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How can Personal Development Planning assist progression from access courses into a
career in nursing: mapping best practice?
Rae Karimjee & Gill Craig, City University London
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Rae Karimjee, Learning Development Centre & Dr Gill Craig, Senior Lecturer, School of
Community and Health Sciences,
City University London, July 2010
Acknowledgements
The authors would like to thank: Dr. Pam Parker; Assistant Director & Neal Sumner; Senior
Lecturer of Learning Development Centre (LDC), Dr Shalni Gulati; Senior Lecturer in
Work Based Learning and Education Development for the Education Development Unit and
Sally Thorpe; Study Skills coordinator, School of Community and Health Sciences &
Learning Success Team. We would also like to thank the staff of the Partner Institutions;
Birkbeck, Lamberts, City & Islington, Tower & Hamlets, Hackney Community and
Kensington Chelsea College in particular for facilitating the questionnaire for students.
Additionally to LLN who awarded a grant for this work without which this wouldn’t have
been realised and finally Chris Bennett (Student Support Officer, City University
London)…observer and recruiter for group discussion.
1 http://www.wordle.net/Images created by the Wordle.net web application are licensed under a Creative
Commons Attribution 3.0 United States License.
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Acronyms
PDP Personal Development Planning
F.E Further Education
H.E.I Higher Education Institution
P.Is Partner Institutions
H.E Higher Education
QAA Quality Assurance Agency
I.L.P Individual Learning Plan
V.L.E Virtual Learning Environment
O.C.N Open College Network
ICT Information Communications Technology
LDC Learning Development Centre
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Contents page
Acknowledgements
2
Acronyms
3
Executive Summary
5-7
Background
8-12
Project Methodology
12-13
Project findings
14-28
Conclusions and Recommendations:
aligning PDP and lifelong learning
29-32
References
33-34
Appendices
35-41
5
Executive summary
Background
City University London has a progression agreement with six partner institutions (PIs) which
commits all partners to work collaboratively to promote student progression from the Access
Diploma (nursing/health sciences) and Certificate of Higher Education to the Diploma in
adult nursing according to jointly agreed basic principles. This mapping study aims to
support this work stream.
Aim of study
This study aimed to map Personal Development Planning (PDP) in Partner Institutions (PIs)
to identify opportunities for supporting student progression from Access to nursing/health
sciences to the diploma in adult nursing at City University London.
Objectives:
To:
1. Map existing PDP practices and document approaches taken in order to identify how PDP
is supported and structured in PIs,
2. Analyse learners and staff understandings and experiences of PDP,
3. Identify whether PDP is, or could be, supported by an electronic system and whether it
can be adapted to meet the needs of learners across FE/HE,
4. Identify opportunities for managing PDP across the FE/HE ‘transition’
Project Methodology
A small scale qualitative study was carried out involving group interviews with key staff
involved in the delivery of PDP on the access courses and students in the colleges and
nursing students at City University who had progressed onto the nursing diploma from an
access course. Three group discussions with students in the PIs were held and two with
nursing students at City University. Group discussions with students in FE also involved
exercises to self assess skills in order to demonstrate models of PDP. The data presented
come predominantly from three partner institutions.
6
Findings
Although there were similarities in PDP practices across FE and HE some important key
differences emerged around the ownership of PDP with students expected to have greater
involvement in their own PDP at City University compared with students on the access
courses where PDP was seen to be more tutor led and delivered in tutorials by means of an
individual learning plan. At the time of the study most PDP in the PIs was paper based and
not delivered electronically. Although nursing students at City University felt they were
prepared academically for their nursing course this was less the case with their clinical
placement. PDP practices could therefore be developed to better prepare students for their
clinical placements. A number of recommendations were made as follows:
Recommendation 1:
The inclusion of supported placements in NHS settings or simulated practice as part of the
access course may provide PDP opportunities that better prepare students for their clinical
placements. HEIs have an important role to play in supporting PIs to develop appropriate
practice experience for students either through teaching and learning resources or simulated
practice such as that offered through the clinical skills bus2 or taster days. However there is a
resource implication for both HEIs and PIs.
Recommendation 2:
There is therefore some evidence from the discussions that students value the opportunity of
being involved in assessing their own PDP. Self assessments at the start of their course as
part of their PDP would provide students with an opportunity to assess their need for
additional support which could be identified in the context of their overall PDP. PDP needs
to be linked in with academic learning support at City University.
Recommendation 3:
Students may benefit from opportunities for self-directed PDP throughout the access course
to better align with models in HE. Examples in F.E might include reflection on events/extra-
curricular activities, conducting an interview with a student nurse, embedding exercises that
enhance self-assessments.
2 This has been offered to PIs in the past.
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Recommendation 4:
While recognising that a one size fits all model of PDP may not be possible or desirable,
models and formats which support the student journey and scaffold progression from the
access course, to the diploma in nursing to securing a post in the NHS may better align PDP
and prepare students for a career in nursing. Possibilities for transferring PDP related
information/progress files in electronic format could be seen as a means of enhancing PDP
alignment and hence the student experience providing there is a linking up of systems. For
example HEIs could provide students from PIs with pre-enrolment activities. Paper based
equivalents should also be available.
Conclusions:
Better aligned PDP offers one way of supporting student. The above themes should be built
into a periodic review of overall performance and progression as part of the monitoring of
progression agreements.
Factors which were not considered as part of the study but which may have a bearing on
progression are also discussed. For example, the mixture of placement and academic study
may mean it is difficult for nursing students to develop a sense of belonging, particularly as
students tend to be older and have caring responsibilities, which means they have less time to
engage in extra curricular activities which might also help foster a sense of identity and
belonging. There may therefore be a role for technology in building communities and forging
identities through blogs, discussion boards and wikis. The role of flexible learning, through
part-time study, and the provision of crèches as means of supporting student progression may
also be relevant.
