Student Dignity during Work-Integrated Learning: A Qualitative Study Exploring Student and Supervisors' Perspectives

Autor/inn/en	Davis, Corinne; King, Olivia A.; Clemans, Allie; Coles, Jan; Crampton, Paul E. S.; Jacobs, Nicky; McKeown, Tui; Morphet, Julia; Seear, Kate; Rees, Charlotte E.
Titel	Student Dignity during Work-Integrated Learning: A Qualitative Study Exploring Student and Supervisors' Perspectives
Quelle	In: Advances in Health Sciences Education, 25 (2020) 1, S.149-172 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davis, Corinne) ORCID (King, Olivia A.) ORCID (Coles, Jan) ORCID (Crampton, Paul E. S.) ORCID (Jacobs, Nicky) ORCID (McKeown, Tui) ORCID (Morphet, Julia) ORCID (Seear, Kate) ORCID (Rees, Charlotte E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-019-09914-4
Schlagwörter	College Students; Work Experience Programs; Human Dignity; Medicine; Nursing; Counseling; Business; Education; Antisocial Behavior; Verbal Communication; Student Rights; Inclusion; Expectation; Feedback (Response); Trust (Psychology); Health Occupations + Suchen Sie Ihr Suchwort? Collegestudent; Menschenwürde; Medizin; Krankenpflege; Counselling; Beratung; Business studies; Wirtschaft; Betriebswirtschaft; Bildung; Erziehung; Inklusion; Expectancy; Erwartung; Gesundheitsberuf
Abstract	While University students increasingly participate in work-integrated learning (WIL), their dignity is often violated during WIL. The current literature is limited in so far as it typically focuses on student perspectives within healthcare contexts and does not use the concept of 'dignity'. Instead, this study explored student and supervisor perspectives on student dignity during WIL across healthcare and non-healthcare disciplines. Research questions included: What are: (1) types of student dignity experiences and patterns by groups; (2) factors contributing to experiences; (3) consequences of experiences? Sixty-five semi-structured interviews were conducted using narrative interviewing techniques with 30 supervisors and 46 students from healthcare (medicine, nursing and counselling) and non-healthcare (business, law and education) disciplines. Data were analyzed using framework analysis. Nine common narrative types were identified within 344 stories: verbal abuse, right for learning opportunities, care, inclusion, reasonable expectations, right for appropriate feedback, equality, trust, and right to be informed. Factors contributing to dignity experiences and consequences were often at the individual level (e.g. student/supervisor characteristics). We found some salient differences in perceptions of experiences between students and supervisors, but few differences between healthcare and non-healthcare disciplines. This study extends WIL research based on student perspectives in healthcare, and provides practice and further research guidance to enhance student dignity during WIL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01