Field Internship Research Articles

Entrepreneurial Education in Middle-Level Tertiary Colleges in the Rift Valley of Kenya

This study adds to the knowledge base of Entrepreneurial Education (EE) in selected technical training institutes in Kenya. Using qualitative research inquiry, semi-structured interviews were conducted with a question guidebook and follow-up questioning. Data were collected from students, instructors, and administrators selected through purposive sampling. Open and axial coding was used to categorize the transcribed interview responses. Peer review was used to ensure credibility and confirmability. The results reveals that the learning institutions prepared students as entrepreneurs through coursework, mandatory field internships, internal projects, participation in agricultural and business fairs, and providing startup capital for cooperative shops. EE delivery faces numerous constraints including inadequate start-up capital, inadequate access to land, and output and input market resulting from poor infrastructure, competition, lack of marketing skills, and exam-oriented curricula. Dairy, horticulture, poultry, and apiculture enterprises were identified as the most promising and viable enterprises for graduates of middlelevel tertiary institutions. In conclusion, EE was being offered in these institutions as certificate courses or integrated as a topic in their existing curricula. In order to improve upon the delivery of the programs, the institutions needed to upgrade learning facilities, incorporating ICT in the curricula, enhance practical learning, conduct rigorous follow-up evaluations of graduates, and establish business incubators for providing start-up capital to graduates.

Culturally Affirming Clinical Supervision in Graduate Field Education: Enhancing Transformative Dialogue in the Supervisory Dyad

This article is aimed at raising critical consciousness, accountability and empowerment in the supervisory relationship in graduate field education. As more clinicians with intersecting identities navigate rigorous Master’s degree programs, there is a growing need for field instructors to utilize cultural humility in their supervision approach and style. In addition, burgeoning clinicians need to be affirmed, empowered and aware of the intra/inter-cultural dynamics inherent in the supervision process, giving specific attention to power and privilege. In order to navigate culturally relevant supervision for new therapists with a level of humility, field instructors and supervisors face a tall order; it is essential they address cultural differences, validate cultural identities and experiences, and explore power, privilege and intersectionality in the supervisory space while concurrently supporting clinical growth. These difficult dialogues require specific skills, self-awareness and vulnerability on the part of the supervisor. As supervisors attempt to initiate this transformative process, it is important to consider similarities and differences in how supervisors and supervisees experience efforts to engage in difficult dialogues. The authors utilized an anonymous online survey to explore the experiences of supervision among supervised clinicians (n=51) and supervisors (n=39). Qualitative data reflect beneficial supervision regarding clinical content, with a consistent lack of discussion and recognition of power and privilege dynamics; lack of affirmations regarding cultural identities; and superficial exploration of cultural nuances in the supervisor dyad. Findings suggest supervisees need authentic, validating, process oriented exchanges in clinical supervision, especially in field internships where they are learning how to manage clients, their own lived experiences and authenticity in supervision. Recommendations for initiating transformative supervisory practices are included.

Evaluation of the Experiences of Health Service Management Students at the Faculty of Management and Information in Tabriz, Iran Regarding Field Internship: A Qualitative Research

Evaluation of the Experiences of Health Service Management Students at the Faculty of Management and Information in Tabriz, Iran Regarding Field Internship: A Qualitative Research

O processo de implantação de ouvidorias municipais de saúde na abrangência da 2ª Regional de Saúde do Estado do Paraná

A Ouvidora da 2ª Regional de Saúde foi estagiária de Serviço Social neste local, no qual, por uma exigência da Universidade (PUCPR), realizou projeto de intervenção no campo de estágio sobre o processo de implantação de Ouvidorias Municipais da Saúde. Considerando que o processo de implantação das Ouvidorias municipais da Saúde era tido como frágil, até o inicio do ano de 2016, informação essa confirmada por meio de dados coletados por diagnóstico, possibilitou-se a execução do projeto de intervenção. Nesse sentido, o objetivo desse artigo é evidenciar a experiência exitosa realizada nesse campo de estágio, salientando-se através da exposição dos resultados obtidos em uma pesquisa de campo, que comprovam o aumento em 100% no número de Ouvidorias Municipais da Saúde na abrangência dessa Regional, após a intervenção da estagiária no processo de implantação de ouvidorias municipais da saúde.

