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7/30/2019 Making Practice Transparent Through ePortfolio
1/5
Discussion
Making practice transparent through e-portfolio
Sarah M. Stewart *
Professional Development Officer, Australian College of Midwives, PO Box 87 Deakin West ACT 2600, Australia
1. Introduction
To meet statutory requirements for registration midwives are
expected to provide evidence of their competency, and make
professional development plans for the future.1 In some countries,
midwives use professional portfolios as a vehicle for their ongoing
professional development.2 Reflection is an integral part of
portfolio development, and is a statutory requirement for mid-wives in countries such as New Zealand.2 E-portfolio using open,
social networking tools is portable andflexible in where, when and
how it can be accessed; tracks and records reflections and learning
processes; and facilitates sharing, feedback and dialogue with
others.3,4 However, there are questions that must be answered
before e-portfolio is likely to be taken up by regulatory and
professional bodies, such as how appropriate is social networking
for professional e-portfolio?5How is reflective learning influenced
when carried out in open digital and collaborative spaces? Can
midwives reflect and learn in a safe way, and provide authentic
evidence of their learning? In this paper I will share my experience
as a midwife, educator and student who uses social networking
tools to maintain a professional e-portfolio. I describe how Iemploy social networking tools and processes for reflective
practice and professional development. Finally, I discuss how I
manage statutory obligations with e-portfolio using online public
spaces and tools.
2. Literature review
2.1. Midwifery and professional portfolios
Since the early 1990s midwives have been using professional
portfolio as a way to provide evidence of competency, and to show
Women and Birth xxx (2013) xxxxxx
A R T I C L E I N F O
Article history:
Received 10 March 2012
Received in revised form 11 February 2013
Accepted 19 February 2013
Keywords:
E-portfolio
Midwifery
Social networking
Learning
Blogging
Reflection
A B S T R A C T
Background: Midwives are required to maintain a professional portfolio as part of their statutory
requirements. Some midwives are using open social networking tools and processes to develop an e-
portfolio. However, confidentiality of patient and client data and professional reputation have to be
taken into consideration when using online public spaces for reflection.
Question: There is little evidence about howmidwives use social networking tools for ongoing learning.
It is uncertain how reflecting in an e-portfolio with an audience impacts on learning outcomes. This
paper investigates ways in which reflective midwifery practice be carried out using e-portfolio in open,
social networking platforms using collaborative processes.
Methods: Using an auto-ethnographic approach I explored my e-portfolio and selected posts that had
attracted six or more comments. I used thematic analysis to identify themes within the textual
conversations in the posts and responses posted by readers.
Findings: The analysis identified that my collaborative e-portfolio had four themes: to provide
commentary and discuss issues; to reflect and process learning; to seek advice, brainstorm and process
ideas for practice, projects and research, and provide evidence of professional development.
Conclusions: E-portfolio using open socialnetworkingtoolsandprocesses isa viableoptionformidwives
because it facilitates collaborative reflection and shared learning. However, my experience shows that
concerns aboutwhatpeople think, andclientconfidentiality does impacton thenature ofopen reflection
and learning outcomes. I conclude this paper with a framework for managing midwifery statutory
obligations using online public spaces and social networking tools. 2013Australian Collegeof Midwives. Published by Elsevier Australia (a division of Reed International
Books Australia Pty Ltd). All rights reserved.
* Correspondence address: Professional Development Officer, Australian College
of Midwives, 115 Canberra Avenue, Canberra, PO Box 87, Deakin West, ACT 2600,
Australia. Tel.: +61 420714031.
