Search

In response to concerns regarding numerous complex issues facing the veterinary specialty profession, several organizations, including the American College of Veterinary Internal Medicine, have made a clarion call to the American Veterinary Medical Association to begin discussions surrounding the formation of an accrediting body for internships, residencies, and fellowships. A proposed name for such a body is the Accreditation Council on Graduate Veterinary Medical Education, in alignment with the Accreditation Council on Graduate Medical Education (ACGME); the term graduate refers to specialty education that occurs after the first 4 years of the MD or DVM degree. Although the structure and financing of graduate education differ between the human medical and veterinary professions, we can nevertheless learn much from the history of evolution of human medical specialization as we navigate the path ahead.

This article examines supervisory practices in vocational education and training teaching internships within a blended-learning system. Using a multiple-case study of five triads made up of a university supervisor, a cooperative teacher from the workplace and a student teacher, practices were analysed through the lens of supervisory functions: support, mediation between theory and practice, collaboration, evaluation and internship management. Findings show that support and evaluation practices are dominant within triads. The management function is characterized by practices surrounding the selection and use of digital tools to supervise student teachers in a blended-learning system. The collaboration function appears to be inconsistent from one triad to another, while the mediation between theory and practice function plays a limited role in the practices of all supervisors, despite being identified as one of their main responsibilities. [ABSTRACT FROM AUTHOR]

Background and objectives: Medical students experience different types of challenges during their MD program, which become more challenging when it comes to the internship, putting too much pressure on them. This study aimed to explore the challenges of medical interns of Shiraz University of Medical Sciences (SUMS), Shiraz, Iran. Methods: In this qualitative research, which was conducted from September 2023 March 2024, medical interns of SUMS were selected using purposeful sampling method. The data were collected through deep and semi-structured interviews, and it was continued until data saturation was achieved. The data analysis was performed through thematic content analysis. Results: A total of 13 participants (6 men and 7 women) with a mean ± SD age of 25 ± 1.6 years were interviewed. The challenges of medical interns consisted of 423 meaning units, 79 open codes, 14 subthemes, and 6 main themes; the main themes consisted of educational challenges, challenges following university regulations, health and behavioral issues, economic/employment-related issues, sociocultural and recreational challenges, and ethical issues. Conclusion: The results of this study highlight the necessity for reforms in the medical internship phase aiming to tackle interns' issues and establish a supportive and nurturing environment for future medical doctors. [ABSTRACT FROM AUTHOR]

Background: Improving the professional competency of nursing students during the internship is critical. This study aimed to compare the professional competency and anxiety of nursing students trained based on two internship models. Methods: This is a two-group posttest-only quasi-experimental design study. One hundred nursing students who passed internship models A (a previous internship model) and B (an intervention with more educator support and a more planned and programmed process) were randomly enrolled in this study. Internship model groups A and B were conducted for the students in semesters 7 and 8. The outcomes assessed in both groups were "The Competency Inventory for Registered Nurses" and Spielberger "State-Trait Anxiety Inventory". T-test and MANOVA were used to analyze the data. Results: The mean scores of competency were 134.56 (SD = 43.23) and 160.19 (SD = 35.81) for the nursing students in the internship model groups A and B, respectively. The mean scores of nursing students' anxiety were 92.14 (SD = 15.36) and 80.44 (SD = 18.16) in the internship model groups A and B, respectively. MANOVA test showed a significant difference between the groups regarding professional competency (F = 10.34, p = 0.002) and anxiety (F = 11.31, p = 0.001). Conclusions: The internship model group B could improve the professional competency of nursing students to a great extent and they experienced mild anxiety; it is suggested that this intervention should be done for nursing students. Conducting more studies to evaluate the effect of this model on the nursing students' competency and anxiety after graduation and as a novice nurse is suggested. [ABSTRACT FROM AUTHOR]

Internships that are carried out as part of an education program are a way of preparing students for their professional entry. Internships can be seen as an introduction to communities of practice (CoP) that students are to act in. The aim of the present study is to investigate the experience of psychology master students in Denmark during their internship and how this experience may reflect their moving into a community of practice. Eighty-seven psychology master students described a total of 495 experienced challenges in the beginning and at the end of their ten-month part-time internship as part of a reflective teaching task. Content analysis identified ten themes. CoP theory and its three common process denominators community, practice and identity were used as theoretical lens. The "Practice" domain included the themes Skills to solve concrete tasks, task delineations and directives, and relational competencies. "Practice community" encompassed Interns' position for participation, Internship supervisor as a community gatekeeper, Community stressors, and Disagreement in the professional community; and "identity" included experiences related to professional identity, personal impact of work, and personal characteristics. Psychological professionalism emerged as an overarching concept across these domains. Future studies and educational planning should focus on supporting students in handling not only challenges related to concrete work practice and interaction in the community of practitioners, but also identity and the idea of learning as personal transformation as part of moving into practice. [ABSTRACT FROM AUTHOR]

With the rapidly increasing demand for STEM skills, many scientists, mathematicians, engineers, and technology professionals encourage students to pursue STEM careers. However, communicating science to lay audiences is challenging due to complex scientific terminology. This qualitative research aimed to demonstrate how an exemplary scientist, Dr. Reed, used storytelling to teach science in a 7-month internship for high school students. Data sources included real-time videos, field notes, and individual student interviews. Labov's model was used to analyze 75 stories. The analysis shows that Dr. Reed's stories mainly targeted eight teaching purposes. Telling such stories allowed Dr. Reed to relate scientific practices to what the students were experiencing in the science internship. Science educators can use this study's findings to build their storytelling practice with the goal of communicating science to students more effectively. [ABSTRACT FROM AUTHOR]

