{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,20]],"date-time":"2026-08-20T14:57:22Z","timestamp":1787237842157,"version":"build-2736575974"},"reference-count":47,"publisher":"SAGE Publications","issue":"3","license":[{"start":{"date-parts":[[2024,12,18]],"date-time":"2024-12-18T00:00:00Z","timestamp":1734480000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2024,12,18]],"date-time":"2024-12-18T00:00:00Z","timestamp":1734480000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["HIM J"],"published-print":{"date-parts":[[2025,9]]},"abstract":"<jats:p>\n                    <jats:bold>Background:<\/jats:bold>\n                    Work-integrated learning (WIL) is integral to most health disciplines\u2019 profession-qualifying degree programs.\n                    <jats:bold>Objectives:<\/jats:bold>\n                    To analyse the categories, locales and foci of final-year (capstone), health information management professional practice (WIL) placements, 2012\u20132021, at La Trobe University, Australia.\n                    <jats:bold>Method:<\/jats:bold>\n                    A documentary analysis of 614 placement agency proposals, 2012\u20132021, interrogated multiple characteristics: agency type, placement (sub-) category (WIL model), project type, agency-required student capabilities, intended learning outcomes.\n                    <jats:bold>Results:<\/jats:bold>\n                    Public hospitals offered 50% of all placements. Medical research\/health or disease screening\/clinical registries offered 17.8%, incorporating 86.7% of \u201cresearch-based\u201d placements. Government department offerings were consistently stable; private hospital, primary care and community healthcare offerings declined. The majority (64.8%) of offerings were \u201cproject-based,\u201d followed by \u201cinternship\u201d (28.7%: Health Information Service (14%) and \u201cother\u201d (14.7%)), research-based (4.9%) and other (1.6%). Ninety-nine (16.1%) proposals specified additional, pre-placement skills and capabilities: technical (information technologies, software applications; 58.6% of 99 proposals); working independently (49.5%); communications (written, verbal; 45.5%); targeted interest (38.4%) in \u201cinformatics and data quality,\u201d \u201cquality and safety,\u201d \u201csoftware development,\u201d \u201ccoding\u201d; organisational and\/or time management skills (29.9%); teamwork skills (20.2%); data analysis skills (18.2%); enthusiasm and\/or self-motivation (15.2%).\n                    <jats:bold>Conclusion:<\/jats:bold>\n                    The project-based model for the capstone placement is ideal for preparing health information management students for complex, graduate professional work. Agencies\u2019 pre-placement expectations of students (knowledge, technical skills, soft skills) are consistent with findings from the WIL literature and align with course curricula and Australia\u2019s Health Information Manager (HIM) Profession-entry Competency Standards.\n                    <jats:bold>Implications:<\/jats:bold>\n                    The findings will strengthen the health information management profession\u2019s knowledge base of WIL and inform educators, students and agency supervisors.\n                  <\/jats:p>","DOI":"10.1177\/18333583241303771","type":"journal-article","created":{"date-parts":[[2024,12,18]],"date-time":"2024-12-18T03:54:36Z","timestamp":1734494076000},"page":"279-289","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":4,"title":["Health information management students\u2019 work-integrated learning (professional practice placements): Where do they go and what do they do?"],"prefix":"10.1177","volume":"54","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9037-6022","authenticated-orcid":false,"given":"Kerin","family":"Robinson","sequence":"first","affiliation":[{"name":"La Trobe University, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4230-7062","authenticated-orcid":false,"given":"Merilyn","family":"Riley","sequence":"additional","affiliation":[{"name":"La Trobe University, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9395-414X","authenticated-orcid":false,"given":"Natasha","family":"Prasad","sequence":"additional","affiliation":[{"name":"La Trobe University, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7000-4985","authenticated-orcid":false,"given":"Abbey","family":"Nexhip","sequence":"additional","affiliation":[{"name":"La Trobe University, Australia"},{"name":"Goulburn Valley Health, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2024,12,18]]},"reference":[{"key":"e_1_3_2_2_1","unstructured":"Australian Government Tertiary Education Quality and Standards Agency (TEQSA) (2022) Guidance note: Work-integrated learning (version 2). 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