Qualitative evaluation of an online learning module designed to enhance dignity within work-integrated learning

Introduction/background: Students and workplace-based supervisors often encounter dignity violations during work-integrated learning (WIL). Both parties have varied concepts and understanding of dignity and limited awareness of support pathways to deal with dignity violation during WIL. A research-informed 30-minute online learning module was developed to increase dignity awareness among students and supervisors and promote application of principles of dignity during WIL, while maintaining safe and constructive workplace relationships.
Aim/objectives: This study aimed to evaluate the module from the perspectives of its key stakeholders—students and practitioners involved in WIL including workplace-based supervisors and academics involved in WIL-based study units.
Methods: Underpinned by social constructionism, this study employed a descriptive qualitative methodology. Data were collected via individual and group interviews with ten students and nine practitioners who completed the dignity module. Interview questions sought to understand the perceived acceptability of the module including its usability, implementation and participant motivation to complete it. Data were analysed using team-based framework analysis.
Results: Stakeholders valued the module for (a) enhancing understanding of their own dignity rights, as well as facilitating their empathy for others’ dignity; (b) encouraging them to change their workplace practices with respect to upholding dignity; and (c) the transferability of dignity principles to the wider context beyond WIL placements. Further improvements of the module were also suggested, adding more culturally relevant examples and altering the pitch to stakeholders to promote their motivation to complete the module prior to placements.
Discussion: Our results reinforce the necessity of dignity education for an optimal WIL experience. The module could improve on engagement and motivation of students and supervisors to complete the module.
Conclusions: This study provides a model by which universities can promote awareness of the centrality of dignity to work, as well as how to promote and uphold dignity during WIL and beyond.