In December 2009 Turnitin© and Grademark© software were introduced for the submission of academic assignments on the nurse education programme at the University of Huddersfield.\ud This presentation will discuss the experience of two module leaders in implementing this innovation and explore how the use of this software could develop the student’s competency in relationship to their future IT requirements. The need for competency in this area is outlined in dimension IK3: knowledge and information resources of the NHS KSF (2004).\ud Implications of the introduction of this software include the student experience, the impact on academic /support staff workload and training. Positive aspects included accessibility to all scripts in a module group, facilitating internal and external moderation and team working. Scripts were no longer printed into hard copy (environmentally friendly), archived in hard copy, or transported (again saving students and staff time and travelling expenses). Students receive detailed electronic feedback with their scripts including the generic and module marking criteria against which their work was marked. Marks were available online following their release, allowing students immediate access.\ud Originality reports are produced automatically on submission via Turnitin© in order to check for plagiarism, enabling academic diligence.\ud Negative aspects included increased enquiries via telephone and email to academic staff from students with concerns or anxiety regarding the system and submission. There are health and safety issues for staff using computer screens for long periods and a varied experience of Information Technology within the student group and academic staff.\ud Initial time spent in preparation and becoming confident as a user of the system should increase efficiency for the future and across the department as other modules begin to participate. Initially the student experience has been positive and this will be followed up in formal evaluation. The use of this innovation has stimulated the module leaders to contemplate the implications arising from the process for transferrable practice skills
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