 Thank you. We only have 15 minutes, but the panel should have a lot of information from the synopsis, and we gave a lot of links to our website, which is the main pillar of this project. The purpose of this project is to improve the experience of students on clinical placement. To do that, there are three pillars. There are shared competencies from the documents of the professional bodies. There are placement resources on the website in a variety of forms, and then there are also e-portfolios where student learning can be recorded and assessed. A full report will, of course, be prepared in January or February of next year, but I'd like to thank the executive group at UCC, Caroline O'Connor, who's here today, Eileen O'Leary, who's sent her apologies. Betty Higgs, who's in America, presenting, and myself, but also our wonderful partners today. We have Walter Cullen from UCD, we have Susan Hudson from IT, Tralee, we have Sheila Ryder from TCD, and Andrew Regan from University of Limerick sends his apologies as well. So I'd like to hand over to Caroline, who will tell you the outcomes of the project. Thanks, Henry. I'll take the script. Thank you. Henry, thank you very much indeed. So what have we done? We have reviewed each of our profession's competency documents, that's nursing, medical and pharmacy, and we have developed a national competency healthcare framework for collaborative practice. The competencies actually are divided into two broad headings, as a professional and as a practitioner. And these shared or common competencies provide an opportunity for students and placement tutors and mentors to identify learning needs before, during and following placements, following the clinical placements. So we have also created, the second thing we've done is we've created 96 replacement resources to date, and there are more being in formulation and we're up and coming. And these very much complement the common competency framework. Both students and tutors can access these on a website or on an app as well. Now recently, just a few little examples. Recently I spoke to one student who's on placement where the internet access is quite difficult to get. So what she used was her phone and she hotspotted it onto her tablet and she was able to access any prep resource in relation to patient confidentiality. And it was a blog that was there because that was the particular thing that she was trying to achieve while she was on that placement. That was one of the particular things she was trying to achieve on that placement. And then I was another student then on hearing about what we were actually doing. I was speaking with her and she volunteered. She said, you know what now? I have a journey and I want to share that journey with healthcare professionals. And I want them to understand what it is and understand the person experience rather than the patient experience. And she herself had a cancer diagnosis, so she wanted to share that journey with us. So she truly did. So we have made some resources and we have linked in with communication and different aspects of breaking bad news and different things like that. Then Giodlatj, only last week and a colleague of mine, she was there and she said, what am I going to do with students? I want them to understand the empathetic encounter a nurse has with a patient. So she said, what am I going to do? So I said, you know what now? Command to ePREP website and we had a look through and we found what we needed to find. She actually showed it to the students. She was kind of thinking, we'll see how it goes. She showed it to the students and she came back and she said it absolutely worked a treat. She said from the point of view she got feedback from the students after saying that they really felt that they understood what it was to engage in this empathetic relationship with a person. Then another person then I was actually moving along one day and I was out in clinical placement meeting some students again and a C&M manager came up to me. One of the ward managers came up to me and she said, do you know what, is there anything at all you can actually do or help me with? And I said, you got whatever we can do, we'll try. So she said, look, myself and a first year student, we happened to be in the room when a patient received a cancer diagnosis. And she said, the first year student got a bit of a shock to say the least. She said, but is there anything at all that we can actually use to help us to demonstrate and to get the student to understand anything about breaking bad news? So again, we used one of the resources that was here. And we've also got other students involved that engage very much with us in the design and the actual recording of the many placement resources. So we've also, on the 22nd of September, we hosted a national ePREP symposium, which we feel we'll start breaking the ground for IPL students as well for us within UCC. And hopefully we can be linking with Dempne and finding out from where we can improve and where we can encourage our staff to get more involved in it, I think really more than anything else. I think we're probably at the ground zero level at the moment with it, but it is coming up. The people are remembering it and people are coming to terms with it. So the next thing then that we actually did was we went along and we developed electronic portfolios in the sense that we chose one, we implemented it and we evaluated it. That was the aim of our project, part of this project, was to choose one and implement it and evaluate it. Now here I would like to acknowledge the great work that Aileen O'Leary has done. Unfortunately, as Henry said, she isn't able to be with us today, but she was very, very strong in implementing this ePortfolio and working through this for us as a part of the team. So what we did was we engaged with the Learning Technologies Unit and to assess and see what portfolio would actually work for us and how it would work best. So from this we used Pebble Pad because we felt it actually addressed our needs at that particular point in time. And we piloted Pebble Pad and we have evaluated that. And