Healthcare Industry Jobs: Opportunities and Challenges from a Student's Perspective
Abstract
This publication explores the opportunities and challenges that students encounter in pursuing healthcare industry jobs from their distinctive perspective. The healthcare sector offers a wide range of career possibilities, encompassing clinical and non-clinical roles, which attract students seeking to contribute to the field. However, students face numerous challenges when navigating this ever-evolving landscape. On the one hand, the healthcare industry presents significant opportunities for students. Advancements in medical technology, a growing emphasis on patient-centered care, and the expanding healthcare needs of aging populations create a demand for skilled professionals. Additionally, emerging fields such as digital health and genomics offer novel prospects for students to innovate and drive positive change. On the other hand, students encounter challenges in accessing healthcare industry jobs. Fierce competition for coveted positions, complex regulatory frameworks, and the need to stay updated with evolving healthcare policies pose obstacles for students. Furthermore, the rapid integration of technology in healthcare necessitates students to acquire digital literacy and adapt to new workflows.
Downloads
References
Asphaafrica.net. https://asphaafrica.net/membership/members/
2. ASPHER - Aspher directory. (n.d.). Www.aspher.org. Retrieved June 10, 2023, from
https://www.aspher.org/users.html?etykieta=3&kraj=0
3. Elby, H., Theodorus Pangalila, Sjamsi Pasandaran, & Rantung, V. P. (2023). Proceedings
of the Unima International Conference on Social Sciences and Humanities (UNICSSH
2022). Springer Nature.
4. Health Care Resources. (n.d.). Stats.oecd.org.
https://stats.oecd.org/Index.aspx?DataSetCode=HEALTH_REAC
5. List of Accredited Schools and Programs - Council on Education for Public Health. (n.d.).
Ceph.org. https://ceph.org/about/org-info/who-we-accredit/accredited/
6. Member Institutions. (2011, August 28). APACPH. https://www.apacph.org/wp/memberslist/
7. Romanelli, J. R., Dort, J. M., Kowalski, R. B., & Sinha, P. (2022). The SAGES manual of
quality, outcomes and patient safety. Springer.
8. Welcome NHWA Web portal. (n.d.). Apps.who.int.%20 https:/apps.who.int/nhwaportal/
9. World Bank. (2021). Population, Total | Data. Worldbank.org; World Bank Group.
https://data.worldbank.org/indicator/SP.POP.TOTL
10. Arora G, Condurache T, Batra M, et al. Miles away milestones: a framework for
assessment of pediatric residents during global health rotations. Acad Pediatr.
2017;17:577–
11. Caverzagie KJ, Lane SW, Sharma N, et al. Proposed performance-based metrics for the
12. Commission On Education Of Health Professionals For The 21St Century. (2011).
Health professionals for a new century : transforming education to strengthen health
systems in an interdependent world. Harvard University Press.
13. Dent, J., Harden, R., & Hunt, D. (2021). A Practical Guide for Medical Teachers, EBook. Elsevier Health Sciences.
14. Ely LI, Toassi RFC. Integration among curricula in health professionals’ education: the
power of interprofessional education in undergraduate courses. Interface Comunicacao
Saude Educ. 2018;22:1563–1575. [Google Scholar]
15. Fonn S. Linking public health training and health systems development in sub-Saharan
Africa: opportunities for improvement and collaboration. J Public
Health Policy. 2011;32(suppl 1):S44–S51. [PubMed] [Google Scholar]
16. future funding of graduate medical education: starting the conversation. Acad Med.
2018;93:1002–1013. [PubMed] [Google Scholar]
17. Kelly T, Lazenby M. Developing and validating learning domains, competencies, and
evaluation items for global health clinical immersion practicums for graduate-level nursing
programs. J Adv Nurs. 2019;75:234–252. [PubMed] [Google Scholar]
18. Kutt A, Mayan M, Bienko I, Davies J, Bhatt H, Vohra S. An undergraduate course
combining interprofessional education and complementary health approaches learning
objectives: successful integrative learning that improves interest and reduces redundancy.
Explore (NY) 2019;15:273–282. [PubMed] [Google Scholar]
19. Lutfiyya MN, Brandt B, Delaney C, Pechacek J, Cerra F. Setting a research agenda for
interprofessional education and collaborative practice in the context of United States health
system reform. J Interprof Care. 2016;30:7–14. [PMC free article] [PubMed] [Google
Scholar]
20. Manabe YC, Campbell JD, Ovuga E, Maling S, Bollinger RC, Sewankambo N.
Optimisation of the Medical Education Partnership Initiative to address African health-care
challenges. Lancet Glob Health. 2014;2:e392. [PMC free article] [PubMed] [Google
Scholar]
21. Matlow A, Chan MK, Bohnen JD, et al. Collaborating internationally on physician
leadership education: first steps. Leadersh Health Serv (Bradf Engl) 2016;29:220–230.
[PubMed] [Google Scholar]
22. Naegle MA, Hanley K, Gourevitch MN, Tuchman E, More FG, Bereket S. Project
SARET: an interprofessional education (IPE) lens examines substance use disorders
research education for health professional students. J Interprof Educ Pract. 2017;9:99–103.
[PMC free article] [PubMed] [Google Scholar]
23. Pepin J, Goudreau J, Lavoie P, et al. A nursing education research framework for
transformative learning and interdependence of academia and practice. Nurse Educ Today.
2017;52:50–52. [PubMed] [Google Scholar]
24. Phlypo I, De Tobel J, Marks L, De Visschere L, Koole S. Integrating community service
learning in undergraduate dental education: a controlled trial in a residential facility for
people with intellectual disabilities. Spec Care Dentist. 2018;38:201–207. [PubMed]
[Google Scholar]
25. Senior, R. (2022, May 16). Sustain and retain. American Nurse.
https://www.myamericannurse.com/sustain-and26. World Directory of Medical Schools - WFME Projects. (n.d.). The World Federation for
Medical Education. Retrieved June 10, 2023, from https://wfme.org/world-directory/
27. World Health Organization. (2020). State of the World’s Nursing Report - 2020.
Www.who.int. https://www.who.int/publications/i/item/9789240003279
Copyright (c) 2023 IJRDO - Journal of Social Science and Humanities Research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere. Author(s) agree to the terms that the IJRDO Journal will have the full right to remove the published article on any misconduct found in the published article.
