Preparing for Work-Integrated Learning during COVID-19: How a New Virtual Orientation Tool Facilitated Access for All

Autor/inn/en	Carmody, Cathy; Duffy, Sean; Brown, Lynne; Del Fabbro, Letitia
Titel	Preparing for Work-Integrated Learning during COVID-19: How a New Virtual Orientation Tool Facilitated Access for All
Quelle	In: International Journal of Work-Integrated Learning, 21 (2020) 5, S.545-557 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2538-1032
Schlagwörter	COVID-19; Pandemics; Foreign Countries; Nursing Education; Educational Technology; Distance Education; Computer Simulation; Experiential Learning; Program Development; Program Implementation; Program Effectiveness; Higher Education; Laboratories; Student Attitudes; Australia + Suchen Sie Ihr Suchwort? Ausland; Pflegepädagogik; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Computergrafik; Computersimulation; Experiental learning; Erfahrungsorientiertes Lernen; Programmplanung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Laboratory; Laboratorium; Schülerverhalten; Australien
Abstract	Student success in nursing degree programs is contingent upon work-integrated learning (WIL) success, particularly given the mandated curriculum requirement for clinical hours in WIL environments. The impacts of COVID-19 disrupted study and resulted in anxiety for nursing students. For most first year nursing students this also included an interruption of their socialization to university, provoking uncertainty. This paper presents a case study of the development and implementation of a new virtual environment explorer tool for simulated learning at one multi-campus university in Australia (February-June 2020). COVID-19 illuminated the extended utility of this tool, for supporting ongoing nursing student orientation to the university environment and to the materiality of the simulated clinical setting. Educational theory is drawn upon to discuss the implementation and evaluation, of this tool, within the COVID-19 context. Findings suggest inclusive teaching practices underpin effective preparation for WIL, especially in uncertain times, and must be valued more highly. (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@ijwil.org; Web site: https://www.ijwil.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01