Psychological attributes and work-integrated learning: an international study

Drysdale, Maureen T. B.; McBeath, Margaret L.; Johansson, Kristina; Sheri, Dressler; Zaitseva, Elena

doi:10.1108/heswbl-02-2015-0004

Cited by 22 publications

(15 citation statements)

References 34 publications

(38 reference statements)

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“…Work integrated learning (WIL) describes the collaboration between higher education institutions and industry to provide workplace learning. Workplace learning supports the application of theory to practice which develops the essential skills, experience and an understanding of the 'real' world of the chosen profession 7,8 .…”

Section: Discussionmentioning

confidence: 99%

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Innovations in postgraduate work integrated learning within the perioperative nursing environment: A mixed method review

Russell¹,

Coventry²

2019

Journal of Perioperative Nursing

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Purpose: To determine the impact of the Graduate Diploma of Perioperative Nursing on student learning and career progression. Participants and setting: A validated mixed methods descriptive survey was sent to participants (n=67). Findings were analysed using descriptive statistics and results were further investigated using a focus groups of 12 individuals. Methods: Overall 96 per cent of graduates were satisfied with the program and agreed that the program had improved their delivery of patient care and enhanced their application of theoretical knowledge to clinical skills. Three themes were identified from data from the focus groups: 'learning', 'empowerment' and 'opportunity'. Qualitative findings confirmed program satisfaction among participants who valued the learning experience. Conclusion: The Graduate Diploma of Perioperative Nursing provides a unique opportunity for nurses in Western Australia to engage in a workplacesupported program to consolidate their specialised practice. With significant cutbacks occurring in nursing education across both the private and public health care sectors, the profession should advocate for the role of work integrated learning as a strategy to support nurses' development in a complex and changing health workplace.

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Section: Discussionmentioning

confidence: 99%

“…Despite these benefits, the application of WIL in postgraduate nursing education remains relatively untapped 7,8 . Cutbacks in learning and development departments and reduced access to professional development time have significantly hindered their introduction and continuation.…”

Section: Discussionmentioning

confidence: 99%

Innovations in postgraduate work integrated learning within the perioperative nursing environment: A mixed method review

Russell¹,

Coventry²

2019

Journal of Perioperative Nursing

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“…The term 'work integrated learning' describes the collaboration between higher education institutions and industry to provide workplace learning. Workplace learning supports the application of theory to practice which develops the essential skills, experience and an understanding of the 'real' world of the chosen profession 1,2 . For the purpose of this paper, the term is used in the perioperative nursing context to describe the intersection of the Graduate Diploma of Perioperative Nursing curriculum with the health services' perioperative specialty.…”

Section: Work Integrated Learningmentioning

confidence: 99%

Innovations in postgraduate work integrated learning within the perioperative nursing environment: A Western Australian experience

Russell¹,

Coventry²

2016

Journal of Perioperative Nursing

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A key expectation from the health care industry in Australia is that nurses engaged in postgraduate specialist education need to be able to apply their extended knowledge and skills to the workplace. For this to succeed, health services need to be involved in the development of course content and learning outcomes to ensure authentic engagement. Essential to this is student participation in workplace learning that provides experience, performance feedback and reflection. This promotes graduate success to meet industry expectations.

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“…self-confidence, self-efficacy, and self-esteem); and learning outcomes (e.g. motivation for learning) (Drysdale et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Investigating Post-Work Integrated Learning (Wil) Effects on Motivation for Learning: An Empirical Evidence From Malaysian Public Universities

Ibrahim¹,

Jaaffar²

2017

IJBS

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Work-integrated learning (WIL) is regarded as an important medium to assist development of student’s relevant technical and non-technical competencies, knowledge and psychological attributes that can enhance their employability and learning outcomes. This study examines the relationship between the outcomes of WIL programs such as thinking and communication skills, self-efficacy and motivation for learning of 383 undergraduate in business degree from four Malaysian public universities who have participated on various WIL programs. Results show that student’s motivation for learning is affected by student’s thinking skills and mediated by student’s self-efficacy. Interestingly, student’s communication skills only influenced motivation for learning through the self-efficacy. The findings provide a valuables insight into the limited research pertaining to the sequel of the outcomes of WIL programs such as student’s competencies, psychological attributes and specific learning outcomes. Keywords: Work-Integrated Learning; Motivation for Learning; Self-Efficacy; Thinking Skills; Communication Skills.

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Psychological attributes and work-integrated learning: an international study

Cited by 22 publications

References 34 publications

Innovations in postgraduate work integrated learning within the perioperative nursing environment: A mixed method review

Innovations in postgraduate work integrated learning within the perioperative nursing environment: A mixed method review

Innovations in postgraduate work integrated learning within the perioperative nursing environment: A Western Australian experience

Investigating Post-Work Integrated Learning (Wil) Effects on Motivation for Learning: An Empirical Evidence From Malaysian Public Universities

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