From Setbacks to Comebacks: Understanding the Student's Perspective on Failing Placement
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| Title: | From Setbacks to Comebacks: Understanding the Student's Perspective on Failing Placement |
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| Language: | English |
| Authors: | Wendy Milgate, Jessica Hill, Jodie Copley |
| Source: | International Journal of Work-Integrated Learning. 2026 27(1):273-292. |
| Availability: | New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Allied Health Personnel, Occupational Therapy, College Students, College Graduates, Performance Factors, Work Based Learning, Student Placement, Placement Tests, Student Evaluation, Student Experience, Academic Failure, Student Participation |
| Geographic Terms: | Australia |
| Abstract: | Globally, placements are an integral component of many allied health and nursing programs. Students are formally evaluated on their placement performance and may fail. Whilst research has explored placement failure, there remains limited insight from students, including the Australian occupational therapy context. This study involved 28, semi-structured interviews with occupational therapy students and graduates across Australia who had failed or almost failed a long-block placement in the past five years. Interview data was initially analyzed using reflexive thematic analysis, followed by framework analysis using self-determination theory. Under self-determination theory, three themes and eleven sub-themes were identified. Findings highlighted when the three psychological needs of autonomy, relatedness and competence were compromised, how this influenced a student's performance and engagement on placement. Strategies for universities and agencies to support students before, during, and after placement failure were discussed, exploring how each can contribute to changing the student's experience. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506581 |
| Database: | ERIC |
| Abstract: | Globally, placements are an integral component of many allied health and nursing programs. Students are formally evaluated on their placement performance and may fail. Whilst research has explored placement failure, there remains limited insight from students, including the Australian occupational therapy context. This study involved 28, semi-structured interviews with occupational therapy students and graduates across Australia who had failed or almost failed a long-block placement in the past five years. Interview data was initially analyzed using reflexive thematic analysis, followed by framework analysis using self-determination theory. Under self-determination theory, three themes and eleven sub-themes were identified. Findings highlighted when the three psychological needs of autonomy, relatedness and competence were compromised, how this influenced a student's performance and engagement on placement. Strategies for universities and agencies to support students before, during, and after placement failure were discussed, exploring how each can contribute to changing the student's experience. |
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