8
Background
City University London recently signed a progression agreement - brokered by Linking
London Lifelong Learning Network with six partner institutions (PIs) - which committed all
partners to work collaboratively to promote student progression from the Access Diploma
(nursing/health sciences) and Certificate of Higher Education to the Diploma in adult
nursing according to jointly agreed basic principles. This mapping study aims to support
this work stream by identifying whether and how Personal Development Planning (PDP)
could better prepare learners from non-traditional backgrounds for a career in nursing in
Higher Education (HE). This study aims to identify models of PDP and identify any gaps in
provision in order to make recommendations for improving PDP practices to support
progression.
Key skills have been high on the United Kingdom (UK) Government’s agenda since the
publication of the Review of Qualifications for 16-19 Year Olds (Dearing Report and the
report of the National Committee of Inquiry into Higher Education (NCIHE, 1997). The
Dearing Report, which focused on communication, numeracy, Information Communication
Technology (ICT) and learning how to learn, recommended that all HE programmes should
provide opportunities for students to develop key skills and that all programmes should
include opportunities for the assessment of skills and achievements recorded (NCIHE, 1997).
The White Paper on the reform of Further Education (DfES, March 2006) emphasised the
importance of establishing a clear mission for Further Education (FE) that focused on the
employability and progression of learners. Key to this is the need to value non-formal
learning (e.g. voluntary work, extra-curricular activities) and its contribution to enhancing the
student experience and lifelong learning (Dearing Report)
The importance of mapping transitions across institutions and facilitating ‘progression’ to
help widen participation is generally recognised (Ward, Jackson & Strivens, 2005). This
study aims to identify approaches to supporting progression.
Personal Development Planning in Partner Institutions
In Further Education, Personal Development Planning can be closely associated with the term
Individual Learning Plans and/or profiles. Individual Learning Plans (ILPs) demonstrate that
learners are achieving their personal targets. ILPs are based upon initial diagnostic
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assessments and development of learning plans with the learner’s agreement based on goals
and targets.3
An ILP should record2
information from initial and diagnostic assessment
the learner's long-term goals
goals for the course or learning period cross-referenced to the national standards
other personal or social goals
targets
dates for review of progress
targets that have been achieved
the signatures of the learner and the teacher agreeing the plan.
Although this is the one of the main activities that focuses on a students’ PDP, there can be
other activities that can be referred to as PDP. Examples of these could be: writing a
personal statement which makes a student reflect on their strengths related to study in the
nursing profession; writing a journal; and, undertaking work shadowing for example. In F.E,
the terms ‘recording achievement’, ‘action planning’ and ‘student progress’ may be more
familiar. PDP is about the process a student goes through and the recording of PDP could be
undertaken through a number of tools for example: workbooks, learning journals, or online
resources.
The PDP process encourages all students to become actively involved in planning their
learning and taking responsibility for achieving their goals. Students also benefit by
identifying and reflecting on knowledge and skills gained outside the classroom, and
translating learning needs into realistic and measurable action plans (Oduyemi and Ogston,
2006)
PDP in Higher Education
The Quality Assurance Agency (QAA), which reviews quality and standards in Higher
Education Establishments in the UK, requires HEs to offer students opportunities for
Personal Development Planning. The QAA defines PDP as: 'a structured and supported
process undertaken by an individual to reflect upon their own learning, performance and/or
achievement and to plan for their personal, educational and career development’ (QAA,
3 www.excellencegateway.org.uk/pdf/Individual_learning_plans.pdf
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2001:24). In practice, PDP is tends to be used as an umbrella term to reflect a range of
activities. At City University London, these include:
Skill development
Reflection and self-assessment
Academic and subject-related knowledge development
Employability and career planning
Voluntary work
Extra-curricular activities
Planning and goal setting across a range of agendas
The range of practices subsumed under PDP however can appear problematic such that
students may have difficulty identifying PDP within the curriculum and out with.
For the purpose of this study PDP was defined as follows:
Personal Development Planning (PDP) is about knowing one’s goals (whether they are
about developing academic skills or the skills that could help one to get a job
(employability skills), planning how one is going to achieve the goals, achieving one’s
goals and then reflecting on the process.
Recording PDP and eportfolios
The UK government recognises that ePortfolios can support the quality of teaching and
learning by facilitating Personal Development Planning (Department for Education and
Skills, 2003) and providing a tool by which students can chart their key skills and progress
(QAA, 2001). However, the term ePortfolio is probably used to reflect various concepts and
systems of support and it is also recognised that students do not have to use eportfolios
specifically to do their PDP.
City University London introduced Improving My Success in 2008-9, a PDP module located
within the University’s Virtual Learning Environment which is designed to assist students
with their professional and personal development. The PDP module is available to students
through their departments and is optional. This is because PDP is embedded within the
curriculum in many courses.
This module has been adapted by the Learning Development Centre from the Personal
Development Planning module (My PDP) created originally by the University Of Dundee,
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Scotland. Dundee University retains copyright ownership of the original ‘My PDP’ module.
This module is currently being used in over 30 institutions and is based on the Effective
Learning Framework (QAA, 2006). The Effective Learning Framework (ELF), is a model
that attempts to frame personal development planning in terms of three core domains:
personal, academic and career development (see
http://www.enhancementthemes.ac.uk/ELF/faq.asp, for example)
Figure 1: The Effective Learning Framework
Improving My Success has five main sections: about me, reflection, opportunities, action
Planning and CV Building. The sections are designed with the PDP process in mind. Students
are encouraged to reflect on their skills, personality, motivations, interests, personal qualities
and learning style which then encourages them to realise their educational, personal and
career opportunities and an opportunity to set goals and record their progress. Students are
also expected to reflect continuously through their HE experience and be able to articulate
their traits and achievements through a CV.
The module includes a set of activities that students complete within their PebblePad e-
portfolio. PebblePad is an online personal learning space where students can evidence their
learning & develop a bank of evidence that demonstrates growth of their knowledge, skills
and abilities over time. Students manage their own PebblePad accounts and can choose to
share or keep private anything they create.
Aim of study
This study aimed to map Personal Development Planning (PDP) in Partner Institutions (PI)
to identify opportunities for supporting student progression from Access to nursing/health
sciences to the diploma in adult nursing at City University London.
