Abstract: Field internship is a critical component of Community Health education, yet limited evidence describes how students experience the transition from classroom learning to field practice in Sierra Leone. This qualitative case study explored the internship experiences of second-year Community Health students and the educational and organizational factors shaping their professional development and preparation for Community Health Officer (CHO) practice. Participants included six students who had completed field internships, one field supervisor, and one nurse manager. Data were collected through semi-structured interviews and analyzed using reflexive thematic analysis. Five themes emerged: (1) transitioning from classroom learning to field practice; (2) supervision and support as facilitators of learning; (3) resource and organizational constraints on learning; (4) developing competence, confidence, and professional identity; and (5) strengthening internship for CHO workforce and primary healthcare (PHC) development. Students entered field practice with relevant theoretical preparation but experienced uncertainty in applying knowledge to real-world situations. Supervision, feedback, hands-on participation, and repeated patient exposure facilitated learning, whereas workload, staffing pressures, resource limitations, and inconsistent supervisory availability constrained learning opportunities. Field experience progressively strengthened students’ perceived competence, confidence, professional identity, and practice readiness. Findings indicate that structured orientation, clearly defined competencies and roles, consistent supervision, meaningful practical participation, and stronger coordination between training institutions and placement facilities may improve internship quality. Strengthening field education may consequently enhance CHO workforce preparation and support PHC delivery in Sierra Leone.
Keywords: Community Health Officers, field internship, field learning, primary healthcare, professional development, Sierra Leone.
Title: From Classroom to Community Practice: Field Placement Experiences of Second-Year Community Health Students in Sierra Leone: Implications for Workforce Development and Primary Healthcare Delivery
Author: Dr. David Bull
International Journal of Interdisciplinary Research and Innovations
ISSN 2348-1218 (print), ISSN 2348-1226 (online)
Vol. 14, Issue 3, July 2026 - September 2026
Page No: 75-90
Research Publish Journals
Website: www.researchpublish.com
Published Date: 29-August-2026
