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PubMedDate not supplied

Pediatric/neonatal graduate nurse internship: a collaborative effort.

An internship was developed as a single unit program to prepare graduate nurses to function competently and confidently in the Pediatric Intensive Care Unit (PICU). An analysis of resources, common goals, and philosophies subsequently led to the development of a collaborative internship program between the Pediatric and Neonatal Intensive Care Units. This innovative approach enhanced the internship program and met the mutual goals of each nursing unit.

Child↗
PubMed1986

Graduates of internships and coordinated undergraduate programs--do differences exist?

Two principal routes have existed for several years for gaining credentials for dietetic practice, the dietetic internship and the coordinated program. However, comparative evaluations of the effectiveness of these programs in preparing entry-level practitioners have been limited. In this study, adequacy of educational preparation and performance of dietetic internship and coordinated program graduates was assessed at entry level and after one year of practice, using graduates' self-ratings and supervisors' evaluations. The majority of graduates who were employed in dietetic practice held clinical positions in hospitals or university medical centers. Educational preparation and level of performance of all graduates were considered to be adequate, indicating that both types of programs are preparing knowledgeable and competent entry-level practitioners. Although differences on competency measures were not reflected at entry level, intern graduates scored significantly higher than graduates of coordinated programs on administrative and clinical competencies after one year of practice. Also, at entry level and after one year, those completing internships were rated higher on two performance style measures: initiative/self-assurance and dependability. In general, supervisors' ratings tended to be higher than graduates' self-ratings.

Dietetics↗
PubMedDate not supplied

The nurse internship experience: a dynamic learning environment for the novice.

This article highlights the history of nurse internship programs and reviews the application process, the content, and the design of a nurse internship program. The program described has proven to be a developmental process for the nurse intern, the preceptor, and the staff development specialist. Recommendations are presented for implementation of a successful nurse internship program.

Education, Nursing, Continuing↗
PubMedDate not supplied

[Internship in a community hospital. Experience gained in the "Faculdade de Ciências Médicas e Biológicas de Botucatu" (author's transl)].

Currently the verification of the equivalence between an University Hospital (U.H.) and a Community Hospital (C.H.), in means of internship accomplishment is an important subject. The F.C.M.B.B. has accumulated experience in this matter, since among the 514 doctors graduated at this school, in the period of 1968 to 1973: 309 accomplished their internship at Botucatu (U.H.); and the remainers 205 at C.H.s. The author's purpose was to try to evaluate the existence, or not, of this equivalence. Thus two different questionnaries were elaborated, one that was answered by two kinds of intern's instructors (total 58): the teaching staff of U.H. (33), and the physicians belonging to the staff of one of the C.H.s. The other was submitted to two groups of ex-interns (total: 73): ex-interns from U.H. (53) and from C.H.s. (20). Both, ex-interns and teachers, were selected by chance. The answers were analysed by stablishing a comparison between the two groups: U.H. and C.H. The results were analysed by chi2 (chi-square) using the Yates correction for 2 X 2 tables. They seem to suggest that there is an equivalence between U.H.s. and C.H.s. in means of internship accomplishment, since certain characteristics are observed by the C.H.s.

Brazil↗
PubMedDate not supplied

[Improvement in the program and methods of conducting an internship in occupational hygiene].

The authors describe their experience gained with conducting internship training in occupational hygiene for graduating students of medical and prophylaxis departments of medical colleges. Special attention is called to the matter of learning by those engaged in internship studies of practical skills of work of a physician-occupational hygienist relating, in particular, to exercising sanitary inspection, both preventive and running, in industrial settings. Measures were proposed to improve the programme and curriculum to be guided by in conducting the above internship training.

Curriculum↗
PubMed1991

Trauma internship: a success story.

Internships, valuable mechanisms that bridge the gap between academic preparation and initial clinical experience, are attractive to new graduates who have had limited exposure to different aspects of nursing and want a chance to learn more about a particular specialty. Upon completion of an internship, nurses have a broader knowledge base than those who have had an indepth orientation to just one nursing unit. This article describes the development and implementation of a trauma internship in a 570-bed tertiary care, level I trauma center. Program components and evaluation are presented.

Curriculum↗
PubMedDate not supplied

A comprehensive pediatric rehabilitation nurse internship program.

