Professional & Personal Development File (PPDF) - Evaluation
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Transcript of Professional & Personal Development File (PPDF) - Evaluation
Amanda Garrow & Samantha ShannPPDF Working group
Occupational therapy
Physiotherapy
Midwifery
Operating Department Practitioners
Nursing
A newly validated (2007) inter-professional suite of programmesat Northumbria University was introduced to the following pre- registration students;
Integral to these programmes was the development of the Personal and Professional Development File (PPDF) by an inter-professional working group consisting of academic and practice staff
Aims of the PPDFTo encourage students to become autonomous
life-long learners
Enable students to link theoretical and practical learning and provide a start towards continuing professional development (CPD)
Kenworthy & Redfern (1998)
Initial feedback from academic and practice staff:
Helps develop student’s reflective
skills
Raised student awareness of the
need for evidence of learning
Acknowledge value of timetabled sessions
Students felt more prepared for placement following pre-placement tutorial
Consistency of student experience across all programmes
Aims of Evaluation:
To examine the perceptions of pre-registration healthcare students on their experience of using the PPDF to support their personal and professional development during the first year of their programme.
To identify how the process of PPDF development influences the student’s learning.
Aims:
5 individual interviews with each discipline5 group interviews with each discipline1 multi-professional interview
InterviewsOne O.T. studentOne Midwifery student
One nursing group (n=3)One O.T. group (n=4)One O.D.P group (n=4)
ThemesWhat is evidence?
Preparation
Value & Level of Engagement
What is evidence?Best evidence (n= ):
“ What is your best evidence?” (R04)
Reflection:“ I find it easier to reflect when you don’t
actually think about reflecting” (R06)
PreparationFor Students:
“the seminars that we’ve had on the PPDF have been very useful” (R05)
“I don’t really think (the seminars) are beneficial” (R06)
“we’ve never been told what the purpose of the PPDF is” (R06, 1&2)
PreparationFor Guidance Tutors:
“we’ve been learning to use it at the same time as them” (R04)
“No-one really knew what we were doing, so it was like the blind leading the blind” (R06)
PreparationFor Mentors
“maybe haven’t got a full understanding of how they can use it as well” (R04)
“I don’t think they know about the PPDF… it never gets mentioned” (R08, 1&2)
Value & Level of EngagementFor Students
“used as a storage file” “back burner”
“no-one is checking it, you just don’t know if you are doing it right or wrong” (R06, 1&3)
“I think that the fact you knew your GT wanted to see it… would be enough for me to be doing a bit more work” (R07)
Value & Level of EngagementFor Staff
“we had lecturers saying; we don’t get the purpose of it either” (R06, 2)
“(the mentor says…) well what am I looking at?” (R04)
“a lot of people don’t see the PPDF as important” (R05)
Student Needs
More guidanceExercises on reflectionSmall group work to share best practicePeople to look at it!Examples of good CPD files
WE GOT IT RIGHT!
“We are actually doing our PPDF without realising we’re doing it” (R08,3)
Action Plan
Staff developmentIncrease awareness of practitioners as
mentors but also interviewers.Amend post-placement tutorial formConsider introducing element of assessment
linked to PPDF.
Final words…
“I think the file would be brilliant if we knew what to do with it” (R06,2)