ePortfolio beyond the showcase: Facilitating reflexive nursing practice through a learning experience framework

Introduction/background: ePortfolio practice using PebblePad was first introduced into the Murdoch University Bachelor of Nursing course in 2015 into a first year theoretical unit. The initial success of PebblePad in strategic units of the course acted as a driver for change for both academics and students alike. Aim/objectives: To discuss eportfolio as a learning and teaching tool in nursing education. Discussion: The Murdoch University Discipline of Nursing has taken a pedagogical leadership role by introducing eportfolio learning into the MU BN course through a whole-of-course mapping approach. This blended learning strategy uses the PebblePad platform where students own their individual eportfolio learning space to record, reflect, self-audit, and undertake assessment. Assessment and feedback are supported by the learning design and the platform, so learners work in partnership with educational guides, whether they be students, university educators, or clinical facilitators. Learners also engage in the more ‘traditional’ types of eportfolio activities of collecting, collating, organising and presenting their achievements and experiences. In this context, the eportfolio space becomes a platform for ‘real world’ learning through experience, which supports students in the self-management of their developing knowledge and understanding. Issues/questions for exploration or ideas for discussion: What does eportfolio practice look like when approached through a ‘learning experience’ lens? What kinds of activities, possibly seen as ‘atypical’ in an eportfolio platform, empower students to own their learning and engage meaningfully with authentic experiences? How can this type of learning experience framework support learners to construct, explore and discuss real-world problems in contexts that are relevant to their nursing knowledge and skills development