Cathy Hull

Some Common Themes and Questions Shared

This chapter will help you to think about what you need to begin developing your profile. We explore the ten most common questions people ask, including: Why do I need to compile a profile? Should I buy a ready-made profile? How do I decide which profile to buy? How long will it take to complete?

Profiles and Portfolios: The Nursing and Midwifery Context

This chapter charts the history and identifies the factors, such as the statutory bodies, reflective practice, market forces and higher education, that have influenced the introduction of profiles into the nursing and midwifery world. It goes on to explore the way profiles are being commonly used at present and addresses such issues as confidentiality. The final part of the chapter outlines an initiative in Ontario, Canada, to introduce profiles as part of a quality assurance programme.

Profiles and Reflective Practice

The reflective practice movement has been influential in the way profiles are being used within the profession. This chapter explores some of the theories that underpin reflection. It also offers some practical structures that can be used for reflective practice, which will be particularly useful for those who are just beginning.

Making Your Learning Count

The profile you develop will largely be determined by the system through which you are seeking accreditation. In this chapter, therefore, we begin by exploring the concept of accreditation as it is currently used within professional education, and we suggest a working definition. We then move on to look at the implications this has for your own working practices. In this chapter we explore the meanings behind the following terms in depth: Credit Accumulation and Transfer Scheme (CATS); National Vocational Qualifications (NVQs); assessment of prior learning (APL); assessment of prior experiential learning (APEL).

Getting to Grips with the Terminology

The introduction of the profile has brought with it a new range of jargon that is unfamiliar and at times confusing. To make matters worse, the terms profile and portfolio are often used interchangeably and sometimes inaccurately. This chapter attempts to explain the terminology and unravel the jargon by clarifying the following terms: continuing professional development, life-long learning, profile, portfolio, experiential learning, reflection, CATS, APL, APEL and learning outcomes.

Helping Others to Develop a Profile: The Skills of Facilitation

No matter how or when you decide to begin completing your profile, you will expect help from others. Most people find the opportunity of talking through issues and discussing their progress with someone else valuable. Help may come in the form of attending a workshop or short course, or support can usually be harnessed from colleagues, family and friends. However, increasingly people are seeking assistance from those with professional expertise.

Getting Started: Creating Your Personal Profile

In this chapter you will find practical advice on how to develop a framework for completing your profile. There is information on cross-referencing, layout and presentation. Because writing is an essential part of the process, you will find information on how to develop your writing skills. We also include suggestions on how to write clear statements of competence to support examples of what you can do, together with advice on how to present your work in a way which can be easily understood and assessed by others.