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‘an  e-portfolio  is  described  as  a  selective  and  structured  collections of information, gathered for specific purposes, showing/evidencing one’s accomplishments and growth which are stored digitally' (Challis, 2005)

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What is the College of Registered Nurses Continuing Competency Program

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What is the College of Registered Nurses Continuing Competency Program

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"The Continuing Competence Program (CCP) measures the ongoing ability to integrate and apply knowledge, skills, judgment and expertise required to practice safely and ethically in a designated role and setting."
A mandatory program that the learner chooses their goals for the upcoming year and strategies to achieve them.  A learner reflection is used upon completion to complete the requirements of the program
SRNA Continuing Competency Program, 2020

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College of Registered Nurses of Saskatchewan (CRNS)

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RNs must evaluate their learning plan throughout the year to ensure they are on track to achieve their goals. Just like care plans, these evaluations are always in motion. This ongoing reflective practice will determine what impact the learning plan has had on a nurse's practice and will inform what they tackle in next year's CCP.
Resources

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Continuing Competence Program - College of Registered Nurses of Saskatchewan (CRNS)

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Frequently Asked CCP Questions CCP Program Review CCP Audit Throughout the year, the CRNS randomly selects RNs and NPs to submit various parts of their Continuing Competence Program to demonstrate successful completion of the program. Audits are reviewed by RN peers and provide constructive feedback on the submitted documents.

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The CRNS is reviewing the Continuing Competency Program. The results of this review are not yet known, but if the need for a change has been identified, the opportunity to move to a digital format has been presented

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College of Registered Nurses of Saskatchewan (CRNS)

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CCP Review - College of Registered Nurses of Saskatchewan (CRNS)

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Project Information and Updates The CRNS has completed the survey and data collection phase of the Continuing Competence Program Review and are now inviting CRNS members who are currently licensed RNs, NPs and [RN(AAP)]s, as well as retired members as of December 1, 2019 and inactive members as of D…

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CCP Review

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Aikaterini, A., & Paraskeva, F. (2010). Enhancing self-regulated learning skills through the implementation of an e-portfolio tool.  Procedia - Social and BehavioralSciences.  2(2) p3048-3054
https://doi.org/10.1016/j.sbspro.2010.03.463

Challis,  D.  (2005).  Towards  the  mature  ePortfolio:  Some  implications  for  higher  education.  Canadian  Journal  of  Learning  and  Technology, 31(3)
https://www.learntechlib.org/p/43166/

Gordon JA, Campbell CM. The role of ePortfolios in supporting continuing professional development in practice. Med Teach. 2013 Apr;35(4):287-94. https://doi.org/10.3109/0142159X.2013.773395

Haggerty, C., & Thompson, T. (2017). The challenges of incorporating ePortfolio into an undergraduate nursing programme. Open Praxis, 9(2), 245-252.
https://www.learntechlib.org/p/181418/

Petrow, E. (2018) Numbers show high retention of Saskatchewan-educated nurses.  Saskatoon StarPhoenix https://thestarphoenix.com/health/family-child/numbers-show-high-retention-of-saskatchewan-educated-nurses#:~:text=42.6%20average%20age,in%20the%20next%20few%20years.

Timmons, S. (2003). Nurses resisting information technology. Nursing inquiry, 10(4), 257-269.https://doi-org.cyber.usask.ca/10.1046/j.1440-1800.2003.00177.x

Risling, T. (2017). Educating the nurses of 2025: Technology trends of the next decade. Nurse education in practice, 22, 89-92.https://doi.org/10.1016/j.nepr.2016.12.007

Wuetherick, B., &  Dickinson, J. (2015).  Why ePortfolios? Student Perceptions of ePortfolio Use in Continuing Education Learning Environments. International Journal of ePortfolio. 5(1) p39-53 2015

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As noted on this UBC page, LMS systems come with built in portfolio systems. The College of Registered Nurses of Saskatchewan can collaborate and draw on the experience of the University of Saskatchewan when changing to a digital format.

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E-Portfolio Platforms & Services – E-Portfolio Learning Commons

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There are a number of ways you can put your e-portfolio online, ranging from creating your own website, to hosting your e-portfolio on a Content Management System (CMS) or a Learning Management System (LMS). If you work at an institution which uses an LMS, check with the technical department to see…

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E-Portfolio Platforms & Services

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Have your say: Are ePortfolios a viable option to replace the current paper-based College of Registered Nurses of Sask. Continuing Competency Program?