Combining Two Performance-based Assessment Methods of Logbook and DOPS in Field Internship of BSc Anesthesiology Students

Combining Two Performance-based Assessment Methods of Logbook and DOPS in Field Internship of BSc Anesthesiology Students

Social Work With Groups’ Practice Ethics and Standards

Objective: The purpose of this research was to (a) learn how confident social work students were with social work with groups’ ethics and standards, (b) explore strengths and challenges, (c) examine if group work experience impacts results, and (d) discover if confidence improved when the International Association of Social Work with Groups (IASWG) Standards became required class reading. Method: Social work students ( n = 234) were given the Inventory of Foundation Competencies in Social Work with Groups (IC-SWG) at the beginning and end of 15-week group work classes. Descriptive statistics, analyses of variance, and t tests were conducted. Results: Students’ scores improved from pretest to posttest ( p = .000). They were confident in their ability to respect and highly value diversity (mean = 3.5/4) but were challenged employing special skills with and understanding dynamics of mandated clients (2.99/4). Conclusion: Incorporation of the IASWG Standards and group work experience were associated with greater competencies. The IC-SWG identified challenges that can be addressed in classrooms, field internships, and group work practice settings.

Prevalence of Unique Pediatric Pathologies Encountered by Paramedic Students Across Age Groups

Introduction Traditionally, Emergency Medical Services (EMS) educators have divided the pediatric population into age groups to assist in targeting their clinical and didactic curriculum. Currently, the accrediting body for paramedic training programs requires student exposure to pediatric patients based entirely on age without specifying exposure to specific pathologies within each age stratification. Identifying which pathologies are most common within the different pediatric age groups would allow educators to design curriculum targeting the most prevalent pathologies in each age group and incorporating the physiologic and psychological developmental milestones commonly seen at that age. Hypothesis It was hypothesized that there are unique clusterings of pathologies, represented by paramedic student primary impressions, that are found in different age groups which can be used to target provider education. This is a retrospective review of prospectively collected data documented by paramedic students in the Fisdap (Field Internship Student Data Acquisition Project; Saint Paul, Minnesota USA) database over a one-year period. For the purposes of this study, pediatric patients were defined arbitrarily as those between the ages of 0-16 years. All paramedic student primary impressions recorded in Fisdap for patients aged 0-16 years were abstracted. Primary impression by age was calculated and graphed. The frequency of primary impression was then assessed for significance of trend by age with an alpha ≤.05 considered significant. The following primary impressions showed clinically and statistically significant variability in prevalence among different pediatric age groups: respiratory distress, medical-other, abdominal pain, seizure, overdose/poisoning, behavioral, and cardiac. In patients less than 13 years old, respiratory and other-medical were the most common two primary impressions and both decreased with age. In patients 5-16 years old, the prevalence of abdominal pain and behavioral/psych increased. Bimodal distributions for overdose were seen with one spike in the toddler and another in the adolescent population. Seizures were most common in the age group associated with febrile seizure. Sepsis was seen most often in the youngest patients and its prevalence decreased with age. There are statistically significant variations in the frequency of paramedic student primary impressions as a function of age in the pediatric population. Emphasizing paramedic student exposure to the most common pathologies encountered in each age group, in the context of the psychological and physiological milestones of each age, may improve paramedic student pediatric practice. Ernest EV , Brazelton TB , Carhart ED , Studnek JR , Tritt PL , Philip GA , Burnett AM . Prevalence of unique pediatric pathologies encountered by paramedic students across age groups. Prehosp Disaster Med. 2016; 31(4):386-391.

Évaluation nationale de l’enseignement théorique du troisième cycle des études médicales en France

ObjectivesIn France, medical students regularly complain about the shortcomings of their theoretical training and the necessity of its adaptation to better fit the needs of students. The goal was to evaluate the theoretical teaching practices in postgraduate medical studies by: 1) collecting data from medical students in different medical faculties in France; 2) comparing this data with expected practices when it is possible; 3) and proposing several lines of improvement. MethodsA survey of theoretical practices in the 3rd cycle of medical studies was conducted by self-administered questionnaires which were free of charge, anonymous, and administered electronically from July 3 to October 31, 2013 to all medical students in France. ResultsNational, inter-regional, regional and field internship educational content was absent in respectively 50.5%, 42.8%, 26.0% and 30.2% of cases. Medical students follow complementary training due to insufficient DES and/or DESC 2 training in 43.7% of cases or as part of a professional project in 54.9% of cases. The knowledge sought by medical students concerns the following crosscutting topics: career development (58.9%), practice management (50.7%), medical English (50.4%) and their specialty organization (49.9%). Fifty-four point one percent would like to be evaluated on their theoretical training on an annual basis. ConclusionThe results of this first national survey give insights into the theoretical teaching conditions in postgraduate medical education in France and the aspirations of medical students.

