The Healthcare Redesign Student Experience: Qualitative and Quantitative Insights of Postgraduate Work-Integrated Learning

Autor/inn/en	Prior, Sarah Jane; Van Dam, Pieter Jan; Griffin, Phoebe E. J.; Reeves, Nicole S.; Kirkwood, Lea; Paton, Bronwyn; Giles, Amelia; Peterson, Gregory M.
Titel	The Healthcare Redesign Student Experience: Qualitative and Quantitative Insights of Postgraduate Work-Integrated Learning
Quelle	In: Higher Education Research and Development, 41 (2022) 3, S.835-851 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prior, Sarah Jane) ORCID (Van Dam, Pieter Jan) ORCID (Griffin, Phoebe E. J.) ORCID (Reeves, Nicole S.) ORCID (Peterson, Gregory M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1867515
Schlagwörter	Graduate Students; Student Experience; Work Experience Programs; Health Services; Student Satisfaction; Course Evaluation; Course Organization; Outcomes of Education; Social Networks; Student Projects; Active Learning; Student Participation; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studienerfahrung; Health service; Gesundheitsdienst; Gesundheitswesen; Course organisation; Kurskonzept; Lernleistung; Schulerfolg; Social network; Soziales Netzwerk; Schulprojekt; Aktives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Australien
Abstract	A challenge for providers of work-integrated learning courses is delivering a meaningful learning experience for students, while collaborating with organisations to ensure adequate support. Evaluating student experience has traditionally been about collecting feedback on teaching methods, course content and learning outcomes, rather than the educational influence of student interactions with people, places and systems at their workplace. The aim of this mixed-methods study was to evaluate the student experience within a workplace-integrated healthcare redesign postgraduate course and understand how it affects student learning. Ninety-nine graduates of the course completed an online bespoke survey indicating their levels of satisfaction with the course, including delivery, support and goal achievement. In addition, 10 graduates participated in semi-structured interviews where they shared their overall experience with the course, including barriers and enablers to completion, the balance between academic requirements and workplace responsibilities, and the influence of educators on their achievements. The results suggested that social interaction, communication, and knowledge and skills development were highly valued by students, and that resourcing, course structure and organisational support were significant factors that influenced student outcomes. Cross-discipline interaction and networking opportunities further enhanced student learning. Study findings indicated that a blended model of learning involving workplace project-based activity and traditional academic delivery provided meaningful, practice-relevant learning opportunities and enriched the student experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01