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From Classroom to Placement: Exploring the Transition Needs and Challenges of Health Students From Classroom to Placement: Exploring the Transition Needs and Challenges of Health Students
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From Classroom to Placement: Exploring the Transition Needs and Challenges of Health Students From Classroom to Placement: Exploring the Transition Needs and Challenges of Health Students

Jena Buchan, Kate Jonathan, Erica Russ, Sam Lapkin, Lucy R Shinners, Donna Wilson, Kellie Toohey A/Prof and Fiona Naumann
SSRN, Vol.Series Paper No.49
Southern Cross University Scholarship of Learning and Teaching Research Paper Series, Elsevier
30/03/2026
DOI: https://doi.org/10.2139/ssrn.6492659
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Abstract

placement work-readiness work-integrated learning international students health education
Work-integrated learning (WIL) is a transformative approach that bridges academic learning and professional practice, enabling students to apply knowledge in authentic environments. While WIL fosters work-readiness, industry-based placements pose unique challenges, especially for international students facing cultural, academic, and financial pressures. A mixed-methods survey of health students (n=121) explored placement experiences, challenges, and support needs. Students represented 10 different study programs and reported key challenges associated with time management, financial strain, and balancing placement with external demands. Regional and rural placements added logistical hurdles but offered valuable learning opportunities. International and domestic students had differing experiences, particularly in receiving feedback and understanding workplace culture. These findings highlight the need for adaptable, equitable support systems to improve placement outcomes and guide targeted support efforts. Addressing these insights is essential for preparing graduate-ready health professionals and supporting diverse students in their education and future careers.

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