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Prepared or scared? Student placement related challenges
Conference presentation

Prepared or scared? Student placement related challenges

Jena Buchan, Erica Russ, Kate Jonathan, Sam Lapkin, Donna Wilson, Lucy Shinners, Kellie Toohey and Fiona Naumann
pp.104-104
HERDSA: Shaping Education Past, Present, Future (Perth, WA, 07/07/2025–10/07/2025)
09/07/2025

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Abstract

Focus: This showcase presents outcomes from research on student challenges in preparing for work integrated learning (WIL, or placement) across health disciplines from a multi-campus regional university. Background: Placement is a core pedagogical practice in higher education traditionally embedded in professional qualifying courses, particularly in health, commonly occurring in the form of industry-based placements (Billett, 2009). Recent issues of poverty, personal pressures, and growth in international students, have impacts for student preparation and readiness for placement success (Morley et al., 2024). This has implications for students’ preparation and readiness for WIL and industry to take on WIL students. To address these issues universities are increasingly needing to consider support strategies to enhance student placement experiences and successes. Description: This study aimed to identify challenges and support needs of health students undertaking industry placements to inform the development of evidence-based support initiatives. Method: The study involved a purposive, cross-sectional online survey of students (121 participants, 10 disciplines) preparing for or undertaking placement (Ethics SCU HREC Ref No: 2024/065). Given response numbers, descriptive statistics were applied to quantitative data, with qualitative data from open questions inductively coded by two researchers through an iterative process. Evidence: Findings indicated students’ primary concerns related to placement cost and time demands, and work/study/life balance. Further concerns included isolation, lack of support, adapting to the workplace’s culture, and academic workload. This indicated additional information and support needs in preparing for and undertaking placement, with differences noted between domestic and international students. Contribution: With WIL traditionally central across many courses and expanding into other programs, better understanding the range of student challenges both before and during placement can inform the development of more effective, student-centred preparation and support offerings for students. Engagement: Reflective questions on the possible implications of these results for students and WIL programs will be posed.

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