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Welcome to Digication
Scholars Conversations.

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I'm your host, Kelly Driscoll.

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In this episode, you'll hear Part Two of
my conversation with Tina Abbate, Clinical

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Assistant Professor and Coordinator of
the Nursing Student Internship Program in

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Stony Brook University School of Nursing.

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More links and information about today's
conversation can be found on Digication's

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Twitter, Facebook, and Instagram.

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Full episodes of Digication Scholars
Conversations Can be found on

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YouTube or your favorite podcast app.

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So I was curious when they start creating
their ePortfolios, are there specific

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templates or prompts that they use?

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Uh, you mentioned that.

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They're given some requirements on,
you know, certain kinds of content,

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um, that they should include, but are
you utilizing any kinds of templates

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or, or prompts as part of that process?

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Yes, I think that type of
guidance is very important.

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Um, so, uh, apart from the rubric, uh,
which we pulled from the literature

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to decide like what we wanted them
to include in their, um, ePortfolio.

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So, apart from the rubric, which like I
mentioned is very prescriptive, it leaves

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very little to subjectivity, um, and
then again, we add that, you know, the,

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the top tier points for visual appeal.

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I also developed a template of
my own, um, so that they can have

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something to peruse as they develop.

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I think that, that's very helpful to them.

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Um, so that they know that they know
exactly what to expect, um, right

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in this e-portfolio assignment.

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Yeah.

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Okay.

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And so with the, the template that
you created, does that have, um, was

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that kind of personalized for you
or is it kind of a sample student?

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I've seen different approaches.

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Yeah, at this point, I've made it very
generalized to the student, um, and,

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uh, the nice thing about the template is
that you can include notes in there, like

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a pro tip, you know, stuff like that.

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So I made it very generic and, you know,
um, with some hints and, you know, uh, pro

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tips in there and suggestions about how
to make a particular tab, um, enhanced.

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So, yeah, no, no, no.

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Mm hmm.

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And is that where you're maybe giving
them ideas about, so you mentioned in the

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kind of welcome page or, um, area where
they might be sharing some of their, uh,

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background and, and why they're studying
what they're studying, that they're not

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just using writing to communicate that,
that they're sometimes incorporating.

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I don't know if they've done
any kind of video there.

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Is that where you're giving them
some of those pro tips or have

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they started to kind of see other
examples that are out there?

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I do encourage them to look at
Digication's, um, uh, repertoire

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of templates that they can't see.

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I'd love to see a bit
more video and audio.

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So, I was thinking about adjusting the
rubric and, and just making one part of

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it, you know, have, have their welcome
page be a video or, or audio recording.

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Um, so with the post licensure
students, I haven't seen that

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much, but I feel like in the pre
licensure, I might see that much more.

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Um, so I just kind of little thoughts
about how to make it a bit more,

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um, bring it more to life, you
know, instead of too deep, you know?

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Mm hmm.

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Mm hmm.

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Yeah.

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It is really interesting, um, what
one can kind of learn about an

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individual and what they, you know,
the way that they kind of communicate

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who they are and what they know.

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When they're speaking, whether they're,
you know, just speaking into a mic or on

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camera, that's very different than I think
the kind of mode that folks might get in

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when they sit down to, to write something.

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And, um, we've often found that for,
you know, your students may be a little

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more experienced in the process of
writing about themselves, but in a lot

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of programs that we work with, for,
for some students, it's very hard to

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just kind of sit down and, Fill in any
kind of welcome or about me, you know,

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what, what do I have to contribute?

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What, what values and skills
do I have, especially in that

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kind of undergraduate setting?

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Um, and sometimes doing a video or
audio recording can kind of open up that

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space Doors for them that might not have
happened, you know, as quickly as if they

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just had to sit down and write about it.

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So it can be a great, um, way to get
people, you know, literally talking.

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I think that would be seamless with my
pre licensure students because I have them

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already do an elevator pitch assignment,
so it is literally 30 to 45 seconds,

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like it's very short, um, quick pitch
about themselves, um, that I think would

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work well that they could just take that
and just put it into their ePortfolio.

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And I do hear anecdotally how hard it is.

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And how they re record it several times.

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I have them do a peer, a
peer assessment on that.

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Oh nice!

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Yeah.

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That they, you know, have
that type of feedback.

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Um, but it's hard.

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It's hard to talk about yourself like
that, you know, in a short period of time.

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So, I give them all the tools and
resources to make a very, You know,

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succinct statement about themselves,
but that would really fit really

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well into their ePortfolios.

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Yeah, absolutely.

