Work-integrated learning at the interface of the COVID-19 pandemic: An exploratory study at a university of technology in South Africa

Abstract

Confronted by the disruption of work-integrated learning (WIL) placements due to the COVID-19 pandemic, students in the Faculty of Health Sciences at the Durban University of Technology experienced multiple academic and mental health challenges. This study highlights the impact the pandemic had on students from the Departments of Homeopathy, Radiography, Emergency Medical Care, Biomedical, and Chiropractic. Using a qualitative approach, 15 students were purposively sampled to participate in the study. The paper describes their challenges with regards to securing patients, dealing with patients who were COVID-19 positive, and the need for greater academic and psychological support during their WIL placements.

Keywords

• Work-integrated learning (WIL)
• COVID-19 pandemic
• student experiences