The use of Electronic Practice Assessment Documents (ePADs) on placement: Experiences of Nursing Students

Abstract

Background: The introduction of the ePAD was aimed at reducing the administration burden on staff and to reduce variations in practice learning. Eportfolios used with nursing students trumps the paper version by cutting down on time and storage and is ideal for assessing competency-based studies (Janssens et al., 2022). The ePAD, a version of the eportfolio, is relatively new and warrants review. The use of eportfolios in the education of student nurses offers a platform where a holistic view of nurse’s achievements can be accessed in a bid to advance learning.
Aims: To determine how students were faring with their initial use of ePADs and determine meanings students attributed to their experiences with the technology.
Methods: A qualitative study using semi-structured interviews was undertaken. Thematic analysis of the transcribed responses was conducted in line with Braun and Clarke (2006)1. Ethical approval was
received from the University Research Ethics Committee. No funding was received, and no incentives were given to participants.
Findings: Themes arising included, issues with student’s introduction to the ePAD, using it in placement, and the ability of the placement professionals to use the ePAD.
Conclusion: Benefits accrued from the use of ePADs in placement must be actively maintained through effective communication, software maintenance along with specific training and development for academic
staff, students and placement professionals. Further research on how placement professionals experience using the ePADs is necessary.

How to cite this article:
Newman E, Newman M, Ayo-Ajayi H. The use
of Electronic Practice Assessment Documents
(ePADs) on placement: Experiences of Nursing
Students. Int J Nurs Midwif Res. 2024;11(2):9-16.

DOI: https://doi.org/10.24321/2455.9318.202407