MHA Internship Guidelines rev spring 20-1

An administrative internship, also referred to as the internship, provides the student with the opportunity to put into practice the knowledge and skillslearned in the classroom in healt

GUIDELINES AND INFORMATION

CPH 688 – INTERNSHIP IN HEALTHCARE MANAGEMENT

ACADEMIC YEAR 2019 – 2020

REV 01/19

Managerial experience in a healthcare setting is an essential component of the health

administration educational process An administrative internship, also referred to as the

internship, provides the student with the opportunity to put into practice the knowledge and skillslearned in the classroom in healthcare organizations under the guidance of a senior healthcare administrator with faculty oversight

This sharing of educational responsibility between the professional school and experienced healthcare administrators is necessary to obtain high-quality professional education This is particularly true when the education requires the acquisition of operational competencies and an understanding of the corporate culture through real-life experiences in healthcare organizations outside the classroom

A positive management experience does not happen by chance, but has to be carefully planned and implemented It requires active commitment to the concept of the internship on the part of the faculty, preceptors/sites, and students The best experience is achieved through the efforts of all concerned

The purpose of this manual is to provide faculty, students, preceptors and other interested parties

a handbook that will serve as a reference on policies, guidelines, and academic documents

pertaining to the Health Administration Internship

Individuals desiring more information about the internship should contact the MHA Program at (859) 218-2012 or email martha.riddell@uky.edu

ACCREDITATION

The University of Kentucky MHA Program is accredited by the Commission on Accreditation of Healthcare Management Education (CAHME)

Table of Contents

II Who is Required to take the Internship 5

III Internship Options 5

IV CPH 688 Orientation Session & Seminars 6

V Student’s Expectation of the Internship 6

VI Internship Selection and Placement 7 VII Academic Component 8 VIII Learning Contract 9 IX Compensation 9 X Selection and Role of the Preceptor 10 XI Academic File 11

XII Grade Assignment 12

XIII Confidentiality and Human Subjects 12 XIV Questions and Answers 12

XV Resume Writing 14

XVI Interviewing 15 Appendix A – Petition for Substitution of Project for Internship 17

Appendix B – MHA Internship Sites 18

Appendix C – Internship Learning Contract 19 Appendix D – Student Evaluation of Internship

Appendix E – Preceptor Assessment

implementation and have the opportunity to enhance professional competencies and administrative skills Equally important is the opportunity afforded students to start building their professional career and network The preceptor becomes a valuable resource for a job reference, introductions to other senior administrators, and knowledge of positions that are available within the organization and in other organizations The student will, through the completion of the internship experience:

1 Learn the basic elements of professional behavior in the managerial setting

2 Develop knowledge, competencies and skills in a particular area of management

3 Critically evaluate the application of basic principles from the core curriculum to an actual operating institution

4 Experience or observe from close at hand the nature and process of general

management including:

a Line responsibility and reporting;

b Administrative support centers to operations;

c Orchestration of activities to achieve organizational objectives;

d Personnel management and communications;

e Financial management – planning, budgeting and reporting;

f Role and functions of committees, such as the Board of Directors,medical staff, review boards and budget, and

g Approaches to quality improvement

5 Demonstrate the ability to apply information learned in coursework to actual

organizational problems

6 Complete at least one work product that illustrates the application of classroom

material to the healthcare environment and describe that integration

7 Discuss their log of activities illustrating the ability to use knowledge and skills to solve problems in the healthcare setting

8 Obtain an experience that will help the student evaluate career choices

9 Begin building a professional network and references for job searches

The MHA program has identified competencies critical to the successful healthcare

administrator The specific competencies addressed by CPH 688 along with the course objectives are outlined below:

Demonstrate commitment to objective

self-assessment and development that will

foster resilience and on-going professional

growth [23, (P)]

 Evaluate and demonstrate personal and professional insights regarding key managerial/administrative skills and professional competencies

Secondary Competencies:

Propose directions and approaches beyond

the status quo and formulate solutions that

are both creative and pragmatic [12, (S)]