E-mail address: [email protected]
G Model
WOMBI-280; No. of Pages 5
Please cite this article in press as: Stewart SM. Making practice transparent through e-portfolio. Women Birth (2013), http://dx.doi.org/
10.1016/j.wombi.2013.02.005
Contents lists available at SciVerse ScienceDirect
Women and Birth
journal homepa ge : www.elsev ier .c om/loc ate /womb i
1871-5192/$ see front matter 2013 Australian College of Midwives. Published by Elsevier Australia (a division of Reed International Books Australia Pty Ltd). All rights
reserved.
http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005mailto:[email protected]://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://www.sciencedirect.com/science/journal/18715192http://www.sciencedirect.com/science/journal/18715192http://www.sciencedirect.com/science/journal/18715192http://www.sciencedirect.com/science/journal/18715192http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005mailto:[email protected]://dx.doi.org/10.1016/j.wombi.2013.02.0057/30/2019 Making Practice Transparent Through ePortfolio
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how they have acquired skills, learned from experience, and grown
as practitioners.6 In some countries such as the United Kingdom,
Ireland, and New Zealand, professional portfolio is a statutory
requirement.2,7,8 In other countries including Australia, it is a
professional activity that is encouraged, but not yet legislated.9
Standard practice favors the use of paper-based portfolios, usually
in the form of a commercial, or home made folder.7
2.2. What is an e-portfolio?
The web-based e-portfolio is a digital container that allows
practitioners to record professional and educational activities, and
attach accompanying evidence in the form of text, audio, video and
images.3 The move from paper-based to electronic portfolio in the
midwifery context has been led by education, especially at
undergraduate level.9 In part, this has been a pedagogical
development to encourage reflective practice, and support
work-based learning.4 But it has also been a response to the
increase in blended and online delivery of midwifery programs,
which has caused logistical issues when working with students
who live at a distance from campus. The result has been a need to
simplify administration and collation of artifacts and evidence
about competency, in readiness for registration.10 Some institu-
tions and organizations are using proprietary (commercial) e-portfolio platforms or developing their own.11However, questions
remain about how students can take their e-portfolio with them
once they leave the educational institution, and start work as
registered midwives. This problem is solved by using open social
networking tools such asblog, wiki, Youtube, Slideshare and Flickr,
which are for themostpart free and have wide spread availability.5
However, how to integrate such an e-portfolio with statutory and
professional registration processes and systems has not been
addressed.5 Nor is there consensus on how appropriate it is to use
social networking for professional development.11
2.3. Personal reflection and e-portfolio
Reflection is a key element of a portfolio, be it in a paper orelectronic format.12 Reflection is the process of thinking about
practice and making meaning of experience.13 Deep learning
occurs when practitioners describe or explain practice, and then
critically examines specific aspects.12 Ideally these reflections and
insights lead to decisions for action..achievement of goals and
changes to immediate and future practice.14 However, studies
have shown that some e-portfolio users do not progress past the
descriptive stage, and thus do not acquire deep learning.15
2.4. Collaborative reflection and e-portfolio
One way to support practitioners to move from description into
deeper thinking and learning is through collaborative reflection.16
Such
reflection
draws
on
multiple
views
and
perspectives
whichallow practitioners to learn with and from each other. Reflecting
with peers enhances collaboration and collegiality, and increases
problem-solving and goal-setting capability.17 Sharing questions,
information and resources support practitioners to clarify, confirm
and re-frame knowledge which can add to the depth of learning.18
However, collaborative reflection can be challenging when
irresolvable conflict emerges and issues of confidentiality, trust
and respect are not carefully managed.19 Collaborative reflection
can take place in online environments as well as face-to-face
conversations. E-portfolio facilitates collaborative reflection by
means of computer-mediated communication. Research has
shown that students who have interacted with each other in e-
portfolioplatformshave valued the opportunity to give and receive
mutual
feedback.
20
This
way
of
working
has
also
enabled
them
to
work together in communities of practice to share knowledge and
develop collective expertise, which has resulted in enhanced
reflection and deeper learning.21 The main barrier to deep learning
in this environment is implementation of the technology itself.
