Virtual Health Promotion Work–Integrated Learning Placements: A COVID-19 Consequence or Preparation for the Future?

• Published in: Health promotion practice Vol. 25; no. 4; pp. 509 - 514
• Main Authors: Ostrognaj, Teagan, Bristow, Claire, Zandes, Stavroula, Ilic, Dragan, Howard, Bethany
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-07-2024; SAGE PUBLICATIONS, INC
• Subjects: Adult; Capacity building approach; COVID-19; COVID-19 - epidemiology; COVID-19 - prevention & control; Education, Distance - organization & administration; Feasibility; Female; Health promotion; Health Promotion - methods; Health Promotion - organization & administration; Humans; Interviews; Interviews as Topic; Learning; Male; Nonprofit organizations; Pandemics; Private sector; Qualitative Research; Remote areas; Rural communities; SARS-CoV-2; Supervisors; Work site programmes; Workplaces; COVID-19; professional preparation; work-integrated learning; qualitative; health promotion; placement; work readiness
• ISSN: 1524-8399; 1552-6372
• DOI: 10.1177/15248399231180560

We explored student and industry supervisors’ experiences of virtual work-integrated learning (vWIL) health promotion placements during the COVID-19 pandemic. Using a descriptive phenomenological qualitative methodology, we conducted semi-structured interviews with eight students and eight supervisors of undergraduate health promotion–related placements at community, not-for-profit and government organizations. We asked participants about the aspects of their placement they found most enjoyable and challenging, their preparation, workload, and thoughts on placement structure. We audio-recorded and had the interviews transcribed. Our thematic analyses revealed four key themes: (1) the impact of COVID-19 on work and study, (2) benefits of vWIL (real-world application and career clarification, transcending barriers and saving time, and feeling less intimidated), (3) challenges of vWIL (experiencing workplace culture, providing support and guidance to students, and relationship building), and (4) recommendations on the evolution of vWIL (increased preparation and consider a hybrid model). Our findings suggest that vWIL is a viable and sound mode of delivery for health promotion–related placements, particularly in situations that inhibit face-to-face learning. It has the capacity to enhance the work-readiness of health promotion graduates while adding flexibility to professional preparation workplace-based training programs, providing opportunity for capacity building locally across rural and remote areas, as well as globally. Future research should examine the effectiveness, practicality, and feasibility of implementing placements across different models including face-to-face, virtual and hybrid.