Developing Benchmarks For Prior Learning Assessment: The Case For Nurse Education

Abstract

This report discusses the results of a benchmarking study that examined how prior learning assessment (PLA) is conducted within UK nursing faculty and discusses how this might impact on the career of the PLA practitioner. A screening survey was administered to 66 UK Schools of Nursing. This initial survey identified a cohort of 22 experts and 12 novices from 34 Schools of Nursing who were actively involved in the practice of PLA. This cohort was subjected to a benchmarking survey to determine whether their practice complied, or did not comply, with international benchmarks for PLA. Respondents were asked to justify their responses by making additional written comments. These comments were further explored using focus group and depth interviews in order to identify emergent themes and categories, which were then subjected to analysis using modified grounded theory. This enabled the researcher to identify factors influencing PLA practice and how these might shape the career of the PLA practitioner. Methods of assessment were also identified - when optimal resources are available, the PLA practitioner usually adopts an assessment method that is based on the individual needs of learners, rather than the administrative requirements of the institution. These methods are holistic. They are also inclusive, rather than exclusive, or specific to, a competency or developmental approach to PLA. Finally, the importance of "bottom up" rather than "top down" or institutional approaches is justified as a mechanism for PLA policy development and the importance of emerging benchmarks in supporting the career life cycle of the PLA practitioner is also discussed.