THE IMPORTANCE OF BELONGINGNESS ON STUDENT LEARNING ON PLACEMENT: 'GENERATION Y' STUDENTS PERSPECTIVES

Background: ‘Generation Y’ are those born between 1982 and 2000. Practice educators have identified that ‘Generation Y’ students are posing challenges and opportunities in practice education (Hills et al, 2012). The... [ view full abstract ]

Background:
‘Generation Y’ are those born between 1982 and 2000. Practice educators have identified that ‘Generation Y’ students are posing challenges and opportunities in practice education (Hills et al, 2012). The aim of this study was to identify ‘Generation Y’ occupational therapy students teaching and learning preferences in practice education.
Method:
Using a qualitative descriptive approach and purposive sampling, twenty two second and third year students from one Australian university completed semi structured interviews on their preferred teaching and learning approaches in practice education. Transcripts were analysed thematically.
Results:
One theme generated was the desire to ‘belong’, to be part of the multi-disciplinary team. Belongingness is basic human need to ‘fit in’ and be accepted in a social setting. Four subthemes were identified including 1) Feeling welcomed by the team 2) Being a valued team member 3) Being comfortable to approach and ask questions of team members 4) Feeling supported by the team.
Conclusion:
These findings resonate with studies in nursing on the importance of belongingness on student learning on placement (Levett-Jones & Lathlean, 2008). This generation are purported to be team players that thrive on group working and this study indicates these students do have a desire to work and learn collaboratively. Whether this is a generational characteristic or a natural desire to work with others is not known. Nevertheless, students identified that ‘belonging’ is an important prerequisite to learning.
Application to Practice:
Recommendations will be provided for practice educators on ways to promote belongingness for students on placement.