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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
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According to Charles Cooley, we base our image on what we think other people see (Cooley 1902). We imagine how we must appear to others, then react to this speculation. We don certain clothes, prepare our hair in a particular manner, wear makeup, use cologne, and the like—all with the notion that our presentation of ourselves is going to affect how others perceive us. We expect a certain reaction, and, if lucky, we get the one we desire and feel good about it. But more than that, Cooley...
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Student dignity during work-integrated learning: a qualitative study exploring student and supervisors' perspectives.

Corinne Davis1, Olivia A King1,2, Allie Clemans3

  • 1Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Melbourne, VIC, Australia.

Advances in Health Sciences Education : Theory and Practice
|September 5, 2019
PubMed
Summary

Student dignity during work-integrated learning (WIL) is often compromised. This study reveals common dignity violations and contributing factors across diverse disciplines, offering guidance to improve student experiences.

Keywords:
Health professions educationHealthcare studentHigher educationSupervisorUniversity studentWork-based placementWork-integrated learningWorkplace dignity

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Area of Science:

  • Education
  • Sociology
  • Organizational Psychology

Background:

  • Work-integrated learning (WIL) is increasingly common for university students.
  • Existing research on WIL primarily focuses on healthcare contexts and student viewpoints.
  • The concept of 'dignity' has been underutilized in WIL research.

Purpose of the Study:

  • To explore student and supervisor perspectives on student dignity during WIL.
  • To identify types of dignity experiences, contributing factors, and consequences.
  • To compare experiences across healthcare and non-healthcare disciplines.

Main Methods:

  • Conducted 65 semi-structured interviews using narrative techniques with 30 supervisors and 46 students.
  • Included participants from healthcare (medicine, nursing, counselling) and non-healthcare (business, law, education) disciplines.
  • Analyzed data using framework analysis to identify common narrative types.

Main Results:

  • Identified nine common narrative types of student dignity experiences (e.g., verbal abuse, right to learning opportunities, inclusion, trust).
  • Found that factors contributing to and consequences of dignity experiences were often at the individual level.
  • Observed differences in perceptions between students and supervisors, but few differences between healthcare and non-healthcare disciplines.

Conclusions:

  • This study expands WIL research beyond healthcare contexts and student-only perspectives.
  • Findings highlight the importance of individual-level factors in shaping dignity experiences during WIL.
  • Provides practical guidance for enhancing student dignity in work-integrated learning settings.