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Voice your opinion on the poll: Are ePortfolios a viable option to replace the current paper-based College of Registered Nurses of Sask. Continuing Competency Program?

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Resources are available for implementation

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Resources are available for implementation

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The College of Registered Nurses of Saskatchewan can access some of the resources of the Royal College of Physicians and Surgeons of Canada that created an ePortfolio platform, MainPort, for their Continuing Professional Development (CPD) program.

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Understanding Competence by Design

Transforming Canada's residency training to align with the realities of 21st century practice.

How to Implement Competence by Design

The most current information to support local CBME Leads, specialty committee members and program directors.

The impact of Competence by Design

Competence by Design encourages updates to various elements of our current medical education system. Together with our partners and stakeholders, opportunities for system improvements, alignments and efficiencies are being explored.

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Understanding Competence by Design Transforming Canada's residency training to align with the realities of 21st century practice. How to Implement Competence by Design The most current information to support local CBME Leads, specialty committee members and program directors. The impact of Competence by Design Competence by Design encourages updates to various elements of our current medical education system.

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As ePortfolio's are easily accessible, feedback could be provided more frequently.  Instead of continuing to float along and assume they are doing what is required to maintain competency, feedback can occur more often, in real time, providing input, advice and suggestions to the nurse to achieve her goals,

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Having to use technology is stressful and creates anxiousness in those that not comfortable in using it (Haggerty & Thompson, 2017)

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*greatest financial cost of implementing the program would be at the onset.
*ePortfolios support learning and self-assessment, promote learner review.  Demonstrate learning over time and learning as a process (Wuetherick & Dickinson, 2015)

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Costs of implementing ePortfolio system 

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Costs of implementing ePortfolio system 

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*cost of the initial implementation of an ePortfolio platform.
*educating staff(in this example, the College of Registered nurses) in navigating the ePortfolio, its full scope of usage for the continuing competency program.
*redesign of the paper-based competency program to an ePortfolio format.
*education for nurses on how to use the program(WebEx, recorded video's, examples on website)
*creation of policies for an ePortfolio competency program

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Several ePortfolio platforms also have an app that provides in-the-moment opportunities for nurses to add to their ePortfolio.

https://apps.apple.com/ca/app/portfolium/id949249802

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ePortfolios are invaluable to assess the continuing acquisition of knowledge in medical education (Gordon& Campbell, 2013).
The continuing competency program can make use of several types of portfolio's such as assessment, in which nurses can display achievements, or, development, in which nurses can set a goal and work towards it, or, reflective, in which one can look back on a time frame (Gordon & Campbell, 2013).

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Instructors or those that will be incorporating the ePortfolio for the College of Registered Nurses of Saskatchewan(CRNS) require knowledge of the ePortfolio platform in order to change over from the paper-based to the digital format. Some of the members of the CRNS may not be familiar with the digital format chosen so therefore resistant to the change(Wuetherick & Dickinson, 2015).
A well thought out implementation plan that includes ongoing support for staff (Haggerty & Thompson, 2017)

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Average age of a nurse in Saskatchewan is 46.2(Petrow, 2018).
The older you are, the less you know and understand technology(Wuetherick & Dickson, 2015). This means nurses will have difficulty using ePortfolio's initially.

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ePortfolios are easily shared.  Access to an ePortfolio is only a link away (Wuetherick & Dickinson, 2015)

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Mom of 2 adult children, Quinton & Chelsea
Grandma to Emmitt(6) & James(3)
Hobbies include sewing, running, gardening.
sherrysruse@msn.com

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nurses tend to drag their feet and protest with the implementation of new technology, even though they know it's futile (Timmons, 2003).

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Registered Nurse(2005 to present)
Clinical Nurse Educator(2019 to present)
Sherry.dahl@saskhealthauthority (work)
Masters in Health Professions Education(2021-)
https://portfolium.com/srb303?ref=srb303
srb303@usask.ca  (school)

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There was a time that cell phones were foreign technology that nurses resisted.  We can't imagine life without them now (Risling, 2017).

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Telephone Ringing (Office Phone Ring) [Version 2]

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Telephone Ringing (Office Phone Ring) [Version 2]

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Using an ePortfolio format, peers collaborate and provide each other with information (Wuethrick & Dickson, 2015).  For example, "hey, I was just checking out your portfolio and see that you haven't added the certificate for the Information Security Awareness course we did on our night shift last week. Don't forget to add it!
Most certificates of achievement are sent through email so are easily attached to the ePortfolio.