Transforming students into healthcare professionals: a literature review exploring the interrelationships between work-integrated learning, belongingness, and health professions students

Stade, Leah, Selzer, Robin, Bennett, Cynthia C, Lauck, Hannah N and O'Connor, Deborah ORCID: https://orcid.org/0000-0002-0198-1387 (2023) Transforming students into healthcare professionals: a literature review exploring the interrelationships between work-integrated learning, belongingness, and health professions students. The Advisor: The Journal of the National association of Advisors for the Health Professions, 43 (3). pp. 1-7. ISSN 0736-0436

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Abstract

is integrative literature review examines the interrelationships between health professions students, work-integrated learning (WIL), and belongingness. e review was conducted by a multi-institutional, multi-national research team consisting of four researchers from the United States and the United Kingdom. Literature from the years 2005–2021 was appraised. irty-nine studies were found that considered the key terms. Belongingness was not found to be directly connected to WIL in the literature regarding health professions students other than those in nursing. Emerging links were found between belongingness and professional identity development. ese ndings make it imperative that belongingness be explored in future research studies regarding health professions students to advance the growing interest in this concept as part of diversity, equity, and inclusion in healthcare. Findings from this review will inform the future understanding of the interrelationships between WIL, belongingness, and health professions students.