12
Objectives:
To:
1. Map existing PDP practices and document approaches taken in order to identify how PDP
is supported and structured in PIs,
2. Analyse learners and staff understandings and experiences of PDP,
3. Identify whether PDP is, or could be, supported by an electronic system and whether it
can be adapted to meet the needs of learners across FE/HE,
4. Identify opportunities for managing PDP across the FE/HE ‘transition’
Project Methodology
Six Partner Institutions (P.Is) involved in developing a progression agreement with City
University London were invited to participate in this study through an initial discussion at a
progression agreement training day and later by email (See Appendix 1 for a copy of the
flyer). For reasons of confidentiality, the PIs have not been individually named and are
identified only by a number. Advice was sought from City University Research Ethics
Committee on the need for formal ethical approval for this study in February 2009 and was
advised that as this was an evaluation of the educational experience, formal ethical approval
was not needed.
Interviews with staff in partner institutions (PIs)
Six staff with a role in the delivery of PDP consented and volunteered to participate. One
member of staff from each PIs (six) who had a remit for PDP was individually interviewed
using an interview schedule adapted from a tool devised by Grant and Richardson (2002)
and aimed to map PDP practices in the PIs (see Appendix 2). The questions were designed
to gain an understanding of PDP in the PIs and to identify where in the access courses PDP
existed (i.e. which modules, how it was delivered, mode of delivery, whether there was
institutional support for PDP etc).
Group discussions with students in PIs
Workshop based discussion groups were conducted with four PIs arranged by the course
tutors. Students who participated in group discussions were cohorts studying together. The
aim of these discussion groups was to map: students’ knowledge of PDP and practice on
their access course; their awareness of PDP in H.E; and, identify their support needs.
13
Students were asked to discuss personal development planning in terms of three core
domains: personal, academic and career development (i.e. the ELF framework described in
figure 1). Students were given a diagnostic self assessment exercise (i.e. a self rating scale
on basic transferable skills including questions on team work, communication skills etc) to
complete during the discussion to emulate one of the PDP related activities typically used at
City University (see Appendix 3). In order to make connections between formal and non-
formal experiences (given the importance of non-formal learning to career development and
lifelong learning) students were asked to discuss a recent event and reflect on the
significance of this to their educational and career choices.
The discussions that took place in F.E were conducted at the end of their teaching session.
Notes were taken by the Learning Development Consultant who was also coordinating the
discussions.
Students were also asked questions about what they understood by PDP and then provided
with a model of PDP in H.E. Feedback was noted from these discussions. Two PIs did not
participate in these discussions due to a lack of time.
Group discussions with students at City University
In order to understand the potential role of PDP in supporting student progression, students
who had experience of access courses4 and who had embarked on a career in adult nursing
were invited to participate in two group discussions. The aim of the discussions was to gain
a retrospective account of how PDP could assist progression, given students already had six
months’ experience of studying adult nursing at the University, including clinical
placements (see appendix 5 for an example of the topic guide). Students were self selected
and were recruited through notices and adverts at lectures and were offered lunch as an
incentive to participate. Written consent was obtained from students who participated.
Detailed notes of the group discussions were taken by an observer.
4 Students who had progressed onto the diploma in adult nursing from any FEC were invited, not
specifically the six PIs that form part of the progression.
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Project findings
Staff interviews in PIs
A summary of the themes raised in the staff discussions is given in Table 1. In particular, the
discussion mapped existing PDP practices and opportunities on the access courses in order
to identify how PDP could support progression.
The four main themes identified were:
PDP in the Curriculum,
Assessment & Evidence of Impact,
Institutional Support
PDP Developments.
PDP in the Curriculum
As Table 1 shows Individual Learning Plans, which are developed in personal tutorials, are
one of the main forms of PDP delivery. Core modules such as Applications and Careers
embed key PDP practices within the curriculum. Tutors acknowledged that PDP was an
essential component of their programmes. One tutor advised: ‘students don’t pass the course
if they haven’t engaged. PDP is embedded throughout the programme.’
Table 1: PDP in the Curriculum
Institution Official name of PDP PDP activities and/or units
1 Individual Learning Plans
(tutorials)
Embedded in core modules e.g.
Applications & Careers
( including role of a nurse & skills
involved)
Study skills
2 Individual Learning Plan
(tutorials)
Embedded in core modules e.g.
Applications, Courses & Careers
Managing & Improving own
learning
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Institution Official name of PDP PDP activities and/or units
3 Professional & Personal
Development
(tutorials)
Embedded in core modules e.g.
Applications, Courses & Careers
Managing & Improving own
learning
4 Career Professional
Development
Embedded in core modules e.g.
Career professional development
& ICT module.
Not embedded
The institution offers career
choice evenings throughout the
year.
Ex students are also invited to
talk to students via a Saturday
school.
5 Individual learning plan Embedded in core modules e.g.
Careers, Applications, &
Courses
Managing Performance &
Learning
6 Individual learning plan Embedded modules e.g.
Managing and Improving Own
learning,
Research Project - self directed
learning
Not embedded
Students are given targets in
tutorials to achieve which
enables self directed learning
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Assessment and Evidence of Impact
As Table 2 indicates, PDP was assessed in the curriculum via modules such as Applications,
and Managing and Improving learning. Tutors also reported that as PDP was embedded in
the curriculum, it was not evaluated separately. However student evaluations suggesting
satisfaction with the support they had received from the college overall were interpreted as
indirect evidence that PDP was successful. Some tutors agreed that further evidence on the
effectiveness of PDP would be useful. Overall the data from the interviews suggested that
although PDP is embedded within particular modules but the main mode of delivery is
through the ILP in personal tutorials.
Table 2: Assessment & Evidence of Impact
Institution Is PDP
assessed?
Evidence that PDP enhances student
experience
Evaluation of
PDP
1 Yes within
modules
Feedback from a course evaluation
indicates that students favoured the
support throughout their course.
Asked indirectly
as part of a
general end of
course evaluation.
