Enhancing Student Mental Health and Wellbeing: A Good Practice Guide for Work Placement Supervisors
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| Yayımlandı: | International Journal of Work-Integrated Learning vol. 26, no. 1 (2025), p. 159 |
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| Diğer Yazarlar: | , |
| Baskı/Yayın Bilgisi: |
New Zealand Association for Cooperative Education
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| Konular: | |
| Online Erişim: | Citation/Abstract Full text outside of ProQuest |
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| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3206872505 | ||
| 003 | UK-CbPIL | ||
| 035 | |a 3206872505 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a EJ1463960 | ||
| 100 | 1 | |a Soniassy, Reena | |
| 245 | 1 | |a Enhancing Student Mental Health and Wellbeing: A Good Practice Guide for Work Placement Supervisors | |
| 260 | |b New Zealand Association for Cooperative Education |c 2025 | ||
| 513 | |a Report Article | ||
| 520 | 3 | |a Workplace supervisors support students by coaching and assessing performance during work-integrated learning (WIL). This exploratory mixed-method study explored how workplace supervisors support WIL students. Workplace supervisors from the Massey University MSc (Nutrition and Dietetics) program, New Zealand completed an online survey (n=133), and semi-structured individual interviews (n=11). Survey data were analyzed using descriptive statistics. Content analysis was used for open-ended survey responses and thematic analysis for interviews. The supervisory relationship was identified as an important influence on student mental health and wellbeing, with less autocratic and more empowering approaches promoted. However, tense and untrusting relationships, involving communication breakdown or cultural miscommunication were also reported. Most supervisors had no formal mental health training and were not confident in recognizing signs of declining mental health nor supporting struggling students. Data analysis revealed strategies informing the development of a 'Good Practice Guide' to support WIL supervisors in optimizing student mental health and well-being. | |
| 651 | 4 | |a New Zealand | |
| 653 | |a Student Welfare | ||
| 653 | |a Mental Health | ||
| 653 | |a Work Experience Programs | ||
| 653 | |a Supervisors | ||
| 653 | |a Partnerships in Education | ||
| 653 | |a Nutrition Instruction | ||
| 653 | |a Foreign Countries | ||
| 653 | |a Trust (Psychology) | ||
| 653 | |a Communication Problems | ||
| 653 | |a Cultural Differences | ||
| 653 | |a Guides | ||
| 653 | |a Resilience (Psychology) | ||
| 653 | |a Graduate Students | ||
| 653 | |a Work Environment | ||
| 700 | 1 | |a Martin, Andrew J | |
| 700 | 1 | |a Kruger, Rozanne | |
| 773 | 0 | |t International Journal of Work-Integrated Learning |g vol. 26, no. 1 (2025), p. 159 | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3206872505/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1463960 |