The Perception of Career Planning and Development Among Senior Clinical Nurses: A Qualitative Analysis.

The aim was to determine the opinions of nurse managers about career planning and development for nurses in hospitals. Career planning and development are defined as an important and necessary tool in the development of nurses as professionals and in retaining nurses in a facility. A descriptive survey. The research population comprised nurse managers in 200+ bed hospitals on the European side of Istanbul province (n = 668). The entire population was targeted and 373 nurse managers were included in the study (55.8% return rate). Data were collected with a 32-item survey form that had three sections to determine the nurse managers' demographic characteristics, the career development practices at the facility where they worked, the nurse managers' responsibilities for career development and their expected competencies and recommendations. The findings of this study suggest that the most common technique used for nurses for career development was education programs, the career development practices of private hospitals were more developed than public hospitals and the nurse managers' perceptions about career development were different according to their management level, age group and educational level (p < 0.05). Although different practices were found in public and private hospitals in Turkey there were no effective career development practices identified and the nurse managers did not have agreement on the subject of career development. Hospitals which provide opportunity for horizontal and vertical promotion and have clear development policies will be successful hospitals which are preferred by high quality nurses. This study draws attention to the importance of career planning in nursing and the need for nurse managers to take an active role in career planning and development.

To explore the motivations, capacity preparations and career development plans of specialist nurses (SNs) to provide insights for promoting further specialisation in nursing and enhancing the quality of nursing services. A descriptive phenomenological qualitative study was conducted. The study was conducted from April to May 2024 at a tertiary hospital in China. A purposive sampling method was used to recruit 35 nurses from various departments of the hospital who had completed specialist nursing training and obtained the necessary qualifications. These SNs participated in face-to-face semi-structured interviews. Three overarching themes and ten subthemes were extracted. (1) career choices for SNs, included the following subthemes: 'Social support', 'Specialist nursing is charismatic', 'Demand for specialized nursing' and 'Possessing specialized nursing qualities'. (2) career preparations for SNs, comprised subthemes such as 'Professional preparation', 'Quality requirements' and 'Qualification requirements'. (3) career development for SNs, encompassed subthemes like 'Personal growth', 'Team building' and 'Disciplinary developments'. This study explores the motivations and experiences of SNs' career transitions, highlighting social support, the appeal of specialty nursing, industry demand and professional competence. Governments should provide resources for career preparation, while nurses should enhance their knowledge and skills. Becoming a SN marks a new career phase, requiring skill improvement, teamwork and discipline involvement. The study offers insights for general nurses transitioning to specialty nursing and informs SNs' career planning. These findings provide important guidance for the career development of nurses as specialists, highlighting the crucial role of government, hospitals and nursing advocates in fostering their professional growth. The study was reported following the Consolidated Criteria for Reporting Qualitative Research Checklist. No patient or public contribution. IMPACT STATEMENT: (1) Impact on patients: this study underscores the significance of specialised nursing care and its potential to improve patient outcomes through enhanced expertise and individualised care. (2) Impact on clinical practice: by identifying the motivations and preparations for SNs' career transitions, the research emphasises the importance of specialised knowledge and continuous professional development to enhance clinical practice and quality of care. (3) Impact on education: the study advocates for more comprehensive educational programs and continuous professional development for SNs, ensuring they stay updated with the latest practices and research. (4) Impact on social and economic issues: Promoting specialty nursing can help address healthcare challenges, particularly with aging populations and chronic diseases, improving healthcare efficiency and reducing costs through targeted care. IMPLICATIONS FOR PRACTICE/POLICY: (1) Establishing a standardised training and certification system is essential to ensure the professionalism, consistency and quality of specialist nursing practice. (2) Developing well-defined career pathways with research opportunities, leadership training and skill enhancement programs fosters SNs' professional growth, and strengthens their ability to adapt to evolving healthcare demands. (3) Enhancing professional autonomy and interdisciplinary collaboration will maximise the impact of SNs in improving patient care and driving healthcare innovation.

