McIver Shane, Murphy Berni
School of Health and Social Development, Deakin University, Burwood, Vic, Australia.
Health Promot J Austr. 2022 Apr;33(2):329-335. doi: 10.1002/hpja.548. Epub 2021 Oct 27.
The emergence of COVID-19 forced the health industry to re-imagine its role and drove Work Integrated Learning (WIL) practicums into virtual spaces, adding complexity for students in these programs. Studies documenting the impact of these outcomes as well as the student experience during these tumultuous times are few, and therefore this study investigated students' lived experience using data sourced from personal observations and insights and subsequent analysis of their own narratives.
This qualitative study involved researchers applying a thematic analysis to online student blogs which documented their experiences as posted in the discussion forums. Recruitment resulted in a final dataset of 27 providing informed consent, representing a total 36% response rate.
Several themes were identified, including: (a) a need for guidance regarding the shift from group work as assignments to teamwork as a workplace practice, (b) to further develop effective communication and technology skills, (c) learn more about productive time management and (d) further understand transitioning from student to practitioner.
This study affirmed that working virtually has a comparable capacity to foster positive, pre-professional identity and thinking more as a practitioner, despite the absence of a face-to-face setting. SO WHAT?: Findings revealed (a) what educators can expect now that approaches to WIL have expanded, (b) how to prepare students for more diverse experiences in circumstances requiring sudden change and (c) how to reconfigure the curriculum and procedures to provide more supportive resources for students and agencies alike.
新冠疫情的出现迫使医疗行业重新审视其角色，并将工作整合学习（WIL）实习带入虚拟空间，给参与这些项目的学生带来了更多复杂性。记录这些结果的影响以及学生在这些动荡时期经历的研究很少，因此本研究利用个人观察和见解所获取的数据以及对学生自身叙述的后续分析，调查了学生的实际经历。
这项定性研究中，研究人员对在线学生博客进行了主题分析，这些博客记录了学生在讨论论坛中发布的经历。招募工作最终得到了27份提供知情同意书的数据集，回复率为36%。
确定了几个主题，包括：（a）需要有关从作为作业的小组工作向作为职场实践的团队合作转变的指导；（b）进一步培养有效的沟通和技术技能；（c）更多地了解高效的时间管理；（d）进一步理解从学生到从业者的转变。
本研究证实，尽管缺乏面对面的环境，但虚拟工作在培养积极的职业前身份认同以及更像从业者一样思考方面具有相当的能力。那又如何？研究结果揭示了：（a）鉴于WIL方法已经扩展，教育工作者现在可以期待什么；（b）如何让学生为在需要突然改变的情况下获得更多样化的经历做好准备；（c）如何重新配置课程和程序，为学生和机构提供更多支持性资源。