Students require support and scaffolding to develop the digital
literacy skills they need in order to be able to communicate and
expand their practice in their space [22]
2.5. E-portfolio and social networking
Social networking tools and processes encourage collabora-
tion and sharing because they are specially designed to bring
people together. E-portfolio using public online spaces has no
boundaries, and thus has the ability to reach a larger audience
and increase opportunities for collaboration.23 Reflecting in
open online spaces can affect what and how practitioner
communicates. Commentators may have their own agenda
and distort the practitioners thinking and learning, be that
knowingly or unknowingly.20 Open reflection may have con-
sequences when practitioners come upwith conclusions that do
not necessarily fit with the view of the commentators or indeed,
the wider professional community. Thus, practitioners may not
be authentic and honest in their reflections but rather articulate
what they think others want them to say.20 Alongside theworryabout what others may think is the major concern about talking
in public online spaces about patients and clients.24 Divulging
confidential patient and client information, as well as unprofes-
sional online behavior can lead to litigation and breach of
professional standards.25 Regulatory and professional bodies
have developed policies and guidelines for the professional use
of social media.26 However, there continues to be debate about
what is and what is not acceptable online behavior. On the one
hand, anecdotal stories of the unprofessional use of social media
by health practitioners cause consternation, such as the
anesthetist who called birthing suites birthing sheds, and
intensive care units cabbage patches on Twitter.27 This
episode generated international discussion about the doctors
lack of empathy and use of dehumanizing language.28 On theother hand, regulatory and professional bodies have been
accused of developing social media policies that demonstrate
a lack of understanding of how people communicate these
days.29 Advocates of social media fear that punitive policies will
impact on midwives engagement with social media, and
adversely restrict its use for personal learning.30
Whilst there are a number of empirical studies and theoretical
musings about e-portfolio for midwifery education especially at
undergraduate level,5,9,31 there is little evidence about how
midwives use e-portfolio for ongoing learning. What is also
uncertain in the literature is how reflecting in e-portfolio using
open online spaces with an audience changes learning outcomes
compared to private media, such as a paper portfolio. As yet
midwives
who
use
e-portfolios
do
not
know
how
concerns
aboutpatient and client confidentiality impacts on the quality of
reflection. This investigation explores ways in which reflective
midwifery practice be carried out using e-portfolio in open, social
networking platforms and collaborative processes.
3. Methods
My research tool is my e-portfolio which I have maintained
since 2007 using a combination of free, online social networking
tools including a blog, which is a web-based journal22 (http://
sarah-stewart.blogspot.com), YouTube, Blip.TV, Animoto, Flickr,
SlideShare. All these elements are coordinated, integrated and
presented in my e-portfolio wiki (http://sarahstewart-eportfolio.-
wikispaces.com).
For
this
investigation
I
chose
to
focus
on
my
blog,
S.M. Stewart/ Women and Birth xxx (2013) xxxxxx2
G Model
WOMBI-280; No. of Pages 5
Please cite this article in press as: Stewart SM. Making practice transparent through e-portfolio. Women Birth (2013), http://dx.doi.org/
10.1016/j.wombi.2013.02.005
http://sarah-stewart.blogspot.com/http://sarah-stewart.blogspot.com/http://sarahstewart-eportfolio.wikispaces.com/http://sarahstewart-eportfolio.wikispaces.com/http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://sarahstewart-eportfolio.wikispaces.com/http://sarahstewart-eportfolio.wikispaces.com/http://sarah-stewart.blogspot.com/http://sarah-stewart.blogspot.com/7/30/2019 Making Practice Transparent Through ePortfolio
3/5
because that is where I do most of my reflection. At the time of
writing this paper I had written 1097 blog posts which have
attracted 194,000 page views, 133,700 unique visitors and
generated 4253 comments. I selected to analyze blog posts that
had attracted six or more comments, which totaled 243 posts and
2218 comments. I chose six comments and more because I felt
conversations were more likely to reveal learning, as opposed to
one-off comments. I used an auto-ethnographic approach to
identify themes within the textual conversations in the blog posts
and responses posted by readers. Auto-ethnography is the process
of examining and reflecting on ones personal experience, and
relating themes to wider contexts.32 I chose this approach because
I was researching myself, in a qualitative, subjective paradigm. I
advised readers that I was writing this paper via a generic post in
my blog, and gave them the option to remove their comments, or
ask menot to discuss them in this paper. Idid not obtain individual
consent because the comments were already in the public space.33
4. Findings
The blog posts were initially sorted according to their labels,
which are the categories I award posts when I first write them,
including teaching and learning, education, midwifery practice,
and personal learning. The labels were then sorted into four main
themes.
4.1. Provide commentary and discuss issues
My blog posts cover a wide range of midwifery and educational
issues. Sometimes this is a one-way process whereby all I aim is to
publish a personal opinion as a cathartic release. Other times I
deliberately choose issues that I think may interest others and
generate conversation. Here is an example of an opinion post.