2 Yes within
modules
Although tutors appreciate that PDP
enhances motivation for students,
PDP isn’t evaluated further.
No there is no
specific evaluation
3 Yes within
modules
Student Induction and an end of
course survey 2008 looks at the PDP
element. Notably very good
No there is no
specific evaluation
4 Yes within
modules
PDP question is embedded in the
course evaluations. The last survey
suggested that students felt supported
No there is no
specific evaluation
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Institution Is PDP
assessed?
Evidence that PDP enhances student
experience
Evaluation of
PDP
and that they are also aware of their
transferable skills development.
5 Yes within
modules
Students have been positive about the
support they receive through end of
course evaluations.
Asked indirectly
as part of a
general end of
course evaluation.
6 Yes within
modules
Not answered No there is no
specific evaluation
Institutional Support for PDP in PIs
Table 3 provides evidence of institutional support for PDP. Four out of six PIs had an
explicit policy on the delivery of PDP through ILPs in tutorials. All PIs reported that courses
used the Open College Network (OCN) framework of skills and competencies. As stated
previously this model promotes an embedded form of PDP across the curriculum and
supported in the tutorial system. PDP in each of the PIs seems to have mostly been well-
established with one college providing continuous support to the students from induction
and throughout the course.
Although opportunities exist to deliver PDP electronically (through Virtual learning
Environment – VLE - systems such as Moodle), paper based files (e.g. learning journals or
portfolios) appeared to be the norm with a view to moving towards VLE’s in the future. For
example, one institution talked about the possibility of developing a learner tracking system
which could complement portfolio work. Interestingly, at the time of the interviews,
although all PIs were subscribing to Moodle, they were not using the VLE; rather they were
still using their college intranet systems. The implications for progression will be discussed
later in the report (see section on learning points).
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Table 3: Institutional Support for PDP in PIs
Institution When was ‘PDP5’
introduced?
Is there a policy on
PDP?
Framework of
skills and
competencies
System of
delivery
Type of staff
involved in
delivery
Technical details
1 Well established There is a policy on
the ILP and each tutor
keeps files on students
PDP is embedded
in the OCN
learning outcomes
Tutorial files
(Paper based) all teaching staff
are involved.
College Intranet No eportfolios in use Have moodle but not in use
2 Introduced at
Induction and as part
of the term
No policy at the
moment but this may
be reviewed
PDP is embedded in
the OCN learning
outcomes
‘portfolio’
(paper based) Personal Tutors,
teachers and
academic skills
tutors
Moodle but not
used
3 Well established There is a policy on
the ILP (one-to-one
tutorials)
PDP is embedded in
the OCN learning
outcomes
Tutorial
files(paper
based)
Personal
Tutor/Course
Manager
Careers staff
student based
paper portfolio
with supporting
resources added
on Moodle
5 PDP is not the term used on Access courses but is used here in the loose sense to describe activities such as Individual Learning Plans where PDP occurs.
19
Institution When was ‘PDP5’
introduced?
Is there a policy on
PDP?
Framework of
skills and
competencies
System of
delivery
Type of staff
involved in
delivery
Technical details
4 One module is new
and one has been well
established
Not answered PDP is embedded in
the OCN learning
outcomes
Learning logs
are the main
mechanism
although not
part of
assessments
Teaching staff,
academic advisor
and there are
plans to involve
the Careers centre
Blackboard is in
development
5 First Year of the
Diploma
There is a policy on
ILP for the college
(one-to-one)
PDP is embedded in
the OCN learning
outcomes
Tutorial
files(paper
based)
Group tutors,
teaching staff,
careers and
student support
Moodle & College
Intranet
Possible
development of
learner track
systems
6 Well established There is a Tutorial
policy (one-to-one)
PDP is embedded in
the OCN learning
outcomes
Tutorial files
(paper based) course tutors and
subject tutors
VLE and Moodle
although in its
infancy
20
PDP Developments in PIs
Table 4 provides an overview of staff’s views on how PDP could be improved and further
developed. They reported that PDP could be enhanced by providing more opportunities for
developing student autonomy and independence. Most PIs agreed that building in activities
such as diagnostic assessments and reflective logs, for example, would provide students
with appropriate PDP experiences which might better prepare them for their transition into
higher education. Although they were not asked specifically about progression agreements
all referred to the progression work stream as being a very useful initiative to bridge the gap
between access courses and a career in nursing in higher education and opportunities for
linking in Progression Agreements in support of students’ PDP were welcomed, including
university open days and taster sessions. Generally better communication and opportunities
for contact between staff and students in H.E and the PIs were also viewed as a means of
enhancing PDP.
One member of staff from one PI suggested that there was a need to become less target
orientated and provide more opportunities for student autonomy in developing their own
PDP. The value of work experiences in health and social care settings, either voluntary
placements or short visits to employers was mentioned as an important aspect of PDP.
Opportunities for this varied between PIs due to capacity and resourcing issues however,
for example, getting CRB checks.
21
Table 4: PDP Developments
Institution How could PDP
be used to help
progression
How could PDP be improved
in FE
Are there ways you would like
to be supported in PDPs work?
How could City and the
college work together
on PDP to assist
progression
1 PDP is being used
to identify
development areas
and improve
students’ learning
Build in more time for the tutor
and student contact time
Greater involvement with the
work place for students i.e. NHS
placements
Initiatives such as the
progression agreements
2 Students PDP
could be enhanced
by developing a
checklist to ensure
students are aware
of what’s required
to progress into
HE6.
PDP in FE needs to be about
bridging the gaps between F.E
and H.E - developing a form of
diagnostic self-assessments in
conjunction with the
progression agreement.
Students could be asked about
reflecting on their extra-
curricular experiences which
could aid their PDP
Provide students with real-time
engagement of volunteering with
employers,
Provision of taster courses and
open days to the campus
Evaluation of the student
experience on PDP
To work closely on
linking in Progression
Agreements in support
of students PDP
6 As part of the progression agreement all PIs are required to provide a second student reference according to a structured template, the content of which was
developed collaboratively between the PIs and City University. This can be shown to students at the start of their course as a guide to the skills they need to develop to progress into a career in nursing in HE. The skills in the reference map onto a range of skills (e.g. communication, team working) which are routinely tested during the recruitment and selection of prospective nursing students.
