Internship Models Research Articles

Comparison of professional competency and anxiety of nursing students trained based on two internship models: a comparative study

BackgroundImproving 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.MethodsThis 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.ResultsThe 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).ConclusionsThe 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.

A tailored innovative model of “research internship” aimed at strengthening research competencies in STEM undergraduates

PurposeResearch internships are integral components of undergraduate programs that nurture students' skill sets. However, the current trend of these internships adopting a direct apprenticeship model, often termed “cookbook” laboratory sessions, falls short of cultivating 21st-century skills. Therefore, this study proposes an innovative Outcomes-directed Research Internship Model (ODRIM) designed to enhance research competencies.Design/methodology/approachThis study introduces a pioneering research internship model by integrating the course-based undergraduate research experience (CURE) framework with principles rooted in outcomes-based education (OBE). To evaluate its effectiveness and compare it with traditional research internship models (TRIMs), a two-group pretest-posttest design was utilized. Statistical analysis was performed on data collected from 66 participants to assess their research competencies.FindingsThe results revealed a significant positive difference in utilizing the tailored innovative ODRIM track (pre-mean = 17.525, post-mean = 19.875; p = 0.009) compared to the TRIM track (pre-mean = 19.769, post-mean = 19.615; p = 1.000) in enhancing overall student research competency. Specifically, this innovative internship model notably enhanced students’ abilities in conducting research, showcasing technical skills, collaborating within teams, and disseminating research outcomes, encompassing the composition of research articles and reports.Originality/valueThis tailored approach to the “Research Internship” encourages a harmonious blend of hands-on, inquiry-based learning and clear, measurable learning goals. It not only cultivates an immersive and thorough research experience to improve students’ research competencies, but also guarantees a concentrated alignment with predetermined research learning objectives.

INCLUSIVE INTERNSHIP MODELS ACROSS INDUSTRIES: AN ANALYTICAL REVIEW

This research delves into the intricate dynamics of inclusive internship models, recognizing them as transformative agents in the professional realm. The study unveils the profound effects of embracing diversity within internship programs by comprehensively examining critical components, challenges, and impacts. The analysis emphasizes the multifaceted implications for individual professional development and organizational culture, highlighting the positive influence on innovation, productivity, and employer brand. The research further provides extensive recommendations for future inclusive internship models, encompassing industry-specific considerations, collaborative partnerships, technological integration, intersectional approaches, and a commitment to continuous evaluation. By fostering inclusivity as a dynamic and adaptive principle, this research envisions a future where diverse perspectives flourish, shaping workplaces that reflect the global mosaic of talent.
 Keywords: Inclusive Internship Models, Diversity and Inclusion, Professional Development, Organizational Culture, Workplace Inclusivity.

Benefits of the project model capstone: Key experience themes for journalism students

Capstone units are culminating experiences typically offered in the final semester of a tertiary degree. Capstones are common across higher education, and are increasingly being offered in university journalism programs. However, there is no consensus about the most effective capstone for journalism. At least three models have been identified: the project, the newsroom simulation and the internship. While traditionally popular, the newsroom simulation and internship models have certain limitations, some of which have become more pronounced during the COVID-19 pandemic. Journalism educators see merit in the project model but it is not widely used. To date, there has been a lack of research about how journalism students respond to the various capstone options. The study presented here makes a contribution to this field by describing graduating students’ feedback about a new project model capstone unit offered through an Australian journalism undergraduate program. It describes some of the key themes to emerge from survey responses from three cohorts of graduating students. The project experience was found to enhance both tradecraft and transferable ‘life skills’, and helped many students feel more prepared to enter the workforce. The project shows significant promise as a valid alternative capstone experience for journalism students.

Exploring the experiences and expectations of pharmacist interns in large general hospitals in China: from the perspective of interns

BackgroundHospital-based pharmacy internship (HBPI) is critical for the transition from “pharmacy students” to “professional pharmacists”. This study explores the pharmacist interns’ experiences and expectations for HBPI from their personal experiences intending to provide references for future hospital pharmacy education reform and policy development.MethodsThis is a multicenter qualitative study applying focus group discussions. Pharmacist interns were invited as participants from large teaching hospitals in Henan, China. A thematic analysis was conducted to qualitatively analyze this data. Nvivo 12 was utilized for data management and processing.ResultsThree focus group discussions were conducted, involving 16 interns as participants. Three themes were summarized regarding interns’ expectations and experiences: (1) positive experiences of the HBPI; (2) negative experiences of the HBPI; (3) expectations and suggestions for the HBPI.ConclusionThis study finds that the HBPI improves the professional knowledge, professional skills, and core competencies of interns. Therefore, the HBPI is an important preparation and transition stage for pharmacy students. However, the current pharmacy internship in China still has imperfections such as the insufficient ability of clinical teachers, unreasonable internship models, and unscientific internship content.

