scholarly journals Work Integrated Learning: What do the students want? A qualitative study of Health Sciences students’ experiences of a non-competency based placement

2015 ◽  
Vol 6 (2) ◽  
pp. 87-91 ◽  
Author(s):  
Elizabeth Abery ◽  
Claire Drummond ◽  
Nadia Bevan
Keyword(s):  
Nursing Education ◽  
Real Life ◽  
Health Sciences ◽  
Integrated Learning ◽  
Theoretical Concepts ◽  
Health Sciences Students ◽  
Life Context ◽  
Competency Based ◽  
Work Integrated Learning ◽  
Education And Law

Work Integrated Learning (WIL) offers students the opportunity to explore and expand on theoretical concepts encountered throughout their academic studies in an applied real-life context. WIL also assists students in their transition from educational to professional practice informed by experience, engagement and reflection. Traditionally, disciplines such as Medicine, Nursing, Education, and Law have incorporated WIL into their programs. Literature outlines the benefits of a WIL placement to measure learned competencies, which are integral to such fields of practice. Currently, the scope for a WIL experience is expanding into other non-clinical courses due to increasing pressure for universities to produce “work ready” graduates. However, in generalist degrees such as Health Sciences, where clinical or explicit skill competencies are not required, the WIL experience is generic. This study sought the perceptions of past Health Sciences students’ WIL experiences in order to develop appropriate resources for future students.  

scholarly journals The work-integrated learning combined with the portfolio method-A pedagogical strategy and tool in nursing education for developing professional competence

2017 ◽  
Vol 8 (2) ◽  
pp. 8 ◽  
Author(s):  
Sandra Pennbrant ◽  
Håkan Nunstedt
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Education ◽  
Professional Competence ◽  
Integrated Learning ◽  
Pedagogical Tools ◽  
Pedagogical Strategy ◽  
Healthcare Needs ◽  
Reflection On Action ◽  
Work Integrated Learning

During nursing education students obtain knowledge and skills to develop their professional competence. Teachers may elect to provide pedagogical tools preparing students for current and future healthcare needs. The purpose of this theoretical article was to highlight Work-Integrated Learning combined with the Portfolio Method as a pedagogical strategy and tool for nursing students to develop professional competence for lifelong learning. This strategy contains six phases: pre-reflection, reflection-in-action, reflection-on-action, self-evaluation, meta-reflection and knowledge-in-action, which can help nursing students, during their clinical education, develop deeper understanding of their future profession, while also providing a teaching planning tool.

When things go wrong: the implications for facilitators of work integrated learning placements in international destinations

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Deborah Agnew ◽  
Elizabeth Abery ◽  
Sam Schulz ◽  
Shane Pill
Keyword(s):  
Emotional Labor ◽  
Critical Incidents ◽  
Real Life ◽  
Integrated Learning ◽  
Analysis Model ◽  
Content Type ◽  
Work Integrated Learning ◽  
Staff Wellbeing ◽  
The University ◽  
The Impact

PurposeInternational work integrated learning (iWIL) placements for university students are widely promoted within universities. However, they cannot be offered and sustained without a great deal of time and effort; most commonly the responsibility of an assigned university facilitator. Preparation and support are essential for a positive student experience and iWIL outcome. However, not all experiences and outcomes are positive, or predictable.Design/methodology/approachPersonal vignettes of university iWIL facilitators are used to create a collaborative autoethnography (CAE) of experiences and outcomes where placements have been affected by unexpected or unprecedented “critical incidents” and the impact incurred on these academics. The vignettes are analyzed according to the Pitard (2016) six-step structural analysis model.FindingsAnalysis of the vignettes identifies a resulting workload cost, emotional labor and effect on staff wellbeing. Due to the responsibility and expectations of the position, these incidents placed the university iWIL facilitator in a position of vulnerability, stress, added workload and emotional labor that cannot be compared to other academic teaching roles.Practical implicationsIt is intended through the use of “real life” stories presented in the vignettes, to elicit consideration and recognition of the role of the iWIL facilitator when dealing with “the negatives” and “bring to light” management and support strategies needed.Originality/valueResearch is scant on iWIL supervisor experience and management of “critical incidents”, therefore this paper adds to the literature in an area previously overlooked.