22
Institution How could PDP
be used to help
progression
How could PDP be improved
in FE
Are there ways you would like
to be supported in PDPs work?
How could City and the
college work together
on PDP to assist
progression
3 Supporting
students with
UCAS
applications,
stronger tutorial
systems
Using
reflective logs
Learning plans could provide
students with a clearer idea of
their own needs
By establishing open
lines of communication
and providing regular
updates
4 Progression
agreement &
general
communication
between FE & HE
A students checklist which
provides them with the
opportunity of seeing if they
have completed various actions
could be incorporated in the
learning log
To work closely on the
linking in Progression
Agreements in support
of students PDP
5 To provide
opportunities
where students
become more
independent
Developing resources on
Moodle, Add in offers from
Institutions on tracker sheet as
this helps students become
more controlled and focused
Developing more awareness
amongst students on PDP and
exploration of tools to support this
Share experiences on
what students experience
in H.E which will help
students take more
responsibility of their
own learning
23
Institution How could PDP
be used to help
progression
How could PDP be improved
in FE
Are there ways you would like
to be supported in PDPs work?
How could City and the
college work together
on PDP to assist
progression
6 Developing students
self-confidence and
self-reflection will
enhance PDP
Should be less target orientated
and a need to take away from
what students ‘must do’
More information on students and
their destinations and more
knowledge of what PDP is in HE
so a resource to help with this
City needs to be as
specific in their
requirements on PDP
and for the continuation
of the progression
agreements.
24
Student discussions in PIs
The results of the classroom discussions with students in each PI are recorded in Table 5.
(Table 6 provides a comparison between students understanding of PDP in FE and H.E and
is discussed later). Students valued the support they received from staff at the PIs. However,
students did acknowledge that the PDP process was tutor-directed and, as such, not owned
by them. Students in one PI seemed keen to experience the kind of diagnostic assessments
used in HE. One student described it as ‘an overall action plan that helps to keep on track’.
Table 5: Student Discussions in F.E
Institution Student Views of PDP
Institution 1 Diagnostic assessments
Students liked diagnostic assessments which
would allow them to take more ownership of their
PDP.
Reflection on career choices (non-formal experience)
Students identified a range of personal
experiences which explained their interest in
pursuing a career in nursing (Examples included
death in the family which made the student revert
into an automatic caring role; student helped
nurse a friend back to health in Africa after losing
a baby).
Delivery of PDP
Students liked group work and they were keen on
understanding reflection and why it was
important to build their skills bank.
Extra learning support
Extra maths tuition was identified as useful.
The application process and general levels of time
management have been reported as problematic.
Tutor & careers support invaluable in assisting
with applications.
Institution 2 Self directed PDP
Although PDP is supported by tutors, students
would welcome opportunities for self-directed
25
PDP i.e. student rather than tutor led
Reflection on career choices (non-formal experience)
Students liked the reflective exercise on recent
experiences and discussed various examples to
illustrate these; namely one student talked about
how he had an asthmatic friend who he helped
nurse back to good health. Another talked about
how he had helped a friend think about their
communication issues as they were preparing for
job interviews.
Extra learning Support
Extra maths tuition was identified as necessary
Institution 3 Self directed PDP
Students were very positive and understood some
elements of PDP. They had also been given a
clear idea that the support they received in the
access course may not be as readily available in
HE.
Extra learning support
Students talked about needing more essay
feedback from their tutors and being able to
reflect about working in a group. Extra maths
support was again highlighted as important for
them to succeed.
Other suggestions were that it would be useful to
have much more engagement of the world of
work, particularly when they were asked to
reflect on their recent experiences. This exercise
had made them think much more holistically
about their own experiences in relation to their
HE application.
Mostly all identified the UCAS application
process as a challenge
Institution 4 Student discussion didn’t take place
26
Institution 5 Self directed PDP
Students here talked about developing throughout
the year. They also discussed the ability to review
objectives and discussed the responsibility of
setting their own goals.
Institution 6 Student discussion didn’t take place
Student discussions in Higher Education
When asked about what they understood by PDP, students provided the following
definitions (Table 6 provides a comparison between students understanding of PDP in FE
and H.E):
Being able to put action plans into practice
Structure my learning
Identification of strengths and weaknesses
Managing time
Confidence
Management of work life balance
Some students claimed to have been sufficiently prepared for the H.E experience. They
reported that the tutors in F.E had provided an in-depth understanding of the realities of H.E
and as such they felt better prepared than some of their peers who had come from other
courses such as A-Level/NVQ etc. They also suggested that those students who attended
access courses were more confident and had better skills, particularly in numeracy. However,
some students felt that there was an over-reliance on tutor support in F.E which perhaps
didn’t prepare them for the kind of independent learning required in H.E. For example one of
the students remarked: ‘I think that is where the access course came in very much because
you were constantly pushed and you had to produce action plans for your learning.’ This
would seem to reinforce the idea that student PDP is closely monitored by a team of tutors in
27
FE, whereas in HE tutor involvement in PDP can be largely dependent on the individual
tutor.
When students were asked about whether there were particular elements of the course that
they recognised as PDP, one of the students commented that the whole course enabled PDP
and reflection:
‘there is a theory behind whatever we do and in basic… as hand washing there is a theory
behind so that whatever we are asked to do we actually ask ourselves why are we doing it,
what is the principle behind it?’
‘It makes you look further, it’s ongoing and you see the bigger picture’.
Below are some individual comments from some of the student discussions in H.E.