Internship models: acknowledging social and academic expectations

PurposeThe paper shows an example of an internship-classroom model that increases student motivation and self-efficacy across cultural frameworks by providing opportunities for application projects.Design/methodology/approachThe author uses qualitative data collected through teacher research and focuses on the rhetorical context to show how disciplinary writing courses can be redesigned by incorporating theoretical frameworks from business management and psychology.FindingsClient projects used in disciplinary writing courses, in conjunction with national narratives on higher education as a gateway to higher pay and better skills, improve student self-efficacy if faculty redefine their roles as mediators, and if students are treated as interns and knowledge workers.Practical implicationsThe integration of non-academic approaches from business management with academic expectations of research, revision, and rehearsal for a specific client shows how purposeful client-based projects can influence student motivation, self-efficacy, and sense of self-worth that are crucial for diverse student populations. Expanding the theoretical frameworks for successful teaching is an effective model for increasing students' competence as disciplinary writers.Originality/valueAn interdisciplinary approach that draws from academic fields as well as from the business world provides new ways of working successfully with students and preparing them for writing inside and outside the classroom. Incorporating an internship approach into a classroom setting encourages teachers to reimagine student, client, and faculty roles.

Reviewing on the teacher internship models in Korean teacher training system

Reviewing on the teacher internship models in Korean teacher training system

Assessing the effectiveness of two internship clinical training programs: Impact on the perception of competency enhancement and student satisfaction

Context: An important subject for nurse educators both nationally and internationally is reducing the gap between the limited teaching time and unlimited content, and one approach to reducing the theory–practice gap is internship programs which provide support and mentorship to nursing interns in order to increase competence and satisfaction. Aims: This study aimed to assess different internship clinical training programs provided by the College of Nursing, Jeddah, Saudi Arabia, and to test the effect of these two internship models on students' perceptions of competency enhancement and satisfaction. Settings and Design: This study followed an exploratory comparative design at the College of Nursing, Jeddah, Saudi Arabia. Subjects and Methods: A convenience sample of 64 nurses was included. Data collection included the validated Nurse Competence Scale and Interns Satisfaction questionnaire. Statistical Analysis Used: Descriptive statistics included mean, standard deviation, frequencies, and percentages, and inferential statistics such as independent t-test and Chi-square were carried out using the Statistical Package for the Social Sciences software. Results: No statistically significant differences (P = 0.38) were noted between the two groups of nurse interns. The average overall perceived self-rated competence was 84.82 ± 9.34 with 75.47 frequency of use of competencies. The most highly rated subscale of competency was a work role (mean competence level of 87.86 and frequency of use of 78.67%). Conclusions: This study highlighted no significant differences between the two internship models and the mean satisfaction score for nurse interns from the new training model group was higher compared to those from the traditional model group. However, it is important to note that internship programs have brought about significant changes within nursing worldwide and more specifically within Saudi Arabia.

The impact of the EHEA in the professsional internships: Interviews with the academic coordinators

Purpose: This paper presents a study of the professional internship models in each Faculty at the Universitat Pompeu Fabra (UPF) of Barcelona, Spain; their relationship to the idiosyncrasy of each type of studies, and their evolution from 2009, before the European Higher Education Area (EHEA), until the 2013-2014 academic year. This study is part of a larger project that comprises the point of view of the three agents involved in the internships: students, academic tutors and in-company tutors. Design/methodology/approach: This paper provides the data obtained from one of the three agents involved, namely the academic supervisor-tutors. We present the methodology used to compile the data before and after EHEA implementation: firstly, by means of deep individual and face-to-face interviews, and in a second stage by means of e-surveys, jointly with quantitative and objective data related to the internships activity during the period of the study. Findings: Following the conclusion of the first part of the study related to the internships before the EHEA, we found four different models of monitoring and assessing the internships; we anticipated the four models would converge into two, and eventually into one. The final model expected was focused on more intensive monitoring. In the second part of the study, even though we found fewer changes in the models than we expected, the impact of the EHEA deployment has been very important in quantitative aspects and in the breadth of the changes. Also, for some Faculties, the internship has become one of the most important subjects of the curricula. Originality/value: This is the first study of the EHEA impact on the professional internships in a Spanish University.

Internships as Academic Exercise: An Assessment of MPA Curriculum Models

In most of the Master of Public Administration/Affairs (MPA) programs in the United States, an internship or work experience is a key component of the curriculum. A 2014 inventory of MPA curricula indicated that 77% of domestic programs accredited by NASPAA require an internship of pre-service students. This paper assesses the current state of the relationship between the internship and classroom experiences in MPA programs and the use of the internship as an academic exercise. We focus specifically on (a) the value of internships in the MPA curriculum, (b) the timing and function of internships, (c) the diversity of student needs in internship experiences, (d) internship models and the relationship between the internship and the MPA curriculum, and (e) the internship course. We conclude by addressing the growing concerns of intern pay and online MPA programs.

