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Preparing for work-integrated learning during COVID-19: How a new virtual orientation tool facilitated access for all.
- Source :
- International Journal of Work-Integrated Learning; 2020, Vol. 21 Issue 5, p545-557, 13p
- Publication Year :
- 2020
-
Abstract
- Student success in nursing degree programs is contingent upon work-integrated learning (WIL) success, particularly given the mandated curriculum requirement for clinical hours in WIL environments. The impacts of COVID-19 disrupted study and resulted in anxiety for nursing students. For most first year nursing students this also included an interruption of their socialization to university, provoking uncertainty. This paper presents a case study of the development and implementation of a new virtual environment explorer tool for simulated learning at one multi-campus university in Australia (February-June 2020). COVID-19 illuminated the extended utility of this tool, for supporting ongoing nursing student orientation to the university environment and to the materiality of the simulated clinical setting. Educational theory is drawn upon to discuss the implementation and evaluation, of this tool, within the COVID-19 context. Findings suggest inclusive teaching practices underpin effective preparation for WIL, especially in uncertain times, and must be valued more highly. [ABSTRACT FROM AUTHOR]
- Subjects :
- PSYCHOLOGY of college students
COMPUTER simulation
SCHOOL environment
HEALTH facilities
BACCALAUREATE nursing education
SATISFACTION
COLLEGE teacher attitudes
SOFTWARE architecture
LEARNING strategies
EXPERIENCE
QUALITATIVE research
ACCESS to information
UNIVERSITIES & colleges
EXPERIENTIAL learning
STUDENTS
SCALE analysis (Psychology)
THEMATIC analysis
NURSING students
COVID-19 pandemic
CLINICAL education
EDUCATIONAL outcomes
REFLECTION (Philosophy)
Subjects
Details
- Language :
- English
- ISSN :
- 25381032
- Volume :
- 21
- Issue :
- 5
- Database :
- Complementary Index
- Journal :
- International Journal of Work-Integrated Learning
- Publication Type :
- Academic Journal
- Accession number :
- 153330453