scholarly journals Win-Win-Win: Reflections from a Work-Integrated Learning Project in a Non-Profit Organization

10.28945/3467 ◽  
2016 ◽  
Author(s):  
Dale C MacKrell
Keyword(s):  
Design Research ◽  
Real Life ◽  
Integrated Learning ◽  
Action Design Research ◽  
Generic Skills ◽  
Non Profit ◽  
Capstone Project ◽  
Education Industry ◽  
Work Integrated Learning ◽  
Research And Design

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] This paper reports on the educational aspects of an information systems work-integrated learning (WIL) capstone project for an organization which operates to alleviate homelessness in the Australian non-profit sector. The methodology adopted for the study is Action Design Research (ADR) which draws on action research and design research as a means for framing a project's progress. Reflective insights by the project stakeholders, namely, students, academics, and the non-profit client, reveal a curriculum at work through internal features of the organization; personal features of the participants and features of the external environment. Preliminary findings suggest that students in a WIL project for a non-profit are highly engaged, especially when they become aware of the project’s social value. As well, the improvement of professional skills and emotional intelligence by students is more likely in real-life practice settings than in other less authentic WIL activities, equipping graduates for the workforce with both strong disciplinary and generic skills. Win-win-win synergies through project collaboration represent worthwhile outcomes to education, industry and research.

scholarly journals STUDENT GRAPHICAL INFORMATION LITERACY IN MATHEMATICS AND SCIENCE

2017 ◽  
Vol 2 ◽  
pp. 81
Author(s):  
Ilze France ◽  
Dace Namsone ◽  
Līga Čakāne ◽  
Jānis Vilciņš ◽  
Uldis Dzērve ◽  
...  
Keyword(s):  
Student Performance ◽  
Real Life ◽  
Thinking Skills ◽  
9Th Grade ◽  
Improve Student Performance ◽  
Life Context ◽  
Competency Based ◽  
Oecd Pisa ◽  
And Mathematics ◽  
National Test

Among the most important 21st century skills that every student needs are the ability to work with information. The key for implementing competency based approach to learning will be related to how students' ability to apply skills acquired in, for example, mathematics can be transferred to other subject contexts. Newest OECD PISA results presented in 2016 show a recurring tendency that in Latvia there is a small number of students whose performance is in accordance to the 5th and 6th level of the framework. These two levels represent students' ability to apply deep thinking skills in new learning contexts. It is necessary to analyze the causes of this situation in order to identify opportunities for how to improve student performance. Accordingly, the research goal is to analyze how Latvian students manage to apply deep thinking skills in 9th grade national test assignments where they need to analyze graphic information in science and real life context. Additionally, the research aims to analyze the cognitive depth of science and mathematics assignments included in the national test as well as how the acquisition of these skills are planned in the learning content of educational regulations and learning materials.

scholarly journals Win-Win-Win: Reflections from a Work-Integrated Learning Project in a Non-Profit Organization

10.28945/3466 ◽  
2016 ◽  
Vol 13 ◽  
pp. 047-061
Author(s):  
Dale C MacKrell
Keyword(s):  
Design Research ◽  
Real Life ◽  
Integrated Learning ◽  
Action Design Research ◽  
Generic Skills ◽  
Non Profit ◽  
Capstone Project ◽  
Education Industry ◽  
Work Integrated Learning ◽  
Research And Design

This paper reports on the educational aspects of an information systems work-integrated learning (WIL) capstone project for an organization which operates to alleviate homelessness in the Australian non-profit sector. The methodology adopted for the study is Action Design Research (ADR) which draws on action research and design research as a means for framing a project's progress. Reflective insights by the project stakeholders, namely, students, academics, and the non-profit client, reveal a curriculum at work through internal features of the organization; personal features of the participants and features of the external environment. Preliminary findings suggest that students in a WIL project for a non-profit are highly engaged, especially when they become aware of the project’s social value. As well, the improvement of professional skills and emotional intelligence by students is more likely in real-life practice settings than in other less authentic WIL activities, equipping graduates for the workforce with both strong disciplinary and generic skills. Win-win-win synergies through project collaboration represent worthwhile outcomes to education, industry and research.

scholarly journals Nursing Education in a Real-Life Context: The Teaching Ward Round