Collaborate effectively in diverse

multi-disciplinary groups, both large and small [1,

(S)]

 Understand and analyze the differentroles and challenges of

management/leadership

 Explore application of theory learned

in MHA classes to problem-solving in the health administration practice setting

 Practice and improve interpersonal and group skills in multi-disciplinary teams

Speak and write in a clear, logical, and

grammatical manner in formal and informal

situations [2, (S)]

Synthesize pertinent concepts and

principles of leadership and apply them in

addressing organizational issues [19, (S)]

Distinguish the respective roles of

governance, management, and clinical staff

in healthcare organizations, including

multi-level health systems [14, (S)]

Apply critical thinking skills and employ

systematic, analytical approaches in

decision making [11, (S)]

II Who is required to complete an Internship?

Candidates for the MHA degree complete an administrative Internship Students enroll in the internship course, CPH 688, after the equivalent of the first year of course work is

completed The exact nature of the administrative Internship will vary as a function of the student’s background and experience Internships will be 400 hours in length, the equivalent

of 10 weeks full-time employment, for full-time students These 400 hours can be

completed during a summer between semesters, part-time during a semester, or even spread over a longer period of months

III Internship Options

A Students with no previous administrative experience in a healthcare setting will

normally complete the administrative internship during the summer between their firstand second years in the program Summer Internships typically entail 10 weeks of full-time effort in a single healthcare setting with a senior administrator, but other

arrangements are possible

B Students with clinical or healthcare experience, but who have no (or limited)

administrative experience in a healthcare setting also complete an administrative

internship Since most clinicians and healthcare employees continue to work while enrolled in the MHA program, they will be encouraged to develop a part-time

(episodic) administrative Internship within their own organization This approach to the administrative Internship requires the student to identify and work with a senior administrator in a context that is different from their current position The exact nature

of the activities is negotiated among the student, the preceptor, and the faculty advisorbut focuses on administrative experiences usually outside the department or division where the student currently works Our experience to date indicates that organizationsare willing to facilitate appropriate kinds of administrative experiences for clinicians and employees in their employ

C Students who have had significant senior level administrative experience in a

healthcare setting may complete an administrative project rather than an

Administrative Internship Significant experience is generally defined as multiple years

of supervisory and/or budgetary responsibility Instead, such students will be required

to submit a report describing the analysis of a substantial administrative issue in their (or other) healthcare setting Students need to request a waiver of the Internship in writing from the MHA Program Director This is done by submitting the form in

Appendix A – Petition for Substitution of Project for Internship

IV CPH 688 Orientation Session & Seminars

At the beginning of the semester, the MHA Program Director will hold an orientation about the administrative internship The Program Director will discuss the philosophy of the internship program, compensation issues, resume building, interviewing skills, and describe ways to help you achieve your goals and maximize the benefits of your internship through networking.

Students will be required to complete and submit a self-assessment instrument based on theMHA program competencies This self-assessment instrument will be used to help

determine the organization, preceptor, and specific learning objectives of the internship Students are also required to participate in scheduled topical seminars during the academic year in preparation for the internship

The MHA Program Director will assist MHA students with career counseling and with

determining what placement might be most suitable given the career goals of each student

V The Student’s Expectations of the Internship

Prior to initiation of the site selection process, students should delineate the professional goals and learning objectives for their Internship that support their specific career goals Theprofessional goals should be shared with the CPH 688 faculty and the graduate coordinator

to facilitate selecting the best possible internship The student should consider the following areas for writing the goals:

1 Competencies and Skills Development : As noted, students will be required to complete and submit a self-assessment instrument based on the MHA program competencies This self-assessment instrument will be used to help determine the organization,

preceptor, and specific learning objectives of the internship

2 Career Exploration: Learning more about responsibilities and functions in your field of interest through first-hand observation of the daily routine of professionals; direct

involvement in the types of work involved; knowledge of job opportunities that might be available; and familiarity with occupational literature and organizations

3 Environmental Exploration: Learning more about a particular work environment, culture and atmosphere and understanding an organization’s expectations and values regarding your profession

