Abstract
Certified Child Life Specialists provide psychosocial care that supports development and coping to children and families in pediatric settings. The child life profession is growing, and research is needed to support the profession’s continued development. This mixed-methods study captures the perspectives of child life academics with the goal to understand the child life intern preparation process. Results suggest that academics focus on specific knowledge, skills, and abilities when preparing child life interns and assessing internship readiness. Quantitative data shows that it is taking longer for child life students to secure an internship placement. This delay has implications for the profession’s sustainability and ability to meet the needs of children and families in hospitals. Additional implications for this research include opportunities for improvement in academic education, clinical training, and diversity, equity, and inclusion.
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