Supported employment initiatives have been shown to increase employment rates for autistic people who want to enter the workforce. Despite the success of supported employment initiatives in increasing employment rates, little is known about the first-hand experiences and views of those involved. In the current study, we examined the experiences and views of autistic young adults without intellectual disability ('interns'), employers and parents regarding a previously unevaluated paid internship scheme that offers tailored support for interns and employers before, during and after the internship, the Employ Autism network. In total, 51 participants (19 interns, 22 employers, 10 parents), across eight internships, engaged in semi-structured interviews. Reflexive thematic analysis was used to identify three themes, shared across participant groups: (1) the internship was 'an invaluable experience', (2) the internship helped break down autism-specific barriers to employment and (3) stakeholder groups had some unmet expectations. Drawing on this multi-informant qualitative evaluation of a novel supported employment scheme, we derive recommendations of best practice for supported employment initiatives for autistic young adults without intellectual disability. Internships designed for autistic people can help them to find employment, but there is little research about the experiences of those involved with internship schemes. To learn more about a new paid internship scheme in the United Kingdom, the Employ Autism network, we interviewed 19 interns, who were autistic young adults without intellectual disability taking part in one of eight different internships. We also interviewed 22 employers (who worked with the interns), and 10 parents (who supported their children in the internship). The interns, employers and parents told us that the Employ Autism network was a valuable experience that helped the interns become more confident. Also, the parents said it helped the interns become more independent. All the groups said the Employ Autism network removed common barriers to employment, and interns and parents said it would help interns get a job in future. Employers and interns said they understood each other better during the internship, and employers said the internship made them think about how their organisations might have accidentally had barriers in place that could stop autistic people getting employed (barriers that they wanted to address in future). However, all groups said some expectations of the internship were not met. These findings suggest the Employ Autism network is helpful for autistic young adults without intellectual disability and employers, but that there are ways that the internships could be improved in future. We discuss the lessons we can learn from the Employ Autism network that might help others who are thinking about setting up, or getting involved in, similar internship schemes. [ABSTRACT FROM AUTHOR]

Objective: Despite the critical role of empathy in medical students, various studies have provided conflicting evidence regarding changes in empathy during medical study. The present study was designed to investigate changes in cognitive empathy during the internship. Method: A study was conducted at the Afzalipour School of Medicine, Kerman University of Medical Sciences. All medical students at the beginning of their internship were entered the study as a cohort and asked to complete a two-part questionnaire including demographic characteristics and the Persian version of the Jefferson Scale of Empathy-Student Version (JSE-S). The questionnaire was completed again at the end of the internship. Data were analyzed using SPSS software using paired t- test and one-way repeated measures. Results: A total of 108 interns participated with a mean age of 23.85 ± 1.47 years, and a female majority (61.1%). The mean score of standing in the patient's shoe increased significantly (P < 0.001) during the internship, whereas the mean score of compassionate care decreased (P < 0.001). The overall score of empathy decreased during the internship, but the difference was not statistically significant. (P = 0.105). No statistically significant difference was found in the mean score of empathy and its subscales based on demographic characteristics in the two phases of the study. Conclusion: our results revealed that the level of cognitive empathy in the current study was higher than that in previous studies. The changes were consistent with some studies and contradictory to others. Considering that similar changes were observed in the subgroup analysis, it is necessary to focus more on the factors that cause this feeling to fade during the internship through appropriate assessment and timely intervention. [ABSTRACT FROM AUTHOR]

Community placements among trainee doctors have proven beneficial in understanding community problems, the role of primary care in health, and increasing the likelihood of pursuing a primary care career, albeit with some challenges. In 2020, Kenya started community rotations as part of the mandatory internship programme. This study aimed to describe the experiences among medical interns and their educational supervisors during the rotation from which insights on how to improve the community rotation may be drawn. A qualitative analysis of 13 in-depth interviews carried out among medical interns and their supervisors was undertaken in the first year of the implementation of the community rotation. Factors that enabled a successful rotation were an increased awareness amongst interns about patient health in the context of the community, presence of existing primary care structures, and the use of technology for patient follow-up during the COVID-19 pandemic. Conversely, challenges experienced by participants included insufficient communication prior to implementing the community health rotation, limited community health exposure among medical graduates before the internship, and fear of contracting or spreading COVID-19. The study identified opportunities to improve the community rotation through stakeholder engagement, timely government communication, and strengthening undergraduate medical training in community health competencies. [ABSTRACT FROM AUTHOR]

Internships are crucial for enhancing the quality of talent in the hotel industry. However, it is essential to incorporate innovative internship activities with the current tech-savvy workforce. This research aims to develop gamification elements that can be integrated into hotel internship programs. The study utilizes Kolb’s theory and the M.D.A. (Mechanic, Dynamic, and Aesthetic) Framework to understand internship gamification. Through a comprehensive literature review, the study presents the Gamification Hospitality Internship System (G.H.I.S.) concept, wherein the M.D.A. framework elucidates the stages of experiential learning. The findings offer a comprehensive understanding of how gamification components can be effectively utilized to meet Generation Z preferences in hotel internship programs. [ABSTRACT FROM AUTHOR]

A professional practice is a type of internship, a practicum, that encompasses a supervised hands-on training experience for students to develop and identify the core and enabling competencies required in a professional environment. It also allows them to identify the developed and underdeveloped skills that are important in the labour environment while still undergoing an academic training. Therefore, the purpose of this research is to determine the core and enabling competencies required and developed by the students coursing the Library and Information Science Programme at Universidad Tecnologica Metropolitana during their professional practices carried out from 2019 through 2021. To this end, a questionnaire with open and closed-ended questions was used as data collection instrument. It was applied to a sample of 64 graduates from this Programme, out of a universe of 70 students in addition to a focus group to delve deeper into the answers obtained. The results established that both core and enabling competencies had been relevant in their professional practice. The most relevant core competencies were those related to information and knowledge services; information analysis and data retrieval; and organisation of data, information and knowledge assets meanwhile the most relevant enabling competencies were communication, teamwork and adaptability. [ABSTRACT FROM AUTHOR]

Student-run and student-staffed behavioral health clinics increase service capacity and access to low-cost services and are usually created by medical schools and behavioral health graduate programs. There is little information about student-staffed programs developing independently of academic institutions. As the demand for mental health services continues to grow, it is essential that successful models of community-based service provision are shared so other agencies can replicate models and increase service capacity. This article outlines the elements of a student-staffed behavioral health program model run by a nonprofit. Details on staffing, student selection, supervision, evaluation methods, supplemental training, and funding are included. [ABSTRACT FROM AUTHOR]

