WIL in Practice https://wilinpractice.nafea.org.au/index.php/WILIP <p><em>WIL in Practice</em> exists to disseminate good practice and learnings in work integrated learning (WIL), forming a valuable resource for NAFEA members and the broader community. Publishing research and other suitable publications from academics, administrators and others whose interests align with the practice and administration of WIL, the journal will add to, and enhance, the existing body of knowledge that currently exists about WIL in all its various forms.</p> en-US wilinpractice@nafea.org.au (Dr. Ricky Tunny) wilinpractice@nafea.org.au (Dr. Ricky Tunny) Wed, 09 Feb 2022 00:00:00 +0000 OJS http://blogs.law.harvard.edu/tech/rss 60 Book review https://wilinpractice.nafea.org.au/index.php/WILIP/article/view/11 <p>Book Review of Advances in Research, Theory and Practice in Work-Integrated learning – Enhancing Employability for a Sustainable Future.</p> Sheree Lloyd Copyright (c) 2022 Sheree Lloyd https://creativecommons.org/licenses/by/4.0 https://wilinpractice.nafea.org.au/index.php/WILIP/article/view/11 Wed, 09 Feb 2022 00:00:00 +0000 WIL Paused - The Nursing Students Experiences of COVID-19 https://wilinpractice.nafea.org.au/index.php/WILIP/article/view/9 <p>Introduction: The COVID-19 pandemic has impacted undergraduate student nurses’ educational experience both in Australia and internationally. Work-Integrated-Learning (WIL) was particularly impacted in nursing with significant variations throughout the world of how WIL was managed by health care and education providers. This created an environment that impacted some students’ progression through their nursing education and potentially impacts the future workforce. The purpose of the study was to identify why students deferred or withdrew from WIL during the COVID-19 pandemic, identify support mechanisms accessed and what influenced their decision to withdraw.</p> <p>Method: Statistical data from a survey conducted during 2020 was analysed with SPSS. Free text and interview data were analysed using qualitative content analysis.</p> <p>Results: The results indicate that students withdrew from WIL experiences due to: personal/family health, family responsibility and work/finances. The majority of students accessed supports, however some students were not aware of supports available. Themes of the qualitative data were: supports; uncertainty; external influences; and possible solutions.</p> <p>Discussion: The participants identified that the university offered many supports and often the decision was personal. Possible solutions were having an allocated counsellor, enabling easier access to online classes and a less restrictive process for granting assessment extensions.</p> <p>Conclusion: The COVID-19 pandemic has created many challenges for vital WIL opportunities. The university responded to this and adapted policy and approaches to support students, however for some students this was inadequate. It is important to consider student experiences to ensure the future workforce is not disrupted during this time of need.</p> Lynda Hughes, Valda Frommolt, Jacqui Byrne, Danny Sidwell, Judith Needham Copyright (c) 2022 Lynda Hughes, Valda Frommolt, Jacqui Byrne, Danny Sidwell, Judith Needham https://creativecommons.org/licenses/by/4.0 https://wilinpractice.nafea.org.au/index.php/WILIP/article/view/9 Wed, 09 Feb 2022 00:00:00 +0000 NNCC Prioritisation Study: Establishing the Research Priorities of Undergraduate Student Nurse Work Integrated Learning in Australia. https://wilinpractice.nafea.org.au/index.php/WILIP/article/view/10 <p><strong><span data-contrast="auto">Introduction:&nbsp;</span></strong><span data-contrast="auto">Research priorities for staff who work in undergraduate nursing&nbsp;work integrated learning (WIL)&nbsp;has not been previously&nbsp;investigated.</span><strong><span data-contrast="auto">&nbsp;</span></strong><span data-contrast="auto">&nbsp;The purpose of this study was to&nbsp;explore and identify the areas of research priority within undergraduate&nbsp;nursing&nbsp;WIL, as highlighted by members of the&nbsp;National Network of Clinical Coordinators (NNCC) in Australia.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:360}">&nbsp;</span></p> <p><strong><span data-contrast="auto">Method:</span></strong><span data-contrast="auto">&nbsp;A&nbsp;modified&nbsp;Nominal Group Technique was&nbsp;utilised&nbsp;including silent generation, round robin, clarification and voting&nbsp;stages.