4 Professional Development: Learning more about the knowledge and skills that are essential for success and upward mobility in your profession; and identifying the

resources available to support your career aspirations

5 Other: Personal goals, which may or may not be explicitly stated in your plan, that are important considerations for you

VI Internship Selection and Placement

Each student is ultimately responsible for finding a suitable internship placement The CPH

688 faculty, the MHA Program Director, and the graduate coordinator are available to help the student in carrying out this responsibility The CPH 688 faculty will meet with each student to discuss the student’s self-assessment and internship goals The CPH 688 faculty will share organizations with internship opportunities and students will express interest in anopportunity by submitting their resume via email to the designated individual Resumes of interested students will be reviewed by the faculty member and forwarded to the healthcareorganization Each organization will determine their method of interviewing and/or selecting

a student intern for their internship In most cases, all resumes will be forwarded to the organization; however the faculty member may review applications based on knowledge of the student and the organization in determining a quality experience for both parties, reviewresumes based on selection criteria of the organization, or be asked by the organization to refer a set number of resumes The CPH 688 faculty will also assist students with initiating contacts in healthcare organizations of particular interest to the student See Appendix B for

a listing of recent placements Students are also encouraged to seek out second year

students who have had an internship and ask questions about a specific experience or opportunities

If a student is interested in a specific organization for the internship, the student should make sure that the healthcare organization:

a Is accredited, licensed and in good standing to provide an array of health services,

b Expresses a genuine interest in participating in the Internship as a professional and

community responsibility,

c Has one or more on-going programs which provide the needed learning

opportunities in health administration pertaining to the student’s career goals,

d Has competent senior staff who are interested in ensuring that the student learns

as much as possible while placed in the organization, and in providing assistance and guidance whenever appropriate;

e Provides the necessary support to the student, such as a desk, supplies, travel,

administrative support, and the like, to facilitate the completion of any tasks which the student will be assigned as part of the Internship

Information on the healthcare organization should be shared with the CPH 688 faculty whowill review the information, talk with the potential preceptor, facilitate completion of UK educational agreements, and approve/disapprove the internship placement

VII Academic Component

In addition to the experiential aspects of the internship, there is an academic component that is directed by the designated faculty The academic component consists of the following elements

 A learning contract that identifies the administrative tasks and projects that the studentwill work on during the Internship

 A log in which students describe events and activities in their internship that relate to course work

 Students’ reports (written and verbal presentations) on their internship projects for which they are responsible (in total or partly)

 The preceptor’s assessment of the student’s competencies at the conclusion of the experience

After completing the Administrative Internship, students evaluate their experiences (see Appendix F) This evaluation is used to provide feedback to the host organization and to identify settings that do not provide adequate learning experiences for our students

Based upon the information provided above, the CPH 688 faculty assigns a letter grade based

on the CPH 688 syllabus Students will not receive a grade in the course until the student self-assessment of competencies and elements of the internship deliverables checklist have been completed and reviewed by the CPH 688 faculty and placed in the student’s file

The goal of the learning contract is to make sure that the student is working with a senior administrator in the organization and that the tasks reflect an interaction and level of skill consistent with the MHA program Each student is to complete the Internship Learning Contract before the first day of the internship (See Appendix D) The contract is used to focus the student’s academic and experiential objectives

Once the student has developed the learning contract, it must be discussed with and

approved by the CPH 688 faculty Once all parties (student, preceptor, and academic faculty advisor) have signed the learning contract, the original is placed in the student’s internship file

 Consideration should be given to the utilization of all available and appropriate

opportunities that reflect participation in the management processes and decision making

 If possible, dates should be attached to these activities

 Activities should be oriented toward increasing one’s competencies in health

administration

 It is desirable for the faculty to identify a challenging specific task or tasks that can be accomplished within the time allotted