The rise of internships as a form of work experience that students pursue during their degree or after graduation has been accompanied by an upsurge of discussions, critical and favourable, on the role of internships for interns' employment opportunities. There is a need, however, to understand the learning that goes in internship as for many students internship is a setting where work practices are encountered for the first time. Recently it has been suggested that unaccredited internship can be seen as constituting a separate work activity that needs to be examined in its own right. The aim of this article is to contribute to this literature by focusing on the learning challenges that arise in unaccredited internship and identifying the capacities that interns develop as a result of tackling these challenges. To that end, I identify a set of analytical concepts from vocational learning literature developed to understand the challenges and opportunities associated with learning across contexts (i.e. education and work): horizontal expertise, boundary-crossing, recontextualisation and identity-renegotiation. Then I analyse data on learning in unaccredited internships collected from five focus groups and two interviews (18 interns). A dialogic discourse analysis of focus group and interview discourses revealed that the interns in unaccredited internship developed an emerging capacity to learn and work competently across multiple contexts and to initiate and coordinate subsequent cycles of boundary-crossing between education and work. The paper proposes the notion of "interns' horizontal expertise" to describe this emerging capacity that arises from learning in unaccredited internship and continues after the internship and explains how this concept differs from other expressions of horizontal expertise in the literature such as the horizontal expertise of seasoned professionals in inter-professional activities and boundary-crossing in work placements. [ABSTRACT FROM AUTHOR]

Introduction: Postgraduate fellowships are growing in midwifery and yet are poorly understood by the profession. These fellowships are optional for midwives interested in developing advanced skills, transitioning to specialty practice, or entering or re‐entering professional practice. The purpose of this study was to explore the characteristics and outcomes of US postgraduate midwifery fellowships as described by midwifery fellowship program directors. Methods: Postgraduate midwifery fellowship programs in the United States were identified through an environmental scan and snowball sampling. Directors of these fellowship programs were invited to complete a survey and an open‐ended interview to determine their program's characteristics and outcomes. Quantitative data were summarized, and thematic analysis was used to explore the qualitative data. Results: An environmental scan and snowball sampling identified 17 postgraduate midwifery fellowship programs. Thirteen fellowship program directors completed a survey (76.5%), and 11 completed an interview (64.7%). The findings identified program characteristics, including location, structure, funding, and educational offerings, of midwifery fellowship programs. The thematic analysis revealed the emergence of 3 themes highlighting the creation of support for midwives in transition, including new graduates and practicing midwives returning to practice after a hiatus or shifting to specialty practice: (1) stepping stones, (2) empowered and equipped, and (3) innovative future. Community birth practice was defined as specialty practice by these directors. Discussion: The results of this study inform the profession of the availability of fellowships and the development of future high‐quality midwifery fellowships. Postgraduate midwifery fellowships should not be required for entry to practice but have a place in the work‐study opportunities available to US midwives. [ABSTRACT FROM AUTHOR]

Abstract Background and objectives Medical students experience different types of challenges during their MD program, which become more challenging when it comes to the internship, putting too much pressure on them. This study aimed to explore the challenges of medical interns of Shiraz University of Medical Sciences (SUMS), Shiraz, Iran. Methods In this qualitative research, which was conducted from September 2023 March 2024, medical interns of SUMS were selected using purposeful sampling method. The data were collected through deep and semi-structured interviews, and it was continued until data saturation was achieved. The data analysis was performed through thematic content analysis. Results A total of 13 participants (6 men and 7 women) with a mean ± SD age of 25 ± 1.6 years were interviewed. The challenges of medical interns consisted of 423 meaning units, 79 open codes, 14 subthemes, and 6 main themes; the main themes consisted of educational challenges, challenges following university regulations, health and behavioral issues, economic/employment-related issues, sociocultural and recreational challenges, and ethical issues. Conclusion The results of this study highlight the necessity for reforms in the medical internship phase aiming to tackle interns’ issues and establish a supportive and nurturing environment for future medical doctors.

Abstract Background Improving the professional competency of nursing students during the internship is critical. This study aimed to compare the professional competency and anxiety of nursing students trained based on two internship models. Methods This is a two-group posttest-only quasi-experimental design study. One hundred nursing students who passed internship models A (a previous internship model) and B (an intervention with more educator support and a more planned and programmed process) were randomly enrolled in this study. Internship model groups A and B were conducted for the students in semesters 7 and 8. The outcomes assessed in both groups were “The Competency Inventory for Registered Nurses” and Spielberger “State-Trait Anxiety Inventory”. T-test and MANOVA were used to analyze the data. Results The mean scores of competency were 134.56 (SD = 43.23) and 160.19 (SD = 35.81) for the nursing students in the internship model groups A and B, respectively. The mean scores of nursing students’ anxiety were 92.14 (SD = 15.36) and 80.44 (SD = 18.16) in the internship model groups A and B, respectively. MANOVA test showed a significant difference between the groups regarding professional competency (F = 10.34, p = 0.002) and anxiety (F = 11.31, p = 0.001). Conclusions The internship model group B could improve the professional competency of nursing students to a great extent and they experienced mild anxiety; it is suggested that this intervention should be done for nursing students. Conducting more studies to evaluate the effect of this model on the nursing students’ competency and anxiety after graduation and as a novice nurse is suggested.

