As aspiring nurses, assessing and improving our skills and competencies can be a constant battle, but it is something we must do nearly every day on placement. One vital tool that accompanies us on this journey is the Practice Assessment Document (PAD). But what does the PAD look like from a student nurse's perspective, either in its paper version of the electronic format?
For years, the paper version of the PAD has been a trusted companion throughout the degree of many nurses. Using the paper PAD for three to four years provides us with familiarity and comfort. Students can also customise the paper version, such as bookmarks. This allows students to turn to the appropriate page within the booklet.
The ability to write down our reflections and goals allows for a personal touch, ensuring we are critically analysing our own work. It also enables us to track our progress in a tangible way. It allows our practice accessors to provide personal feedback with the same pen they use throughout the day.
But the booklet version does pose some challenges, including wear and tear towards pages and requiring us to scan or copy each page before handing in for marking. The paper version will also not assist with any grammar or spelling errors.
With digital technology advancing within healthcare settings, the electronic version of the PAD has emerged as an alternative for student nurses. The e-version provides convenience due to the platform being compatible on smartphones, tablets and computers. Competencies and reflections can be easily stored and shared with practice accessors, including ease to get to each topic.
The electronic version enhances student nursesÃÛÌÒÖ±²¥™ efficiency and accuracy, with notifications to remind us to fill in todayÃÛÌÒÖ±²¥™s reflections or competencies. It also allows students and accessors to type up their reflections and corresponding feedback, making it easy to read.
But the transition to ePAD may not be for everyone. Students may face barriers such as limited access to devices, low battery or unreliable internet connections. Some students and accessors may not have access to a computer in a health care setting, or the accessor may not have time to log into the computer to complete their part of the ePAD. Training and support are vital to ensure students and practice accessors make the most of the ePAD.
There are clearly pros and cons with both PAD versions, but this document remains an invaluable and important tool for us as student nurses. For me, it provides empowerment allowing us to achieve competencies, set goals and read critical feedback.