‘There was more 1-1 support in college. University is much more independent. You can’t
see tutors as much here. College is more supportive’
‘One of my lecturers in University is a nurse and she gave us a lot in our professional studies
group discussion’
‘it’s only until recently in our first placement in University, that we began to realise oh yes,
we are now preparing ourselves for our future jobs’
Students also identified critical incidents which triggered the need for PDP. These included:
First clinical placement
Meeting with a personal tutor
Continuous reflection particularly when reviewing patient conditions
‘Communications in Nursing’ module
Portfolio work
Students in H.E reported that although they welcomed the clinical placements, they
sometimes felt unprepared and lacked confidence.7
7 Students go on clinical placements at approximately week 12 in year 1. The Nursing & Midwifery Council
(NMC) the body that regulates nursing & midwifery requires students to undertake 2400 hours of clinical
placement over 3 years.
28
PDP Comparisons between student groups in F.E & H.E
Table 6 below provides a comparison between what students understood by PDP in F.E and
H.E.
Table 6: PDP Comparisons
PDP as understood by F.E students PDP as understood by H.E students
How you plan and develop throughout the
year
Action Plans & putting into practice
Setting targets and meeting them
Structured learning
Responsibility rests on you as a learner
Identifying strengths and weaknesses
Puts you in focus
Time management
Puts you in touch with the next stage of the
experience of University
Preparing to meet future
To develop understanding of aims Confidence & Skill
Review objectives Management of work life balance
Learning new skills
Identifying what you would like to achieve
Improving my learning
Teamwork, building rapport with new
colleagues
Meeting my deadlines
Data from the discussions suggest that students do seem to understand the concepts of PDP
in F.E and H.E. There are some similarities for example setting targets in F.E is similar to
putting action plans into practice in H.E. However there are some differences for example
time management, confidence/skill, work/life balance in H.E as well as teamwork and
building rapport with new colleagues in F.E. This demonstrates that students’ PDP needs
evolve and as such practices are dependent on different stages of the student journey. Such
‘critical junctures’ might be construed as opportunities for managing PDP across the
F.E/H.E transition.
Conclusions and Recommendations: aligning PDP and lifelong learning
29
The aim of the study was to map PDP in access to health/nursing courses in order to better
prepare students for a career in nursing at City University London. There are already lots of
similarities across further and higher education in PDP practices: for example developing
action plans for students and understanding how to learn. All PI’s felt that there needed to be
closer links between F.E and H.E courses and a better understanding and harmonisation of
PDP.
The importance of effective alignment of PDP is of particular significance given that in 2012-
13 nursing will become an all degree course, rather than the two pathways currently offered
at degree and diploma.
This next section will discuss a number of suggestions on how PDP could be better aligned to
support student progression and includes the following themese: preparedness for the
diploma in nursing; self directed PDP; and, mode of delivery:
1. Preparedness for the diploma in nursing
Although some students felt prepared for academic study in HE, this was not the case with
the clinical placements where students sometimes felt a lack of confidence and preparedness.
Although some PI’s offered placements in health and social care settings, this was not
uniform across all institutions due to resourcing issues. Developing confidence and the
necessary skills is important as students go on clinical placements at approximately week 12
in year 1.This highlights the need to become more able in the profession at an early stage in
their study.
Recommendation 1:
The inclusion of supported placements in NHS settings or simulated practice as part of the
access course may provide PDP opportunities that better prepare students for their clinical
placements. HEIs have an important role to play in supporting PIs to develop appropriate
practice experience for students either through teaching and learning resources or simulated
practice such as that offered through the clinical skills bus8 or taster days. However there is a
resource implication for both HEIs and PIs.
8 This has been offered to PIs in the past.
30
2. Self directed PDP
Self assessment
Students need to be able to reflect on their learning needs and students reported favourably on
the role of self assessments. Indeed, since this study was carried out, one of the diagnostic
tools used in the discussion groups has been incorporated into one of the modules of the
access course in one PI. Self assessment in areas such as literacy, communication and
numeracy prior to students starting the nursing diploma may help to identify the need for
learning support in HE.
Currently at City University London PDP doesn’t link up with academic learning support and
students tend to present with isolated difficulties usually related to their assignments.
Moreover academic learning support at City University offers time limited support to
students which may differ from their experience on their access courses as there is an
expectation that students are ‘HE ready’.
Recommendation 2:
To review structures and documentation so that the student has an involvement in making
PDP-related decisions. There is therefore some evidence from the discussions that students
value the opportunity of being involved in assessing their own PDP. This will help foster a
sense of learner ownership of PDP. Self assessments at the start of their course as part of their
PDP would provide students with an opportunity to assess their need for additional support
which could be identified in the context of their overall PDP. PDP needs to be linked in with
academic learning support.
Ownership
Although some staff in PIs saw personal tutorials as the key driver of PDP and progression,
students reported on the lack of ownership of PDP which was seen as largely tutor led.
Students in F.E may need additional opportunities for self-directed PDP although this may
be difficult to achieve where personalisation and differentiated learning are seen as
important principles of effective teaching in the context of widening participation and where
ILPs are inspected and linked to quality.9 There were examples in HE of specific critical
incidents which triggered the need for PDP. These included: first clinical placement,
9 We are grateful to Sally Thorpe, Academic Learning Support at City University, for this comment
31
meeting with a personal tutor, continuous reflection particularly when reviewing patient
conditions, communications in nursing’ module, portfolio work.
Recommendation 3:
Students may benefit from opportunities for self-directed PDP throughout the access course
to better align with models in HE. A critical incident approach, whereby students are
prompted to reflect on key junctures in their learning may assist in developing a sense of
ownership of PDP whilst also creating a continuity of practice across F.E and H.E (Buckley,
2009; Miller, 2008). This would be particularly useful where the curriculum provides work
experience opportunities (see recommendation 1). Buckley (2007) suggests reflection on
‘critical’ incidents (either positive or negative) can guide the student through H.E and into
professional life and independent lifelong learning. Buckley suggests this can help the student
develop a greater awareness of them and also provide synergies between skills learned in
work and knowledge gained at University so it becomes a PDP pathway (Buckley, 2007).
Examples in F.E might include reflection on events/extra-curricular activities, conducting an
interview with a student nurse, embedding exercises that enhance self-assessments.