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And, uh, it was funny because as
we were talking, I recently had,

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uh, a conversation with a student
that, uh, did get their dream job

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and it involved, he, he, he spoke
about it like he had to chase down.

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Someone, um, at an event, you know, he
had the opportunity to, to get in front of

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them and, um, you know, try to hook them.

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And he was very, he was scared to do
it in the moment, but he was kind of

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speaking about how, you know, if he
hadn't been prepared to kind of have

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that pitch ready, that he might not
have made such an incredible impact.

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that person that led to him
getting the, the current position.

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So even though he was so nervous about
it, he was actually quite well prepared

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and he, yeah, set him on his way.

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So yeah, it is interesting, you know, how
preparing things and You know, different

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modes and methods, you know, can, can
help you in different kinds of experiences

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where you may have that opportunity
to, to make a connection with someone.

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And I know earlier in the conversation,
you mentioned that, uh, you are using

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this rubric that, uh, outlines, you
know, all of the kind of requirements

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and specifications for what you're
looking for in thePortfolio.

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And some of that is related
to the visual elements.

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But what are some of the other kinds of
criteria that you have in that rubric?

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Very often in working with different
schools and programs, they're very

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interested in this kind of portfolio
pedagogy and reflective learning

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and career oriented portfolios.

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But when they Um, Kind of sit down to
think about, you know, how they're going

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to assess them, may not already have,
uh, tools in place, and it sounds like

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you've spent some time creating that
rubric as a way to make that process, you

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know, straightforward for the students
and how they're going to be assessed and

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also straightforward for their teachers.

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Those that might be reviewing them.

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So what are some of the other criteria
that you have in that rubric now?

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I'm putting on the spot, you know

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No, no, I'm thinking back to the rubric
I mean we have the welcome page the

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nursing philosophy the goals Um, their
resume, their, um, poster project, um,

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another section would be any awards
or honors that they have received.

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I think that's a great opportunity,
you know, sometimes it's hard to

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toot your own horn, but it's a great
way to professionally present some

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of the things that you've achieved.

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So that would be a section,
um, their contact information.

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And that's pretty much it.

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We, we don't have a ton of tools because
we want whoever to read it to be able

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to do so in a short period of time.

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So we just keep it as concise as possible.

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Right, right.

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That makes sense.

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And then are there, um, is it kind
of, uh, You know, yes they did it, no

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they didn't, or are there different
kinds of levels that they have for

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the criteria that are listed there?

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There's definitely different levels.

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If they want the top tier max points
for each criteria, there needs

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to be some visual appeal to it.

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It needs to look good and the
information contained in that

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category needs to be clear, you
know, succinct, if it's a narrative.

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And just present it
well and appropriately.

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Great.

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And then as you're, uh, reviewing their
ePortfolios, is that something that

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happens, you know, when maybe there's
certain kinds of milestones that are set

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up, I know in, um, some courses, they
may look at them at the middle of the

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semester and the end of the semester.

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There's other faculty members
that have kind of weekly

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submissions that are going on.

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What's the kind of timeline for when the
students may begin their portfolio and

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when it's kind of considered completed,
at least in the, um, context of your

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course or maybe their, their program?

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Um, and how often is it being
assessed and what's that process like?

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We do one assessment at the end of
the semester, it's kind of like the

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cumulative sort of career development
because they've gone through the

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simulation for interviewing, they've
had their resume reviewed, they do

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peer to peer resume review as well.

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So we're slowly building up towards
this final product that's assessed

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one time at the end of the semester.

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Okay, and the, you know, from your
perspective with that assessment

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process, um, is that I'm sure it
takes some time, but is that an

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enjoyable kind of process for you?

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And how might that Process differ from
maybe, you know, reviewing a kind of

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standard paper or you mentioned the
poster presentations that the students do.

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It's definitely a fun assignment to grade.

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Because again, they just put together
this beautiful ePortfolio art, as

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I mentioned earlier, and it's, it's
enjoyable for me to take that journey

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through each ePortfolio because, you
know, every student has a different story.

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And if they're willing to share
it, you can really pick up on that.

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In their ePortfolio.

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And you get to know, like, some of
these students have a very colorful,

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um, in depth work histories that this
might be a second career for them.

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Right, yeah.

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So interesting to see where all these
individuals have come from and have

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landed into the nursing profession.

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So, I, um, have to tell you,
unless my course has a writing

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requirement, I don't have papers.

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Absolutely not.

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I have completely eliminated them.

