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

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.