Hostname: page-component-78c5997874-j824f Total loading time: 0 Render date: 2024-11-10T19:50:10.678Z Has data issue: false hasContentIssue false
  • English
  • Français

Short-Term Job Shadowing Experience Benefits for Undergraduate Rehabilitation Students

Published online by Cambridge University Press:  13 March 2017

Gina R. Oswald ,
Lee Ann Alderman  and
Penny Willmering
Gina R. Oswald*
Affiliation:
Wright State University, Dayton, OH, USA
Lee Ann Alderman
Affiliation:
Auburn University, USA
Penny Willmering
Affiliation:
Arkansas Tech University, USA
*
Address for correspondence: Gina R. Oswald Wright State University3640 Colonel Glenn Hwy, Allyn 108R, Dayton, OH 45435, USA. E-mail: gina.oswald@wright.edu
Get access

Abstract

This study explored the subjective experiences of rehabilitation services undergraduate students in a short-term job shadowing experience. Experiential reflections of 61 undergraduate rehabilitation services students (females = 91 per cent, age range 18–22 for 77.5 per cent of sample) from a midsized state university in the USA with a brief job shadowing assignment were gathered utilising reflection journals and analysed through Interpretative Phenomenological Analysis. Four interrelated themes emerged: encouragement to enter case management professions, field experience based definition of case management, appreciation of time management in case manager role, and application of related course material learned in the classroom. Results from the study suggest a brief job shadowing experience does improve students’ career exploration, understanding of aspects of a typical career for undergraduate rehabilitation graduates, and how to connect course material to the field.

Keywords

undergraduate educationrehabilitation educationcase managementjob shadowing
Type
Articles
Information
The Australian Journal of Rehabilitation Counselling , Volume 23 , Issue 2 , December 2017 , pp. 79 - 89
Check for updates
Copyright
Copyright © The Author(s) 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bauer, T., & Green, S.G. (1994). Effect of newcomer involvement in work-related activities: A longitudinal study of socialization. Journal of Applied Psychology, 79, 211–223.CrossRefGoogle ScholarPubMed
Cassell, J.L., & Mulkey, S.W. (1985). Rehabilitation Caseload Management: Concepts and Practice. Austin: Pro-Ed.Google Scholar
Creswell, J.W. (1998). Qualitative Inquiry and Research Design Choosing Among Five Approaches. Thousand Oaks: Sage Publications.Google Scholar
Creswell, J.W. (2007). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. (2nd ed). Thousand Oaks: Sage Publications.Google Scholar
Denzin, N.K., & Lincoln, Y.S. (2013). The SAGE Handbook of Qualitative Research. Los Angeles, CA: Sage Publications.Google Scholar
Dunn, P.L., Grubbs, L.A., & Mulkey, S.W. (2007). Inclusion of case and caseload management in NCRE member rehabilitation curricula. Rehabilitation Counselors & Educators Journal, 1 (1), 24–28.Google Scholar
Earnest, D.R., Allen, D.G., & Landis, R.S. (2011). Mechanisms linking realistic job previews with turnover: a meta-analytic path analysis. Personnel Psychology, 64, 865–897.CrossRefGoogle Scholar
Gilboa, S., Shirom, A., Fried, Y., & Cooper, C. (2008). A meta-analysis of work demand stressors and job performance: Examining main and moderating effects. Personnel Psychology 61, 227–271.CrossRefGoogle Scholar
Griffith, B.A., & Frieden, G. (2000). Counselor preparation: Facilitating reflective thinking in counselor education. Counselor Education and Supervision 40, 82–93.CrossRefGoogle Scholar
Grubbs, L.A., Cassell, J.L., & Mulkey, S.W. (2006). Rehabilitation Caseload Management: Concepts and Practice. 2nd ed. New York: Springer.Google Scholar
Herbert, J.T., Barrett, K., Evenson, T., & Jacob, C.J. (2010). Work roles and functions of undergraduate rehabilitation services alumni: A pilot study. Rehabilitation Education, 24 (3&4), 149–166.CrossRefGoogle Scholar
Kidgell, E. (2009). Try a colleague's shoes. The Nursing Standard-Career Development, 23 (22), 61–62.CrossRefGoogle Scholar
Kolb, D.A. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Lozada, M. (2001). Job shadowing career exploration at work. Techniques: Connecting Education and Careers, 76 (8), 30–33.Google Scholar
Luecking, R.G. (2009). The Way to Work: How to Facilitate Work Experiences for Youth in Transition. Baltimore, MD: Brookes.Google Scholar
Lustig, D.C., & Strauser, D.R. (2009). Rehabilitation counseling graduate students’ preferences for employment agreement between actual and perceived job tasks of state–federal vocational rehabilitation counselors. Rehabilitation Counseling Bulletin, 52 (3), 179–188.CrossRefGoogle Scholar
Rawlins-Alderman, L.A., & Dunn, P.L. (2015). A review of case and caseload management course availability in undergraduate rehabilitation and disability studies programs. The Rehabilitation Professional, 23 (3), 163–168.Google Scholar
Smith, J.A., Flower, P., & Larkin, M. (2009). Interpretative Phenomenological Analysis: Theory, Method and Research. London: Sage.Google Scholar
Winship, G. (2014). Effects of shadowing and supervised on-the-job inductions on mental health nurses. Journal of Psychiatric and Mental Health Nursing, 21, 379–382.Google Scholar