From Classroom to Cubicle: A Qualitative Exploration of Health and Leisure Student Intern Mental Health

Abstract

Introduction: Internships offer critical experiential learning for undergraduate students, yet the mental health experiences of interns in health and leisure programs remain underexplored. This study investigates these experiences in Health Promotion (HPRO), Recreation Management (RM), and Therapeutic Recreation (TR) internship programs at an Atlantic Canadian University. Purpose: The purpose of this qualitative descriptive study was to understand the mental health experiences associated with internships of undergraduate post-secondary students in the identified health and leisure internship programs. To achieve this purpose, I investigated two research objectives: 1) to identify, explore, and understand factors influencing student mental health while preparing for internship, and 2) to identify, explore, and understand factors influencing student mental health during internship. Methods: Guided by a constructivist worldview, my study employed Reflexive Thematic Analysis (RTA) to analyze data from 10 semi-structured virtual interviews with participants aged 22 to 29 (mean: 24.23 ± 2.42). My positionality and reflexivity as the researcher were integral throughout the research process. Findings: Four main themes were developed through analysis: (1) Preparing for Internship: Balancing Excitement and Stress, (2) Empowered Interns: Achievement and Growth, (3) Navigating Role Transitions and Mental Health During Internship, and (4) The Cost of Experience: Mental Health Challenges in Unpaid Internships. Discussion: This thesis highlights various factors affecting mental health during internship preparation and completion, emphasizing the need for robust support and resources. The insights from my study can inform the development of better support structures for students in future internship programs.