary purpose to develop e-portfolio is to provide a platform that provides students choice and voice in their learning, development, creation of projects via vlogs and blogs, and a place to showcase their learning for prospective employment.
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Assessing Digital Learning & Instruction

Research, requires a good plan and a good plan needs to start with a great outline. If you create a good outline to start with you will be able to follow and it will make it easier when conducting you research. Before, conducting my action research I developed my action research outline that specified the steps of how I wanted to conduct my research, how I would like to analyze and review the information. Action Research Outline.

After conducting, my research it showed no research that involved e-portfolios and respiratory care education. I focused my research on reflection and there was little to none regarding health careers, it was mostly focused on education majors in higher education. This would be do to the fact that e-portfolios began with Education and English majors. Therefore, I will have to take a different approach on my study. I will have to focus on my students and their reflection approach. Action Research: Literature Review


Action Plan

Finally, I developed an action plan. I reflected on my action literature review that I conducted over e-portfolios and what I would need to do to implement the process. Above you will notice my timeline for implementation, development, and reflection on student created e-portfolios. Action Research Plan

Implementing Innovation Strategies

Over the last few weeks I have researched many different ways that my innovation plan could be utilized. Not only did I find different ways that it would be not so great, be successful, and lessons I could learn from other organizations. I recently, reviewed many different institutions case studies regarding what worked or didn’t in my recent literature review. You will find below a highlight of what I learned from that literature review.

What Worked

What Could Have been Done Better

Lessons Learned

Throughout my research, I learned many different lessons that I believe will be effective when implementing my e-portfolios this Fall or Spring. I still have many things to consider when bringing this concept to my students. I believed that I had a solid plan to review the many case studies that we reviewed over the course of the last few weeks. Below you will find a few barriers I reviewed when working through my research. I have found there are many ways that these processes need to be thought out and should be done better.

#1 When you look at number one you have to consider the teacher/instructor buy-in. Why, you ask? Well the are the person delivering the information to our students. We need to make sure they are on board. If they are not on board and convinced the plan is sure to fail. They may plan to use them because they are told but, if they do not see the actual need for them they will not effectively enforce the proper use of the e-portfolio. Also, when implementing technology we need to ensure the education to our faculty on proper use of the program. They will need some type of professional learning, in order to teach the program to their students. Therefore, if we look at the University of Calargary we will notice they implemented e-portfolios but, failed to ensure that their faculty was properly trained. We need to make sure we do not lack the proper tools to follow through with our education to faculty to produce a great learning experience to our students. What the implementation at the University of Calgary did not take into consideration was the increased need for continuing professional development (CPD). Baylor and Ritchie (2002) argued correct teacher training must be taught when technology is involved in the classroom .

#2 Next, we take into consideration the access to WIFI in rural communities and globally. Due to limited connectivity the student’s home in Ireland their students are limited to only using their computers in school. One teacher in post-primary Ireland stated, asking their students to reflect on any type of learning, homework, using their e-portfolios would not be worth it; and their time is limited during school hours to work on their e-portfolios (Brown, Burns, O’Brien, O’Hara, McNamara, & Poole, 2018). When I look at implementing e-portfolios into Respiratory Care I do not believe that my students would get the actual best use out of them if they were limited to to the time they had to reflect on their work. Although, this is an issue I do have to consider. Most of my students to live in very rural areas where they have either satellite internet, little internet, or no internet capabilities. Therefore, when accessing them based on their e-portfolios this would have to be considered.

#3 Last, we need to look at how instructors provide feedback and students spend on their reflections. In a study by Strudler and Wetzel (2011/12) it was found that portfolio reflections are more meaningful if an instructor provides in-depth feedback (Oakley, Johnston, & Pegrum, 2013). My students currently are journaling each week on a set program/portfolio that they pay for once they enter our program. My instructors do not look at their submissions each week, they wait till the end of the semester. Then they are so far behind they give little feedback or even look at them. I am able to review a few and my students are pouring their heart and souls into their reflections of their weeks at clinical and then as the semester gets closer they tend to slack off. I believe this is due to my instructors not providing them the proper feedback that need or expected. I feel like this might be a failed attempt on my part. Therefore, after experiencing building my own e-portfolio, reviewing the researching, and observing my students input I need to educate my instructors on the reasons for effective feedback.

I believe researching different institutions that have went through the implementation of e-portfolios has had me look at a new way to integrate my implementation plan. My students will really benefit from the implementation of eps and I believe if it is done correctly they will receive the best benefits.

References

Andrews, T., & Cole, C. (2015). Two steps forward, one step back: The intricacies of engaging with

eportfolios in nursing undergraduate education. Nurse Education Today, 35(4), 568–572.

https://doi-org.libproxy.lamar.edu/10.1016/j.nedt.2014.12.011

Bair, H. & Mueller, R. A. (2019). Deconstructing the Notion of ePortfolio as a ‘High Impact             Practice’: A Self-Study and Comparative Analysis. Canadian Journal for the Scholarship of             Teaching and Learning, Volume 9 (Issue 3), Pp1-14. Retrieved from URL: https://doaj-

borg.libproxy.lamar.edu/article/77e6fa24df134f0695b6a4a31a854cd4

Blair, R., & Godsall, L. (2006). One School’s Experience in Implementing E-Portfolios: Lessons

Learned. Quarterly Review of Distance Education, 7(2), 145–153. Retrieved from https://search-

ebscohost-com.libproxy.lamar.edu/login.aspx?direct=true

 &db=eric&AN=EJ875029&site=eds-live

Brown, Martin, Burns, Denise, McNamara, Gerry, O’Brien, Shivaun, O’Hara, Joe, Poole, Paige.