Abstract Objective Despite the critical role of empathy in medical students, various studies have provided conflicting evidence regarding changes in empathy during medical study. The present study was designed to investigate changes in cognitive empathy during the internship. Method A study was conducted at the Afzalipour School of Medicine, Kerman University of Medical Sciences. All medical students at the beginning of their internship were entered the study as a cohort and asked to complete a two-part questionnaire including demographic characteristics and the Persian version of the Jefferson Scale of Empathy-Student Version (JSE-S). The questionnaire was completed again at the end of the internship. Data were analyzed using SPSS software using paired t- test and one-way repeated measures. Results A total of 108 interns participated with a mean age of 23.85 ± 1.47 years, and a female majority (61.1%). The mean score of standing in the patient’s shoe increased significantly (P

Ziyad F Al Nufaiei,1,2 Hassan Z Omar,1,2 Raed G Alghamdi,1,2 Saeed D Felemban,1,2 Raid M Al Zhranei,1,2 Maher Alsulami,2,3 Reem H Alluhibi,1,2 Waad A Alsulami,2,4 Majid S Al-Thaqafy,2,4– 6 Emad I Abdelrahman7 1Department of Respiratory Therapy, College of Applied Medical Sciences, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia; 2King Abdullah International Medical Research Center, Jeddah, Saudi Arabia; 3Department of Emergency Medical Service, College of Applied Medical Sciences, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia; 4Research Unit, College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia; 5Department of Infection Prevention and Control, King Abdulaziz Medical City, Jeddah, Saudi Arabia; 6College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia; 7Albayt Medical General Center, Mecca, Saudi ArabiaCorrespondence: Ziyad F Al Nufaiei, Department of Respiratory Therapy, College of Applied Medical Sciences-Jeddah, King Saud bin Abdulaziz University for Health Sciences, Mail Code 6610, P.O.Box.9515, Jeddah, 21423, Kingdom of Saudi Arabia, Tel +966551600060 Ext 46125, Email nufaieiz@ksau-hs.edu.saIntroduction: The coronavirus disease (COVID-19) is an infectious disease that has rapidly spread on a global scale. The entire world has fought tirelessly to combat this disease, which has had a significant impact on humanity. This study examines the effects of the COVID-19 pandemic on the performance of undergraduate healthcare students during internship, focusing on the leadership, social, and mental aspects.Methodology: A cross-sectional national survey was conducted among Saudi Arabia’s undergraduate health care students. From August to December of 2021, non-probability convenient sampling was employed in the study. Online-questionnaire was used to administer the three survey dimensions—mental health, social life, and leadership—as well as the demographic profiles. Correlation coefficients were utilized to establish a meaningful connection between the independent variables and the study’s domains. Moreover, the Kruskal–Wallis tests were employed to efficiently compare the medians among the independent groups.Results: Two hundred and forty-one undergraduate healthcare students from a variety of backgrounds participated in this study. Mental health issues such as difficulty relaxing and increased irritability were prominent. From a sociological perspective, the majority of participants expressed a strong desire for more social interaction. Lastly, most participants in the leadership domain revealed satisfaction with their professional relationships. However, 50.7% of respondents expressed dissatisfaction with their incentives.Conclusion: The study concludes that addressing problems in the mental, social, and leadership domains is crucial to enhancing the resilience and overall well-being of undergraduate healthcare students during their internships. Anxiety and stress emerged as the most prevalent factors affecting these students. However, the presence of a positive relationship with their supervisors, as well as the support provided by healthcare organizations, played a vital role in helping them overcome these challenges.Keywords: COVID-19, internship, psychological well-being, stress, mental health, social life, leadership

Internship programs are essential for tertiary students to gain relevant experience before entering the workforce. Managing these programs, especially in institutions such as the East Java Province Marine and Fisheries Agency (DKP), poses challenges due to the reliance on paper-based processes and the need for centralized management across 17 branches. Therefore, this research developed a "Centralized Internship Information System" (CIIS) program designed with the aim of simplifying internship registration, student placement, document management, and program monitoring at DKP and its branches. This research focuses on designing a user-friendly interface for CIIS to address these issues. The design process follows the Design Thinking method, which emphasizes deeply understanding user needs and creating innovative solutions. The effectiveness of CIIS was evaluated using the Short User Experience Questionnaire (UEQ), which assesses user experience across key aspects. The UEQ results showed an average pragmatic quality score of 1.954 (excellent) and an average hedonic quality score of 1.856, with an overall average of 1.91. These results indicate that CIIS provides a high-quality user experience, facilitating easier access to internship opportunities for students, efficient candidate selection for companies, and effective monitoring for internship managers at DKP.

Background: Internship programs in the fields of medicine and nursing have been widely successful in enhancing clinical education and preparing graduates for practical work. However, the use of such programs in midwifery education is less common.Objectives: This study aimed to investigate the effect of an internship program on midwifery students' perceptions of the quality of their clinical education.Methods: An audit trial was conducted between 2021 and 2022 with a group of 22 midwifery students at Isfahan University of Medical Sciences, Iran. The participants were selected through a census after meeting inclusion criteria and providing informed consent. The study was executed in three phases: preparation, implementation, and supervision and evaluation. Data was collected using a demographic and educational information form, along with the Nursing Clinical Facilitator Questionnaire. Descriptive statistical methods were employed for data presentation.Results: The mean age of the students was 23.47±1.91 years. The mean overall score for the quality of preceptorship was 77.33±6.91. From the perspective of midwifery students, the highest perceived quality was associated with Pregnancy and Childbirth Unit 1, while the lowest quality was associated with the Labor Unit. Students expressed the highest satisfaction with the organization and consistency of internship schedules, clear objectives for internship activities, appropriate student-to-preceptor ratios, preceptor support for students, safety training, and full access to preceptors throughout the day. However, they were dissatisfied with the lack of access to welfare and educational facilities, as well as insufficient collaboration between healthcare professionals.Conclusion: Midwifery students deemed the quality of the internship to be satisfactory. Nevertheless, certain modifications, such as regular retraining of preceptors, could enhance the program's effectiveness.

Abstract Background The transition of newly graduated nurses into the workforce is recognized as a complex undertaking and has been examined extensively in the literature. Objective This study aimed to assess the readiness levels of intern nursing students and investigate the factors affecting their transition to professional practice within the Al Jouf region in Saudi Arabia. Methods The study employed a combination of descriptive, correlational, and qualitative methodologies to conduct its investigation. Data were acquired via an online questionnaire that included demographic information, the Nursing Practice Readiness Scale (NPRS), and two open-ended questions. A total of 135 nursing intern students were recruited to participate in the study. Benner’s “novice-to-expert” theory of clinical competence was utilized to guide the theoretical underpinning of the study. Results Findings revealed that most intern nursing students (63.7%) exhibited a moderate level of readiness. Furthermore, 70.4% and 55.6% of the students showed moderate readiness in terms of their professional attitudes and patient-centeredness, respectively. More than one-third of the students demonstrated a high level of readiness in the self-regulation domain (36.3%), while a similar proportion indicated a high level of readiness in the domain of collaborative interpersonal relationships (33.3%). The students underscored their reliance on the education system as pivotal in enhancing their preparedness for clinical practice. Conclusion Nursing internship programs contribute to a more comprehensive readiness of nurses for active participation in clinical practice as compared to traditional educational programs.

