Faculty as Career Coaches: Engaging Nursing Students and Renewing Faculty Career Satisfaction

2.50
Hdl Handle:
http://hdl.handle.net/10755/151902
Type:
Presentation
Title:
Faculty as Career Coaches: Engaging Nursing Students and Renewing Faculty Career Satisfaction
Abstract:
Faculty as Career Coaches: Engaging Nursing Students and Renewing Faculty Career Satisfaction
Conference Sponsor:Sigma Theta Tau International
Conference Year:2010
Author:Waddell, Janice, PhD, RN
P.I. Institution Name:Ryerson University
Title:Associate Professor, Associate Director, School of Nursing, Ryerson University
Co-Authors:Justine N. Navarro, MN, RN; Genevieve Canizares, BScN, RN; Gianina Gaitana, BScN, RN; Yohetsor Hargoe,
21st INRC [Research Presentation] Nursing students generally come to their academic career with dreams, goals and ideas about their future. In order to keep these hopes and dreams alive educators are challenged with the task of creating opportunities that engage students in discovering and creating meaning in their learning that promotes a sense of confidence and positions students to achieve their career goals. Students identify faculty members as important resources in supporting their career planning and development (CPD) efforts (Crofts, 1992; Waddell & Bauer, 2005). As a general support or in the more defined role of career educators, nursing faculty are in an excellent position to foster a culture of career resilience within and beyond the educational experience. However, students highlight the lack of dedicated faculty resources and expertise in CPD within the standard nursing curricula (Waddell & Bauer, 2005). Nursing faculty also report the lack of formal career guidance and confidence in their ability to serve as career educators for nursing students (Crofts, 1992). It is imperative that faculty have a working knowledge of CPD in order to support students seeking career guidance within the context of their academic program and their professional practice career. Engaging in career planning and development themselves can also enhance educator's competence and confidence in shaping their own academic career. Purpose: To examine the impact of a faculty career intervention on faculty outcomes of confidence in providing student career coaching and education and enhancing faculty career satisfaction Methods: A mixed methods study using a longitudinal randomized control design with focus group and interviews to gather qualitative data related to faculty outcomes. Results: Data analysis is in progress. Final longitudinal data will be fully analyzed in Spring, 2010 for presentation and discussion at the conference. Conclusion: Conclusions to be drawn from results of data analyses for presentation at the conference.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleFaculty as Career Coaches: Engaging Nursing Students and Renewing Faculty Career Satisfactionen_GB
dc.identifier.urihttp://hdl.handle.net/10755/151902-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Faculty as Career Coaches: Engaging Nursing Students and Renewing Faculty Career Satisfaction</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Waddell, Janice, PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Ryerson University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor, Associate Director, School of Nursing, Ryerson University</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">jwaddell@ryerson.ca</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Justine N. Navarro, MN, RN; Genevieve Canizares, BScN, RN; Gianina Gaitana, BScN, RN; Yohetsor Hargoe,</td></tr><tr><td colspan="2" class="item-abstract">21st INRC [Research Presentation] Nursing students generally come to their academic career with dreams, goals and ideas about their future. In order to keep these hopes and dreams alive educators are challenged with the task of creating opportunities that engage students in discovering and creating meaning in their learning that promotes a sense of confidence and positions students to achieve their career goals. Students identify faculty members as important resources in supporting their career planning and development (CPD) efforts (Crofts, 1992; Waddell &amp; Bauer, 2005). As a general support or in the more defined role of career educators, nursing faculty are in an excellent position to foster a culture of career resilience within and beyond the educational experience. However, students highlight the lack of dedicated faculty resources and expertise in CPD within the standard nursing curricula (Waddell &amp; Bauer, 2005). Nursing faculty also report the lack of formal career guidance and confidence in their ability to serve as career educators for nursing students (Crofts, 1992). It is imperative that faculty have a working knowledge of CPD in order to support students seeking career guidance within the context of their academic program and their professional practice career. Engaging in career planning and development themselves can also enhance educator's competence and confidence in shaping their own academic career. Purpose: To examine the impact of a faculty career intervention on faculty outcomes of confidence in providing student career coaching and education and enhancing faculty career satisfaction Methods: A mixed methods study using a longitudinal randomized control design with focus group and interviews to gather qualitative data related to faculty outcomes. Results: Data analysis is in progress. Final longitudinal data will be fully analyzed in Spring, 2010 for presentation and discussion at the conference. Conclusion: Conclusions to be drawn from results of data analyses for presentation at the conference.</td></tr></table>en_GB
dc.date.available2011-10-26T11:17:30Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T11:17:30Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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