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Um, there's just different ways now
with active learning and innovating,

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innovative, uh, teaching practices now
that, uh, You know, unless you have a

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writing requirement, I can understand,
but there's different ways to present

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an assignment, um, that's not, you
know, 15 pages of narrative to read.

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Yeah.

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15 pages from a Word document
or a Google Doc or Sure.

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Yeah.

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Yeah.

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And with AI too.

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Oh, right.

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Yes.

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Yes.

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Well, and we really encourage folks to
think about, you know, as you're, you

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know, it's a space where you can actually
do the creation of the work as well.

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You know, it doesn't have to be something
where you're creating and always, um,

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posting it after the fact that it, you
know, because of its flexibility and.

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Design options and, um, you know, ability
to, to, you know, get feedback and have

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it reviewed, you know, it can be that
space for, uh, creation, uh, not just,

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you know, sharing individual documents.

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So it's wonderful to hear that you,
you know, Have that approach with your

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students and are open minded about, you
know, even if they are doing writing

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about them, themselves or their, um,
their history and experiences that

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they can do that really within the, the
pages of thePortfolio and incorporating

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other kinds of media as well.

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Yeah.

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Yeah.

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Um, so I was curious, um, as part of the
assessment process, I know with Nursing.

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There's a lot of, um,
professional practice standards

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that they're working towards.

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And are those mentioned at any point
in some of the materials that they're

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presenting within thePortfolio?

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I, you mentioned that
there's specific course.

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Course learning objectives that
they're working towards as well.

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So are those being kind of
included as part of that process?

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I've seen that in some other, um,
nursing program oriented portfolio work.

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Yeah, actually we are working towards
a competency based curriculum now.

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So our accrediting body Has, um,
switched from, you know, most of

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us have a content based curriculum.

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Now, our accrediting body has
set up all of these different

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competencies and we're in the
process, we'll adopt this next year.

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And what we've done is we're
mapping out all of our competencies.

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The competencies type, you know,
relate to the student learning

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outcomes, the program outcomes,
everything is all like a giant matrix.

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Yeah, well, so right now we're in
the process of, you know, taking

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our assignments, matching them
up with the proper competencies.

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And, um, I think that's a, a good
direction for us to go because

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we're really want to be able
for students to demonstrate.

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Core competencies that are important,
you know, so that we can graduate,

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um, nurses at different levels, um,
with different abilities and maybe a

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more sound critical thinking ability.

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So right now we're in the process
of doing, doing all of that.

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Well, it aligns really nicely with a whole
rollout of tools within Digication for,

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um, Being able to essentially kind of tag,
uh, ePortfolio submissions to specific

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learning outcomes, whether they're
some of these professional practice,

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um, Standards or learning outcomes
for various courses that they have.

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Um, so if you would like to, you
know, start to make use of some of

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those tools, we can turn that on for
you whenever you're, you're ready.

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And it can be a really valuable way to
continue to offer the kind of flexibility

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for students to tell their, their stories
and, and share what they've done and

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have this other kind of, Layer for your,
um, for the school of nursing to be

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able to see how the students are really
meeting those benchmarks and to, to share

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that with accrediting teams as well.

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That's what I was just gonna say.

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It'd be we have exemplars when they
come and, and do our visits and that

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would be a great opportunity to show
them, this is how, you know, this

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assignment is linked to this competency.

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Yeah.

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Student Learning Objective.

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And it's an innovative way, I think.

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Yeah.

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So how are you able with the exemplars
that you have now, you know, when

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you have accrediting team visits?

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I know that that can be kind
of a stressful time, but It's

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also somewhat celebratory.

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Maybe the deep breath with it.

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Yeah, for sure.

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I know a lot of time and effort, you
know, goes into the preparation and then,

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you know, when you do have that time
to celebrate what your students have

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done with external audiences, you know,
maybe it'd be nice to have a little less

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scrutiny, but it's there for a reason.

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But, so I was curious, how are
those exemplars, um, shared with the

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accrediting teams that are visiting now?

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So we choose, you know, we pick
and choose what we'd like to share.

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And we actually have, um, an
area designated within the

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School of Nursing where those
individuals can be those exemplars.

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Um, we do have some that are on
paper as well, um, but we, um, have a

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repository, if you will, of exemplars
that, um, the accreditors can easily

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access and visualize and assess.

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Yeah.

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Nice.

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Nice.

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And, um, do you know if the
ePortfolios have been, I know

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they're kind of including work that
they may be doing in other courses.

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Do you know if other nursing, um,
faculty have created other templates

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that they might be using or if they,
um, ever see the kind of final results

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that the students have created?

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Uh, I'm not too sure.

