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G33 Trainee advanced neonatal nurse practitioners can use the same curriculum as paediatric specialty registrars: evaluation of the rcpch pilot study
  1. L Crathern1,
  2. S Clark1,2,3
  1. 1School of Nursing and Midwifery, University of Sheffield, Sheffield, UK
  2. 2Paediatrics School of Medicine, University of Sheffield, Sheffield, UK
  3. 3Jessop Neonatal Unit, Sheffield Hallam Hospital, Sheffield, UK


Aim To present the findings from trainee practitioners’ evaluations and reflections on the usefulness and relevance of the RCPCH eportfolio.

Method A one year pilot of the RCPCH eportfolio and ASSET for evidencing trainee advanced neonatal nurse practitioners skills and knowledge acquisition while in training.

Student questionnaires were used to evaluate eportfolio and ASSET during the pilot. These were collated into themes: navigating the e portfolio and ASSET; ease of use; linking RCN advanced practice standards to the RCPCH neonatal skills; uptake of eportfolio as an ongoing record of clinical training. Additionally, a reflective account of the challenges of embedding the RCPCH eportfolio within an academic programme of learning.

Results Navigating the eportfolio and ASSET: After three initial workshops, trainees learned quickly how to navigate the system. Medical trainees were a source of on going education in the use of the system.

Ease of use There were challenges when linking the RCN standards to evidence, solutions were found but this could be improved upon.

Linking the RCN neonatal advanced practice standards to the Level 1 and 2 neonatal skills The use of a mapping grid helped the trainees to embed these into the portfolio of evidence.

Uptake of the eportfolio as an ongoing record of skills and knowledge acquisition All seven trainees have decided to continue with the eportfolio citing ease of use and a means of capturing their growth and development as a practitioner, including a clear record of ongoing competency for the NMC.

The review of the eportfolios and ASSET, for the purposes of assessment demonstrated that it was a robust mechanism to assess student performance. Additionally, the trainee practitioners could document the beginning mastery as a practitioner. It was possible to triangulate the eportfolio to the course documents such as the RCN skills log.

Conclusion The use of RCPCH’s eportfolio and ASSET can evidence skills and knowledge acquisition for nurses and met the needs of the academic rigours of the programme with scope for further development.

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