Browsing by Author "Chilvers D"

Now showing 1 - 4 of 4
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    Students' experiences of distress during work-integrated learning
    (Work-Integrated Learning New Zealand, 2025-02-28) Tudor R; Chilvers D; Hay K; Yeung P
    While work-integrated learning (WIL) is praised as effective for providing opportunities for knowledge, skills, and value development in authentic workplaces, student experiences may not always be positive. In New Zealand, the Education (Pastoral Care of Tertiary and International Students) Code of Practice [Pastoral Care Code of Practice] (2021) requires tertiary providers ensure the wellbeing and safety of their learners. This article analyses survey data on social work students’ experiences of distress during WIL. Results suggest students experienced different distresses, but financial hardship and feeling unsupported on placement were particularly impactful. Material impacts from these and other stressors included reduced confidence, anxiety, adverse physical or mental health, and sleep disruption. The participants utilised personal strategies to manage distress and had mixed experiences of receiving information and support from their tertiary institution. To mitigate distressing experiences recommendations to improve current systems and processes as well as individual students’ experiences will be outlined.
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    Students’ experiences of distress during work-integrated learning
    (New Zealand Association for Cooperative Education, 2025-02-28) Tudor R; Chilvers D; Hay K; Yeung P
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    The contribution of social work field education to work-integrated learning
    (Work-Integrated Learning New Zealand, 17/12/2021) Chilvers D; Hay K; Maidment J; Tudor R
    This article documents an examination of the role and alignment of social work field education within work integrated learning (WIL) pedagogy. Both social work education and work-integrated learning share a long history of helping students connect with authentic work-related learning opportunities in the context of engagement and partnership with organizations outside of the educational institution, using onsite mentoring. The tensions associated with aligning social work with WIL are explored and pedagogical similarities between the two enterprises are identified. Key tools and processes for strengthening the quality of field education in social work are discussed along with approaches for placement preparation, student supervision and assessment. Three potential contributions that social work field education practice may offer WIL best practice frameworks include the addition of preplacement preparation for students and field educators, professional supervision approaches, and the inclusion of service user feedback within student assessment processes.