Objective(s): Logbook is an important tool for learning, monitoring and evaluating students' periodic activities during their internship. According to the revised curriculum of the master's degree in health education and health promotion, the present study was conducted with the aim of development an educational logbook. According to the revision of the curriculum of the master's degree in health education and health promotion, the present study was conducted to design an educational logbook for the internship course of the master's degree in health education and health promotion. Methods: This developmental study was conducted using the Delphi technique from 2018 to 2022 in the form of 10 face-to-face and 3 virtual meetings. In this research, the participation of specialized board members, heads of department, faculty members and students of medical sciences universities of the country was used with the convenience sampling method. At first, the chapters of internships were extracted according to the curriculum of the master's degree in health education and health promotion and analyzed based on Bloom's classification in three cognitive, attitudinal, and behavioral domains, and then the intended activities were designed. Results: In this research, 39 activities in the 5 fields (according to the approved curriculum) were compiled as activities needed by students in the form of a log book. 11 activities were determined for comprehensive health service centers, 10 activities for media, 7 activities for workplaces, 7 activities for community and 4 activities in the areas of needs assessment, development, implementation and evaluation. Conclusion: According to the designed log book, it is expected the end of internship, the students will learn the different stages of an educational intervention, including needs assessment; Practice design, implementation or evaluation according to any internship environment or field and improve their abilities.

Purpose: This study aims to thoroughly evaluate the level of performance satisfaction displayed by accounting student trainees during their training in host establishments. The study focuses on three key dimensions: attendance and punctuality, knowledge and quality of work, and general attitude, in order to provide a detailed assessment of the trainees’ performance. Methodology: The study used a mixed-methods approach, specifically the sequential explanatory design. This involved the use of a survey questionnaire and in-depth interviews. Research Findings: The research findings indicate that the performance satisfaction of accounting student trainees is very satisfactory in terms of attendance and punctuality, with an overall mean rating of 3.63. Additionally, knowledge and quality of work are rated as very satisfactory, with an overall mean of 3.50. Their general attitude is also rated as very satisfactory, with an overall mean of 3.68. The qualitative data obtained through interviews provides a detailed examination of the trainees' strengths and weaknesses, along with valuable recommendations from the host training establishments. The strengths identified were independence, resourcefulness, and enthusiasm. However, two categories emerged as weaknesses, which are social awkwardness and inattentiveness. The host training establishments have advised accounting student trainees to be proactive, enhance their skills, seek opportunities and guidance, and be prepared. Tujuan Penelitian: Penelitian ini bertujuan untuk mengevaluasi secara menyeluruh tingkat kepuasan kinerja yang ditunjukkan oleh mahasiswa akuntansi selama pelatihan mereka di perusahaan tuan rumah. Studi ini berfokus pada tiga dimensi utama: kehadiran dan ketepatan waktu, pengetahuan dan kualitas kerja, dan sikap umum, untuk memberikan penilaian rinci terhadap kinerja peserta pelatihan. Metodologi: Penelitian ini menggunakan pendekatan metode campuran, khususnya desain penjelasan sekuensial. Hal ini melibatkan penggunaan kuesioner survei dan wawancara mendalam. Temuan Penelitian: Hasil penelitian menunjukkan bahwa kepuasan kinerja peserta pelatihan mahasiswa akuntansi sangat memuaskan dalam hal kehadiran dan ketepatan waktu, dengan nilai rata-rata keseluruhan sebesar 3,63. Selain itu, pengetahuan dan kualitas pekerjaan dinilai sangat memuaskan, dengan rata-rata keseluruhan 3,50. Sikap mereka secara umum juga dinilai sangat memuaskan, dengan rata-rata keseluruhan sebesar 3,68. Data kualitatif yang diperoleh melalui wawancara memberikan pemeriksaan rinci mengenai kekuatan dan kelemahan peserta, serta rekomendasi berharga dari lembaga penyelenggara pelatihan. Kekuatan yang diidentifikasi adalah kemandirian, akal, dan antusiasme. Namun ada dua kategori yang muncul sebagai kelemahan, yaitu kecanggungan sosial dan kurangnya perhatian. Lembaga pelatihan tuan rumah telah menyarankan mahasiswa akuntansi untuk bersikap proaktif, meningkatkan keterampilan mereka, mencari peluang dan bimbingan, dan bersiap.

Background and purpose: Students often express confusion and dissatisfaction with the current internship structure for their master's degree in geriatric health. They feel the lack of clear evaluation criteria and a portfolio system to track their progress. Additionally, the field is relatively new, and traditional teaching methods may not be optimal. This study aimed to design and implement a portfolio based on problem-based learning (PBL) for the geriatric health master's internship program. We also evaluated student satisfaction with this approach. Materials and methods: This semi-experimental quantitative study was conducted in 2024. The stages of conducting the research included designing, implementing, and evaluating the level of satisfaction of students from the portfolio and comparing it with the traditional method. In this way, after designing and compiling the portfolio in problem-based learning, during the implementation phase of the internship program, all the students in the internship unit in the field of elderly health, who were ten people, were randomly divided into two groups: control (five people) and test (five people) were divided and during 12 weeks they passed the training course using the traditional method (control group) and the portfolio method (test group) It was implemented and the internship scores were announced for the students of each group. In the third step, to measure the level of satisfaction of students, the two mentioned methods of a two-part questionnaire including demographic information and questions related to the level of satisfaction of students were used. After collecting the research data, they were entered into SPSS-26 software, and independent t-tests and Fisher's exact test were used to compare the level of satisfaction of the two groups due to the normality of the data. Results: The average age (standard deviation) of the control and test groups was 35.4 (8.56) and 33.6 (8.08) years, respectively. There were no significant differences between the groups in terms of age, grade point average, gender distribution, or marital status. The mean (standard deviation) of overall satisfaction scores for the control and test groups was 26.8 (8.1) and 35.8 (2.28), respectively. The independent t-test revealed a statistically significant difference in overall satisfaction between the two groups (t=2.38, p ≤ 0.05). Conclusion: This study suggests that geriatric health master's students find the PBL portfolio method more satisfying than the traditional internship approach. Students in the PBL group reported higher motivation and felt a stronger connection between theoretical knowledge and clinical practice. Therefore, incorporating the PBL portfolio method into geriatric health and other medical science internship programs is recommended. Notably, this is the first study to explore this method with geriatric health students. A limitation is the small sample size. Future research should involve a larger and more diverse student population across multiple universities.