we have used that within UCC, TCD, TRELE, IT and that's it, isn't it? Yes, I think I have them all at that stage within the nursing schools and the pharmacy schools. That's where we've used that. Then what we are actually doing as well is we are preparing students for transition to professional placement. So the ePortfolios, they have given us a platform and they have given us a platform so that we can actually encourage students to document evidence, to demonstrate achievement of competencies, that they have actually achieved, that they can be assessed as well by tutors, clinical tutors and also assessed by academic tutors using a rubric and Susan was very much instrumental in developing that rubric so that it can give feedback to the students as well. And we are also, the ePortfolio platform as well helps students to reflect on their practice, reflect in their clinical practice. Thereby linking the theory with the practice so starting to make the connections, which is important. Students then as well incorporated some digital artifacts into their portfolios such as photographs, such as little podcasts and to show their achievement of their clinical competencies as well. They've also developed a portfolio for future employment. They have also, the portfolios as well, they have created areas for personal development really is the way we could put it, by forming action plans, knowing what they want to achieve and setting out their goals and achieving those and identifying their learning needs as well within their placements and within their programs overall really. Also as well it can act as an archive as well for all the materials that they've learned and they have logged and they have created. And as well the platform as well and we also have made sure that this is designed on the website and also it can be used as an app as well. So from that I'd like to show you an example of what a portfolio looks like and this is from one of Susan's students Katie. What she has done here is she has created the portfolio with the CV at the beginning and then she has done a professional philosophical definition of nursing for her. She's also identified her learning objectives as well and she has created an action plan that she's going to work off of for her placement. She has included reflections and artefacts as well and they have also been included to demonstrate in this particular case she has achieved two competencies and that's what she has demonstrated through this. So I suppose in summary what have we achieved and what have we done to date? We have developed the shared competency framework and we are looking for that to be a springboard to get IPL running within our university and our partner universities and colleges. We have also developed placement resources and these are aligned with the shared competencies. We have also implemented and evaluated an E-Prep portfolio platform. We have developed an E-Prep website and an app and we have hosted an inaugural conference symposium, I should say called E-Prep symposium as well. So next we are going to look at what has been the impact of all these developments and my colleagues Henry Smithson and Walter Cullen are going to answer to these questions first. Okay, good afternoon. My name is Walter Cullen from the UCD School of Medicine and it's been absolutely wonderful to be part of this consortium and congratulations to Henry and all the people you've met on the work they've done. So I'm going to talk about impact and we're going to look at impact under three headings, reach in dissemination, teaching and learning and then the dialogue and discourse which we have been responsible for creating. So the website is now established and I suppose it's useful just to kind of look at some of the metrics relating to that. Here they have to check the up-to-date kind of metrics because they're increasing so rapidly. So the website data and analytics they've been available since the beginning of October and they showed that in the first week there were 1,703 page views by 197 users which is quite considerable. The project has presented to nine different conferences in Ireland, the UK and the United States. As Henry mentioned at the outset our colleague Betty Higgs can't be here today as she's presenting in Los Angeles her work on the E-Prep project. Conference presentations have focused on a number of topics which include E-portfolios, interprofesional learning and digital resources and indeed we look forward to kind of working with colleagues who are also working in those areas that have had work funded through this particular programme. Circulation of the shared competencies and links to resources have been circulated to the statutory and training bodies to ensure sustainability of the project by raising the profile of the platform to these respective professional bodies. So the educational director of the NMBI has been following the project since its establishment and the E-portfolio work has very much informed the strategy of APEL which is the affiliation of pharmacy practice experiential learning. And our colleagues in medicine have also received the information on the shared competency document and on the evolving placement resources which we have developed. But perhaps from my perspective and I think from our collective perspective the greatest impact thus far has been the national conference which was held at UCC on future professional practice a step in the right direction. We had 370 participants at this meeting both on site and also watching it virtually by remote streaming. We had a number of international speakers and advisers who attended and presented on their work in particular relating to the work of E-Prep. So I guess out of this we feel that there is an appetite for regular E-Prep events such as this. And as an example of one, Professor Smithson will be attending a clinical tutor annual meeting which we are hosting in UCD in this academic year to talk about the work of E-Prep and to perhaps socialise its outputs so that our colleagues in UCD's good of medicine can perhaps engage even greater than they have been