Developing Benchmarks For Prior Learning Assessment: An Exploratory Study

Abstract

Prior Learning Assessment (or PLA) has assumed a new importance for Nurse Education in the UK as the Nursing and Midwifery Council has recently indicated that up to 50% of the pre registration nursing programme could be achieved by an individual – through an assessment of their prior learning. [1]. However, despite the emergence of PLA guidelines for higher education institutions [2], the assessment of prior learning in UK universities is still: "Characterized by inconsistency and lack of coherence.” [3] .This paper discusses the results o f an exploratory study, which attempted to make the practice of PLA in UK Schools of Nursing clearer and much more explicit. A benchmarking approach is used, based on original work conducted within North America [4]. The findings show that benchmarks for PLA can identify the key purpose; functions and activities associated with the PLA Adviser and PLA Assessor role. Also, contrary to the literature PLA methodology is not based on any particular ideology. Rather, it appears to be context dependent and is more likely to be influenced by: (a) the needs of the individual; (b) the time and resources that are available; and (c) university regulations. This finding suggests that a more eclectic approach towards PLA might now be emerging within UK Schools of Nursing. Each of these findings is now the subject of further study.