Nursing and Midwifery


The articulation of Admiral Nursing, specialist dementia nursing practice: A case study exploring the use of the PebblePad eportfolio in professional nursing practice.


"Linking various streams of activity through PebblePad eportfolios provides ANs with a systemic approach to their professional and practice development.  There are many demands upon a nurses’ time and often they can ‘disembody’ their own needs, especially clinical supervision, portfolio development and formal reflective practice. Developing an ‘infrastructure’ that has PebblePad at its core has enabled ANs to maximise their professional and practice development activity and avoid time wasting duplication."  


Dr Karen Harrison Dening, Dementia UK, UK and Amy Pepper, London Borough of Sutton Admiral Nursing Services, UK (2016)


Themes Professional Development, Competencies / Standards, Registration


PebblePad featureWorkbooks



Integrating PebblePad throughout an undergraduate nursing curriculum to build student nurses’ beginning professional eportfolios


"The feedback and responses on the use of PebblePad as an asset store, journaling  tool and a platform to showcase work, from academic staff, professional staff, and students, has been pleasing. The use of PebblePad for formative and summative assessment and psychomotor skills assessment is unique to MU DoN and the authors believe this will enable the BN students to ‘stand out from the crowd’ in today’s competitive world of nurse recruitment."


Dr Caroline Nilson & Dr Martin Hopkins, School of Health Professions, Discipline of Nursing, Murdoch University, AU (2016)


Themes: Streamlining Processes, Implementation, Placement


PebblePad features: Portfolios, Blogs, Workbooks



Preparing our students for the best job not just any job: Helping our pre-registration nursing and midwifery students to use their PebblePad electronic portfolio as a platform to showcase their employment potential


"Most students recognise the advantages of building their portfolio in PebblePad in that it is secure, portable and flexible... They have an appreciation that starting a portfolio of lifelong learning, employment and education history gives them the opportunity to not only complete their personal information in a transferable format, but also allows them to attach evidence to showcase their individual competencies, talents and abilities in a logical and tidy presentation."


Fiona Powling, Department of Health Sciences, University of York, UK (2016)


Themes: Employability, Registration, Professional Development


PebblePad feature: Portfolios




The challenge of moving clinical assessment online for a whole of nursing curriculum


"Using PebblePad we have successfully developed a framework that supports Nursing & Midwifery students in recording evidence of their competency towards becoming a Professional Graduate Nurse."


Terry Young, La Trobe Learning & Teaching, La Trobe University, AU and Yangama Jokwiro, School of Nursing & Midwifery, La Trobe University, AU (2016)


Themes: Streamlining processes, Competencies / Standards, Implementation


PebblePad features: Workbooks




Midwifery students’ experiences: Real time, real benefit, real deal


"At first the requirements seemed quite simple, the migration of a paper based system into an electronic portfolio. However the more we learned about what the software could do, the more we wanted to do. The approach we have built combines almost all of the main features of PebblePad and ATLAS and has produced a model that is integrated throughout the whole course and starts on day one of the students’ studies."


Helen Godwin & Jacqui Patten, School of Nursing and Midwifery, Edith Cowan University, AUS (2014)


Themes: Registration, Streamlining processes, Placement


PebblePad features: Workbooks, Collections, Activity Logs




Master of Midwifery: A postgraduate program's first use of eportfolios


"This experience reinforced that any anticipated eportfolio use for students needs to be embedded into the course curriculum and assessment regime early, and learning activities need to be staggered to support the different IT abilities. In order to engage students and encourage them to invest their time and interest the eportfolio has been made a critical part of the assessment process."


Christine Slade (1), Keith Murfin (1), Michelle Gray (2), & Kendall George (2), Centre for the Support and Advancement of Learning and Teaching & School of Nursing and Midwifery, University of the Sunshine Coast, AUS (2014)


Themes: Registration, Streamlining processes, Implementation


PebblePad features: Templates, Portfolios




Moving midwifery placements online


"Using PebblePad has placed the onus of the clinical reporting process onto the student."


