Transformative career development learning in contrasting disciplines: Nursing and nutrition

Authors and presenters

• Jessica Lawton, School of Health Sciences, CoHM

• Sandra Murray, School of Health Sciences, CoHM

• Kate Brinsmead, Career and Employability Developer, Academic Division

Abstract

Workplace-integrated learning (WIL) can pass students by in a whirl of tasks, deadlines and assessments: viewed as a course hurdle rather than a valuable experience to describe to employers. 

To improve student storytelling about WIL-acquired skills in two contrasting disciplines, the Careers Education Team co-developed and facilitated post-WIL workshops for nursing and nutrition cohorts. To foster individual reflection and social learning, we developed structured brainstorming and sharing activities that align with several high-impact Career Development (CDL) strategies adopted by higher education institutions, such as structured reflection on WIL; building awareness of self through articulating personal values, professional identity, personality and skills; and the less commonly adopted strategy of developing job search tools (application writing and interview skills) (Glover-Chambers et al., 2024).

Students often lack the crucial skill of recognising and articulating WIL competencies and strengths (Jackson & Edgar, 2019). CDL, with its focus on building the individual’s awareness of self and the complex world of work, and skills in managing careers, makes a marked difference on students’ lifelong employability, particularly in identifying and articulating skills (Glover-Chambers et al., 2024).  Reflection, an essential aspect of CDL, is proposed by McIlveen (2012) to underpin the transformative learning that occurs when CDL and WIL are viewed as looking from both sides of a two-way mirror.

In this Lightning presentation, Transition to Practice Lead and Lecturer in Nursing, Jessica Lawton and Lecturer in Food, Nutrition and Public Health, Sandra Murray, describe the impact of incorporating CDL and WIL on student learning and employability. Careers and Employability Developer Kate Brinsmead outlines the activities and reports on student engagement and feedback.

References

Glover-Chambers, T., Dean, B. A., Eady, M. J., West, C., Ryan, S., & Yanamandram, V. (2024). Academics’ practices and perceptions of career development learning in the curriculum. Higher Education Research & Development, 43(7), 1540–1555. https://doi.org/10.1080/07294360.2024.2347621

Jackson, D. A., & Edgar, S. (2019). Encouraging students to draw on work experiences when articulating achievements and capabilities to enhance employability. Australian Journal of Career Development, 28(1), 39-50. https://doi.org/10.1177/1038416218790571

McIlveen, P. (2012). Transformative career development learning: Building capacity for self-determination. In P. A. Danaher, L. De George-Walker, R. Henderson, K. J. Matthews, W. Midgley, K. Noble, M. A. Tyler, & C. H. Arden (Eds.), Constructing capacities: Building capabilities through learning and engagement (pp. 144-159). Cambridge Scholars Publishing. https://doi.org/10.13140/RG.2.1.4624.6889