I am 1000% behind making caesarean section as family-friendly
as possible and I totally applaud obstetricians and midwives
who
encourage
things
such
as
immediate
mother-to-baby
skin-to-skin contact. But please dont try to sell caesarean section to
mothers or midwives as being natural. . .it isnt and never will
be!!!
4.2. Reflect and process learning
My blog posts contain reflections about my practice and
professional development activities. Reflecting in my open blog
has facilitated continuous peer review via the comments left by
readers. Readers discuss what I have written, challenge me and
provide multiple perspectives and alternative views. The quality of
comments varies and I use my professional judgment to decide
how much attention I pay to the comments. When talking about
ultrasound scans, I was concerned that one hospital was turningthem into mp3 files which I considered was another way of
selling unnecessary scans to women. But one of my male readers
had this to say:
I look at this asjust an extension of the family photo, and a little
way of getting excited about the new member to be.
I may not have changed my mind on this issue, but the reader
put forward an opinion from the perspective of a father-to-be
which resulted in me thinking about how I could include fathers in
my midwifery practice more than I did at the time.
Reflecting in the open is also a way of seeking validation and
support from the community. In one post I talked about a new role
as midwifery lecturer.
I am wondering how much I will be able to talk about my new
role and my experiences of teaching under-graduate midwifery
students [in my blog]? Will processing my thoughts here make
it look like I dont know what I am doing? Will that impact on
students perceptions of my knowledge and expertise?
I am mindful of the potential for criticism by the profession. I
wrote a reflective blog post some years about my experiences of
burnout when midwives were being advised about time and
caseload management in New Zealand. I felt vulnerable writingthat post because I feared I would be criticized and told that my
burnout was my fault for mis-managing my workload. There was a
danger that fear would either prevent me from reflecting on or
telling my story, or not being honest about my feelings and
experience. However, I felt so strongly about the topic that I was
driven to write about it.
The crunch came for me when I attended a home birth which I
spent the whole time in a state of fear: I felt like a rabbit frozen
in a cars headlights. There was no joy or excitement from the
home birth which usually makes up for the more complicated
births that happen in hospital and invigorates my midwifery
soul. Looking back on this year, I was exhibiting all the
symptoms of burnout.
Sometimes I feel it is important to speak out, to bring issues out
into the open to facilitate honest discussion, rather than being
swept under the carpet. Or as a reader put it:
Hopefully blogging will offer us the opportunity to get outside
our insulation from time to time. Every now and then we might
find an ah ha moment that we can bring back to our work and
transform something for the better - or worse...
The blog post actually generated lots of conversation which gave
validity to my experience, which helped me come to terms with it.
4.3. Seek advice, brainstorm and process ideas for practice, projects
and research
The collective wisdom of the community who interact with me
via my blog has been invaluable to me in my practice. At one time I
was struggling to think how to teach midwives about social
networking without access to a computer laboratory in a
conference workshop. When I posted this dilemma I received a
number of suggestions which I incorporated into my workshop.
One reader suggested
Record a video of what you would like them to see if you did
have an Internet connection.
Another said
Do a simulated Twitter with your audience using post-its
One reader passed on a resource.
Not sure if this would suit this situation, but there is a social
media game that helps people understand the implications of
using online tools. You find out more: http://socialmedia.wi-
kispaces.com/Social+media+game
Indeed, the workshop was so successful it led to an invitation to
be a keynote speaker at another midwifery conference.