Terry Young (1), Michelle Newton (2), & Sarah Hay (2), La Trobe Learning and Teaching & 2 School of Nursing & Midwifery, La Trobe University, AUS (2014)


Themes: Registration, Competencies / Standards, Streamlining Processes, Implementation


PebblePad features: Workbooks



Taking it to the next step: Managing large-scale, meaningful e-assessment in new curricula


“We feel that we have learnt important lessons on large-scale management of e-assessment and have already implemented changes for our second iteration.”


Linsey Duncan-Pitt (1) and Debra Holmes (2), 1 Interdisciplinary & Multimedia Learning and 2 School of Health & Wellbeing Multimedia Unit, University of Wolverhampton, UK (2012)


Themes: e-Assessment, Feedback


PebblePad features: Sets, Feedback statements



Facilitating e-assessment (the grading of clinical practice) through the use of shared webfolios


"Through developing and planning innovation into our curriculum design the programme team have been able to involve the mentors in the workplace in the collaborative process of assessing and grading student nurses in clinical practice."


Deena Graham, College of Nursing, Midwifery and Healthcare, University of West London, UK (2012)


Themes: e-Assessment, placement, Feedback, Competencies / Standards


PebblePad features: Portfolios, Action Plans



Guiding, supporting and assessing midwifery students in clinical placements.


"Clinical practice or work-based learning is a good place to introduce portfolio type learning tools because students understand the purpose."


Jackie Haigh & Neil Currant, University of Bradford, UK (2010)


ThemesStreamlining processes, Placement


PebblePad featuresAction plans


To view this case study, access the Jackie Haigh attachment at the bottom of this page



Student midwives’ use of PebblePad to build an eportfolio to demonstrate placement learning.


"The success of the implementation is far more likely to be achieved when the whole team, including the manager, are involved and are using the system themselves."


Debbie Holmes, University of Wolverhampton, UK (2010)


Themes: Placement, Reflection, Competencies / Standards


PebblePad featuresPortfolios, Blogs


To view this case study, access the Debbie Holmes attachment at the bottom of this page



Medicine & Paramedicine


Using PebblePad for clinical assessment within an Operating Department Practice Programme: Considering the results of an empirical evaluation of student perspective and the potential for CPD


"The introduction of PebblePad within the ODP programme has provided a more flexible approach to clinical assessment which has been embraced by both students and mentors."


Rebecca Daly, Operating Department Practice, University of Hull, UK (2016)


Themes: Competencies / Standards, Reflection, Professional Development


PebblePad features: Workbooks




The Pocket Portfolio: Workplace based assessment and feedback in Medicine


"It has been necessary to create a cultural change amongst clinicians supporting medical students. This has taken some time but we are making progress and are now witnessing much greater engagement."


Paul Duvall, School of Medicine, University of Liverpool, UK (2016)


Themes: Streamlining processes, eAssessment


PebblePad features: PebblePocket, Workbooks



A new approach to confirmation of skill acquisition


"We thought that the inclusion of both self and peer assessment would add further dimensions to the assessment as well helping the student to understand the assessment process. There is also the potential for equipping the prospective graduate more fully to enter the workplace with the ability to mentor and peer review, thus enabling them to make discernible judgement about their own and others’ practice."


Andrew Kirke, Ann Ball & Sharyn Edwards, Faculty of Paramedic Practice, Sheffield Hallam University, UK (2016)


Themes: Streamlining processes, eAssessment, Peer Review, Self Assessment,  Competencies / Standards


PebblePad features: PebblePocket, Workbooks




‘Life Support Provider’ accreditation by eportfolio


Harry Owen, Cyle Sprick and Lynne Sanderson, Clinical Skills and Simulation Unit, Flinders University School of Medicine, AUS (2010)


“An eportfolio profile can be a 2-way tool. It reveals the curriculum and informs students of professional expectations. It gives students the opportunity to individualise learning and identify the most appropriate learning opportunities for them.”


Themes: Accreditation, Competencies / Standards


PebblePad features: Capabilities (‘profiles’ in PebblePad classic)


To view this case study, access the Harry Owen attachment at the bottom of this page



Using eportfolios in Undergraduate Medicine to reflect and evidence clinical competences


“The role of Clinical Tutors and Firm Leaders is to provide feedback on the reflection of students’ Patient Journey and Clinical Experiences forms. These forms encourage students to reflect on clinical cases seen at the wards covering the following sections: case summary, what I learnt, what I did well, and what I will change next time.”


