Competencies of psychology practicum students: A quialitative phenomenological descriptive-interpretive study across occupational fields

Abstract

Psychology education faces the challenge of fostering comprehensive competencies in knowing, doing, and being to ensure relevant professional integration. This study analyzed the competencies exercised by psychology students during their professional practicum at Universidad Católica Luis Amigó across three occupational fields (organizational, educational, and community social), with the aim of identifying gaps between academic training and the demands of real-world contexts. A qualitative study was conducted with a phenomenological approach and a descriptive-interpretive scope, framed within an interpretive paradigm. Thirty final-year students participated. Focus groups were carried out using a semi-structured guide, and thematic analysis was applied with the support of NVivo 12, based on the categories of knowing, doing, and being established by the Colombian College of Psychologists. Qualitative rigor was strengthened through investigator triangulation and data source triangulation. The findings show that, although students recognize the psychologist’s core functions in each field, they present limitations in theoretical and regulatory grounding, methodological application for intervention, and ethical and deontological appropriation. Overall, a gap was identified between the expected competencies and those actually exercised in practice. The study concludes that psychology education requires strategies that more consistently articulate theory, intervention, and ethics in real practice settings.