A comprehensive internship program was conceived at Mount Washington Pediatric Hospital in Baltimore to recruit and train new nursing employees in pediatric rehabilitation. The Pediatric Nurse Internship Program was designed to provide extensive theory relevant to pediatric rehabilitation nursing, as well as preceptor-based clinical experiences, to ease the transition of new nurses into the pediatric rehabilitation arena. The program incorporated a strong interdisciplinary team approach. The content areas included all the functional parameters of health as well as didactic information about the diagnoses specific to the pediatric population. The goal was to allow the intern to achieve clinical competence in pediatric rehabilitative nursing. Four nursing interns were enrolled in the 12-week program, which involved completing an educational project, taking a written examination, and demonstrating evidence of clinical competencies. On completion of the program, three interns transferred into full-time positions at the hospital and demonstrated an extremely high level of functioning. Partial support for the program was provided through grant money from the Maryland Health Services Cost Review Commission.

Education, Nursing, Continuing↗
PubMedDate not supplied

Stress during internship: a prospective study of mood states.

Mood changes of interns during the internship year were studied using the Profile of Mood States (POMS), a standardized adjective checklist. All 35 interns in the University of California, Irvine-Long Beach Medical Program completed the POMS at internship orientation and at five other times during the year. Of the six mood factors measured by the POMS, four changed significantly during the testing period. Anger-hostility scores were higher (p less than 0.01) in December than at orientation and remained so throughout the year. Tension-anxiety scores were higher (p less than 0.01) and fatigue-inertia scores were lower (p less than 0.01) at orientation than at any other time during the year. Vigor-activity scores were higher (p less than 0.01) at orientation than at the end of the year. Depression-dejection and confusion-bewilderment scores did not change significantly during the study period. Recognition of these mood changes is helpful for drawing the attention of house staff and faculty members to emotional stresses of training, and for identifying issues for discussion in intern support groups.

Adult↗
PubMed1994

Direct economic benefits associated with dietetic internships.

OBJECTIVE: We explored the direct economic benefits of hospital dietetics departments sponsoring an internship for dietetics studies. DESIGN: Forty-five dietetics departments in US hospitals participated in a mail survey that involved comprehensive data collection procedures using three instruments, including activity logs recorded by 298 dietitians and interns. MAIN OUTCOME MEASURES: Direct benefits were defined as the net student labor provided to the department during routine and staff relief experiences that released professional labor for other work. Net student productivity during routine assignments was calculated by subtracting the time dietitians spent teaching during a typical work week from the amount of time dietetic interns spent performing professional services without direct supervision. Student productivity during staff relief rotations was calculated by multiplying the number of students assigned to this type of experience by the length of the rotation. RESULTS: While involved in routine learning experiences, dietetic interns provided a direct benefit. The difference between the time interns spent in independent, professional service in the departments and the time dietitians spent in activities designed specifically for teaching was a mean of 29 hours in favor of the students. All departments received a direct benefit from assigning dietetic interns to a staff relief rotation. The median number of weeks of student labor gained by the departments per year was 24. STATISTICAL ANALYSES: A paired t test was used to analyze the difference between the time dietitians devoted to teaching interns and the time students spent in independent, professional service in the departments. The difference was very highly significant (P < .001) APPLICATIONS: This study is a beginning step in objectively documenting positive outcomes associated with sponsoring a dietetic internship. It also represents a model that could be used by program directors to study the economic impact of their supervised practice program on the sponsoring organization.

Cost-Benefit Analysis↗
PubMed2005

Central processing technician internship--a unique learning opportunity.

A critical shortage of qualified central processing technicians and the opening of a new central processing department (CPD) were driving forces behind the development of a CPD technician internship program at one facility. Classes focused on the principles and practices of central processing, and an OR observation gave interns the opportunity to see the impact that the work of the CPD has on OR function and patient care and safety. Program evaluations have been positive, and staff vacancies have been filled with the graduates of the internship program.

Allied Health Personnel↗
PubMed1998

The relationship between assessment measures at Newcastle Medical School (Australia) and performance ratings during internship.

This study examined the utility of the domain assessment measures used in the final 2 years at Newcastle medical school in predicting performance ratings in the first year of postgraduate training (internship). Performance ratings were obtained from the clinical supervisors of two graduating classes of the University of Newcastle medical students during their five terms of internship. Three or more ratings were obtained from 57% of interns. Univariate analysis indicated that scores for three of the five domains (professional skills; identification, prevention and management of illness; self-directed learning) were significantly positively correlated with intern performance ratings. Multivariate analysis indicated that only the domain assessing identification, prevention and management of illness was predictive of higher intern performance ratings. The results support the notion that there is some value in the domain assessment model used at Newcastle in predicting the performance of junior doctors.

