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HCSV 289: Internship (11816, 11817, 11820) |
Spring 2005 |
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HCSV 290: Internship Seminar (11821) |
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Thursdays 1/27; 2/10;
3/10; 4/14; 5/12 |
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Rosalind Reed, Ph.D. 898-6019 rreed@csuchico.edu |
Mark Tomita, Ph.D., R.N. 898-4417 mtomita@csuchico.edu |
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Session/
Date |
Class lecture |
Activities and Discussion |
Assignments due |
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1 (1/27) |
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2 (2/10) |
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· Resumes ·
· Internship activities/issues |
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3 (3/10) |
· Cover letters
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4 (4/14) |
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5 (5/12) |
· Honors presentation · Portfolio presentation (HLED) |
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DEPARTMENT OF HEALTH AND COMMUNITY SERVICES
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HCSV 289: Internship |
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HCSV 290: Internship seminar |
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1. Scope of Course: The Internship and Internship Seminar are intended to allow students to blend coursework with real world experience. They offer an opportunity for immediate, objective feedback regarding job performance and problems encountered.
2. Internship hours and units: The number of units that you will receive for your internship is based on the number of hours that you devote to it. These are:
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Course number |
Units |
Average weekly hours |
Total hours |
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HCSV 289A |
5 |
20 |
300 |
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HCSV 289B |
8 |
32 |
480 |
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HCSV 289C |
11 |
40 |
600 |
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HCSV 289z |
3 |
12 |
180 |
Health education majors must complete at least 8 units of internship and health services administration majors must complete at least 5 units. In addition, you will receive 1 unit for the Internship Seminar
3. Projects and Activities:
· Logs: One log is required for each week of the internship. It must be received by email no later than Wednesday of the following week.
· Organizational description: An in-depth description of the organization at which you are interning. (see page 6)
· Personal inventory: A self-evaluation of your strengths and weaknesses as they relate to your career goals. (see page 10)
· Resume/cover letter: A cover letter applying for a real job that you might seek after graduation, along with an up-to-date resume. (see page 7)
· Career planning exercise: A look into immediate, medium-range, and long-term goals for your life. (see page 7)
· Personal evaluation of internship: A narrative summary of your experiences and what you accomplished this semester. (see page 8)
· Portfolios (Health Education Option majors only): A presentation of various projects that you have completed in your major classes. For more information, see http://www.csuchico.edu/hcsv/portfolio.html (see page 9)
· Supervisor’s midterm and final evaluation: A written evaluation of your progress from your supervisor. (see pages 11 and 13)
· HCSV exit evaluation: Your evaluation of the major. (see page 15)
4. Grades: Grade assignments for the internship and seminar are based on a credit/no credit format.
The internship
seminar is required for all HCSV interns. To receive credit for the seminar,
you are required to attend each class meeting for the entire scheduled period. A
three page research paper will be assigned for each hour of class missed.
Please note, all assignments and both evaluations MUST be turned in by the due date to assure that you receive credit for the Internship Seminar! Be diligent in providing your supervisors with ample time to prepare the midterm and final evaluations and be sure to remind them when it is due.
5.
Standards:
This syllabus includes descriptions of each of the written assignments. General
standards are described below. Students should ensure that papers include all
of the required items and meet these standards.
All papers turned in for this course must comply with the following:
· Use 81/2" x 11" paper, with one-inch margins on all sides
· Type all written materials, with all text, including quotes, double-spaced
· Do not use covers or cover pages
· Use a readable font with 10 characters to the inch. NOTE: This is not 10 pitch. If you aren’t sure, take a ruler, measure one inch and count the number of characters.
· Do not exceed the maximum length for the assignment.
· Papers must be free of typographical and spelling errors and must be grammatically correct.
6. Confidentiality: During this course, the instructor, guest speakers, or students may share information regarding specific organizations or individuals. Such information should be treated as confidential and not discussed outside of the classroom. If you are in doubt regarding the confidentiality of any information, consult the instructor.
7. Student Outcome Assessment: HCSV 290 meets the following program learning objectives in the Department of Health and Community Services. (Please see www.csuchico.edu/hcsv/hed_obj.html or www.csuchico.edu/hcsv/hsa_obj.html for a complete listing of the program learning objectives).
