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Using ePortfolio as a Program Assessment Measure

Using ePortfolio as a Program Assessment Measure. Lillian Rafeldt and Judy Snayd Three Rivers CC Department of Nursing Diana Himmel, Tunxis CC Department of Dental Hygiene. Measuring outcomes in Allied Health and Nursing. Traditional measures National and regional board exams

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Using ePortfolio as a Program Assessment Measure

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  1. Using ePortfolio as a Program Assessment Measure Lillian Rafeldt and Judy Snayd Three Rivers CC Department of Nursing Diana Himmel, Tunxis CC Department of Dental Hygiene

  2. Measuring outcomes in Allied Health and Nursing • Traditional measures • National and regional board exams • Program outcome exams • Surveys: • Student • Employer • Patient/Client • Site

  3. Capstone Project • Highlights students best work • Demonstrates competency in all institutional and program outcomes • Must achieve 85% for successful completion • 1 Credit course during final semester

  4. Capstone Experience at TCC • Initiated at the beginning of the dental hygiene students’ education • Expanded on each semester • Each course has Gen Ed and Program outcomes listed and students must reflect on • Evaluated by an interdepartmental committee during last semester prior to graduation • Graduation requirement

  5. TCC ePortfolio lab space

  6. DH III ePortfolio Link

  7. Example Clinical Practice III - Case Study Project Instructions Single click on the specific directions below. You may also cut and paste the institutional outcomes and program outcomes into your word document for reflection. Target Project Due Date November 27, 2006 Project Type Single class assignment with no saving Requirements For Introduction These directions are located in the document below. In the Introduction space, please introduce yourself and your project. Highlight the competencies that you met. Requirements For Reflection Please reflect on the competencies met. Discuss how your abilities and skills as a dental hygiene student have changed from the DH II portfolio project to the DH III project. Requirements For Comments YOU MUST REMEMBER THAT ALL DOCUMENTS MUST HAVE A PAPER NAME NOT THE CLIENT'S NAME.

  8. Title Introduction Case Study Directions Precisely and carefully follow these case study directions .  Write your paper using a word document. It is a story or melodrama of all that took place during the treatment of your periodontal case study client; data, education, treatments, client reactions, conversations, things that went well, things that did not go as you would have liked and a self- evaluation of your learning from this project. Your paper should be saved to your flash drive. Also your scanned images, for example intraoral photos, periodontal chart, and radiographs, should be saved on your flash drive. Once your case study project is completed you will print it out and upload it to ePortfolio. Be sure to enter your biographical information into ePortfolio.  Have fun with the ePortfolio portion of this assignment. Program Goals Your paper should include, Which program goal(s) did this project help you achieve and how did this case study portfolio help you achieve or advance toward achieving the program goal? Institutional Outcomes Do this in a Word document and upload it to ePortfolio. You may cut and paste the specific program goals you want to describe. Please choose which institutional outcomes you achieved or moved closer to achieving through this case study portfolio. Explain how this project helped you move closer to achieving the specific institutional outcomes.  Rubric for Paper Patient  Project RubricClinical Practice III - Case Study Rubric  (High)(Med)(Low)(Poor)Future rubric work

  9. Jen Zabel's ePortfolio Link

  10. Outcomes (Abilities)Gen Ed and Program • Each student must demonstrate and reflect on the achievement of all college and program outcomes in the ePortfolio • One submission may demonstrate many i.e. 1) Case study of client followed through three semesters of client care 2) Community Health Research Project • Others may be demonstrated through Gen Ed courses i.e 1)English composition paper 2) Anatomy Lab assignment

  11. Dental Hygiene Program Outcomes • Provide accurate and complete documentation of the client’s/patients or community conditions utilizing evolving technology and armamentarium to assess, diagnosse, plan, implement and evaluate dental hygiene services. • Provide care to all clients/patients utilizing an individualized human needs approach. • Provide scientific and evidenced based care that is the accepted standard of care. • Adhere to the laws governing the practice of dental hygiene and apply the professional code of ethics in all endeavors.

  12. Program outcomes continued • Continuously self assess through critical thinking and problem solving skills. • Communicate effectively both verbally, nonverbally and in writing with diverse groups and individuals. • Advance dental hygiene and promote community health through service and affiliation with professional organizations.