with. Teaching and learning, another important impact of this project is of course that it must inform and change and develop teaching and learning. We're doing that through clinical placements, you've heard how we're doing it. From a baseline where E-Portfolios were rarely if ever used two years ago, currently through E-Prep nearly 800 students are now using E-Portfolios either informally discretionary or mandated in the curriculum. There was a very firm questioning from the panel last time about why there was no engagement with medicine. And I said that we were trying very hard to influence strategists and the curriculum committee in medicine. We were successful because in one of the streaming lecture 30s we got 130 medical students listening to the morning presentations of E-Prep. And we have now had requests from some medical students for discretionary E-Portfolio licences. This is the first step which then the results and the satisfaction will be taken back to the curriculum committee. It's going to take another year or two, but I'm quite confident that this is going to extend just as well as it's extended in other disciplines. To enhance the impact, information and links are being circulated to clinical tutors and other institutions. There aren't very many other institutions because we've had such wonderful collaboration from almost all the institutions in the country. Mainly in Ireland, but also in the UK. And I've also had conversations at conference in Washington with somebody who teaches at a medical school in Virginia who wants to work with us and wants to develop some of the resources that we're doing. Equally, E-Prep is supported by the Vice President of Teaching and Learning at UCC and we are in discussions about how to broaden the reach of the project. Supportive and collaborative conversations with our partners continue, I can't see that this will stop in two months time. So we anticipate as well that IPL and as Dibn has pointed out, IPL is a very difficult thing to embed in undergraduate curricula. But we're hoping that this is another facilitatory tool that can do this. So I suppose maybe our key message is that we're not done yet. So over the next three months E-Prep with the help of our partners and students will continue to populate and champion the placement resources on the website. Showcase the platform to new disciplines in subject areas in a very proactive manner. E-Portfolio is certainly a dynamic and fluid platform and in the course of the project we've encountered different revisions and a new platform is currently being evaluated in IT truly. E-Prep has been invited to share their experience with schools in the UK and will share it initially to the UCC community as a tel talk. And also Professor Smith will be visiting us in UCD to talk about the project and its potential kind of resonance for our future work in our curriculum. So certainly we know that IPL at a professional level rarely happens and it's great to see so many people starting to look at this particular topic. But as our national symposium I think showed the student community are actually very engaged with this topic and are keen to learn more about it and in particular to learn about how they can better do it when they become practitioners. And I guess that's really the major driver for E-Prep and E-Prep's aims and objectives in the future. The sustainability of the project will be delivered lastly by Susan Hudson. I'm here to outline the methods to sustain the project moving forward and these will be centered on its three pillars. Sustaining the profile and use of the interprofessional competency framework will be achieved by raising its profile with professional regulatory bodies and other institutions. And I suppose this has been most recently evidenced by the nursing midwifery boards engagement with an interest in the project. Sustaining the use of an E-Portfolio platform will be realised by the collaborating institutions who have integrated E-Portfolio development in their current curricula and in one case have embedded it into its new curricula. I teach really have adopted an E-Portfolio as its assessment strategy for years three and four practice placements in nursing and have embedded it in all four years of its new undergraduate nursing curricula due to be rolled out in 2018. Trinity College Dublin and UCC have also integrated E-Portfolios into their pharmacy curricula and as Henry has indicated the vice president of teaching and learning at UCC is very keen that the reach of E-Prep broadens across the institution with a call for wider into professional conversations to include dentistry, therapies and social work. Integration to curricula and a strong commitment from all collaborating institutions to the continued use and indeed development of the E-Prep platform ensures in our view the project sustainability and finally sustaining the use and further development of clinical practice placement resources. By virtue of their use of an E-Portfolio platform collaborating institutions will sustain the use and further development of the resources. The website which currently contains 96 resources from five institutions provides in our view the medium for sustainability facilitating students and tutors on site engagement with a wide range of user guides tools and learning objectives. We are also encouraging our students to champion the E-Prep website to their peers and to supplement this we are currently contacting community based tutors in medicine and nursing to highlight the ways that the resources can enhance the students clinical learning experience. As a result of positive feedback from the national E-Prep symposium held at UCC last month there have been already requests for annual E-Prep events and workshops. We have no doubt that such events will expose the project to an interprofessional audience from other institutions impacting positively on the project sustainability in the long term. I'd just like to thank the forum on behalf of the partners for the opportunity we've had to create the resources and the E-Prep platform and thank you very much for your attention.