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Okay.

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I'm not, I would like to know if
the graduate, um, faculty use it

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in any place in, in any of the
programs, but I'm not too sure.

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Yeah, well, and we hear about that
often, especially in these kinds of

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fields where thePortfolios are often
naturally private and not shared within

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the school's ePortfolio directory.

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Um, there's a lot of other disciplines
like the writing, Um, program at

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Stony Brook that are often shared in
more of a public manner because the

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students are interested in having their,
their writing viewed for their roles.

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But yeah, often in healthcare,
they're, um, they're more private.

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So often they're not, um, seen
by, by other faculty members.

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Yeah, that's definitely a direction to
go though to kind of showcase their work

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Yeah, as they're getting their To, you
know, prepare them for sharing as part of

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the internship process and, uh, potential
showing them to potential employers.

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Having that option to, to make them
more visible is, is very helpful.

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And they always have that option for
password protection too, if they'd like.

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Yes.

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Which is great.

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Yeah.

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So when the students are kind of,
um, getting near the completion,

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uh, of thePortfolio for your course,
um, do you ever get feedback from

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them about if there's certain things
that you want Areas of thePortfolio

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that they may be most proud of.

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I don't know if it's sometimes
the, the poster that they did or

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maybe it is that welcome page.

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Have you gotten feedback
from them about that?

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The feedback that I've
received is more general.

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Oh, that they, when they,
uh, evaluate the course.

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00:21:30,399 --> 00:21:36,010
Um, it's more of just a general, you
know, comment that they enjoyed putting

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the ePortfolio together or, gee, there
was a little bit of a learning curve

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there, but once I got it, I got it.

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Yeah.

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Um, but nothing specific
to particular aspects.

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Okay.

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Because we don't ask those
like pointed type of questions.

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So it's like a general, uh, feedback
as part of their course evaluation.

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00:21:57,170 --> 00:21:57,410
Yeah.

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00:21:57,470 --> 00:21:58,450
That makes sense.

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00:21:58,560 --> 00:21:59,310
That makes sense.

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00:22:00,240 --> 00:22:06,890
Um, so when, um, you mentioned that the
students right now aren't giving any

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00:22:06,890 --> 00:22:11,269
kind of peer feedback on thePortfolios
themselves, but that they do have

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opportunities, um, as part of the Yeah.

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Um, kind of interview, mock
interviews that they do.

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What is that peer feedback process like?

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00:22:22,665 --> 00:22:25,935
We use a learning management
system called Brightspace.

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There's the ability, um, for students
to give feedback, um, into something

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that's been submitted by a student.

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Um, so it's something that's
built into our LMS system, uh,

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that they're assigned a resume to
give, um, feedback on based on.

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Certain criteria, which is, you know,
like a rubric and the student can

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use that to improve their resume,
for example, and then when they have

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00:22:57,585 --> 00:23:02,224
the simulation, um, the career center
will give them kind of the final.

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Feedback on their resume.

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So it's, you know, ready
and to go off the runway.

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00:23:08,960 --> 00:23:09,980
Well, that's awesome.

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00:23:10,630 --> 00:23:14,689
Well, Tina, thank you so
much for your time today.

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00:23:14,700 --> 00:23:18,680
It was wonderful to hear
about your experience and.

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00:23:19,140 --> 00:23:23,840
What brought you to Stony Brook
and the wonderful impact that your

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00:23:23,840 --> 00:23:27,110
work has had on the students there.

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00:23:27,540 --> 00:23:30,760
It was wonderful to spend some
time chatting with you today.

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00:23:31,250 --> 00:23:31,680
Same.

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00:23:31,720 --> 00:23:32,680
Thank you for having me.

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00:23:32,680 --> 00:23:33,970
I really appreciate this.

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00:23:34,420 --> 00:23:35,510
Absolutely.

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Take good care.

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00:23:36,630 --> 00:23:37,019
You too.

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Coming up next, we'll be chatting
with JT Torres, Director of the

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Center for Teaching and Learning
at Quinnipiac University.

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00:23:46,425 --> 00:23:47,675
Here's a quick preview.

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I want everything to be just
in time, not just in case.

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00:23:51,374 --> 00:23:54,744
Right, I want people to be so immersed
in the moment that when they run up

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against a challenge, and they don't
know how to respond to that challenge,

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The faculty member swoops in with,
here's what you need to know right now.

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And then I can incorporate
that, here's what I need to

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know to overcome this challenge.

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That develops into schema, right?

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That develops into long term memory.

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That's what we call active learning.

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And that's also what we call agency.