  13. Gen Ed Abilities at TCC 1. Communication 1.1. Writing: Effectively communicates thoughts and ideas in writing 1.2. Speech: Effectively communicates a verbal message 1.3. Listening: Listens effectively and critically 2. Critical Thinking 2.1. Selects and evaluates information 2.2. Identifies and analyzes relationships 2.3. Draws inferences and conclusions that are logical and supported by evidence 2.4. Solves problems and makes decisions 3. Information Literacy 3.1. Effectively uses, accesses, and evaluates information 3.2. Understands the issues surrounding access to and use of information

  14. 4. Technological Literacy 4.1. Uses software applications effectively 4.2. Purposefully assesses the potentials and limitations of technology 5. World Cultures and Perspectives 5.1. Analyzes and evaluates the social, cultural, and political forces that shape the individual and society 5.2. Examines and assesses the relationship between historical events and the contemporary world 6. Aesthetic Engagement and Creative Expression 6.1. Evaluates and applies creative processes 6.2. Identifies and evaluates the form, structure, and aesthetic qualities of artistic and literary works

  15. 7. Quantitative and Scientific Reasoning Quantitative Reasoning 7.1. Demonstrates knowledge and comprehension of quantitative skills 7.2. Applies knowledge to analysis of specific problems 7.3. Analyzes and synthesizes quantitative information to solve problems 7.4. Evaluates problem-solving processes Scientific Reasoning 7.5. Applies empirical evidence and scientific argument and distinguishes between cause and effect 8. Values, Ethics, and Citizenship Ethics 8.1. Recognizes ethical issues, values, and standards, and describes the elements of ethical judgment 8.2. Makes ethical decisions and formulates and evaluates arguments to justify such decisions 8.3. Demonstrates ethical behavior and social responsibility Citizenship 8.4. Demonstrates civic responsibility by engaging in community or civic service 9. Interpersonal and Team Skills 9.1. Works in groups to define problems, elicits and respects the contributions of others, synthesizes diverse opinions, and seeks consensus.

  16. Aha….formulating a template for assessment…. • The plan….is based on the mission, goals and expected outcomes for the program and college • Outcome = measurable statement • Each program has additional program outcomes • Assessment follows to determine if outcomes within each goal are met, partially met or not met • Evaluation of results fosters celebration of success and revisions as needed. Assessment is used to determine consistency in learning across the college.

  17. TRCC Program Outcomes • Upon completion of the Three Rivers Community College nursing program: • As a PROVIDER OF CARE, the graduate will be able to: • Summarize principles of social, physical and biological sciences in the holistic care of patients* at any point along the wellness-illness continuum. • Evaluate implementation of the nursing process as a method assisting patients* to achieve their optimal functional level along the wellness illness continuum. • Interpret concepts and principles of stress, coping and adaptations in the holistic care of patients* to promote maximum adaptation.

  18. Program Outcomes continued • Upon completion of the Three Rivers Community College nursing program: • As a MANAGER OF CARE, the graduate will be able to: • Integrate principles of leadership and management in organizing and prioritizing holistic care for patients*. • Interpret roles of members of the multidisciplinary team as they relate to collaborative care of patients*. • * The term patient includes individuals, families and groups of individuals.

  19. Program outcomes continued • Upon completion of the Three Rivers Community College nursing program: • As a MEMBER WITHIN THE DISCIPLINE OF NURSING, the graduate will be able to: • Accept responsibility for personal and professional growth to support the advancement of the discipline of nursing. • Interpret the roles of nursing within the health care delivery system. • Evaluate professional, legal, and ethical issues pertinent to the health care delivery system.

  20. Communication Abilities build through the program • Provider of Care • Communication with client and family • Manager of Care • Communication with peers, health care staff • Member within the Discipline of Nursing • Communication as a professional

  21. Communication expectations go from simple to complex and are reinforced • Assignments • Written and oral • CDFs, Term papers, Documentation, Discussion board and email • Case Studies, Journal Article Presentations, Peer Teaching, Shift Reports • Process Recordings in each level

  22. Evaluation of Communication Outcomes • Past Practice • Guidelines without written rubrics • Potential for subjective evaluation • Present Practice • Leveled communication rubrics

  23. Benefits of Progressive Rubrics • Clear guidelines for students • Clear evaluation tool for faculty • Allows for inter-rater reliability

  24. Continued Development • For the faculty • Professional development related to use of 4 rubrics across the program • Increasing inter-rater reliability • Measurement of outcomes for individual course and program using Project Builder • For the student • Encourages development of communication skills • Professional behaviors • Enthusiasm as growth is demonstrated

  25. ePortfolio as a tool • Fosters needed shift in thinking to measure outcomes • Allows for collection of artifacts rated through rubrics • Requires a plan, persistence and a team support • Is not more work but different work • Offers a way to do authentic assessment

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