Nursing Students' Interpretation of their Profession through their Internship in the COVID-19 Pandemic: A Phenomenological Study

Euthanasia Approaches of Healthcare Professionals

The global economic downturn due to the pandemic has resulted in shrinking the digital market in big economies such as the US and China. After the pandemic, many of the major tech and internet-based companies had to take action to reverse their the declining balance sheets and look for ways to financially rebound. Illustrated in this paper is how these digital giants in China could further advance their economy by minimising their paid manpower by working with/under the education system and inventing new temporary intern positions as semi-(im)material labour to expand their workforce. Based on our ethnographic work and interviews with interns, we elucidate the case of a Chinese tech intern, which exemplifies what we refer to as involution. Involution is a process by which the new generation is induced to accept a much more precarious economy as a result of nominal pay, yet is able to nevertheless survive, meet their daily needs and dwell in big cities, rather than engaging a radical change or revolution.

Introduction: We have observed inconsistencies in residents’experiences regarding important procedures and tasks necessary for patient care. We aimed to improve individual motivation tolearn and become facile with specific practices earlier in the timeline of the internship years.Methods: Intern Bingo was implemented in a single general surgery residency. Two sites, both tertiary care centers with institutional practices, were utilized. Twenty-four procedures/tasks important to clinical practice were identified, including but not limited to Nasogastric Tube placement, IV insertion, incision and drainage, laceration repair, vascular doppler exam, andclinical documentation. Bingo cards were randomly generated. To assess comprehension, interns taught back necessary components to a senior resident or attending to complete each bingo square; including indications, supplies, steps, troubleshooting techniques, and complications. First, the residents were awarded prizes to complete a row and a full card (a cloth scrub cap and portable pulse-oximeter, respectively). A Likert-scale survey assessing satisfaction was administered following the completion of the internship period.Results: The first row was completed in two weeks and the first full card at four weeks. All participants finished the cards within 8 weeks. 54% of the participants returned the survey and100% reported positive experiences. 50% felt that bingo created a healthy learning environment with improved teaching, and the remaining 50% were neutral. 75% reported that Bingo positivelyinfluenced decisions to seek out opportunities. 100% conveyed a desire to repeat Bingo as mentors. Feedback from the attendings was gathered, with positive assessments of the interns’ skills and confidence.Conclusion: Bingo is a simple and easily implemented educational tool that works to alleviate variations in experience early in the internship period. It represents a novel and effective way tomotivate the interns to learn important procedures and tasks within the first two months of residency. Cards may be effortlessly tailored to a variety of residency programs and rotations.

Background: The transition of newly graduated nurses into the workforce is recognized as a complex undertaking and has been examined extensively in the literature. Objective: This study aimed to assess the readiness levels of intern nursing students and investigate the factors affecting their transition to professional practice within the Al Jouf region in Saudi Arabia. Methods: The study employed a combination of descriptive, correlational, and qualitative methodologies to conduct its investigation. Data were acquired via an online questionnaire that included demographic information, the Nursing Practice Readiness Scale (NPRS), and two open-ended questions. A total of 135 nursing intern students were recruited to participate in the study. Benner's "novice-to-expert" theory of clinical competence was utilized to guide the theoretical underpinning of the study. Results: Findings revealed that most intern nursing students (63.7%) exhibited a moderate level of readiness. Furthermore, 70.4% and 55.6% of the students showed moderate readiness in terms of their professional attitudes and patient-centeredness, respectively. More than one-third of the students demonstrated a high level of readiness in the self-regulation domain (36.3%), while a similar proportion indicated a high level of readiness in the domain of collaborative interpersonal relationships (33.3%). The students underscored their reliance on the education system as pivotal in enhancing their preparedness for clinical practice. Conclusion: Nursing internship programs contribute to a more comprehensive readiness of nurses for active participation in clinical practice as compared to traditional educational programs. [ABSTRACT FROM AUTHOR]

Since 2015, the University of Rhode Island (URI) Engaging Generations Cyber-Seniors Program has provided over 500 students from 19 different majors with the opportunity to mentor older adults through internships and service learning courses. Due to the pandemic, interest in the program significantly increased from the community and from students in need of opportunities to work with individuals. As a result, a robust internship program was developed that focused on building age and digital inclusivity across campus and throughout the state. The program integrates a three-pronged approach where students complete field hours, enhance the Career Readiness Competencies employers seek in graduates as determined by the National Association of Colleges & Employers (NACE), and complete the components necessary to earn the Rhode Island Geriatric Education Center Interprofessional Teamwork in Geriatrics and Gerontology Certificate. This paper will describe the key elements of this internship model and present survey data related to the student experience. [ABSTRACT FROM AUTHOR]

Despite high‐quality initial teacher education (ITE), a notable proportion of newly graduated teachers encounter a stark reality shock upon entering the profession, facing burnout and suboptimal teaching performance. While internships during ITE are often seen as a potential solution to bridge the gap between theory and practice, their effectiveness is questioned. This multiple‐case study (N = 38) delves into the ideals and attributes of teacher identities as perceived by preservice teachers in both ITE and internship contexts, with a specific focus on the role of digital technology in education. The interview findings highlight an expectation gap and a susceptibility to succumb to contextual pressures, even within the sheltered environments of internships. This study advocates for closer collaboration between ITE and internship settings to uphold the development of a sound teacher identity and sustain teacher resilience in the increasingly digitalised educational landscape. [ABSTRACT FROM AUTHOR]