&nbsp; The approach&nbsp;consisted of an online survey, face-to-face meeting, and hard copy&nbsp;Likert&nbsp;scale survey.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:360}">&nbsp;</span></p> <p><strong><span data-contrast="auto">Results:&nbsp;</span></strong><span data-contrast="auto">35&nbsp;research priorities were identified by&nbsp;the online survey&nbsp;and&nbsp;provided to participants in a face to face round robin phase. Further research priorities were added in this phase to make 62 research ideas. Voting occurred&nbsp;and with the use of&nbsp;SPPS&nbsp;10&nbsp;top research ideas&nbsp;were identified.&nbsp;&nbsp;</span></p> <p><strong><span data-contrast="auto">Discussion:&nbsp;</span></strong><span data-contrast="auto">Six&nbsp;of the top 10 research ideas were focused on staff that support students&nbsp;during WIL&nbsp;including who supervises the WIL staff, learning their role and supportive&nbsp;student feedback.&nbsp; Elements of quality supervision are important for student support. Further ideas generated were&nbsp;mandatory clinical laboratory sessions, how to assess student’s fitness for WIL after a break in study, and the appropriate use of inherent requirements</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:360}">&nbsp;</span></p> <p><strong><span data-contrast="auto">Conclusion</span></strong><span data-contrast="auto">:&nbsp;This study has identified&nbsp;research priorities of&nbsp;members of the NNCC within nursing WIL using a&nbsp;modified&nbsp;NGT research method. This has allowed for a comprehensive understanding of the research focus of WIL nationally which will support NNCC members to explore and investigate areas of research priority for WIL.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:360}">&nbsp;</span></p> Danny Sidwell, Valda Frommolt, Judith Needham Copyright (c) 2022 Danny Sidwell, Valda Frommolt, Judith Needham https://creativecommons.org/licenses/by/4.0 https://wilinpractice.nafea.org.au/index.php/WILIP/article/view/10 Wed, 09 Feb 2022 00:00:00 +0000 Nursing Students’ Experience of Work-Integrated Learning in Nurse-Led Wound Clinics https://wilinpractice.nafea.org.au/index.php/WILIP/article/view/8 <p><em>Background:</em> Chronic wounds are primarily managed by nurses in the community and a skilled workforce is essential towards providing evidence-based care. Education providers are increasingly using non-traditional placements to prepare nursing students for practice as part of their work-integrated learning (WIL).</p> <p><em>Aim: </em>The purpose of this study is to evaluate undergraduate nursing students’ experience in a nurse-led wound clinic as part of their WIL.</p> <p><em>Methods: </em>A qualitative descriptive study was conducted using semi-structured interviews with a convenience sample of undergraduate nursing students completing WIL in a nurse-led wound clinic (n=4).</p> <p><em>Results:</em> Three themes emerged from the students’ experiences: developing confidence in wound care, recognising the differences in care, and managing specialist placements.</p> <p><em>Conclusion: </em>Undergraduate nursing students have the potential to gain specialised knowledge and skills in wound care and further research is warranted to determine the best learning environment for this to occur.</p> Judith Needham, Anu Dhar, Jen Patrick, Elisabeth Coyne Copyright (c) 2022 Dr. Judith Needham, Anu Dhar, Jen Patrick, Dr. Elisabeth Coyne https://creativecommons.org/licenses/by/4.0 https://wilinpractice.nafea.org.au/index.php/WILIP/article/view/8 Wed, 09 Feb 2022 00:00:00 +0000 Editorial https://wilinpractice.nafea.org.au/index.php/WILIP/article/view/12 <p>In this first editorial, it is pertinent to reflect upon my personal reflections of WIL, and on the journey of design, production and development of this new journal. This journal was inspired by the National Association of Field Experience Administrators (NAFEA) community, and led by the NAFEA Executive Team, who encompass both professional and academic staff, and who make WIL happen. A professional journal, such as WIL in Practice, is a natural progression to celebrate and share the great work undertaken by WIL staff in higher education contexts, which highlights the complex, multifaceted nature of this space. The NAFEA Executive team are also passionate about providing a platform and space for those who are underrepresented in traditional journals.</p> Ondine Bradbury Copyright (c) 2022 Ondine Bradbury https://creativecommons.org/licenses/by/4.0 https://wilinpractice.nafea.org.au/index.php/WILIP/article/view/12 Wed, 09 Feb 2022 00:00:00 +0000