Reviewed by: Career Development and Planning: A Comprehensive Approachby Robert C. Reardon, Janet G. Lenz, Gary W. Peterson etal Seth C. W. Hayden Career Development and Planning: A Comprehensive Approach( 6thedition) Robert C. Reardon, Janet G. Lenz, Gary W. Peterson, and James P. Sampson Jr. Dubuque, IA: Kendall Hunt, 2019, 316 pages, ( $88 hard copy, $44 eBook) Many college campuses are utilizing career planning and development courses to facilitate positive career exploration and decision-making. Desired outcomes include psychological wellbeing, increasing the rates of retention to graduation, increasing the economic efficiency by reducing the number of course and university withdrawals, and leveraging the benefits of group interventions for students' growth (Hansen, Jackson, & Pedersen, 2017). There have been positive outcomes related to these career courses in vocational identity, career maturity, career decision-making, and cognitive development (Reardon, Folsom, Lee, & Clark, 2011). With the positive outcomes attributed to undergraduate career courses, specific resources are needed to guide career exploration and planning in this form of a career intervention. To help facilitate this process, Career Development and Planningwas designed around cognitive information processing theory (CIP; Sampson, Reardon, Peterson, & Lenz, 2004). This career development theory examines the domains of knowledge and process related to effective decision-making and problem-solving. The text uses CIP as a foundational structure that guides the content of the resource. This infusion of theory into a text designed for an undergraduate career course is unique. The book is divided into three parts. Part 1 (chapters 1–5) focuses on the elements of CIP theory such as self-knowledge, options knowledge, and decision-making with an emphasis on the application in typical career situations. Part 2 (chapters 6–10) offers a multidisciplinary overlay of issues that affect career decisions such as economic trends, organizational culture, new work styles, and dual careers. Part 3 (chapters 11–15) provides information on concrete steps for executing a strategic career plan and seeking employment. Common elements of career-seeking behavior covered in this section include interviewing, writing résumés, negotiating, and work adjustment. Though CIP is the primary theoretical basis, additional established career theories, such Holland's RIASEC theory (Holland, 1997), are integrated into the comprehensive approach to career decision-making and problem-solving. The first edition was released in the year 2000; the sixth edition contains updates to sources and new information about occupations and employment as well as revisions to several chapters in which content was removed due to the density of the material that made it difficult for students and teachers to cover within an academic semester. This text is unique as it is designed specifically for use in an undergraduate career development and planning course. It is also situated around a well-researched career theory which adds credibility to the presented information. The information is logically sequenced with broader concepts of self-knowledge and occupational knowledge at the beginning and more specific discussions of job-seeking elements occurring later in the book. This format leads students through processes of selfexploration and occupational exploration prior [End Page 400]to focusing on enhancing specific tasks such as résumé writing, networking, interviewing, and negotiation. A benefit of this text is the attention on the thoughts associated with engagement in career exploration and planning that can, at times, hinder progress. The metacognitive skills of self-talk, self-awareness, monitoring and control, and ways to improve them are examined at length in chapter 5, "Thinking About My Career Decisions." This attention to the holistic dimensions of career development for an undergraduate audience is novel in its execution in the context of an undergraduate career course. The insight of the authors to examine existing research in their analysis of narratives of perceived trends in work is extremely valuable. One example is the discussion of the gig economy in chapter 9, "Alternative Ways to Work." The authors use information from the Bureau of Labor Statistics to shed light on the reality of the gig economy. Contrary to what is often portrayed in popular media and in the professional development resources for career practitioners, the proportion of those working in the gig economy has not substantially increased in the US job market: 6...