Development of a New Engineering Education in the Middle East

An emerging engineering education model in the Middle East has been created by Texas A&M University to be part of a unique universal education model developed by Qatar Foundation. Texas A&M University opened its third branch campus in 2003 to offer Bachelor of Science degrees in four engineering majors: chemical engineering, electrical engineering, mechanical engineering and petroleum engineering. The main objective of the Qatar campus is to support Qatar's National Vision 2030 by building high-quality engineering education model and to prepare highly skilled engineers and scientists to sustain Qatar's industry and economic growth. This paper highlights the success story of this new engineering education model. Furthermore, this paper highlights the differences of Texas A&M at Qatar model compared to similar regional engineering education systems in the Middle East and East Asia. The success of this model in creating unique research program and internship models for its undergraduate students has already ...

A tourism immersion internship: Student expectations, experiences and satisfaction

The number of internship models that can potentially be applied to a field of study such as tourism is as broad and diverse. Conceptually, this study draws attention to an ‘alternative’ less structured, multi-stakeholder, knowledge-exchange model, which augments traditional internship approaches. Further, few studies have investigated students' expectations, experiences and satisfaction with these alternative models. This paper reports on a qualitative study of undergraduate students who had participated in a unique tourism internship program focused around a destination immersion experience. The findings demonstrate opportunities to provide meaningful work integrated learning experiences that are different from more traditional internships.

Re-Structuring Preservice Teacher Education: Introducing the School-Community Integrated Learning (SCIL) Pathway

Reviews into teacher education call for new models that develop preservice teachers’ practical knowledge andskills. The study involved 9 mentor teachers and 14 mentees (final-year preservice teachers) working in a newteacher education model, the School-Community Integrated Learning (SCIL) pathway, and analysed data from aLikert survey with extended written responses. Despite minor discrepancies between mentors and mentees’agreement on the experiences mentees received during the SCIL pathway, findings indicated 100% agreement on 8of the 27 survey items for addressing the practicalities of learning how to teach. Indeed, 70% or more menteesagreed that they had a range of experiences across the five categories (i.e., personal-professional skill development,understandings of system requirements, teaching practices, student behaviour and reflective practices). Writtenresponses outlined that preservice teachers began to recognise the breadth of teachers’ roles and responsibilities.The SCIL pathway was noted as a cost-effective model that assisted to fill some gaps indicated within generalpracticum and internship models.

Field-Based Internship Models for Alternative Certification of Science and Mathematics Teachers: Views of Interns, Mentors, and University Educators

In response to shortages of science and mathematics teachers in the U.S., many states have promoted alternative routes to certification in which individuals with non-education undergraduate degrees can become certificated in shorter timeframes than in traditional programs. One consideration in designing alternative programs is how to arrange field-based internships that help provide transformative pathways to non-traditional students in becoming a teacher. The purpose of this study was to understand the views of interns, their mentor teachers, and university personnel who participated in one alternative certification program regarding the best structures for field experiences. Through an analysis of artifacts collected in a meeting where we discussed the pros and cons of five different intership models as well as interviews with individuals in each stakeholder group, we were able to understand the various viewpoints. We found that, although perspectives were consistent within each group, they differed across the three groups. These differences were grounded in the personal needs and experiences of each group. Although our findings point to no “perfect” internship model to support the transformation of alternative certification students into teachers, they have implications for the design and enactment of field-based internships in such programs.

Reconsidering assumptions: Half-time internships in their historical context.

The historical assumptions that have influenced internships in professional psychology need to be reconsidered to articulate what actually happens in current training programs and what the graduate students gain. Beginning with the historical and intellectual context, the authors discuss internship models and pedagogies along with competencies and the cultures of programs. The differing emphases on the production of science are seen as less important than stated in current regulations. Internship politics, prejudices, and economics are critically evaluated from various perspectives. The 5 current types of internships are described. Conclusions, implications, and practical next steps are offered with an emphasis on the development of innovative internship models, including half-time internships, which may better suit the needs of many current graduate students.

Issues in Clinical Training: Comparison of Internship Models

Journal Article Issues in Clinical Training: Comparison of Internship Models Get access Laurie A. Farnan Laurie A. Farnan Search for other works by this author on: Oxford Academic PubMed Google Scholar Music Therapy Perspectives, Volume 16, Issue 1, 1998, Pages 7–8, https://doi.org/10.1093/mtp/16.1.7 Published: 01 May 1998