         (2018). Challenges and supports towards the integration of ePortfolios in education.

         Lessons to be learned from Ireland. Retrieved from.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6275690/

Carl, A., & Strydom, S. (2017). e-Portfolio as reflection tool during teaching practice: The

interplay between contextual and dispositional variables. South African Journal of Education,

(1), 1. https://doi-org.libproxy.lamar.edu/10.15700/saje.v37n1a1250

Feather, R., & Ricci, M. (2014). Use of Eportfolio Presentations in a Baccalaureate Nursing

Program. College Student Journal, 48(4), 549–558. Retrieved from https://search-ebscohost-

com.libproxy.lamar.edu/login.aspx?direct=true&db=pbh&AN=100358652&site=eds-live

Foulkes, J., Scallan, S., Coles, C., & Elmer, R. (2011). Observations on the case for reclaiming

portfolio log entries as assessments for learning. Education for Primary Care, 22(1), 14.

Retrieved from https://search-ebscohost-com.libproxy.lamar.edu/login.aspx?

direct=true&db=edb&AN=58455663&site=eds-live

Kahn, Susan. (2014). E-Portfolios: A Look at Where We’ve Been, Where We Are Now, and      

           Where We’re (Possibly) Going. Retrieved from

        https://www.aacu.org/publications-research/periodicals/e-portfolios-look-where-weve-          been-where-we-are-now-and-where-were

Oakley, G., Pegrum, M., & Johnston, S. (2014). Introducing e-portfolios to pre-service teachers as

tools for reflection and growth: lessons learnt. Asia-Pacific Journal of Teacher Education, 42(1),

36–50. https://doi-org.libproxy.lamar.edu/10.1080/1359866X.2013.854860

Reis, R. (2018). Stanford. Tomorrow’s Professor Postings. The Benefits of E-Portfolios for

       students and Faculty in Their Own Words. REtrieved from

https://tomprof.stanford.edu/posting/954

Swan, G. (2009). Examining barriers in faculty adoption of an e-portfolio system. Australasian

Journal of Educational Technology, 25(5), 627. Retrieved from https://search-ebscohost-

com.libproxy.lamar.edu/login.aspx?direct=true&db=edo&AN=49008594&site=eds-live

Tzeng, J., & Chen, S. (2012). College students’ intentions to use e-portfolios: From the

perspectives of career-commitment status and weblog-publication behaviours. ​British

Journal Of Educational Technology​, ​43​(1), 163-176. doi:10.1111/j.1467-8535.2010.01165.x

Xerri, D., & Campbell, C. (2016). E-portfolios in teacher development: the better option? ELT

Journal: English Language Teaching Journal, 70(4), 392–400. https://doi-

org.libproxy.lamar.edu/10.1093/elt/ccw032

Yang, M., Tai, M., & Lim, C. P. (2016). The Role of e-Portfolios in Supporting Productive Learning.

British Journal of Educational Technology, 47(6), 1276–1286. Retrieved from https://search-

ebscohost-com.libproxy.lamar.edu/login.aspx?

direct=true&db=eric&AN=EJ1116973&site=eds-live

A Call To Action: E-Portfolios

ePortfolios are student-owned, dynamic digital workspaces wherein students can capture their learning and their ideas, access their collection of work, reflect on their learning, share it, set goals, seek feedback and showcase their learning and achievements (Brown, Burns, McNamara, O’Brien, O’hara, & Poole, 2018).

Implementing E-portfolios into not only the respiratory care program but, eventually all of health careers at Angelina College would be an ultimate goal of mine. I believe eps give our students the power to use the COVA model that we have focused our learning around. I look forward to presenting this to my co-workers, program director, and administration to help improve our students learning through choice, ownership, voice and authentic learning. Below, you will view a video that shows ways others found E-portfolios to be successful and unsuccessful. As well as, how I plan to learn from others and ensure that we have everything in place properly for implementation to work out efficiently.

A Call to Action

References:

Brown, Martin, Burns, Denise, McNamara, Gerry, O’Brien, Shivaun, O’Hara, Joe, Poole, Paige.

(2018). Challenges and supports towards the integration of ePortfolios in education.

Lessons to be learned from Ireland. Retrieved from.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6275690/


Fritschi, Jennifer & Wolf, Mary Ann. (2012). Turning on mobile learning in north America.

Retrieved from. https://learn-us-east-1-prod-fleet01-xythos.s3.us-east- 1.amazonaws.com/5c082f78d4ba4/2844356?response-contentdisposition=inline%3B%20filename%2A%3DUTF-8%27%27Mobile%2520Learning%2520in%2520North%2520America.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20190505T202144Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21599&X-Amz-Credential=AKIAIBGJ7RCS23L3LEJQ%2F20190505%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=9bfad5af77a50a498d75348e7bf22716708cb9ec525a5ecdd9d43a7d6a32ed71

Kelly, Jacquie, Murray, Sue, Peacock, Susi & Scott, Alison. (2011). The transformative role of

eportfolios: feedback in healthcare learning. Retrieved from.
http://www.theijep.com/pdf/IJEP28.pdf

Latham, Nancy & Meyer, Barbara. (2008). Implementing electronic portfolios: benefits,

challenges, & suggestions. Retrieved from.

https://er.educause.edu/articles/2008/2/implementing-electronic-portfolios-benefits- challenges-and-suggestions

E-Portfolios: Planning for PL

My professional learning plan, consist of implementation of E-Portfolios initially into Respiratory Care but eventually, throughout health careers at Angelina College where I teach at. I have constructed my innovation plan that shows how important it will be for our program to establish E-Portfolios in the classroom. The attached outline for establishing a plan for PL represents the 3 column table as well as my disruptive instructional design model.