Another example is when I was debating how to frame up a
literature review question for my educational doctorate. One
reader advised
Yourplan follows a logical pathbut feels like yougobeyond your
questions leading to a big, big review. Itmaybemoremanagable
to really focus on your questions - keep focused - that will in
S.M. Stewart/Women and Birth xxx (2013) xxxxxx 3
G Model
WOMBI-280; No. of Pages 5
Please cite this article in press as: Stewart SM. Making practice transparent through e-portfolio. Women Birth (2013), http://dx.doi.org/
10.1016/j.wombi.2013.02.005
http://socialmedia.wikispaces.com/Social+media+gamehttp://socialmedia.wikispaces.com/Social+media+gamehttp://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://socialmedia.wikispaces.com/Social+media+gamehttp://socialmedia.wikispaces.com/Social+media+game7/30/2019 Making Practice Transparent Through ePortfolio
4/5
depth rather than trying togo toobroad.Asacolleague oncesaid -
its a doctorate not a Nobel prize:)
Another wrote
I think one of the most interesting areas here is the differences
(if any) between networked learning and Communities of
Practice. If you havent already looked at it, Etienne Wenger
stuff on COPs - albeit quite old now is interesting. . . I found this
article quite useful too: http://www.irrodl.org/index.php/
irrodl/article/view/523/1103
All the advice and comments enabled me to focus my literature
review more effectively.
4.4. Provide evidence of professional development
I embed evidence of my activities into my blog. For example,
when I give a conference presentation, I upload my presentation
slides into a website called Slideshare.net, and then link to it in my
blog, along with my reflections on how the presentation went. I
have had to think about the authenticity of the evidence I provide
in my e-portfolio to ensure others do not steal my identity. I have
branded myself online as Sarah Stewart which makes it very easy
to
track
my
work.
I
also
publish
my
work
with
a
Creative
CommonsAttribution license which means that people can use my work for
their own purposes. These precautions make it difficult for people
to steal my work because I have already gifted it to the wider
community. As a result I have become a resource for others,both in
terms of the content I publish, as well as the e-portfolio itself.
Nevertheless, I do not publish work or details about myself that I
am not prepared to share with others.
5. Discussion
An e-portfolio provides a viable avenue for midwives to fulfill
statutory obligations, and supports life-long learning which drives
professional
development.
Social
networking
platforms
and
toolscan be used effectively to support open and collaborative reflection
as part of the e-portfolioprocess.Open discussion allowsmidwives
to engage with others both inside and outside midwifery, which
provides another perspective to their reflection. The readers of my
blog takemebeyond a surface exploration of thoughts, activities or
achievements. By asking critical questions, passing on their
perspectives and sharing information, readers support me to think
deeper, which results in additional learning and enables me to
make changes to practice. This is one advantage of collaborative
reflection over personal reflection.16
Talking about practice in open online spaces is problematic for
midwives and continues to be debated at the highest professional
level.26 Discussing practice online can be inappropriate, not least
for
legal
reasons.
It
can
also
make
the
midwife
vulnerable
tocriticism by the profession, especially if the conclusions of her
reflection do not concur with the general opinion of the
profession.20 Thus, open reflection can lead to mind control,
whereby the midwife is unable to think in an autonomous way for
fear of professional ramifications. There is no doubt that I have
been aware of what others think of me as a result of what I have
written in my blog, and there have been times when I have not
been as open as I would have liked. Yet there are aspects of my
midwifery practice that I canmake open to the public. For instance,
my practice statistics are available to help pregnant women make
an informed choice about choosing me as theirmidwife.However, I
use a closed, private space to reflect on specific clinical cases, take
key learning from the cases and write about learning in a generic
way in my open blog. Whilst this approach has led to learning, I am
unsure if the learning outcomes are different compared to
situations where I can be totally honest.
As a reflexive researcher, I must acknowledge that the analysis,
findings and meaning of this research is heavily influenced by how
I see the world.34 My experience of e-portfolio has been hugely
positive, and my blog is an essential part of my day-to-day
learning.However, I recognise that I cannot generalizemyfindings,
and e-portfolio using social networking will not be appropriate for
all midwives. Many midwives lack digital and computer literacy
required by e-portfolio, as well as time to develop those skills.35 A
lack of integration of e-portfolio into statutory registration
processes and systems also acts as a barrier for midwives.5When
I attempted to present my e-portfolio for my bi-annual midwifery
review several years ago in New Zealand,2 I was asked to print it
out on paper. The reviewers felt they did not have the time to
engage fully with my e-portfolio, and had difficulty accessing the
websites because of slow internet connections. As more midwives
are taught computer skills pre-registration, and e-portfolio is
introduced into educational programs, it may be time for statutory
and professional bodies, as well as employers, to examine how e-
portfolio can be smoothly transitioned from education into
practice. What I hope to have done in this paper is to have
contributed to this discussion, and raised issues for further
exploration.
