Personal profiling is a dynamic learning process designed to enable individuals to identify their strengths, needs and aspirations in order to set strategic and behavioural goals. This single-site case study seeks to explore undergraduate occupational therapy students' attitudes and experiences of the process of personal profiling in the context of early professional development. The profiling system aims to support students through the process of integrating their University-based and practice-based learning experiences for personal and professional development. The investigation was carried out in two phases, a pilot study and main study, using an inclusive approach for inquiry. From the initial research question several sub-themes emerged during the pilot study which informed the overarching design of the main study. Students' attitudes towards the existing system were examined using a cohort study approach which employed a survey design of quantitative and qualitative data-gathering questionnaires. Attitudes and experiences of students were further explored through semi-structured interviews. A cross-sectional approach which included a sample of students from each year was adopted. In addition questionnaire data was collected from tutors and practice educators who play a significant role in students' professional education. Findings indicate students generally appear to have a positive attitude to personal profiling. The value is experienced at varying psychological levels, depending on students' willingness, motivation to engage with the process and psychological preparedness. A model of levels of engagement in profiling is proposed. Students' report the process of profiling was a challenging, psychologically messy and uncertain process yet worthwhile in the overall pursuit of professional development. Tutors perceived it as an enabling process in the students' learning. The conclusion drawn is that students have the intellectual capability and potential to benefit from personal profiling. Students appear to self-consciously recognise, articulate and acknowledge the value of personal profiling in facilitating early professional development.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:523489 |
| Date | January 2010 |
| Creators | Heames, Ruth |
| Publisher | University of Nottingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://eprints.nottingham.ac.uk/13462/ |
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