placements and to make
recommendations to improve the model used.
The following changes were
made in 2006:
The PDP process was simplified and more support to
develop skills of reflection
were introduced.
Including programme specific regulations to ensure
that students fully engage
with PDP prior to each
placement; failure to do so
could result in placements
being withdrawn.
Including assessments on
reflection throughout the
programmes – these were
introduced in the 2006/07
academic year
A questionnaire was developed to measure perceptions of students at various
stages of their programme
and included questions on
the engagement with the
PDP, the preparation for
placement, skills of reflection during placement and
post placement reflection.
Students were questioned
at:
Baseline in 2006
Post intervention in 2007
In a five year study follow
-up study in 2012
Students were asked how
useful they found the PDP;
the overall student results
showed that 55% thought
it was useful at baseline,
35% 1 year post intervention and 68% in 2012.
In the 1 and 5 year followup students reported that
the positive aspects of
completing PDP were to,
identify their strengths and
areas to improve, increase
confidence levels across a
range of skills, help to develop the habit of reflective
practice and that PDP was
beneficial for reflection on
dietetic placement. The 5
year follow up included
awareness from students
of how PDP links into dietetic professional practice
and the recognition that PDP
helps to develop the reflective skills required on placement. The main barrier to
completing PDP is the time
commitment the work requires. This negative aspect
of PDP has remained constant throughout the evaluation periods.
Overall the developments in
PDP and reflective practice
have been positive and are
fully embedded in the programmes. Future developments include aligning the
PDP more closely with the
HCPC standards and introducing an e-version of the
PDP.
References
QAA(2001) Policy statement on a progress file for Higher Education. http://www.qaa.ac.uk/Publications/
InformationAndGuidance/Pages/Guidelines-for-HE-Progress-Files.aspx (accessed 02/06/14)
Tate, S. & Sills, M. (eds) (2004) The Development of Critical Reflection in the Health Professions. London; LTSN Centre
for Health Sciences & Practice