The experience of post-qualifying healthcare students of University-based continuing professional development

DProf thesis


Brown, V. 2015. The experience of post-qualifying healthcare students of University-based continuing professional development. DProf thesis Middlesex University Institute for Work Based Learning
TypeDProf thesis
TitleThe experience of post-qualifying healthcare students of University-based continuing professional development
AuthorsBrown, V.
Abstract

This project focussed on the experiences of healthcare continuing professional development students in a higher education institution. A scoping exercise indicated that although there was a focus on the student experience, this did not necessarily extend to healthcare CPD students. The project comprised two research questions and subsequent lines of enquiry: What factors do key stakeholders believe need to be taken into account in healthcare CPD curriculum planning, development and delivery?, and What is the nature of the student experience for healthcare CPD students studying at Middlesex University? The stakeholder–curriculum line of enquiry used an action research-based approach. Two cycles of activity took place, based on feedback from key stakeholder groups. Thematic analysis of data from the stakeholder groups was used to produce a draft Curriculum Principles Document that was piloted in practice. Interview data provided by the curriculum developer were used to produce a final version, along with a Staff Guide. Data for the student experience line of enquiry was collected from questionnaires and a focus group. Analysis of data from the questionnaire enabled the construction of a healthcare CPD student profile. Focus group analysis generated seven themes, two of which were new perspectives: perception of self as a University student, and the lone study experience. It is argued that there is a conceptual dissonance between the professional body requirement to engage in lifelong learning and CPD activities, and the reality of that engagement in a higher education context. A healthcare CPD student transition model is proposed. Findings from the student-stakeholder group and the focus group were used to produce recommendations for education practice based on a four-point model for enhancing the healthcare CPD student experience: 1) preparation for CPD study; 2) teaching, learning and assessment strategies for CPD; 3) multi-stakeholder, solution-focussed University services; and 4) a healthcare CPD consultancy and advice service. Recommendations for future research based on the concept of engagement and transition for other professional groups engaged in CPD are suggested. The implementation of this healthcare CPD student experience project has provided new insights into the healthcare CPD student experience leading to the development of a model aimed at enhancing that experience. As a result of dissemination of findings, CPD students have a higher profile within the University.

Research GroupWork and Learning Research Centre
LanguageEnglish
Department nameInstitute for Work Based Learning
Institution nameMiddlesex University
Publication dates
Print27 Mar 2015
Publication process dates
Deposited27 Mar 2015
CompletedJan 2015
Output statusPublished
Accepted author manuscript
Permalink -

https://repository.mdx.ac.uk/item/85085

Download files


Accepted author manuscript
  • 37
    total views
  • 11
    total downloads
  • 6
    views this month
  • 4
    downloads this month

Export as

Related outputs

Pedagogy for nursing: challenging traditional theories
Brown, V. and Cunningham, S. 2020. Pedagogy for nursing: challenging traditional theories. in: Cunningham, S. (ed.) Dimensions on Nursing Teaching and Learning: Supporting Nursing Students in Learning Nursing Switzerland Springer. pp. 1-20
An evaluation of the impact on student teaching and learning experience of simultaneous delivery of a healthcare CPD module using a hybrid online model
Brown, V. and Flaherty, C. 2021. An evaluation of the impact on student teaching and learning experience of simultaneous delivery of a healthcare CPD module using a hybrid online model. Advanced HE - NET 2021. Virtual 01 - 03 Sep 2021
'Contract Cheating': an overview of perspectives (academic, student) exploring ways to detect and alleviate contract cheating, considering the roles of registry and technology
Lawson, M., Edwards, J., Bailey, S. and Brown, V. 2017. 'Contract Cheating': an overview of perspectives (academic, student) exploring ways to detect and alleviate contract cheating, considering the roles of registry and technology. Teaching in a Time of Uncertainty: Middlesex university Annual Learning and Teaching Conference 2017. Middlesex University, Hendon, London, UK 08 Sep 2017
Literature review on the use of action research in higher education
Gibbs, P., Cartney, P., Wilkinson, K., Parkinson, J., Cunningham, S., James-Reynolds, C., Zoubir, T., Brown, V., Barter, P., Sumner, P., MacDonald, A., Dayananda, A. and Pitt, A. 2017. Literature review on the use of action research in higher education. Educational Action Research. 25 (1), pp. 3-22. https://doi.org/10.1080/09650792.2015.1124046
The use of MCQs within team based learning: choosing the right approach to foster student learning
Brown, V., Corbett, K. and Serroukh, I. 2015. The use of MCQs within team based learning: choosing the right approach to foster student learning. Middlesex University Annual Learning and Teaching Conference 2015: Revisiting Assessment. Middlesex University, London, United Kingdom 13 Jul 2015