Exploring Belongingness during Work-Integrated Learning for Healthcare Students in International Settings: The BeWIL Study

Deborah OConnor; Leah M. Stade; Cassidy Johnson; Simone Regnier; Molly A. Whitlow

doi:10.20343/teachlearninqu.14.13

Authors

Deborah A O'Connor Manchester Metropolitan University https://orcid.org/0000-0002-0198-1387
Leah M. Stade University of Nebraska Medical Center https://orcid.org/0000-0001-8537-5503
Cassidy Johnson University of Nebraska Medical Center https://orcid.org/0009-0009-4496-151X
Simone Regnier University of Nebraska Medical Center
Molly A. Whitlow University of Nebraska Medical Center https://orcid.org/0000-0002-5449-7724

DOI:

https://doi.org/10.20343/teachlearninqu.14.13

Keywords:

work-integrated learning, belongingness, healthcare professions

Abstract

Education within the healthcare professions commonly involves variations of work-integrated learning (WIL) experiences. WIL is an educational approach involving a student, an educational institution, and an external partner. It consists of authentic work-focused experiences that integrate theory and practice. This study explored belongingness among healthcare students engaged in WIL in the United States and the United Kingdom (The BeWIL study). The BeWIL study used the Belongingness Scale-Clinical Placement Experience (BES-CPE), which assessed 34 items using a five-point scale ranging from always true (5) to never true (1). The BES-CPE measures belongingness across three domains: esteem, which relates to perceptions of being respected by colleagues; connectedness, which relates to interpersonal relationships; and efficacy, which relates to behaviours to enhance feelings of belongingness. Respondents were healthcare professions students from 11 allied health professions within four different degree structures ranging from undergraduate to doctoral study (n=79). For the study, we calculated summative scores for belongingness (M=126.65; SD=13.76). These results indicate that healthcare students in WIL experience a sense of belongingness between sometimes and often. Participants regularly engaged in behaviours to enhance belongingness and have relatively high efficacy in actions taken. (M=4.140). Participants perceived that they were held in esteem by colleagues between some of the time and often (M=3.901). They reported experiencing connectedness between some of the time and often (M=3.301). To enhance students’ sense of belongingness and ensure professional retention, students, educational institutions, and external partners could consider targeting factors related to connectedness and esteem.

Author Biographies

Deborah A O'Connor, Manchester Metropolitan University

Deborah A. O’Connor (United Kingdom) is an associate professor and head of the Department of Health Professions at Manchester Metropolitan University, Manchester. Deborah is a chartered physiotherapist registered with the Health and Care Professions Council.
Leah M. Stade, University of Nebraska Medical Center

Leah M. Stade (United States) is an assistant professor and the academic fieldwork coordinator in the occupational therapy program in the College of Allied Health Professions at the University of Nebraska Medical Center in Kearney, Nebraska.
Cassidy Johnson, University of Nebraska Medical Center

Cassidy Johnson (United States) is a second-year occupational therapy student at the University of Nebraska Medical Center in Omaha, Nebraska, with an expected graduation date in May 2026. Future practice interests include outpatient paediatrics, school-based services, and population-level programming.
Simone Regnier, University of Nebraska Medical Center

Simone Regnier (United States) is a second-year occupational therapy student at the University of Nebraska Medical Center in Omaha, Nebraska.
Molly A. Whitlow, University of Nebraska Medical Center

Molly A. Whitlow (United States) is an assistant professor in the occupational therapy program in the College of Allied Health Professions at the University of Nebraska Medical Center in Omaha, Nebraska.

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