Mode of delivery
The data suggested that although PDP is embedded within particular modules on the access
course the main mode of delivery is through the ILP in personal tutorials in FE (which may
also have some bearing on ownership). Interestingly, at the time of the interviews, although
all PIs were subscribing to Moodle (a VLE), they were not using it; rather they were relying
on their college intranet. The lag between manual and electronic forms of PDP has been
reported in previous research (Becta, 2007). This contrasts with the organisation and
delivery of some PDP at City University which also operates Moodle and delivers PDP
through an eportfolio: Pebble Pad. However uptake is variable and it is debatable whether an
electronic version of PDP, although useful is necessary.
Recommendation 4:
While recognising that a one size fits all model of PDP may not be possible or desirable,
models and formats which support the student journey and scaffold progression from the
access course, to the diploma in nursing to securing a post in the NHS may better align PDP
and prepare students for a career in nursing. Possibilities for transferring PDP related
information/progress files in electronic format could be seen as a means of enhancing PDP
32
alignment and hence the student experience providing there is a linking up of systems. For
example HEIs could provide students from PIs with pre-enrolment activities. Paper based
equivalents should also be available.
Monitoring
The above themes could be built into a periodic review of overall performance and
progression as part of the progression agreements.
Finally it is important to recognise that progression is not only about academic work but
about how students foster as sense of identity and belonging in HE. The mixture of placement
and academic study may mean it is difficult for nursing students to develop a sense of
belonging particularly as students tend to be older and have caring responsibilities which
mean they have less time to engage in extra curricular activities which might also help foster
a sense of identity and belonging. There may therefore be a role for technology in building
communities and forging identities through blogs, discussion boards and wikis.
Limitations of the study
This was a small scale practice development study involving six PIs. The data presented
however is based on feedback predominantly from three of the partners. The data from one PI
had to be excluded due to a lack of control over the group composition which also involved
students arriving and leaving at different times due timetabling. Two other PIs were unable to
participate also due to timetabling difficulties. A gap not explored in this study was how HEIs
more generally might need to rethink how they design and deliver courses to meet the needs
of mature students, particularly women with child-care responsibilities, from widening
participation backgrounds. A number of (non PDP) initiative therefore could also assist with
progression such as the provision of part-time courses and crèche facilities.
----------------------------------------------------------------------------------------------------------------
33
References
Becta, (2007) Key findings for further education colleges based on evidence from the
evaluation of the ICT Test Bed Project [Available online]
http://www.evaluation.icttestbed.org.uk/files/Key_findings_FE_learning.pdf [Accessed
14.01.09]
Biggs, J. (2003) Aligning Teaching for Constructing Learning, (Imaginative Curriculum Project,
LTSN Generic Centre) [Available online] http://www.heacademy.ac.uk/resources/detail/id477_aligning_teaching_for_constructing_learning
[Accessed18.06.08]
Buckley, C. (2007) Walking the PDP line: negotiating connections and boundaries in
Higher Education. On Reflection 14: 4-6
DFES (2003). The future of Higher Education. White Paper.[Available online]
http://www.dcsf.gov.uk/hegateway/strategy/hestrategy/foreword.shtml
[Accessed on 23.03.10]
DFES ( 2006 )Further Education: Raising skills, Improving life chances [Available online]
http://www.eauc.org.uk/sorted/files/fe_white_paper_1.pdf
[Accessed on 23.03.10]
Gough D. A., Kiwan D., Sutcliffe S. , Simpson D. and Houghton N. (2003) A systematic
map and synthesis review of the effectiveness of personal development planning for
improving students learning, Learning Teaching Support Network Generic Centre, Evidence
for Policy and Practice Information and Co-ordinating Centre
Grant, S & Richardson, H. (2002) Survey of current PDP practice in HE and FE [available
online] http://zope.cetis.ac.uk/members/PDPcontent/practicesurvey [accessed on 11.02.09]
Miller, K, Calder, C, Martin, A, McIntyre, M, Pottinger, I and Smyth, G (2008) Quality
Enhancement Themes: The First Year Experience, Personal Development Planning in the
First Year, available from: www.enhancementthemes.ac.uk/themes/FirstYear/outcomes.asp
Oduyemi, K. & Ogston, R.(2006) The Challenge of Implementing e-pdp at the university of
Aberstay Dundee & Partner Institutions [available online]
http://webcache.googleusercontent.com/search?q=cache:RYTGOis9iYsJ:www.eife-
l.org/publications/eportfolio/proceedings2/ep06/ep2006_papers/ogston+Oduyemi+and+Ogst
on,+2006%29&cd=1&hl=en&ct=clnk [accessed on 22 Sep 2009]
Quality Assurance Agency for Higher Education (QAA, 2001) Guidelines for HE Progress
Files. [Available at] http://www.qaa.ac.uk/crntwork/progfileHE/guidelins/progfile2001.pdf
[Accessed on 11.02.09]
34
Quality Assurance Agency for Higher Education (2006) The Effective
Learning framework [Available online] http://www.enhancementthemes.ac.uk/ELF/faq.asp
[Accessed on 4.10.09]
Ward,R., Jackson,N. and Strivens,J (2005) Progress Files : Are we achieving our goal? : a
working paper. CRA/HE Academy [Available on line].
http:www.recordingachievement.org/downloads/PFWorkingPaper.pdf/
[Accessed on 20.12.09]
Ward R, and Baume D, (2002) Personal Development Planning: beyond the basics . The
Higher Education Academy [Available online]
http://www.heacademy.ac.uk/assets/hlst/documents/events/ward_and_baume1.pdf
[Accessed on 18.01.09]
The National Committee of Inquiry into Higher Education (1997) Report of The National
Committee of Enquiry into Higher Education, Chair Sir Dearing, London, NCIHE
Appendixes
35
Appendix 1 – Flyer PDP and Progression into Nursing & other Opportunities
We are inviting you to participate in a study about personal development planning which
we think could play an important role in student progression and would like your views.
What is Personal Development Planning?