Health Education Objectives
1. Plan effective health education programs. (Resp.II)
a. Recruit community organization resource people and potential participants for support and assistance in program planning.
2. Implement health education programs. (Resp.III)
a. Exhibit competence carrying out planned educational programs.
b. Select methods and media best suited to implement program plans for specific learners.
c. Monitor education programs adjusting objectives and activities as necessary.
3. Evaluate the effectiveness of health education programs. (Resp.IV)
a. Interpret results of program evaluation.
4. Coordinate the provision of health education services (Resp.V)
a. Facilitate cooperation between and among levels of program personnel.
b. Formulate practical modes of collaboration among health agencies.
c. Organize in-service training.
5. Act as a resource person in health education (Resp.VI)
a. Establish effective consultative relationships with those requesting assistance in solving health related problems.
b. Interpret and respond to requests for health information.
c. Select effective educational resource materials for dissemination.
Health Service Administration Objectives
1. Demonstrate knowledge, skills, and beliefs related to the health care delivery system
a. Discuss, describe, and analyze the impact of politics and economics on the health care delivery system and on health care organizations and be able to participate in influencing political decisions.
b. Discuss the major ethical issues that are affecting health care and be able to articulate their own beliefs.
2. Demonstrate knowledge, skills, and beliefs related to health care organizations.
a. Describe how the medical/professional staff is governed, how membership to the staff is granted, and what entity has responsibility for disciplinary action.
b. Describe the roles, responsibilities, and functions of various services within healthcare organizations, including risk management, financial services, materials management, and facility management.
c. Measure the quality of services and apply general approaches to quality management problems.
d. Utilize the jargon and language of health care organizations.
3. Demonstrate knowledge, skills, and beliefs related to management processes, including planning, implementation, and evaluation.
a. Manage day-to-day organizational activities, including handling the informal, on-going flow of activities, managing time effectively, developing priorities, making considered decisions, and reviewing/evaluating performances and outcomes.
b. Manage people, including teambuilding, networking, coordinating, committee management, motivating, resolving conflict/mediating, presenting, persuading, supervising staff, and conducting employee performance evaluations.
c. Manage program/organizational finances, including applying basic principles of budgeting, capital financing, and case-mix budgeting, using the budget as an internal control device, and applying various financial ratios.
4. Demonstrate competent communication skills, including written and spoken communication, use of electronic media and formal presentations/business reports.(HSA, Resp.4)
EXAMPLE OF A LOG
Tuesday
2/23
Today I attended the Child Death Review Team meeting. The purpose of this meeting is to provide representatives from various agencies (Sheriff's Dept, DA's office, Public Health, Catalyst, Human Services) the opportunity to review child death cases and to identify families who had received fragmented services who could have benefited (prevented the child's death) from interagency collaboration from agencies who were aware of the other agencies' services the family was receiving.
The
Wednesday
2/24
Today I observed a presentation on
statutory rape at the
After the presentation I went to the office and looked through materials Debbie had been collecting in order to start a mailing list for the agency and client questionnaires.
Thursday
2/25
Today I made a color-coordinated
poster on which we can record the information we gather regarding community
needs and services. Debbie wants to make sure that we keep in mind the MCH Year
2000 Objectives and
I am enjoying my internship!!!
ORGANIZATION DESCRIPTION
PAPER
When you start any new job, there are certain things that you’ll want to know about the organizations. Sometimes these are provided to you in a formal orientation and sometimes you’ll have to dig for them. Unfortunately, if you don’t ask these questions early, everyone will assume that you know it and you’ll probably be too embarrassed to ask.
Find out the following about the organization in which you are interning:
1. What is the organization’s name and what are the name and title of your supervisor?
2. How did the organization come into being? Have its goals changed over time? How?
3. What are general purpose, goals, and objectives of organization?
4. Who are the clientele/customers of this organization?
5. How is the organization organized? Draw and attach a brief schematic representation of the organization's line of control—who is responsible to whom. Include any boards or advisory groups.
6. How big is the staff and what are the functions of individuals with whom you work?.
7. If the organization uses volunteers, how are they recruited, trained, supervised and evaluated?
8. Where does the organization’s funding come from?
9. What is the organization's relationship to other organizations (as cooperators, suppliers, customers, competitors)?
10. Attach any relevant brochures or handouts concerning the organization and its activities.
Papers are to be a maximum of 3 pages (plus attachments).
