Improving the quality of allied health placements
Student, educator and organisational preparedness
Bibliographic Data
| ID | 21458756 |
|---|---|
| Authors | Amani Bell (0000-0001-6030-651X, The University of Sydney), Amabile Borges Dario (0000-0002-4818-7017, The University of Sydney), Christiane Klinner (0000-0001-9313-6799, The University of Sydney), Gillian Nisbet (0000-0001-5650-0280, The University of Sydney), Merrolee Penman (0000-0002-4802-2052, The University of Sydney), Daniel Storer (0000-0001-8465-7664, Kirby Institute, Faculty of Medicine, The University of New South Wales), Lynn V Monrouxe (0000-0002-4895-1812, The University of Sydney, corresponding author) |
| Year | 2025 |
| Volume | 47 |
| Issue | 1 |
| Pages | 337-359 |
| Publication date | 2025-01-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Continuing Education (JOURNAL) |
| Journal identifiers | ISSN: 0158-037X • E-ISSN: 1470-126X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0158037x.2024.2360495 |
| OpenAlex | W4399264076 |
| Language | EN |
| Citations received | 2 |
| References cited | 44 |
Work Integrated Learning is essential for healthcare degrees where students learn to become healthcare professionals. As a complex form of learning the quality of student placement experiences are variable, impacting student wellbeing and development of professional competencies. Getting it right, students enter the workforce ready to practice. Getting it wrong can have deleterious effects on all stakeholders. Although research has examined placement quality for students, less is known about the experiences of other stakeholder groups (e.g. placement educators, university academics and professional support staff). Our research addresses this gap. Using narrative interviewing methods, underpinned by social constructionism, we interviewed fifty-one participants: 19 allied healthcare students, 15 placement educators, 12 university academics and 5 professional staff from a large Australian university. We identified four preparedness themes impacting on placement quality, namely: University, Placement Site, Placement educator and Student preparedness. Within these themes, good practice is highlighted alongside examples of unsettling experiences. Curricula should be reviewed to ensure students are prepared as agentic learners for the complexities of the workplace. Furthermore, universities should co-design placements in partnership with healthcare organisations and educators to enable students to optimise their learning and contribution to patient/client care
Business · Management · Medical education · Pedagogy · Preparedness · Sociology · Global Health Workforce Issues · Innovations in Medical Education · Interprofessional Education and Collaboration · Medicine · Nursing · Psychology
Qualitative data analysis for applied policy research
Work-integrated learning
Moving beyond solutionism
Responding to change in a medical student rural community service
A practice-based approach to understanding learning on placement
Student and educator perspectives on equity and online work integrated learning
Racism Unmasked
The development of student feedback literacy
The Construction of Patients' Involvement in Hospital Bedside Teaching Encounters
Professionalism lapses and hierarchies
Realising the educational worth of integrating work experiences in higher education
Different is not deficient
Dignity during work-integrated learning
Gendered organizational dynamics
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |