Value Of Internships Research Articles

Newly qualified general nurses’ experiences of pre-registration internship: A Republic of Ireland cross-sectional study

AimThe aim of this study was to examine Newly Qualified General Nurses' (NQGNs’) experiences of and the value of the internship period. BackgroundInternship was introduced as the final part of the undergraduate nursing degree in Ireland in 2002. The aim was to provide students with clinical experience, whereby they work more independently and in doing so, seamlessly progress their transition to the role of registered nurse. DesignA cross-sectional, quantitative, descriptive study. Setting and ParticipantsNewly Qualified General Nurses who completed their undergraduate degree in general nursing and graduated from Higher Education Institutions (HEIs) in the Republic of Ireland between 2018 and 2020 were eligible for inclusion in the study. MethodsParticipants were recruited using snowball sampling. Data were collected anonymously using the electronic Experience of Internship Questionnaire. Analysis was undertaken using the Statistical Package for Social Sciences (SPSS 27). ResultsPre-internship preparation experiences differed across hospitals. The NQGNs would have preferred more support with their caseloads and help with understanding the rationale for care delivery. However, internship provided good opportunities to link theory to practice and was considered valuable by most in preparing them for practicing as a registered nurse. ConclusionInternship assists intern nursing students to link theory to practice. Further, support in internship is crucial when managing a caseload and to enhance understanding of the care provided. The value of internship was identified with suggestions on ways to strengthen the experience of internship.

TRADITIONAL AND NONTRADITIONAL INTERNSHIPS: A GERONTOLOGY STUDENT’S PERSPECTIVE

Abstract Today’s gerontology students are more diverse than ever. Some come to the classroom with little to no experience working with older adults, while others are looking for further education and/or credentials to add to their employment and career opportunities. Both traditional (e.g., nursing homes, senior centers) and non-traditional internship settings (e.g., research, teaching) are examined in regard to providing students with experiences that will enhance their knowledge, career development, and/or future academic goals. As both an undergraduate minor and a Master’s level gerontology student, the presenter discusses their own non-traditional internship experiences that helped them to reach their goal of pursuing a doctoral degree in aging studies. Feedback gathered from other students in a variety of internship types is also presented. Finally, lessons learned, finding the right fit, and the overall value of internships and similar experiences is discussed from a student perspective.

Investigating English-Majored Students’ Levels of Satisfaction with Their Internship Experiences: A Case Study at Ho Chi Minh City University of Economics and Finance

This study aims to explore English-majored students’ perceptions of the value of internship and their levels of satisfaction with regard to three workplace dimensions including job characteristics, work environment characteristics, and contextual factors. Fifty interns from the Faculty of English at Ho Chi Minh City University of Economics and Finance (UEF) participated in this project. Data were collected through questionnaires and then quantitatively and qualitatively analyzed. The results indicated that the majority of the interns had positive perceptions of the internship experience and demonstrated their maturity and responsibility. The students also expressed high satisfaction with job characteristics, specifically skill variety, autonomy, feedback, and work-related factors such as co-workers and supervisor support. However, they were somehow dissatisfied with contextual elements such as the working hours and compensation. These findings can assist academic institutions, academic supervisors and host companies in providing students with effective internship experience and enhancing their workplace skills.

An International Interprofessional Health Quality Graduate Internship: The Shared Gains of Educational-Research Partnerships

The challenges inherent in improving health quality and safety, as well as the intentions to address them, are seen globally. Like the healthcare teams themselves, multiple perspectives from varying professional backgrounds and contexts can best leverage ideas and solutions. As we provide advanced education about safety, quality and risk in health to current and future leaders, we have come to appreciate the importance of global connectedness and the exceptional opportunities that can be provided to students. This paper is about an innovative PhD in Health Quality program, which includes a practical internship. Specifically, we describe an international internship that occurred for one Canadian doctoral student with a UK research partner. This experience has confirmed the value of internships as applied to health quality and safety, and particularly as an opportunity to work with and learn from researchers with differing professional backgrounds. Further, this practical experience led to an expanded depth and breadth of knowledge (both theoretical and applied) for this doctoral student.

The Correlation of Internship and Career Planning for Student’s in The Department of Beauty and Cosmetology

Internship is one aspect that greatly influences career planning in students. This study aims to determine the correlation between internship and career planning in students of the 2019 class of Cosmetology and Beauty department, Padang State University. This type of research is correlation which has two variables, namely the variable internship (X) and the variable career planning (Y). The population in this study were students of the 2019 Cosmetology and Beauty Department, Padang State University. The sample in the study was 37 students from the 2019 class of beauty and cosmetology department who were taken by random sampling. Data collection on educational variables used documentation data, namely internship value data and on career planning variables using questionnaires. Data analysis used product moment correlation analysis to determine the correlation between intership and career planning. The results of the data analysis show that the value of the correlation coefficient (r) between the variables of education and student career planning is 0.597 and the p value is 0.0000. The determinant value (r2) is 35.7%, so this indicates that internship makes a positive and significant contribution to student career planning. It can be concluded that: there is a positive and significant correlation between internship with career planning for students of the Cosmetology and Beauty department class of 2019, Padang State University. The results of this study can be used as material for consideration for lecturers of the Cosmetology and Beauty department in improving the educational quality of student skills and student career planning through the learning process, and for universities as material for consideration in curriculum development to improve the quality of student education.

Impact of Perceived Value of Internship on the Employability Skills of Students at University Level

Internships are a great opportunity for university students to engage in job-relevant activities and enhance their chances of employability. The purpose of thecurrent study was to explore the relationship betweenthe perceived value of internships and the employability skills of the students. The target population for this quantitative study comprisedgraduate level students fromthe government universities of Lahore, Pakistan. This study used a cross-sectional survey design. Its sample was based on 291 students selected through convenience sampling from fouruniversities in Lahore. The data wascollected through a self-administered andclosed-ended questionnaire.Descriptive and inferential statistics were computed using the Pearson correlation coefficient, independent sample t-test,and one-way ANOVA test. The results of the correlation betweenthe perceived value of internship and employability skills showeda significant positive correlation between them (p<0.001).The independent sample t-testshowed that the students with higher CGPA performed better in the workplace as compared to the students with lower CGPA.The results of One-wayANOVA test indicated that the students of Human Resource Management (HRM) and Information Technology(IT) performed better in terms of acquiring employability skills as compared to the banking, finance, and marketing students.These skills are essential for job employment.It is recommended that future research studies should be conducted in other areas of experiential learning. These studieswould help to emphasizethe importance of internshipsin relationto employability skills that are directly linked to the students'job opportunities.

Industry Workforce Development: The Value of Internships

Key TakeawaysAs its current workforce ages and retires, the water industry needs to bring in ambitious, young employees to keep the water flowing.Classrooms provide students with technical knowledge, and internships provide them with hands‐on experience that will help them stand out in job applications.Internships allow employers to see how prospective applicants work under pressure to determine if they are a good fit for the team.Internship programs provide a potential pipeline for new employees who may have not otherwise known about water industry positions.

A European student perspective of international internship value

ABSTRACT Despite the European Union’s current interest in promoting global skill development for hospitality and tourism professionals, international internships for European students remains an under-investigated topic. This study applied the concept of “value” from marketing literature to understand hospitality and tourism students’ satisfaction and loyalty intention of international internship programs at two European universities. Value was conceptualized as a trade-off between what students “give” and “get” from their programs. Perceived value was proposed to positively affect students’ satisfaction and loyalty intention. The proposed model was estimated using Partial Least Square (PLS) path modeling. The findings suggested that European students’ value perception was crucial in forming satisfaction and loyalty intentions. Although students’ value perception was significantly affected by both their “get” and “give” assessments, benefits exerted more weight on overall value evaluation than sacrifices. The study results provided meaningful practical and theoretical implications for hospitality internship research.

Outside the Classroom: An Evaluation of Equine Internships

Equine internships provide real experiences for students but are lightly researched. This study explored student perceptions of equine internships. The hypothesis was, participants would report that equine internships were valuable and relate value with compensation, skill acquisition, networking, and job offers. An online survey examined respondents’ perceived value of their internship. Of 228 respondents, 186 met the inclusion criteria. Data were examined using frequency counts, correlations, and chi-square measures of association. Breeding internships (29%) were most common, with western training and performance (18%) second highest. Fifty-three percent had an internship requirement for their undergraduate degree; this did not affect internship value. Internship value tended to be higher when housing (X2(4, N = 180) =9.2; P = .075) or compensation (X2(4, N = 180) =8.5; P = .057) were included and highest with both included X2(12, N = 180) = 25.5; P = .013). Most (90%) believed their internship added to their classroom experience; 71% felt academically prepared. Respondents gained equine-related skills (81%), soft skills (83%), customer relations (63%), business management (51%), and administrative skills (33%). Of respondents, 67% use skills gained during their internship in their current job, and 83% were able to network within the equine industry. Half of internships resulted in a job offer from that company or in their area of interest. Overall, 91% of the respondents felt their internship was valuable, and 87% would recommend their internship to others. Perceived internship value positively correlated with networking (R = 0.75; P < .0001), gaining equine skills (R = 0.49; P < .0001), and job offers (R = 0.24; P < .002). These results suggest that equine internships are positive experiences and valuable for students.

The Transitional Year internship: Five classes of former interns reflect on their first clinical year

Objective: The clinical internship (postgraduate year-1), which precedes many advanced residency training programs, are traditionally fulfilled by a transitional year (TY) or preliminary year of training in medicine or surgery. TY programs can take place in a variety of settings, ranging from community hospitals to large academic medical centers. In the present study, we sought to evaluate if resident physicians who completed a community hospital-based TY internship felt prepared for their subsequent specialty residency training. Methods: A cross-sectional survey was adapted and distributed to resident physicians who completed their TY internship at a university-affiliated community hospital in Baltimore, Maryland, between 2015 and 2019. The survey was composed of seven questions, utilizing a 5-point Likert-type scale, and assessed the perceived value of internship in preparing for advanced residency training, their professional development, and their willingness to choose the TY training experience again. Results: Thirty-seven responses were received out of a total of 53 resident physicians who trained in the program over a five-year period (70% response rate). After completing the TY internship, most residents subsequently trained in Diagnostic Radiology 16/37 (43%) and Ophthalmology 11/37 (30%). Of all respondents, 33/37 (89%) agreed that the internship training experience was necessary for their development as a physician. Regarding preparedness, 22/37 (59%) reported that the TY internship had advanced their procedural skills. Most respondents, 32/37 (86%), would choose the TY experience again to fulfill the internship requirement. No significant difference was seen when responses were stratified by year of internship completion. Conclusion: This single-center study of resident physicians who completed a community hospital-based Transitional Year internship revealed that the majority of participants found their training to adequately prepare them for their respective residencies across specialties and that they would select this route again to fulfill the internship requirement.

117 Outside the classroom: An evaluation of equine internships

Internships give students the opportunity to work for an organization and gain real-world experience. They have been shown to be beneficial in other fields, but equine internships have been lightly researched. This study explored student perceptions of equine internships. We hypothesized that participants would report equine internships were valuable and relate that value with compensation, skill acquisition, networking, and job offers. An online survey widely distributed to equine and animal science programs included demographics and questions to determine respondents’ perceived value of their equine internship. Participation in an equine internship within 10 years and completion of 75% of questions were the criteria for inclusion. Of 228 respondents, 186 met criteria for inclusion. Data were examined using frequency counts, correlations, and chi-squared contingency tables (SAS 9.4). Internships categorized as breeding (29%) were most common with western training and performance (18%) the second highest. Participants reported 53% had an internship requirement for their undergraduate degree; this did not affect perceived internship value ( P = 0.76). Most indicated their internship was paid (77%) and housing provided (70%). Housing and compensation did not affect whether respondents would recommend their internship ( P = 0.61), but internship value tended to be rated higher when housing ( P = 0.075) or compensation ( P = 0.057) were included. Most (91%) believed what they learned during their internship added to their classroom experience and 71% felt academically prepared for their internship experience. Further, 81% gained new horse-related skills (e.g., grooming, horse handling) and 83% gained soft skills (e.g., communication, teamwork). Respondents gained skills in business management (51%), customer relations (63%), and administrative skills (33%). Over 2-thirds (67%) said they use the skills gained during their internship in their current job or career, and 83% stated they were able to network and make connections within the equine industry. When asked about career opportunities, 47% percent said their internship resulted in a job offer from that organization and 50% said their internship resulted in a different job offer in their area of interest. Overall, 91% of the respondents felt their internship was a valuable experience and 87% would recommend their internship to other students. The perceived value of the internship positively correlated with gaining new equine skills (R = 0.49; P < 0.0001), networking (R = 0.75; P < 0.0001), and job offers (R = 0.24; P < 0.002). These results suggest that equine internships are positive experiences and valuable for students.

Internship Experiences Among College Students Attending an HBC: A Longitudinal Grounded Theory Exploration

Internships are a form of experiential learning whereby students can apply and practice their skills in a professional setting while gaining career and life experience. This study explored internship experiences among students attending an Historically Black College and University (HBCU) in the Southeastern region of the U.S. Using Grounded Theory, 18 students participated in in-person small group interviews at Time 1 and 11 participated in follow-up individual phone interviews 1 year later at Time 2. The grounded theory that emerged from the data depicts the process by which students engaged with, and made meaning from, the internship process. Participants are unique individuals with individual and contextual factors that impact the values and beliefs they bring to the internship process. The internship application process is complex, and support from important others, limitations to internship opportunities, and financial considerations impact students’ experiences. These experiences shape perceptions regarding the value of internships, which informs students’ future projections. In combination, the internship process is a process that unfolds over time and in which students’ experiences mutually influence and inform one another. Implications for internship employers and higher education institutions, applications to career theory, and future directions for research are discussed.

The contribution of Internship toward soft skill competencies of pre-service teachers

Teaching is a diverse performance and requires a variety of knowledge and several skills including soft skills. But soft skills are more difficult to do and to teach. Therefore, the internship is an alternative way to practice these skills to physics students in teacher training and education faculty. Thus, this study aims to identify the contribution of internship value to students’ soft skills competencies. The study applied a descriptive survey method. A total of 36 students from a public university in Banda Aceh were selected using a purposive sampling method. Instruments used for data collection were multiple-choice test questions related to students’ soft skill competencies and apprenticeship data. Data analysis was conducted using SPSS through product-moment correlation test and correlation coefficient formula. The results showed that the contribution of apprenticeship value to students’ soft skills competencies is 0.48% with a correlation coefficient of 0.022 (very weak). Hence, it is suggested that the learning process should be emphasized in direct practice so that more competencies can be developed by students graduating from physics education department.

Earning your ears: The value of internships

I was born and raised in the San Fernando Valley in Los Angeles, California. From a very young age, I was interested in science, technology, engineering, and mathematics (STEM) fields. I was good at math, and I had a knack for putting things together. In high school, I held leadership positions on my robotics team, and as a college undergraduate student, I majored in physics. I participated in six summer internships at NASA's Jet Propulsion Laboratory working on space technology, with my favorite being midinfrared instrument thermal testing for the James Webb Space Telescope. I then earned my master's degree in mechanical engineering. With this rigorous experience in STEM, I decided to pursue traditional engineering roles.

Student Perceptions of the Value of Internship and Job Pursuit Intent: A Two-Country Examination

Research increasingly links internships and specifically internship characteristics (e.g., compensation, supervision, and work design) to positive student outcomes. However, while the popularity of...

Work integrated learning internships in transnational education

Purpose Research into employability initiatives such as work integrated learning (WIL) in transnational education (TNE) is scarce, and the alumni voice in TNE is largely unreported. The purpose of this paper is to contribute to TNE research by investigating the value of internship electives in the TNE campus location. Design/methodology/approach A grounded theory approach employed semi-structured interviews with local business undergraduate alumni in Vietnam. Findings Internships were instrumental to local graduate employment transitions. University support of WIL internships was a valuable differentiator in the Vietnamese university context, where internships lack formal support mechanisms. Alumni regarded internships as transformational learning journeys, rather than simply as pathways to post-graduate jobs. Research limitations/implications The scope of the study was Vietnam. Findings imply the importance of incorporating local stakeholder perspectives into TNE, particularly regarding WIL. Practical implications Universities that operate in transnational environments must meet local stakeholder needs by providing authentic, industry-related learning activities. The findings support the integration of WIL internships into TNE programmes in Vietnam and further research relevant to other TNE contexts. Originality/value The study contributes to underdeveloped TNE research around employability in general, and more specifically about the particular value of internships in TNE campus locations. Alumni stakeholders constitute uniquely valuable feedback sources based on their shared experience as TNE students, interns and graduate employees in local work environments. Their insights enable universities to facilitate locally relevant learning outcomes.

Internship in a business school: expectation versus experience

PurposeThe purpose of this paper is to evaluate the value of internship as a function of the disparity between the initial expectation from the internship and its actual experience. The perceived internship experience has been evaluated through the expectation confirmation theory (ECT).Design/methodology/approachA sample of 106 students pursuing Master of Business Administration in a business school in India were administered a questionnaire to assess their expectations and experience before and after the internship. The self-designed questionnaire based on review of extant literature on internship included items related to supervisor–intern exchanges, significance of prior classroom academic preparation, prior work experience and perceived learning value. Students’ assessment scores on the internship project were taken as the outcome variable.FindingsPre- and post-analysis of perceived internship value indicated a positive expectation disconfirmation. The result indicates that “Positive Expectation Disconfirmation” has a significant direct relationship with overall satisfaction with internship. Structural equation modeling further revealed that perceived quality of the supervisor–intern exchange has a significant relationship with perceived internship value. Perceived significance of classroom academic preparation has a weak negative relationship with both perceived internship value and internship performance. Perceived internship value has a weak positive relationship with internship performance.Originality/valueIt is first time an attempt has been made to look into the issue of internship from the ECT.

Perceived value of internship experience: a try before you leap

PurposeThe purpose of this paper is to examine how internship value is manifested in the context of a business school. The authors have examined the internship experience in terms of experiential learning and employability. Specifically, the authors investigate the factors that determine internship at four phases: design, conduct, evaluation and feedback.Design/methodology/approachThe authors have applied a mixed method approach. In all, 110 students of a busines school were first surveyed on their expectation, motivation and level of preparation through a self-administered questionnaire before internship. Based on the survey result, eight of these students were interviewed in details about internship expectations from industry, the selection process for internship, communications or exchanges between intern and companies prior to internship and perceived industry expectation from interns. At the next phase, authors used a qualitative research approach by conducting semi-structured, in-depth interviews with 14 interns and their mentors after internship period. They were interviewed on design, conduct, evaluation and feedback process of the internship. Interviews tried capture what kind of leader-member exchange led to satisfactory internship experience and outcome from view of both inter and mentor.FindingsThe authors find that at various stages of internship program quality of mentor – intern exchanges (as defined by leadership exchange theory), and task characteristics as indicated by autonomy, task variety, task significance and performance feedback determine intern’s performance. An intern’s performance is antecedent to an intern’s and a mentor’s satisfaction and overall internship value. The authors also found that intrinsic capability of intern such as critical thinking ability and learning orientation result in enhanced value of internship experience. The proposed models, postulate that at designing stage, lower the level of communication from employers, higher the feeling of ambiguity and lower the perceived internship value in terms of experiential learning and perceived employability. Feeling of ambiguity is moderated by existence of prior work experience of interns. At conduction stage, mentor-intern exchange is directly related to flexibility in structure of the program and inversely related to dependency on peer learning. Mentor-intern exchange also related to mentor and intern’s learning value. However, the learning value is moderated by learning orientation of the intern.Originality/valueThe authors have tried the summer internship experience from the perspective of interns and mentors. This is the uniqueness of the research.

Value of internships for professional careers in the built environment sector in Singapore

PurposeThe purpose of this paper is to investigate the value of internships for professional careers in the built environment (BE) sector from the perspective of industry practitioners. It examines the perceptions of practitioners about internship and explores the relevance of internships for professional careers in the sector.Design/methodology/approachThe research methods used were questionnaire survey, in-depth interviews and focus group discussion. The study focussed on careers such as architects, civil engineers, facility managers, project managers and quantity surveyors.FindingsIt was found that quantity surveyors and civil engineers value internship the most and are more likely to hire those who interned with them. Project managers also value internships but to a lesser extent. Facility managers and architects value internship the least and are also least likely to offer positions to their ex-interns. It is not conclusive whether internships are absolutely necessary to increase undergraduates’ employability upon their graduation.Research limitations/implicationsThe study is limited to only five professions and focused on the perceptions of professionals and not the interns or academic supervisors.Practical implicationsRecommendations are made to improve internship programmes in the BE sector. These include making internships compulsory for students who intend to pursue civil engineering and quantity surveying careers and extending the duration of internships to six months.Originality/valueThe views of professionals in the BE sector are uncovered. Tertiary institutions can use the findings to improve their internship programmes and their students’ employability upon graduation.

Internship impact on career consideration among business students

Purpose The purpose of this paper is to report on the impact of the internship experience on business students’ career intentions in regard to pursuing a career path in the same job function or industry as their internship. Design/methodology/approach After completing and reflecting on an internship, 198 undergraduate students responded to the prompt: “discuss the impact of the internship on your career consideration.” Responses were analyzed using a content analysis methodology in order to determine whether or not interns would pursue the same job functions (e.g. sales) or industry (e.g. non-profit) as their internship in their post-graduation job search. Findings Across the job functions and industries identified within the internships, 54 and 45 percent of interns confirmed their expectations of career fit, respectively. The implications of confirming and disconfirming these expectations for students are discussed. Originality/value Given the value of internships to business students, surprisingly few studies have examined their influence on undergraduates’ career considerations. Students select internships with the intention of learning about job functions or industries for possible career fit, yet the authors know little about whether the experience confirms or disconfirms their expectations. This study seeks to address this gap. The authors suggest that internships, as experiential activities, merit greater attention as they provide students opportunities to learn what they do or do not want to do, where they do or do not want to work and whether their self-concept fits a possible career path – saving themselves and potential employers the cost of job dissatisfaction and turnover.