Australia↗
PubMed2000

Selection criteria for clinical neuropsychology internships.

Criteria used in the evaluation and selection of applicants for clinical neuropsychology internships were identified by a survey of the programs listed in The Clinical Neuropsychologist. Neuropsychologists from 40 programs replied to the survey, yielding an 80% response rate. Clinical experience in neuropsychological assessment, specialization in clinical neuropsychology during graduate training, personal interview, and letters of recommendation were reported to be the most salient selection criteria. Practica that provide experience with flexible batteries at university-affiliated medical centers and doctoral curricula that follow INS/APA Division 40 guidelines, with teaching and supervision provided by neuropsychologists were preferred prerequisites to internship. Selection criteria reflect a vertically integrated model of education and training in accordance with the Houston Conference model.

Curriculum↗
PubMed1994

Career choice and experience of distress amongst interns: a survey of New South Wales internship 1987-1990.

Successive cohorts of interns assigned to a Sydney teaching hospital since 1987 were interviewed at the beginning and end of their intern year to document factors influencing career choice and psychological morbidity, with comparisons between the graduates of the three NSW medical faculties. Intellectual challenge and altruism were the two most reported motivating factors in choosing Medicine. Many interns expressed regret at their career choice. Apart from anger, self-reported psychological morbidity during internship was low. Interns' evaluation of the relevance of their undergraduate training declined during internship, except for Newcastle graduates. Increased "hands on" clinical experience during undergraduate years, career guidance, assertiveness training, and time management skills should be included in the undergraduate curriculum. More registrar teaching, frequent performance feedback, regular grievance sessions and decreased clerical activities contribute to more enriching intern experiences.

Adult↗
PubMed2003

Training in pediatric psychology: a survey of predoctoral internship programs.

OBJECTIVE: To describe internship training in pediatric psychology and to determine its correspondence with the recommendations of the Society of Pediatric Psychology (SPP) Task Force on Training. METHODS: A survey based on the Task Force recommendations was sent to all internship programs that reported offering a major rotation in pediatrics. RESULTS: Opportunities in a wide range of assessment and intervention strategies were available. Training in disease process, medical management, and consultation/liaison with a variety of disciplines was also offered. Interns interacted with individuals from a range of developmental stages and ethnicities. Many professional issues were addressed. Experiences in research methods and prevention were less well represented. CONCLUSIONS: Despite some variability, experiences in a wide range of areas were offered by many programs in several of the training domains recommended by the SPP Task Force. However, there is room for improvement in training in research and prevention and health promotion.

Child↗
PubMed1984

Mood changes during the internship.

A prospective study using two standardized psychological tests, the Profile of Mood States (POMS) and the Self-Rating Depression Scale (SDS), was conducted in an effort to quantify the emotional changes experienced by internal medicine house staff members during the internship. In contrast to instruments used in previous investigations of this type, the POMS and the SDS are standardized tests with proven reliability and validity. The six mood factors measured, "tension-anxiety," "depression-dejection," "anger-hostility," "vigor-activity," "fatigue-inertia," and "confusion-bewilderment," are reported to be among those factors most often affected by the internship experience. Twenty-three interns completed both tests at four-month intervals during one academic year. One-way analysis of variance for repeated measures revealed that the level of only anger-hostility of the mood factors changed significantly during the year. The intensity of this factor increased between the first and third testing periods before dropping at the end of the year. In contrast to findings in previous studies, the depression and fatigue factors did not increase during the year. By characterizing interns' reactions to the stresses of postgraduate medical education, standardized psychological tests can contribute to improved understanding of these reactions and to more intelligent planning of support systems.

Anger↗
PubMed1990

Evaluating the clinical skills of foreign medical school graduates participating in an internship preparation program.

In the fall of 1986, the Ministry of Health of the province of Ontario, Canada, implemented a special 36-week internship preparation program for graduates of foreign medical schools. The program accepts 24 candidates per year and is offered at the five Ontario medical schools. At the time of this study, two cohorts of participants had completed the program. As part of the evaluation process, each participant was administered a battery of the same Objective Structured Clinical Examination-type test stations, prior to and on completion of the pre-internship experience. Repeating the same examination permitted investigation of the predictive and construct validities of the clinical skills tests, as well as the stability of the validity and high reliability estimates that emerged from the testing of the first cohort. The results provide convincing evidence of the testing approach's predictive and construct validity and reliability.

Clinical Competence↗