6. Recommendations
TheUKNursing andMidwiferyCouncil have issueddetailedand
balanced guidelines on how to use social networking in general.26
Here are some additional recommendations for midwives who
wish to use social networking platforms such as blogs and wiki to
develop their e-portfolio.
(1) Use technologies that are supported by reputable companies
such as Blogger, Google Documents, Google Sites and
Wikispaces. Reputable companies will keep data secure and
private. However, be mindful that no website is totally secure,
so do not post any information that is sensitive and you wantto keep confidential.
(2) Take time to play with the technology so that you become
confident with theuseof socialnetworking tools aswellas the
hardware that supports them including video cameras, audio
recorders and cell phones.
(3) If you do not have digital skills, go to YouTube (http://
www.youtube.com) where you will find lots of videos that
will show you how to set up a blog, wiki, etc.
(4) If you wish to use an online tool to develop your e-portfolio
but you do not wish to make it open, choose a platform that
you can keep private and invite selected readers. Most blogs
and wiki have that functionality.
(5) Think carefully about what you say in an open online
environment
and
how
you
say
it.
Talk
about
clinical
practicein generalities, as opposed to specific cases that can be
identified. This is no different in the online environment, as it
is in the face-to-face context. The difference is that if you say
something unprofessional online, many more people have
access to it, and its always available in one form or another on
the internet.
(6) Always respond to people who comment on your blog or wiki.
But do not expect visitors or comments overnight. It takes
time and work to develop a community of practice based
around your e-portfolio.
(7) Be creative. Your reflections dont necessarily need to be
writtenpieces. Explore the internet for tools that willhelp you
make videos, photo collages, word puzzles, mindmaps and so
on.
S.M. Stewart/ Women and Birth xxx (2013) xxxxxx4
G Model
WOMBI-280; No. of Pages 5
Please cite this article in press as: Stewart SM. Making practice transparent through e-portfolio. Women Birth (2013), http://dx.doi.org/
10.1016/j.wombi.2013.02.005
http://www.irrodl.org/index.php/irrodl/article/view/523/1103http://www.irrodl.org/index.php/irrodl/article/view/523/1103http://www.youtube.com/http://www.youtube.com/http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://dx.doi.org/10.1016/j.wombi.2013.02.005http://www.youtube.com/http://www.youtube.com/http://www.irrodl.org/index.php/irrodl/article/view/523/1103http://www.irrodl.org/index.php/irrodl/article/view/523/11037/30/2019 Making Practice Transparent Through ePortfolio
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(8) Turn your paper evidence in pdf files, such as certificates of
attendance and upload them into your e-portfolio to
accompany your stories and reflections.
(9) If you are required to present your portfolio in paper form,
either copy and paste into a document, or use tools that turn
web pages into pdf files such as Eco-Safe (http://eco-safe.-
com).
(10) Back-up your e-portfolio regularly onto your computer
hard-drive, in case the technology you use becomes
unavailable.
7. Conclusion
E-portfolio provides a viable option to paper-based portfolio
formidwives. It allows a creative approach to tellingstories about
professional learning and life-journeys. Social networking tools
provide the ability to showcase work, provide evidence of
learning, and reflect on practice. However, midwives need to
carefully consider how to do this in a way that protects their
professional reputationandclient information. In order to be able
to develop open e-portfolio to support their learning, midwives
need to be educated about the professional use of open spaces.
Open reflection, which is social and collaborative, result in sharedlearning and support. Whether e-portfolio is implemented using
open social networking tools or closed proprietary platforms, it
needs to incorporate a social aspect. Social interaction and
collaboration encourages deep learning and ensures the e-
portfolio isnt just a repository for information. Additional
research is required to find out what effect reflecting in an open
e-portfolio environment has on learning and clinical practice
outcomes.
References
1. Nursing Midwifery Board of Australia. Continuing professional developmentregistration standards. Available at:http://www.nursingmidwiferyboard.gov.au/Registration-Standards.aspx . [accessed 25.11.11].
2.
Midwifery Council
of
New
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