Maria Toro-Troconis and Ashish Hemani, Faculty of Medicine, Imperial College London, UK (2010)


Themes: Competencies / Standards, Reflection, Placement


To view this case study, access the Maria Toro-Troconis attachment at the bottom of this page




Oral Health / Dentistry


Learning through reflection: An innovative educational strategy for clinical competency assessment in Oral Health/Dentistry using PebblePad


"Effective training of students and Clinical Educators in this new online process was critical to instil confidence and trust, especially when moving from an analogue paper-based system to an online digital framework."


Terry Young, La Trobe Learning & Teaching, La Trobe University, AU and Ron Knevel & Sarah Down, Oral Health Sciences, La Trobe University, AU (2016)


Themes: Reflection, Feedback, Competencies / Standards, Streamlining processes


PebblePad features: Workbooks, Collections



Health Sciences & Allied Health


Monitoring and evaluating clinical skills using a customised online learning portfolio


“… successful implementation of online clinical documentation is highly dependent upon the attitudes of the end user.  We quickly realised that the attitudes of the academic staff involved in implementation at close proximity with the platform are as crucial as those of the end users.”


Ruth Druva, Professor Marilyn Baird & John McInerney, Department of Medical Imaging and Radiation Sciences, Monash University, AU (2016)


Themes: Streamlining processes, Implementation, Competencies / Standards


PebblePad features: Workbooks, Portfolios



Using PebblePad to facilitate health care students’ transition to professional practice


"PebblePad gave us the flexibility to allow the students to self-assess against the completed activity and to add evidence to support how this activity tied in with each of the pre-linked behaviors. Using PebblePad in this way promotes good pedagogical practice by ensuring students are aware of exactly what they are being assessed on."


Dr Eileen O’Leary, Dr Kevin Murphy, Dr Margaret Bermingham, & Dr JJ Keating, School of Pharmacy, University College Cork, IRL (2016)


Themes: Competencies / Standards, Transition, Professional Development, Implementation


PebblePad features: Workbooks, Templates, Portfolios



Using PebblePad in Health Sciences units: A comparison of design and support approaches during a pilot phase.


"Using a PLE such as PebblePad seems a particularly suitable way for students to demonstrate the evidence and achievements relating to a personal learning plan.  This curriculum design and the features of the PebblePad system worked together to allow students to personalise their authentic and valuable learning experiences."


Astrid Davine, Centre for the Advancement of Teaching and Learning, University of Western Australia, AUS (2014)


Themes: Implementation, Placement, Reflection


PebblePad features: Portfolios, Templates




The use of eportfolio in pre-registration clinical practicum, professional development and recertification processes in the New Zealand Osteopathic Profession - beyond curriculum to capability


"What constitutes best practice is seldom clear-cut. Without encouraging reflection it is hard to see how evidence can inform practice. The scaffolding within PebblePad allows learning to be embedded in practice rather than practice somehow to emerge from learning. This gives a real possibility of bespoke and therefore meaningful professional development."


Stiofan MacSuibhne, Co-Chair of the Osteopathic Council of New Zealand (OCNZ), NZ (2014)


Themes: Reflection, Professional Development, Competencies / Standards




Introducing eportfolios into the Bachelor of Occupational Therapy (OT) program


“It is difficult to “retrofit” a course with an eportfolio, it needs to be slowly integrated into the course, the training needs to be part of the learning activities in the course and the students need to be continually reminded why it is being done.”


Christine Slade (1)Keith Murfin (1), & Anita Hamilton (2), 1 Centre for the Support and Advancement of Learning and Teaching & 2 School of Health and Sport Sciences, University of the Sunshine Coast, AUS (2014)


Themes: Implementation, Reflection


PebblePad feature: Templates




Using e-workbooks with health care students in Higher Education


“There was overall consensus among participants that the e-workbooks allowed regular reflection on progress and a means of identifying gaps in learning.” 


Asanka Dayandanda and Agi Ryder, Centre for Learning and Quality Enhancement, Middlesex University, UK (2012)


Themes: eAssessment, Independent Learning


PebblePad feature: Workbooks




Using PebblePad to support school wide collaborative learning


“PebblePad provided a platform for bringing together the different aspects of the module into a coherent whole relating to the individual student. This meant that sustained engagement with learning activities was being assessed, not just the ability to write an essay.”


