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Tytuł pozycji:

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

Tytuł:
Student Dignity during Work-Integrated Learning: A Qualitative Study Exploring Student and Supervisors' Perspectives
Autorzy:
Davis, Corinne (ORCID 0000-0002-6343-2260)
King, Olivia A. (ORCID 0000-0002-7182-2891)
Clemans, Allie
Coles, Jan (ORCID 0000-0001-5822-1103)
Crampton, Paul E. S. (ORCID 0000-0001-8744-930X)
Jacobs, Nicky (ORCID 0000-0003-4716-4769)
McKeown, Tui (ORCID 0000-0002-1967-7367)
Morphet, Julia (ORCID 0000-0001-7056-6526)
Seear, Kate (ORCID 0000-0002-0886-7069)
Rees, Charlotte E. (ORCID 0000-0003-4828-1422)
Temat:
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
Język:
English
Źródło:
Advances in Health Sciences Education. Mar 2020 25(1):149-172.
Dostępność:
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: ; Web site: https://link.springer.com/
Recenzowane naukowo:
Y
Page Count:
24
Data publikacji:
2020
Typ dokumentu:
Journal Articles
Reports - Research
Education Level:
Higher Education
Postsecondary Education
DOI:
10.1007/s10459-019-09914-4
ISSN:
1382-4996
Abstractor:
As Provided
Data wpisu:
2020
Numer akcesji:
EJ1243564
Czasopismo naukowe
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.

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