This paper is a report of a study to compare factors influencing the development of evidence-based practice identified by junior and senior nurses. Assessing factors influencing the achievement of evidence-based practice is complex. Consideration needs to be given to a range of factors including different types of evidence, the skills nurses require to achieve evidence-based practice together with barriers and facilitators. To date, little is known about the relative skills of junior and senior clinical nurses in relation to evidence-based practice. A cross-sectional survey was undertaken at two hospitals in England, using the Developing Evidence-Based Practice Questionnaire administered to Registered Nurses (n = 1411). A useable sample of 598 (response rate 42%) was achieved. Data were collected in 2003, with comparisons undertaken between junior and senior nurses. Nurses relied heavily on personal experience and communication with colleagues rather than formal sources of knowledge. All respondents demonstrated confidence in accessing and using evidence for practice. Senior nurses were more confident in accessing all sources of evidence including published sources and the Internet, and felt able to initiate change. Junior nurses perceived more barriers in implementing change, and were less confident in accessing organizational evidence. Junior nurses perceived lack of time and resources as major barriers, whereas senior nurses felt empowered to overcome these constraints. Senior nurses are developing skills in evidence-based practice. However, the nursing culture seems to disempower junior nurses so that they are unable to develop autonomy in implementing evidence-based practice.

AimWe aim to explore registered nurses' perceptions of their career.BackgroundCareer development options have been found to increase attraction to nursing and support nurses' engagement with their organization and profession.MethodsWe collected qualitative individual interviews with 23 registered nurses; data were analysed with thematic analysis and reported according to the consolidated criteria for reporting qualitative research (COREQ) criteria.ResultsThree themes emerged: career choices, career engagement and career development. Participants had chosen a nursing career because they perceived it as humane, people oriented, meaningful, diverse and secure work. Participants' engagement in their career was connected to the content of the work, in which direct patient care was central. Nurses connected career development with high competency, independence, influence and meaningful working life experience. However, they perceived career development opportunities as minute within direct patient care.ConclusionsCareer development opportunities for nurses in direct patient care are needed to foster their career engagement and the attractiveness of the nursing profession. Further research is needed on the career planning and development of nurses working in patient care.Implications for Nursing ManagementNurse managers must play a central role in engaging nurses in their careers and promoting their competency and career planning and development in organizations.

Purpose – Literature has shown that mentoring and career development programmes can assist women and minority groups in pursuit of more senior roles. The Challenging Perceptions 12-month, multi-faceted career development and mentoring programme was specifically designed to aid female mental health participants in their attempts to break the glass ceiling, which can be apparent within senior levels of the UK National Health Service. This study aimed to investigate the effects of a career development and mentoring programme on female mental health nurses' career and personal development compared to a matched comparison group. Design/methodology/approach – A longitudinal, qualitative study based on semi-structured interviews conducted with female mental health nurse participants and a matched control group at four time points, six months apart over an 18-month period. Female mental health nurses at F, G, H, I and Nurse Consultant Level who applied to participate in the programme were selected by a panel consisting of members of the project team and subsequently randomly allocated a group. Twenty-seven female mental health nurses experienced the programme and 27 female mental health nurses constituted a comparison group. Findings – Experience as programme participant influenced the career and personal development of participants, particularly compared to the matched control group. Career development outcomes included promotion and additional learning/study. Personal development outcomes included increased self-confidence and increased satisfaction with ability to deliver quality patient care. Originality/value – Career development and mentoring programmes designed to affect diversity have an important role to play in fostering the career and personal development of nurses in healthcare organisations.

