Informing Work-Integrated Learning through Recovery Camp
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| Title: | Informing Work-Integrated Learning through Recovery Camp |
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| Language: | English |
| Authors: | Tapsell, Amy, Patterson, Christopher, Moxham, Lorna, Perlman, Dana |
| Source: | International Journal of Work-Integrated Learning. 2021 22(1):73-81. |
| 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: | 9 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Work Experience Programs, Mental Disorders, Nursing Students, Medical Students, Mental Health Programs, Student Role, Self Determination, Clinical Experience |
| ISSN: | 2538-1032 |
| Abstract: | Recovery Camp is an innovative work-integrated learning (WIL) approach. Bringing together healthcare students and consumers with lived experience of mental illness, it is intentionally designed whereby each participant has a role that facilitates the educational experience. Student learning is developed through their involvement in activities, interactions with consumers and reflective practices. Consumers assume the role of educator, sharing their unique and personal experiences of mental illness with students. Recovery Camp challenges traditional healthcare WIL settings, by offering a setting that is both autonomy-supportive and provides the provision of structure. After attending Recovery Camp, students have shown themselves to be more self-determined toward working in the area of mental health, as well as displaying resilience and positive attitudes. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1286249 |
| Database: | ERIC |
| Abstract: | Recovery Camp is an innovative work-integrated learning (WIL) approach. Bringing together healthcare students and consumers with lived experience of mental illness, it is intentionally designed whereby each participant has a role that facilitates the educational experience. Student learning is developed through their involvement in activities, interactions with consumers and reflective practices. Consumers assume the role of educator, sharing their unique and personal experiences of mental illness with students. Recovery Camp challenges traditional healthcare WIL settings, by offering a setting that is both autonomy-supportive and provides the provision of structure. After attending Recovery Camp, students have shown themselves to be more self-determined toward working in the area of mental health, as well as displaying resilience and positive attitudes. |
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| ISSN: | 2538-1032 |