Personal Development Planning (PDP) is 'a structured and supported process undertaken by
an individual to reflect upon their own learning, performance and/or achievement and to
plan for their personal, educational and career development'. PDP is integral to learning in
its broadest sense; it involves thinking and planning ahead, acting on plans and reflecting
on what has been achieved.
Personal Development Planning (PDP) in H.E is important not only because it’s a QAA
standard but City University recognise that PDP could be a useful process to assist student
progression from F.E to H.E. In F.E, you may be more familiar with the term recording
achievement and action planning. Appropriate Personal Development Planning can better
prepare students in further education (F.E) and support student progression from Access to
nursing courses to the nursing diploma.
What will the project involve?
A Personal Development Consultant based in the Learning Development Unit at City
University would like to visit your college and talk to you about personal development
planning, your understanding and experiences of PDP, where and how it happens in the
curriculum with a view to identifying possibilities for collaboration to facilitate progression
from FE to HE and develop lifelong learning skills. A summary report of the meeting will
be made available.
Who will be involved?
Staff with direct involvement in teaching or managing access to Nursing/Health
courses
Staff who have been involved in developing progression agreements and/or who may
have attended the away day January 9th at City University
Careers Officers who may have been involved in supporting students on Access to
Nursing courses.
What is the timescale?
The scoping will commence in January 2009. The timescale is as follows:
36
January – March 2009: Visits to FE colleges to map PDP.
Feb – Mar 2009: Finalising mapping project
Apr –May 2009: Synthesising findings, writing report and dissemination
What will the outcome be?
We will provide you with individual feedback and a report of scoping models of PDP in FE
will be made available on the LLN website. Gaps will be identified and recommendations
on how to better align PDP for entry into H.E and prepare students for the nursing diploma.
Individual FE partners will not be named only in general terms. If you have any concerns
about this, please discuss with the PDP consultant, Rae Karimjee.
Project Contacts:
Rae Karimjee,
Personal Development Planning Consultant,
Learning Development Centre,
AG24, College Building,
London, EC1V OHB
Dr. Gill Craig
Department of Interdisciplinary Studies in Professional Practice,
School of Community and Health Sciences,
City University,
20, Bartholomew Close,
London EC1A 7QN.
Acknowledgements: This project has been made possible with a project grant from Linking
London Lifelong Learning Network, Project Development Fund
Appendix 2: Staff Interview template (F.E) Grant & Richardson (2002)
37
1. Name of college Date of interview
2. Name of course Name of interviewee
Job title
3. Role in relation to PDP
4. IN HE PDP is (give definition)
What is the official name in FE/on the access course
5. List the different aspects of PDP/units/processes
6. What is/are the aim(s) of xxx
7. When was it introduced, or will be introduced, is it
current
8. Is there a policy re PDP
a) across FE all courses
b) just for the access course
c) don’t know
9. Can you tell me and where in the curriculum PDP occurs
Is it explicit or implicit
10. When does it occur (e.g. Continuous, throughout year)
11. Which staff if any is involved in delivering PDP?
Teaching staff
Careers
Teacher and student together
12. How many hours are involved
13. How is it delivered/taught
38
E.g. Computerized – name system Workbook
other
14. Is there a framework of skills or competencies
15. Something about students’ role/views experiences./how
they manage it
16. Where is PDP stored and how is it used
17. Is PDP assessed?
How?
Does it contribute to credits
18. Do you have any evidence that ‘PDP’ enhances the
student experience?
Give details
19. Have you evaluated PDP? What was outcome?
20. What are students’ views?
21. Is there a website or handbook for PDP
Ask for details
22. How could PDP be used to help progression
23. How could PDP be improved in FE
24. Are there ways you would like to be supported in this
work?
25. How could City uni and the college work together on PDP
to assist progression
26. Technical details of systems and contacts
27. Other
28. Is there anything else we should know or be asking
39
Appendix 3: Pro forma used by students in self-assessment of transferable skills
Transferable skills Score
1 2 3 4 5
Commitment
Punctuality/attendance
Initiative
Attitude
Independence
Time management
Negotiating skills
Interpersonal skills
Accuracy/numeracy
Data analysis/statistics
Computer skills
Oral presentation
Written presentation
Other
Scale definition: 1= very poor; 2 = poor; 3 = satisfactory; 4 = good; 5 = excellent;
N/A = not applicable.
The grades on this sheet are for self-evaluation purposes only and will not be used in the
formal assessment of the course work.
Signed: (supervisor) Date: Signed: (student) Date:
Source: Heylings and Tariq (2001), p. 158
40
Appendix 4: PDP Model as illustrated by QAA, 2006
Appendix 5: Student Discussion template in H.E
1. What do you understand by the term Personal Development Planning?
2. If answered (don’t know)
3. Personal Development Planning is about knowing your goals (whether they are about
developing your academic skills or the skills that could help you to get a job –
employability skills), planning how you are going to achieve your goals, achieving
your goals and then reflecting on the whole process.
4. Do you recognize this in relation to your course??
4b If so, where does it exist in your course?
5. Is it separate or part of your programme?
6. If yes, give examples?
7. How did you find out about a career in Nursing?
8. Where did you get your information from?
9. Who was helpful in providing this information?
10. Looking back, how useful was this information?(given that you all have been on your
placements now and have experience)
11. Now you are into your course and have some experience of placements, have your
perceptions changed about the role of nursing or the skills that nurses need?
12. (Example what about the skills that nurses need – has that changed for you?)
13. Thinking back to when you applied to city to be a nurse and you had to prepare a
personal statement to be a nurse, could you talk about any challenges you experienced
in relation to the application process?
14. Thinking about the transition from college to university, what do you think are the
differences in how PDP works in both?
15. Comparing PDP in FE and the university what do you think are the differences?
16. Looking back on the application process, discuss 3 things that would have helped you
better prepare for your nursing course and a career in nursing?
41
17. What advice would you give to other students considering a career in Nursing and
applying to the university?
18. In what way could Personal Development Planning assist in supporting that
transition?