2021 ◽  
Vol 11 (1) ◽  
pp. 45-53
Author(s):  
Juan Miguel Martínez-Galiano ◽  
Laura Parra-Anguita ◽  
Miguel Delgado-Rodríguez ◽  
Manuel González-Cabrera
Keyword(s):  
Nursing Education ◽  
Intervention Group ◽  
Real Life ◽  
Control Group ◽  
Practical Nursing ◽  
Random Allocation ◽  
Or Education ◽  
Maximum Score ◽  
Life Context ◽  
Closing The Gap

Education in nursing is continually changing. The didactic methods used in other fields may be useful for closing the gap between theoretical learning and the reality of practical nursing. This study aimed to determine the association between a teaching model centered on the reality of nursing care, which is individualized to each context, and knowledge acquisition. A controlled experimental study was conducted with random allocation to two groups of students in their second year of a nursing degree (University of Jaén). The control group undertook practical work placements according to the traditional model. The intervention group participated in a “teaching round” during their practical placements. Knowledge tests were conducted after the placements. No significant differences were found for age or education level between the students of the control group (n = 46) and the intervention group (n = 48). In terms of the association between participation in the teaching round and the knowledge test (maximum score of 10), the mean grade in the intervention group was 8.83 ± 0.22, while it was 7.68 ± 0.23 in the control group (p = 0.001). The teaching round increased the student’s acquisition of knowledge, even though this was not reflected in the global grade of the course.

scholarly journals A Competency-Based Curriculum for Kenyan Primary Schools: Learning From Theory.

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Dorothy Atieno Okeyo; Dr. Lydia Kobiah Kanake
Keyword(s):  
Primary Schools ◽  
Real Life ◽  
Review Literature ◽  
Library Research ◽  
Life Challenges ◽  
Life Context ◽  
Competency Based ◽  
The Subject ◽  
Development Of Competencies ◽  
To Come

The main focus of this paper is placed on how competent each student is in the subject and not how much knowledge they have acquired in the subject. A competency-based curriculum for Kenyan primary schools. Competency-based curriculum (CBC) is designed with a view to help learners acquire desired knowledge, skills, values and attitudes to enable them cope with life challenges. CBE adopts a learner-centered pedagogy, formative and authentic assessment approaches that emphasize the development of competencies and application of knowledge in real life context. This paper is based on library research and seeks to review literature concerning the CBC in order to come up with various lessons to help in the Kenyan education. A brief analysis of Kenyan adoption of CBC under the system of 2-6-3-3 unveiled in 2017 to replace the current 8-4-4 system which has served Kenya for the last 32 years has been done. The adoption of 2-6-3-3 has received attention because it provides an opportunity to reflect on the end of an Era in Kenyan education system where examination has been the center of the sector. The paper will focus on the potential and prospects of CBC for Kenya based on the experiences of CBC in other countries. Illustrations from some countries will be used to point out why CBC will be useful in the development of the Kenyan education.

Work Integrated Learning and Learning Integrated Work

2016 ◽  
pp. 139-159
Author(s):  
Bosse Jonsson ◽  
Elisabeth Dahlborg Lyckhage ◽  
Sandra Pennbrant
Keyword(s):  
Nursing Education ◽  
Professional Competence ◽  
Practical Knowledge ◽  
Metacognitive Skills ◽  
Integrated Learning ◽  
Daily Work ◽  
Analytical Perspective ◽  
The Difference ◽  
Work Integrated Learning ◽  
Pedagogical Approaches

The difference between the professional competence conveyed during education and the competence demanded in working life is substantial and needs to be taken seriously. In this chapter where the case is nursing education, Work Integrated Learning (WIL) and Learning Integrated Work (LIW), are suggested as pedagogical approaches in Higher Education aiming to integrate scientific knowledge and with practical knowledge, and to provide an analytical perspective where students have the opportunity to develop metacognitive skills and praxis by learning through experiences during internship. One way to achieve this in vocational education to learn from the knowledge and skills used when performing in practice. By integrating scientific and practical vocational knowledge, one promotes professionalization that is exhibited as Learning Integrated Work (LIW), i.e. the capability to perform the expected tasks and learn at work by using a critical and development-oriented attitude in daily work and actively participate in renewals of work assignments.

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