Abstract
Work Integrated Learning (WIL) offers students the opportunity to explore and expand on theoretical concepts encountered throughout their academic studies in an applied real-life context. WIL also assists students in their transition from educational to professional practice informed by experience, engagement and reflection. Traditionally, disciplines such as Medicine, Nursing, Education, and Law have incorporated WIL into their programs. Literature outlines the benefits of a WIL placement to measure learned competencies, which are integral to such fields of practice. Currently, the scope for a WIL experience is expanding into other non-clinical courses due to increasing pressure for universities to produce “work ready” graduates. However, in generalist degrees such as Health Sciences, where clinical or explicit skill competencies are not required, the WIL experience is generic. This study sought the perceptions of past Health Sciences students’ WIL experiences in order to develop appropriate resources for future students.
Highlights
Background to the studyVon Treuer, Sturre, Keele and McLeod (2011) have identified a lack of evaluation of Work Integrated Learning (WIL) seen through the eyes of the student
The undertaking of WIL offers students the opportunity to explore and expand on theoretical concepts encountered throughout their academic studies in real-life context and application (Garnett, 2012), assisting students in their transition from educational to professional practice informed by experience, engagement and reflection (Billet, 2011)
The WIL experience is of great relevance to these students, as their generic degree program has no guarantee of acceptance into their desired pathway
Summary
Work Integrated Learning (WIL) offers students the opportunity to explore and expand on theoretical concepts encountered throughout their academic studies in an applied real-life context. WIL assists students in their transition from educational to professional practice informed by experience, engagement and reflection. The undertaking of WIL offers students the opportunity to explore and expand on theoretical concepts encountered throughout their academic studies in real-life context and application (Garnett, 2012), assisting students in their transition from educational to professional practice informed by experience, engagement and reflection (Billet, 2011). In professions that are not regulated by competencies or explicit industry skill requirements, and placement opportunities are varied, the experience may or may not transform into learning that enhances future professional practice and identity (Trede, 2012). Being fully prepared for placement allows students to obtain the maximum learning experience and make optimum use of the opportunity to practice and enhance their acquired skills and knowledge (Chipchase et al.)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