This study examined the potential role of critical reflection as a tool to support pre-service early childhood teacher interns in understanding and questioning pedagogical choices witnessed in their preschool internships while developing their own socially responsible teaching capacity. This study contributes to the field of critical reflection in teacher education by emphasizing an analysis of power, using Patricia Hill Collins' matrices of power to understand the complexities of systemic injustices and identify potential solutions. The authors conducted an analysis of students' critical reflections, which were completed weekly during their quarter-long preschool internship. The authors found that a critical analytic lens, using power, created intentional space to pause and expand interpretations of unequal and inequitable dynamics within the students' preschool internship experiences, and had the potential to impact their subsequent pedagogical decisions. These findings hold the possibility for teacher preparation programs to bolster students' reflective praxis and seed justice-oriented possibilities in early childhood education. [ABSTRACT FROM AUTHOR]

This article presents an exercise aimed at stimulating the students' critical reflective thinking and reflexivity in a seminar course from a Social Work undergraduate program. The exercise, deployed through collaborative methods and focus groups, sought to foster the students' inter-subjective recollection and sharing of their first contacts with professional practice. The integration in the institutional setting, the contact with newly-met routines of practice and the experiencing of complex situations and critical incidents were key dimensions subject of attention. The exercise was focused on three interrelated key dimensions: how students experienced the process of integration in the organization; how students conceptualized intervention problem(s); how students represented the (dis)continuities between academic knowledge and practice-based learnings. The exercise resulted in perceiving the most important challenges students faced in their internship conveyed on their own terms. It also allowed access to the students' accounts of their first contacts with practice. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic has been an important challenge for the training of students of university social service courses, especially with regard to internship activities. The need to define quality training projects, even during a pandemic, has given rise to numerous forms of experimentation and innovation in universities around the world, many of which have proved useful and effective in ensuring high levels of training during the health emergency. Now that the most critical phase of the pandemic seems to be behind us, it is important to reflect on how the new, reflective attitude toward the practical training of future professionals and the activities of the last two years, can become part of the knowledge in the field of practical training of future social workers, even in a non-emergency scenario. This article offers some reflections on the critical issues, resources, and new opportunities that arose concerning practical training, in particular on how the students' reflective learning strategies in their approach to social work during the Covid-19 pandemic could be improved, starting with the results of research carried out in Italy, during the Degree Course in Social Sciences and Social Services at the Ca' Foscari University of Venice. The research, conducted through the combination of a survey and some qualitative research tools, involved university internship tutors, supervising social workers at social service institutions in the area, and students who were confronted with the need for practical training during the pandemic. [ABSTRACT FROM AUTHOR]

In order to graduate as professional engineers in Australia, engineering students undertake internships as part of their degree programmes. The heart of a productive internship programme is the relationship between the workplace supervisor and the student, yet there are significant gaps in the knowledge about the nature and type of professional learning that takes place for industry supervisors. The aim of this research is thus to develop a clearer understanding of their practices and perceptions of their student supervision, and the types of learning that take place. This study was conducted with industry supervisors of students from the Faculty of Engineering and IT in an Australian university. It adopted a qualitative research approach using semi-structured interviews and an online survey. The data were analysed through the lens of practice theory perspectives. Our results show that learning was generally confined to the learning of students. Supervisors generally did not position themselves as potential learners in the internship experiences. The deeper understanding gained from this study calls for more purposeful, relational and values-based learning practices in supervisor-student interactions. [ABSTRACT FROM AUTHOR]

This qualitative case study explored the lived experiences of social work students through the Covid-19 pandemic. In the weeks following the detection of Covid-19 in the United States, educational institutions closed down on very short notice and administrators scrambled to develop plans that would ensure as little disruption as possible to faculty teaching and student learning. For social work students, the consequent developments were extensive, affecting learning in the classroom and field. Nineteen social work students at a university in the Mid-Atlantic region of the United States were interviewed about their lived experiences during the pandemic. The findings revealed that students had significant concerns at the beginning of the pandemic, most of which abated with time because of decisions and adjustments made by university administrators, faculty and students. Field education produced extensive demands on university administrators, students and field agencies to innovate in ways that they had not previously prepared for. Furthermore, an overwhelming number of students developed new perceptions of their own abilities having successfully navigated the challenges and responsibilities of the period. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the feedback of Operating Room and Anaesthesia Associate Degree Program students regarding their clinical practices in the operating room environment. The research population consists of Operating Room and Anaesthesia Program students (N=240) who did their summer internship in the 2022-2023 academic year. A total of 218 students' feedback forms were evaluated. Student Internship Evaluation forms were used as data collection tools. The form comprises three sections. The first section has socio-demographic information. The second section has 12 questions about students' perceptions of the internship. The third section is an open-ended section where students can give their internship evaluations in their own words. 89 (40.8%) students from the Operating Room Program and 129 (59.2%) students from the Anaesthesia Program participated in the study. Half of the students are women and are studying in the first grade. They reported that it was suitable for their profession, that they did an internship in a suitable workplace, and that their internships contributed to their professional knowledge and skills. As a result, considering the feedback of students who interned in the operating room environment will significantly contribute to planning a successful training program to develop clinical competencies. [ABSTRACT FROM AUTHOR]

