Virtual internship experiences of BS Psychology students: A phenomenological study

Abstract

This study was conducted using qualitative (descriptive) phenomenological research methods that aimed to describe the lived experiences of Psychology Graduates of the school year 2021-2022 of Higher Education Institution in their virtual internship program in the midst of a pandemic. Specifically, to discuss the lived experiences in their virtual internship program during the pandemic. And identify ways by which the virtual internship programs helped students strengthen their skills and knowledge in their chosen field. A semi-structured interview was used by the researchers and purposely selected six psychology graduates from Higher Education Institution during School Year 2021-2022. The researchers selected the participants based on the inclusion criteria that were presented, and the researchers allowed the participants to freely choose their available time to participate in the interview session. Open-ended questions were utilized and allowed the researcher to generate detailed responses from the participants and to ask probing, secondary clarification questions throughout the interviews when necessary. Before conducting the interview session, the researchers made sure to give informed consent to their chosen participants, informing them of the purpose of this study and the certain risks. Braun and Clarke (2006) thematic analysis method was used to code and analyze data for themes in an attempt to identify the core of participants' lived experiences . As the researchers analyze the responses of the participants, they have created five themes that quickly describe and solve the study's problem; (1) Virtual Internship Fortuitous Experiences, with a subtheme (I): Struggles; subtheme (II): Disappointments; (2) Collaboration with Colleagues to Reduce and Alleviate Workloads; (3) Setting Priorities; (4) Comfort from Surroundings; and (5) Adapting to the New Reality: A Tip from a Computerized Labor.