CAREER PLANNING EXERCISE
Your career focus right now is probably on the job that you’d like to get right after graduation. However, you should also be considering your future plans and how the early decisions will impact them.
In outline and short-sentence form, identify your goals/plans/hopes in the following areas:
1. What job would you like to have at one-year, five-years, and fifteen years after graduation? If you don’t have a specific job in mind, identify the type of job you’d like (people vs. paper, line vs. staff, etc.), the general industry or population with whom you would like to work and the level of responsibility you hope to have.
2. Do you plan to go to graduate school? If so, when and in what area? Will you go back to school full time or go to school while working?
3. Where would you like to live in one-year, five-years, and fifteen years?
4. What are your salary goals/expectations/hopes in one-year, five-years, and fifteen years?
5. When you attend your first, fifth, and fifteenth class reunions, what other significant events would you like to report?
RESUME/COVER LETTER
For this assignment, you will simulate applying for a real job. (You're going to have to do it sooner or later, so you might as well start now!) This will be a good opportunity to have your application package critiqued before you start using it. You should:
1. Find five professional jobs that you might actually be interested in applying for after graduation. Of these, at least one should come from a newspaper ad and at least one should come from an on-line source.
2. Develop a resume.
3. Write a cover letter applying for one of the jobs that you found above.
Submit all five of the actual ads, job announcements, or on-line job announcements along with the cover letter and resume. The resume and cover letter should be done with the same quality that you would use if you were actually applying for a job. If you need help on any of this, contact your instructor.
EVALUATION OF INTERNSHIP
For your final evaluation of your internship summarize your experience. Answer the following:
1. Where did you intern and what was your general role, responsibilities, and functions?
2. What projects or activities did you complete?
3. What did you observe regarding:
· Interpersonal relationships on the job including power struggles, competent and incompetent personnel, compromising values/morals, role conflicts, etc.
· Interorganizational/intraorganizational competition
· The organization's success at meeting its goals?
· Financing issues
4. Did you have any attitudinal changes toward this type of organization, its mission or clientele/customers? If so, what?
5. About what did you feel the most positive, the most negative?
6. What problems did you encounter?
7. What aspect of your experience surprised you the most? Why?
8. As you look at your experiences, what are the three most significant things that you learned?
9. What advice would you give the interns going out next semester?
Guidelines for presentation of portfolios
(Health Education only)
For all Health Education Option students in Health Science,
the portfolio is a requirement for graduation.
For specific information please see Portfolio
Guidelines available in your HCSV 269 packet, the department office in
1. Enable you to document professional skills during a job interview.
2. Demonstrate to potential employers the capabilities of our graduates in health education.
3. Provide the Department with materials for assessing the seven competencies and responsibilities as outlined by the National Commission for Health Education Credentialing.
4. Assist faculty in identifying strengths and weaknesses in the program curriculum.
5. Assist you to develop confidence as you progress through the program.
6. Help faculty and you to identify skill areas which still need attention.
7. Be supplemented after graduation as you gain more experience and skills.
During the final Internship Seminar meeting, you will present your portfolio to your small breakout group, your instructor, and invited guests.
Following are the guidelines for your presentation:
1. 5 minute MAXIMUM time.
2. Use audio-visual aids where appropriate.
3. Identify the portfolio items you have selected.
4. Complete the following sentences:
· I am most pleased with item _______ because . . .
· If I were to do any of these portfolio items over again, I would . . .
· I think I learned the most from doing ______because . . .
· After preparing my portfolio presentation, I found out . . .
5. Other relevant information you would like to share.
PERSONAL INVENTORY
1. Rate yourself as you see yourself in an entry level professional position using the matrix below.
2. Identify your three strongest areas. Explain why you believe these to be strengths and give examples of situations where this strength was demonstrated.
3. Identify your three weakest areas. Explain why you believe these to be weaknesses and give examples of situations where this weakness was demonstrated. Identify steps that you can take to overcome these.
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Good |
Fair |
Poor |
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HUMAN
RELATIONS |
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Compatibility w/ co-workers |
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Relations with clients |
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COMMUNICATION
SKILLS |
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Writing skills |