Supporting Student Development through a Cooperative Education Coaching Program

Autor/inn/en	Armstrong, Lisa; Waite, Nancy; Rosenthal, Meagan
Titel	Supporting Student Development through a Cooperative Education Coaching Program
Quelle	In: Asia-Pacific Journal of Cooperative Education, 16 (2015) 4, S.255-265 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-2882
Schlagwörter	Student Development; Cooperative Education; Coaching (Performance); Professional Identity; Pharmacy; Intervention; Control Groups; Experimental Groups; Self Evaluation (Individuals); Longitudinal Studies; Feedback (Response); Professional Development; Workplace Learning; Pharmaceutical Education; Program Effectiveness; Capacity Building; College Students; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Kooperativer Unterricht; Apotheke; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Collegestudent; Ausland; Kanada
Abstract	Uptake of new scopes of practice by pharmacists has been slow and inconsistent, which the literature suggests may be related to disconnects between pharmacists' established professional identities and the identities needed to adopt these new practices. This study evaluated the use of coaches to help pharmacy students during their cooperative education work terms develop professional identities more aligned with the new scopes of practice. In this longitudinal cross sectional survey, trained pharmacist coaches met individually and in groups with students in the intervention arm of the study. Students and coaches in the intervention arm completed reflective questions and student intervention and control groups completed a self-assessment survey. Reflective comments indicated that both students and coaches identified student gains in career and professional planning, workplace navigation skills, ability to reflect on professional development topics, and contextualizing classroom learning within practice. Work-integrated learning combined with coaching can contribute to students' career and professional identity development. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@apjce.org; Web site: http://www.apjce.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01