ObjectiveTo study reasons for job satisfaction and dissatisfaction among interns.DesignUsing a qualitative methodology, one‐to‐one interviews were conducted with interns.SettingThe study was based at a Victorian Rural Intern Training program.ParticipantsTwelve interns from the program were interviewed during their final rotation.Main outcome measuresReasons for job satisfaction and dissatisfaction among rural interns.ResultsReasons for job satisfaction included feeling supported in the workplace as well as getting quality supervision, teaching and clinical exposure. Reasons for job dissatisfaction included poor access to administration, unduly stressful working situations, lack of support for mental health and well‐being, and poorly organised teaching sessions.ConclusionThe internship experience, together with the people they are influenced by, can determine a doctor’s future career pathway. It is therefore vital for internship coordinators and hospital managers to facilitate a positive internship experience. The findings have implications for human resource management policy and practice in rural hospitals.

Background: Within the Allied Health Department at Casey Hospital, in Melbourne, Australia, a need for the development of an interdisciplinary care model was identified. The belief was that such a model would improve patient outcomes and staff ability to provide high-quality care. Objective: To outline the steps that were taken in developing, mapping, and formulating the Casey Allied Health Model of Interdisciplinary Care (CAHMIC). Methods: A mixed-methods approach consisted of a review of the relevant peer-reviewed literature, staff surveys, focus groups and quantitative data collection to investigate the scope of interdisciplinary practice that allied health staff provided. Findings: An initial survey involving 52 allied health staff revealed a high level of agreement between current practice and the existing literature identifying excellence in interdisciplinary care. A quantitative data collection over a 1-month period indicated that staff provided interdisciplinary care 49% of the time. From four focus groups they conducted, the authors identified five emergent themes about interdisciplinary care: interdisciplinary practice; effective interdisciplinary team structure and processes; collaboration; organisational culture; and outcomes. From these findings, the Casey Allied Health Model of Interdisciplinary Care (CAHMIC) was formulated. Conclusions: This research adds to the literature by investigating and describing the key components of an interdisciplinary team in terms of its structure and function, and how these attributes are perceived to contribute to the team members’ strong identification with, and valuing of, the model of care. The CAHMIC showed a high level of agreement with existing literature that identifies excellence in interdisciplinary care. The model has generated positive outcomes for staff and positive benefits for patient care. Other health services may find the CAHMIC to be a useful point of reference when investigating the interdisciplinary care they provide.

Background The quality of nursing education depends largely on the experience student receive in the clinical environment. The learning environment is complex with factors that may positively or negatively influence students learning. The current study aimed to explore the experiences and perceptions of diploma nursing students toward their clinical learning in Dodoma-Tanzania. Methods A qualitative descriptive study design was employed. The study was conducted in four nursing schools involving 32 nursing students who were purposively selected. Data was collected using focus-group discussions and analyzed using thematic analysis. Results Three main themes emerged during the discussions: experience on personal and technical support for clinical learning, the importance of the clinical environment in clinical learning, and insufficient clinical educational planning. The majority of students had negative experiences including poor clinical supervision, lack of equipment, congestion of students, and inability to meet clinical objectives. Few students had positive experiences related to exposure to a real clinical environment and great support from staff nurses. Conclusion Students had mixed experiences, both positive and negative on their clinical learning. The majority of students had negative experiences. This may have a serious impact on the student completing their education, the services they will offer to patients when employed, and nursing professional development.

Background: The quality of nursing education depends largely on the experience student receive in the clinical environment. The learning environment is complex with factors that may positively or negatively influence students learning. The study aimed to explore the experiences and perceptions of diploma nursing students toward their clinical learning and teaching. Methods: A qualitative phenomenological study design was employed. A purposive sampling using a criterion strategy was applied to enroll participants. Focus-group discussions were conducted to collect the data and a thematic analysis was done. Results: A total of 32 Participants were enrolled from 4 schools, 19 were females and the age ranged from 19 to 25 years. Four main themes emerged during the discussions, which were unsatisfactory clinical supervision and teaching, drawbacks to clinical learning and teaching, insufficient clinical educational planning, and confusion about nursing professional identity. Conclusion: From students' perspectives, the main challenges during clinical placements are unsatisfactory supervision, student congestion in wards, poor planning of rotations, and confusion about nursing professional identity. Regarding these challenges, students perceived negative impacts on clinical learning.

Background: Human resource management policies and practices are not well understood and implemented in some health care settings. Besides affecting client outcomes, poor management practices can adversely affect the health and wellbeing of healthcare professionals such as nurses and doctors. The junior most doctors in the medical hierarchy of a hospital are interns. Owing to long working hours and heavy workloads, internship can be quite a stressful experience resulting in unprofessional and unethical behaviours as well as increased number of medical errors. Although there is an abundance of research on the difficulties faced by interns, there is a paucity of research highlighting their job satisfaction. Identifying factors that influence interns’ job satisfaction could inform better working conditions for interns as well as improve client outcomes and overall hospital performance. Methods: Job satisfaction was explored by one-to-one semi-structured interviews with 12 senior interns within the theoretical framework of Herzberg’s ‘hygiene-motivation’ or ‘two factor theory’. Data were analysed thematically. Results: Reasons for job satisfaction included feeling supported in the work place as well as getting quality supervision, teaching and clinical exposure. Reasons for job dissatisfaction included poor access to administration, unduly stressful working situations, lack of support for mental health and wellbeing and poorly organised teaching sessions. The results of this study closely align with Herzberg’s motivation hygiene theory showing that reasons for job satisfaction are mostly different from reasons for job dissatisfaction. Conclusion: The internship experience, together with the people they are influenced by, can determine a doctor’s future career pathway. It is therefore vital for internship coordinators and hospital managers to facilitate a positive internship experience. The findings have implications for human resource management policy and practice in hospitals.