Jackie Haigh, School of Health Studies, University of Bradford, UK (2012)


Themes: Group Work, Student Engagement, Feedback


PebblePad features: Feedback Templates, Portfolios




The use of PebblePad for reflective practice in the Keele MPharm programme.


"Students were able to assign their reflective work against a set of key course themes or objectives. Consistently recording work against a set of pre-defined targets, whilst also providing the student with features to record work against their own defined goals, retained the principle that a personal portfolio is a student’s individual space."


Katie Maddock and Luke Bracegirdle, School of Pharmacy, Keele University, UK (2012)


Themes: Reflection, Professional Development, Registration, Integrations


PebblePad features: Templates




CSP ePortfolio: Personalising products and processes


“The collaborative, co-constructed approach has enhanced credibility and usability of CSP’s learning and development resources and processes. By embedding CPD and learning and development resources/processes into one space, we have raised their profile and the inter-relatedness of both.”


Gwyn Owen and Nina Paterson, CSP Practice and Development Function, The Chartered Society of Physiotherapy, UK (2012)


Themes: Professional Development, Competencies / Standards


PebblePad features: Workbooks, Portfolios




Evaluation of the student experience of using PebblePad as a tool to support the Professional Development Portfolio (PDP)


“ … it is important to note that the greater levels of engagement are not simply a result of moving from paper-based to electronic resources; rather, the intuitive, creative and pedagogically focused nature of PebblePad, combined with the carefully planned development of support materials and activities (which could not have been easily developed in any other systems), were crucial to the success of the project.”


Kim Stuart, Leonie Siddons, and Robert Farmer, Division of Occupational Therapy, The University of Northampton, UK (2012)


Themes: Professional Development, Reflection, Employability


PebblePad features: Portfolios, Templates, Blogs




“What PebblePad allowed was the use of all their diverse individual approaches to illustrate, inform and enhance their work and create webfolios of evidence suitable for presentation to future employers.” 

David Home and Judie Taylor, Faculty of Education, Health and Sciences, University of Derby, UK (2012)

Themes: Implementation, Digital Litracy, eAssessment


PebblePad feature: Portfolios



The impact on the compliance of recording CPD activity following the introduction of an eportfolio within a professional membership organisation.


“The introduction of an eportfolio to a membership organisation increased the membership awareness of CPD and reflective practice, with a large increase in the number of members who had a CPD system in place.” 


Karen Reed and Liz Salem, The Union Learning Fund, The Society of Chiropodists and Podiatrists, UK (2012)


Theme: Professional development


PebblePad feature: Portfolios



PebblePad in the Operating Theatre - a good prognosis


Andi Sambrook, Department of Operating Practice, University of Surrey, UK (2012)


“As with the implementation of any change, we found much more resistance from existing students who were used to the old paper based system than from new students. This was not a failing of PebblePad but the management of change and so we ensured that more training was available with subsequent cohorts.”


Themes: eAssessment, Reflection, Placement, Streamlining Processes


PebblePad features: Blogs, Templates



ePortfolios - reflecting on the evidence.


“The evidence that they collected seemed to be more tangible to them, and made it easier for them to see how what they are doing will become embedded in their professional practice.”


Libby Clark & Greg Hardham, Faculty of Science, School of Community Health, Charles Sturt University, AU (2010)


Themes: Streamlining processes, Competencies / Standards, Reflection


PebblePad features: Blogs, Portfolios


To view this case study, please email alison@pebblepad.com.au



Using a webfolio to present an exercise training program


“PebblePad proved to be a useful tool for individual assignment tasks for students. Each webfolio looked different as the program provides an environment where students can be more creative and individualistic. Most students altered the template for their webfolio.”


Rhondda Tilbrook, Educational Development Unit, Murdoch University, and Timothy Fairchild, School of Chiropractic and Sports Science, Murdoch University, AUS (2010)


Themes: Implementation, eAssessment


PebblePad feature: Portfolio


To view this case study, access the Rhondda Tilbrook attachment at the bottom of this page