Objective: This study focuses on the mediating effect of attitudes toward artificial intelligence (AI) in the relationship between digital literacy and career and talent development self-efficacy (CTDSE). Theoretical Framework: In the digital age, the ability to understand and apply new technologies plays an important role in the career development of employees experiencing job polarization. This research is based on Social Cognitive Career Theory (SCCT), which emphasizes the importance of self-efficacy, outcome expectations, and social influences in shaping employees' career development. Method: The study employed a quantitative research design, utilizing SPSS software for data analysis and structural equation modeling (SEM) with IBM AMOS to analyze data collected from 1,497 students enrolled in the Career Planning course at X University, one of Turkey’s largest universities. The data were gathered using validated survey instruments measuring digital literacy, AI attitudes, and CTDSE. Results and Discussion: Findings indicate that digital literacy significantly impacts self-efficacy in career and talent development. Furthermore, attitudes towards AI partially mediate this relationship, suggesting that a positive AI attitude strengthens the effect of digital literacy on self-efficacy. Additionally, digital literacy was found to significantly influence AI attitudes, highlighting its role in shaping students’ perceptions of AI in career development. These findings emphasize the necessity of fostering digital literacy to enhance career-related self-efficacy, while also promoting positive AI attitudes to maximize this impact. Research Implications: This study provides insights for educators and policymakers on integrating digital literacy and artificial intelligence-related topics into career development curricula. Enhancing students' digital competencies and fostering positive attitudes toward AI can improve their self-confidence in career planning and their ability to adapt to the evolving labor market. Additionally, the findings of this study are expected to contribute to Quality Education-SDG 4 by equipping individuals with digital skills and enabling them to achieve greater success in their careers. Originality/Value: This study contributes to the career development literature by focusing on the mediating role of AI attitudes in the relationship between digital literacy and CTDSE. The findings emphasize the growing importance of digital skills in shaping career self-efficacy and adapting to technological advancements in the job market. Highlighting the evolving role of AI as a facilitator in career development, this study provides valuable insights for educators, policymakers, and career researchers in preparing the workforce for the digital future.

Career management is an employee career management process that covers the stages of career planning activities, career development and counseling, and career decision making. Career management involves all parties including employees concerned with the unit where the employee works, and the organization as a whole. Therefore, career management covers a vast area of activity. In this paper the stages to be discussed are about the factors that affect the career orientation of individuals. Career management covers a vast area of activity. The importance of career management for employees is to increase the potential and productivity for their advancement, while for the company is to plan their human resources in improving the company's business value and business competition. Career planning and development is a career management function. companies that want their employees to work with good skills and knowledge should be able to plan and develop their employees' careers, while for employees with career planning and development, employees can know their career goals and direction.

This paper aims to conduct a systematic study on the career development and planning system of counselors in private colleges and universities in the new era. This study analyzes counselors’ cognition of career development with the help of Schober’s career development theory, analyzes counselors’ career planning through career choice theory, explores the influencing factors of college counselors’ careers based on the division of career development stages, and analyzes the degree of influence of different factors on counselors’ career development based on the ecological position model. When counselors make career planning, their factors are the most important, which are 4.5%, 9.06%, 22.46%, and 32.48%, higher than school factors, social factors, family factors, and role orientation, respectively. In terms of the degree of influence, the promotion policy and management system of private colleges and universities have the greatest influence on the career development of counselors, followed by the professional background and subjective will of counselors. Counselors in private colleges and universities should strengthen their career autonomy, improve planning techniques and methods to turn passivity into initiative and win career development opportunities, prepare career growth manuals, and strengthen career planning awareness.

Career Development Interventions in the 21st Century

Mentoring, Part 1

This research is motivated by the low motivation of employees in carrying out their main tasks and functions. This can be seen from the lack of enthusiasm of employees in carrying out their duties and the lack of obsession to progress. This low employee motivation is thought to be caused by two factors, namely, less than optimal career planning and the unclear arrangement of career development for employees who are considered to have achieved. The purpose of this study is to determine how career planning affects employee work motivation, how career development affects employee work motivation, and how career planning and development together affect employee work motivation. The method used in this study uses a quantitative descriptive method. To analyze it, correlation and multiple regression statistical test data analysis was used using SPSS version 22.00. The results of the study obtained provide the conclusion that career planning has a positive and significant effect on employee work motivation, career development has a positive and significant effect on employee work motivation, and career planning and career development have a positive and significant effect on employee work motivation.