Community College Students With Criminal Justice Histories and Human Services Education: Glass Ceiling, Brick Wall, or a Pathway to Success

In spite of open access to community college education, specifically human service associate degree programs, students with criminal justice histories do not necessarily have an unobstructed pathway to obtaining the degree and admission to the baccalaureate programs in human services and social work that are almost always selective. The first obstacle may arise when a student must be placed in the field internship. This may mark the first time in a student’s educational career where he or she must disclose his or her ex-offender status. While higher education plays a well-documented role against recidivism, students who are ex-offenders who are enrolled in community college programs and also have their sights set on transfer, professional credentialing, and professional employment, may face similar barriers. There is a paucity of research related to students in community college with criminal justice histories and a clear need for qualitative and quantitative study in the area. The author calls for more active advocacy and community education roles for community college professionals in this arena as well.

Opportunities for Enhancing Construction Education and Student Internships with Multimedia Tools

Construction education has long been challenged with integrating meaningful classroom education activities with field internships. This paper describes a case study in which educational material was developed with use of time-lapse photography collected by student-deployed cameras on a large, fast-moving construction project. Several distinct construction activities were identified for time-lapse documentation, and corresponding engineering material quantities were computed to show the progression of work. These quantitative estimates were combined with the time-lapse footage in a series of educational video modules, which will be disseminated and archived online for long-term access by students and the public. The video modules were designed to educate students on the various steps involved in a major roadway rehabilitation project and provide them with a more relatable context for the various bid item quantities that they would encounter in their work as student interns and professional engineers. These methods can also be scaled across a variety of educational settings for different types of horizontal and vertical construction projects and thus, result in a more targeted and effective student learning experience.

Action Research and Project Approach: Journey of an Early Childhood Pre-service Teacher and a Teacher Educator

The purpose of this article is to share an action research study conducted by an early childhood pre-service teacher in a Kindergarten classroom. There were dual goals for this action research: (a) to enhance preservice teacher’s questioning and classroom management strategies, and (b) to enhance Kindergarten children’s scientific inquiry and knowledge. A teacher guided mini-project approach was adopted as a main instructional methodology for a ‘Rain and Water Cycle’ project. Using video, we documented self-reflection and feedback. Through this experience, the pre-service teacher gained both knowledge and confidence. At the same time, the Kindergarten children took an active role in investigating the ‘Rain and Water Cycle’ through a variety of hands-on learning experiences. Based upon children’s work samples and other documentation, it was evident that their cognitive growth and learning, especially who were typically performing at the below grade level, was extensive. Challenges and possibilities related to pre-service teacher action research within the early childhood teacher preparation programs are shared. Ideas for adopting action research frameworks to reconceptualize early field internships are also discussed.

Best Practices of Lyceum of the Philippines University and Dusit Thani Tie Up: Inputs to Program Competitiveness

Hospitality education has been a widely studied area in a hospitality curriculum evaluation. Internationalisation and linkages increases the quantity of graduate's efficiency in the way institutions are managed and producing graduates and professional's global outlook ready to be hired by internationalized economies. The Lyceum Hospitality curriculum was developed to integrate an in depth academics, laboratories and field internship programs that will ensure the efficiency and quality to meet worlds class standards. Thus, the purpose of this study was to investigate the tourism and hospitality management awards and linkages and its inputs to program competitiveness. The research was an avenue to evaluate the program competitiveness of Lyceum of the Philippine University-Batangas in the hospitality industry. The researcher used retrospective method of research in analyzing existing data provided by the CITHM department and internship office. The researcher utilized open ended interview and focus group discussions among faculty members of CITHM and students. The gathered data were analyzed using descriptive statistics. The results revealed that the program competitiveness of LPU-B is a manifestation of the different awards, recognition and citations at both local and international scene. The linkages are marked by the placement of the On the Job Training (OJT) graduating students at different levels of the hospitality industry both locally and internationally.

The Effects of Portfolio Method on Self-directed Learning (SDL) of Nursing Students

The teacher-centered learning methods provide fewer opportunities compared to student-centered methods. This study aims to determine the impact of the portfolio method on self-directed learning.This semi-empirical study conducted on 48 nursing students in medical-surgical ward. The sample was selected using census sampling method and classified into intervention and control groups. Data were collected using self-directed learning (SDL). Statistical analysis was performed using t-test, ANOVA, Kruskal-Wallis test, Chi-square and Pearson correlation coefficient with the help of SPSS-18.The intra-group comparison and total scores indicated the conventional teaching and portfolio methods increased the scores of self-control and self-management in both intervention and control groups. The intergroup comparison showed the same outcomes. So no statistically significant differences were observed. The total scores of self-directed learning showed the conventional teaching and portfolio methods will increase nursing students’ self-directed learning (P=0.001 and P=0.003 for intervention and control groups, respectively). However, self-directed learning in intervention group showed a significant increase compared to the control group (P=0.006). It can be inferred that the conventional method has been able to strengthen self-direction in nursing students in the field internship and the homework assignments in the form of a portfolio will increase its impact on self-direction.