 Students should, as much as possible, share the internship experiences with the faculty

as opportunities for advocacy, examination of values and issues, and increased awareness

self- A scholarly “product” (report, manual, paper, analysis, etc.) may be required When agreement is reached regarding that expectation by the faculty and the preceptor, it should be noted and explained in the learning contract The faculty will work with the student throughout the internship to determine if any of the projects can be expanded into a capstone project

Not all of the internship opportunities provide financial compensation to the student The MHA program does not require a healthcare organization offering an internship to pay its interns It is the student’s responsibility to decide whether or not compensation is

necessary In some cases, the student chooses between a more desirable internship withoutcompensation and a less desirable internship with compensation

The issue of compensation should be addressed during the initial interview or shortly

thereafter The College of Public Health believes that students should receive compensation for their work, but recognizes economic constraints in the current environment Recent hourly compensation has ranged from $10-$12 per hour to more than $20 per hour This places the student’s relationship in a more firmly defined employer-employee setting For internships outside of the Lexington area, the student should inquire if compensation

includes room and board or travel expenses to and from work, which should be determined clearly at the beginning of the Internship

X Selection and Role of the Preceptor

Preceptors are critical to the Administrative Internship The quality of their commitment, interest, and efforts has tremendous influence on the outcome of the student’s experiences

Therefore, a preceptor’s active role in the internship is essential and the most important criteria for selecting the Internship.

The role of preceptor involves a dual set of responsibilities On the one hand, preceptors arethe instructor/mentor who plan and provide meaningful learning experiences for the studentwith sincere commitment-, and enthusiasm On the other hand, the preceptor is also a responsible official in the organization, and ensures that the student is aware of the various

“do’s” and “don’ts” of the organization and that the student fully abides by them This includes confidentiality of information and the appropriate exercise of limited authority given to the student

When proposing a preceptor, the student should look for a healthcare administrator who:

a accepts the preceptor’s role as a professional obligation and as an opportunity to

teach;

b holds a senior level position with line or department authority within the

organization and the ability to assign duties and necessary resources to the student,

as well as to facilitate communication with others as appropriate;

c is professionally qualified to meet the needs of the student;

d is able to devote sufficient time to Internship activities, including planning,

supervision, and evaluation;

e is amenable to working and interacting with the faculty advisor

In the case of students already employed in the organization, the preceptor should not be the student’s immediate supervisor The CPH 688 faculty should be informed of the

proposed preceptor as early as possible so the CPH 688 faculty and MHA Program Director can review the preceptor’s credentials and discuss the preceptor responsibilities All

preceptors complete the Preceptor Appointment Form which is reviewed and approved by the College of Public Health prior to finalization of the internship

The preceptors’ responsibilities include:

 Understanding the MHA Program’s philosophy, policies, and procedures pertaining to the Internship;

 Taking a proactive posture in all matters pertaining to the Internship, including offering their organization for the Internship, identifying suitable projects and other learning opportunities for students, and reinforcing the ethical imperatives for administrators in healthcare organizations;

 Working with the faculty advisor and Director of Graduate Studies to finalize selection

of the students’ Internship placement and finalize a learning contract;

 Maintaining active supervision and communication with the student to direct and monitor Internship activities;

 Engage the student in discussing moral and ethical dilemmas associated with the organization and personal decision making;

 Conducting themselves as health administration role models;

 Advising the student concerning the treatment of confidential matters;

 Providing an evaluation of the student’s performance at the completion of the

student’s Internship

 Providing constructive feedback to the student, the faculty and the MHA Program Director about any deficiencies in the MHA program and/or the students’ knowledge, technical skills and interpersonal skills so that improvements can be made by both parties

XI Internship File

The student and the faculty are responsible for making sure that all materials required by theMHA program are retained in the student’s internship file This includes the following materials listed on the Internship Deliverable Checklist, including but not limited to:

1 The students self-assessment,

2 The learning contract signed by all parties,

3 The log of journal of activities which includes notes on critical events, meetings attended, and personnel observations in the context of the program or the student’s professional knowledge and skills,

4 Memos, issue analyses, papers or reports written by the student during the

internship, as applicable,

5 The preceptors assessment of student competencies,

6 The student’s evaluation of the internship