Increasing Psychological Literacy and Work Readiness of Australian Psychology Undergraduates through a Capstone and Work‐Integrated Learning Experience: Current Issues and What Needs to be Done

Abstract

Objective While most students undertaking bachelor level training in psychology will not become registered psychologists, as graduates they join a large pool of well‐educated and psychologically literate citizens who can apply psychology in a range of contexts. Our objective is to showcase the literature on capstone and work integrated learning (WIL) courses and outline how these specialised courses could be utilised to support undergraduate psychology students and ensure the community benefits from their strengths. Method In this paper, we summarise the current issues, emerging trends, and educational priorities in this area. We provide a critical survey of the extensive literature produced in the last decade, offering a synthesis of current thinking in the field and perspectives on directions forward. We review and summarise different primary studies on capstone and WIL courses from which we draw conclusions into a holistic integration gained by the authors’ own experience and the available literature. Results Capstone and WIL courses address a significant gap in the work readiness of Australian psychology undergraduates and may also consolidate these students’ psychological literacy. Conclusions Developing a sense of professional identity and increasing self‐efficacy in these graduates can enhance students’ work readiness, potentially facilitating a smooth transition into professional work. We advocate for changes to the education of psychology undergraduates and outline the implications for the future workforce.

Teaching Ethics to Undergraduate Psychology Students: Review of the Evidence and Recommendations

“…Incorporating ethical training while preparing students for professional life is important. As educators, we should support our students as they develop a professional identity (Hamilton et al, 2018). The psychologically literate citizen as a professional identity has been suggested for those who complete undergraduate programs, and are not psychologists.…”

“…This theme relates to the pervasive question of how to translate ethics theory, reflection, and analysis into demonstrated ethical thinking and behavior (Cannaerts et al, 2014;Floyd et al, 2013;Lampe & Engleman-Lampe, 2012;Ramos et al, 2013). This issue becomes increasingly important with the recognition that, at least in some countries, many undergraduates in general, and in psychology in particular, do not pursue graduate studies where stand-alone ethics are more common (Halonen, 2011;Hamilton et al, 2018). Preparing students to directly enter the workforce upon graduation with a sound foundation in professional ethics is critical (APA, 2013;British Psychological Society, 2015;Cranney et al, 2012;Halonen, 2011;Rutherford et al, 2012).…”

“…It is in research courses or working on research projects where most ethics education is taking place in undergraduate programs (based on the evidence available on teaching of psychology publications). In a review of the impact of capstones, in particular those that integrate work learning experiences, Hamilton et al (2018) proposed these particular experience as high-impact practices in the preparation of undergraduate psychology majors in order to support understanding and articulation of the value of their degrees. Effective capstone experiences, such as service learning, supports students' development of a professional identity, strengthens students' lifelong learning skills, and prepares students as ethical citizens and leaders (McNamara et al, 2011).…”

“…In the United States, ethics education is required in professional graduate programs in psychology (Domenech Rodr ıguez et al, 2014), but has not been intentionally incorporated in the teaching of psychology at the undergraduate level (see Norcross et al, 2016, for evidence), despite being a constant aspect of one's everyday life and employment. A large number of undergraduate students will go directly into the workplace (Halonen, 2011;Hamilton et al, 2018). A work readiness construct is emerging and can be applied to those who complete an undergraduate degree in psychology, since psychologists are those who attain a doctorate, Ph.D., or a certificate.…”

“…A work readiness construct is emerging and can be applied to those who complete an undergraduate degree in psychology, since psychologists are those who attain a doctorate, Ph.D., or a certificate. Work readiness is a multidimensional concept, which includes, among several attributes and skills, ethical judgment, and work ethics (Hamilton et al, 2018, citing Caballero & Walker, 2010.…”