Education or Formation: Parallels Between Seminary and Social Work Graduate Programs

This article examines how social work and ministry graduate education share common sociological characteristics that increasingly emphasize a sense of inner formation as well as traditional education. Both social work and ministry have increasingly emphasized a sense of call or vocation, field work and internships, and specific credentials for practice. Sociologically, both social work and ministry can be framed as socialization into the helping professions, into the midlevel professions, and into the bureaucratic professions, with maintenance of socialization taking place through similar professional associations and continuing education. Implications for social work education and educational policy are discussed.

Incorporating EBP in Field Education: Where We Stand and What We Need

To effectively provide social work students with the knowledge and skills necessary for practicing from an evidence-based practice (EBP) perspective, relevant training in the field internship component of the professional education is crucial. Based on previous research, practice experience, and anecdotal information, in this article the author outlines challenges to helping students integrate what they learn about EBP in class into their field education within the context of community agencies and offers detailed strategies to address these challenges as well as directions for future research.

MSW Students' Views of Supervision: Factors Contributing to Satisfactory Field Experiences

This article summarizes the results of a qualitative study that examined the experiences of Master's in Social Work (MSW) students during their field internships. The authors conducted focus groups in which students were asked to describe those factors which contributed to successful and/or problematic supervisory experiences. Students expressed that clear expectations of supervision, mutual goal setting of the supervision, the student's ability to advocate for herself, and the ability to use the supervisor as a mentor were all factors that contributed to successful supervision. Other factors that led to confusion in supervision are noted and, last, implications for field supervision are noted.

Student Perceptions of Integrative Field Seminar: A Comparison of Three Models

Student perceptions of 63 concentration year MSW students, grades, and faculty perceptions were examined to evaluate differences in educational outcomes and in learning experiences among a traditional classroom model, a mixed or hybrid model, and a webinar online model for delivery of integrative field seminars. No significant differences were found in the grades among the three models. Findings showed strong support for the traditional model for students in local field internships and the webinar model for students in distant site placements. Reciprocity among students and faculty was a major factor in seminar integration and effectiveness, regardless of the mode of delivery. Keywords: MSW field internships, distance site field placements, webinar model, reciprocity, online courses

A New Group Worker's Struggles and Successes in a Host School

Traditional graduate school social workers (MSW level) begin their full-year field placements immediately upon entering school; it is a “baptism by fire” approach that presents many challenges. In my first-year graduate school field placement, my assignments involved individual and group practice. I found that group work practice was the more challenging. This was partly due to my inexperience and lack of formal group work education, and partly due to a clash between the values of my placement and those of the host school at which I did my field internship. One group I facilitated was particularly challenging in terms of learning. It was not a well-planned group; its development and execution was not a model for preplanning, cohesion, or mutual aid. However, by learning to focus my practice work on two important group work concepts: the role of the group work facilitator as a mediator between the group members and the agency environment, and the importance of the group facilitator attending to purpose, I learned a lot, and the group realized some accomplishments. The purpose of this article is to help group work students or new group workers who might be presented with similarly difficult circumstances to have some success in spite of a difficult assignment.

Preparing the Next Generation: Practical Tips for Mentoring Student Coaches During Internship

Schempp, McCullick and Mason (2006) suggested gaining hands-on experience is the key element of coach development and the process of becoming a professional expert in the field. Cushion, Armour, and Jones (2003) also recommend the opportunity to observe more experienced coaches as a key experience in novice coach’s development. At the collegiate level in the U.S., a model similar to scholastic teacher training is the foundation for academic-based coaching education programs that seek to combine classroom-based education with experiential learning. In these programs student coaches are generally required to participate in field internship experiences in order to develop a strong art- and science-based approach to coaching. This internship experience is one of great importance, especially since expert coaches have identified having a quality mentor relationship early in their career as essential to their development as a coach (Nash & Sproule, 2009).

An Educational Administration Internship Model at One Historically Black University: A Problem-Based Approach

The doctorate in educational administration is a relatively new degree at many small colleges, including some historically Black universities and colleges. The advent of such a program has allowed for innovations in higher education for the predominantly minority populations who attend these universities; furthermore, using problem-based learning as a pedagogical approach for the yearlong administrative internship has proven to be a sound method for this clientele. The elements and characteristics of problem-based learning provide the context that suited candidates in the program of focus here. These candidates had established the practice of working together in the classroom such that it was a natural progression to the field internship as a problem-solving activity that gave them autonomy and control, as well as the chance to practice the collaborative skills garnered during the classroom activities with fellow students. This article presents examples of three case studies drawn from projects identified by practicing administrators who served as mentors for students.