Background and purpose: Students often express confusion and dissatisfaction with the current internship structure for their master's degree in geriatric health. They feel the lack of clear evaluation criteria and a portfolio system to track their progress. Additionally, the field is relatively new, and traditional teaching methods may not be optimal. This study aimed to design and implement a portfolio based on problem-based learning (PBL) for the geriatric health master's internship program. We also evaluated student satisfaction with this approach. Materials and methods: This semi-experimental quantitative study was conducted in 2024. The stages of conducting the research included designing, implementing, and evaluating the level of satisfaction of students from the portfolio and comparing it with the traditional method. In this way, after designing and compiling the portfolio in problem-based learning, during the implementation phase of the internship program, all the students in the internship unit in the field of elderly health, who were ten people, were randomly divided into two groups: control (five people) and test (five people) were divided and during 12 weeks they passed the training course using the traditional method (control group) and the portfolio method (test group) It was implemented and the internship scores were announced for the students of each group. In the third step, to measure the level of satisfaction of students, the two mentioned methods of a two-part questionnaire including demographic information and questions related to the level of satisfaction of students were used. After collecting the research data, they were entered into SPSS-26 software, and independent t-tests and Fisher's exact test were used to compare the level of satisfaction of the two groups due to the normality of the data. Results: The average age (standard deviation) of the control and test groups was 35.4 (8.56) and 33.6 (8.08) years, respectively. There were no significant differences between the groups in terms of age, grade point average, gender distribution, or marital status. The mean (standard deviation) of overall satisfaction scores for the control and test groups was 26.8 (8.1) and 35.8 (2.28), respectively. The independent t-test revealed a statistically significant difference in overall satisfaction between the two groups (t=2.38, p ≤ 0.05). Conclusion: This study suggests that geriatric health master's students find the PBL portfolio method more satisfying than the traditional internship approach. Students in the PBL group reported higher motivation and felt a stronger connection between theoretical knowledge and clinical practice. Therefore, incorporating the PBL portfolio method into geriatric health and other medical science internship programs is recommended. Notably, this is the first study to explore this method with geriatric health students. A limitation is the small sample size. Future research should involve a larger and more diverse student population across multiple universities. [ABSTRACT FROM AUTHOR]

This research delves into the factors influencing digital entrepreneurial intention using the Smart PLS algorithm for data analysis. The analysis results strongly support the proposed hypotheses, with indicator values above 0.6 indicating the reliability of variables in the context of digital entrepreneurial intention. The main findings affirm that innovation plays a key mediating role in connecting attitude, subjective norm, and self-efficacy to digital entrepreneurial intention. It is also found that excessive digital entrepreneurial self-efficacy can hinder innovation, and a positive industry perception does not always correlate with high levels of innovation. Creativity proves to be a key element, positively impacting digital entrepreneurial intention and innovation. Other factors, such as planned behavior theory and digital literacy, also contribute positively to digital entrepreneurial intention and innovation. This research provides in-depth insights into the complex interaction of key factors in shaping attitudes and digital entrepreneurial intention. This conclusion has significant implications for the development of a dynamic and innovative digital entrepreneurial ecosystem. [ABSTRACT FROM AUTHOR]

The healthcare sector's demand for a skilled workforce necessitates effective management of internship and residency programs. This study introduces the System for Managing the Health Internship Program (SIGEPS), aimed at addressing internship and residency management challenges in Joinville's municipal health network. The method of this study focused on developing a computational solution with applied and exploratory objectives. The research adopted a UserCentered Development approach, involving seven stages from scope determination to system implementation. Key stages included selecting Google's free technological tools, developing forms for information input, integrating these into a Google Sheets spreadsheet, and creating a website for schedule display. The primary result was the successful development of SIGEPS, which automated the process from initial requests to scheduling and analysis of healthcare institutions and displayed schedules online. The system offers several advantages over previous models, such as concurrent scheduling by multiple employees, process automation, enhanced information transparency, and improved efficiency with significant time savings. Future enhancements include integrating decision support systems and enabling data analysis reports through dashboards to further reduce scheduling efforts and enhance professional efficiency. This study demonstrates the feasibility of developing and implementing a free computational solution using the Google platform for managing internships and residencies in the healthcare sector. [ABSTRACT FROM AUTHOR]

Graduate admissions committees in Europe have a challenging task of selecting students from an increasingly large pool of candidates with diverse application files. Graduate standardized testing can ease the comparison of application files. The purpose of this study was to examine whether the Graduate Record Examinations (GRE) is predictive of several dimensions of graduate success on English-taught research masters' programs in science, technology, engineering, and mathematics at a large European university. The data from 167 masters' students were collected. Hierarchical regression analyses were conducted. All GRE scales predicted Graduate Grade Point Average. Individual GRE scales predicted internship grade and supervisors' assessments of students' research performance and the content of their research report. None of the individual GRE scales predicted supervisors' assessments of students' practical skills, but the three GRE scales taken together improved the explanatory power of the model. The structure and style of students' research reports was not predicted by the GRE. All relationships were held after accounting for socioeconomic status. Overall, the GRE appeared as a reasonable predictor of graduate study success. Both the benefits and drawbacks of the implementation of the GRE in European masters' programs are discussed, as well as the legal limitations. [ABSTRACT FROM AUTHOR]

How should journalism educators prepare students for future newsrooms characterised by digital collaborative tools and increased remote work practices? This article takes a pedagogical perspective on the ongoing discussion on evolving newsrooms and their future role. Informed by 39 qualitative interviews about Norwegian journalism students’ learning experiences while doing their internships during the pandemic, the article discusses how such transformed newsrooms are perceived as learning spaces. We found a clear discrepancy between the students’ anticipations and their actual experiences. The students had no problem managing the technical aspects of the digital tools used in these newsrooms, but this mode of working was simply not their preferred way of working, nor was it the space they preferred as a learning environment. One implication is that when learning takes place in such newsroom environments, it is perceived as more difficult and alienating for the student. This represents challenges both journalism educators and the industry should consider when developing their curriculum or wishing to attract new talents. [ABSTRACT FROM AUTHOR]

Hospitality student interns are an important source of quality human resources (HR) to cope with serious labour shortage and sustain the future development of the hospitality industry. This study drew on job characteristics theory to examine the impact of job characteristics (JC) in hospitality internship on job satisfaction (JS) and job involvement (JI), and to assess how both work attitudes affect students’ future career intention (FCI) and their job performance (JP) as perceived by their managers. JC was found to positively influence JS and JI. The relationships of JS and JI with FCI were significant but those with JP were insignificant. The full mediating effect of interns’ JI was shown in this study. Moreover, this research specifically engaged HR professionals to discuss the survey results. The main findings and professional HR opinions were incorporated in the recommendations on internship enhancement to motivate and sustain interns’ aspirations towards their hospitality career. [ABSTRACT FROM AUTHOR]