Exploring undergraduate psychology student experiences during a work-integrated learning (WIL) program

An undergraduate psychological science degree equips students with a strong foundation in scientific inquiry and human behaviour. However, unlike applied disciplines such as physiotherapy or occupational therapy, undergraduate psychology students do not have a singular, easily identifiable job role upon graduation. This necessitates an understanding of how students transition from theoretical learning to practical application in diverse professional settings. This study explored the types of activities undergraduate psychology students engage in during their 100-hour work-integrated learning (WIL) placements. Using conceptual content analysis, student placement logbooks were examined to identify the specific tasks undertaken and how psychology-related skills were applied. Analysis revealed that students engaged in a range of activities, including conducting research, participating in collaborative case discussions, developing psychoeducational resources, engaging in professional development, observing psychological assessments and therapeutic interventions, providing social support, and performing administrative tasks relevant to psychological practice. These findings offer insight into the diverse roles psychology students occupy during placements. The presentation will go on to discuss the ways in which students integrate academic knowledge into real-world professional environments. This research contributes to the ongoing discussion of how undergraduate psychology programs can better prepare students for the workforce by bridging the gap between theory and practice.

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AusPLAT 2025: Australia Psychology Learning and Teaching Conference: Fostering Wellbeing and Sustainability in Psychology Education

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