Abstract: Employees are veritable sources of competitive advantage and planning and developing their careers is beneficial to both the organization and the employees. This study focuses on whether organizations in Nigeria give premium to career planning and development activities; the programmes engaged in and the perceived effectiveness of programmes generally. The investigation, which adopted a cross sectional survey and utilized structured questionnaire and interviews, centred on 10 firms in Rivers State, Nigeria. Data generated were analysed using descriptive statistics, specifically percentages and means, and simple regression. The results indicate that organizations recognize the need to invest in people and do embark on career planning and development programmes but employees do not perceive programmes as overly effective. Also, although firms recognize employees as important assets for organization success, they do not give as much attention to personal needs of employees as they do corporate needs. This is potentially counterproductive. Thus, we recommend the full incorporation of employees needs in career development activities so as to address the issues of employability of employees and long term competitiveness of organizations. Key words: Career planning resources; Career development programmes; Investing in people; Personal needs of employees; Employability; Perceived effectiveness; Nigeria organization

The Antecedent Role of Proactive Personality in Career Self-Management Lulu Yu (bio), Weiqiao Fan (bio), Zhiwei Wang (bio), Xiaofang Wang (bio), and Chuan Yu (bio) After the implementation of the Chinese Higher Education Enrollment Policy in 1999, the Ministry of Chinese Education (2017) reported that the number of undergraduates had increased dramatically, up to nearly 8 million in 2018. Meanwhile, because of global competition, technological advances, and job insecurity, personal career development for these students has become more and more sophisticated and even beyond their understanding (Inkson, 2004). This may result in a series of adaptation problems for undergraduates in their career development, such as low awareness of the need to seek professional and career information and lack of career goals. Wang (2018) reported that only 49% of 2017 undergraduates were hired into jobs that matched their majors, only 67% were satisfied with their jobs, and around 33% left their positions within 6 months. A survey in 2010 showed that only 58% of employers were satisfied with the overall performance of those employees who had graduated from universities within the preceding 5 years (Department of Employment Promotion, 2011). Accordingly, it is of great importance to increase the level of career self-management among Chinese undergraduates so that they can improve their career development and adaptation. According to the career self-management model (Lent & Brown, 2013), two factors should be important predictors of undergraduates' career goals: personality traits and social cognitive variables. Personality traits are the relatively stable tendencies that coordinate behavioral performance and regulate emotions; these traits influence undergraduates' career exploration. Social cognitive variables include such attributes as sense of self-efficacy, outcome expectation, and career goal. Self-efficacy refers to the belief about one's own ability to manage and address specific tasks and unusual challenges, which is relevant in the process of career exploration and decision making. Outcome expectation involves the anticipated consequences of performing those behaviors that are seen as leading to a specific result. Career goal refers to an individual's career exploratory plans and intentions to perform a particular behavior in their career development. The career selfmanagement model has been empirically supported in the literature. For example, Lent et al. (2016) reported that the personality trait of conscientiousness has direct effects on career self-efficacy and goals and indirect effects on career outcome expectations. Proactive personality, a type of personality disposed toward proactive behavior, is regarded as having a relatively stable tendency to affect individuals' activities (Bateman & Crant, 1993). It is empirically supported to predict work performance, innovative behaviors, and job satisfaction (Zhang & Yang, 2017). A sample of international students showed that their proactive behaviors, particularly [End Page 351] information-seeking behaviors, were positively linked to their communication satisfaction with instructors and to their school-life satisfaction (Cho & Lee, 2016). The results from a sample of 180 full-time employees and their supervisors over 2 years indicated that proactive personality was related to career initiative, which in turn had a positive relationship to career progression (salary growth and the number of promotions during the previous 2 years) and career satisfaction (Seibert et al., 2001). Some researchers have reported that those people with higher levels of proactive disposition are more conscientious (Major et al., 2006) and that proactive personality is related to career self-efficacy in career exploration (Qu et al., 2015; Shang & Gan, 2009). In other words, undergraduates who have a stronger sense of responsibility might willingly develop much more selfefficacy or outcome expectations, which in turn may lead to more specific goals in their career development. Few studies have been designed to examine the association among personality variables (e.g., proactive disposition) and career goal intentions, particularly in Chinese undergraduates. Our aim for this study was to verify the antecedent role of proactive personality in terms of the career self-management model among a sample of Chinese undergraduate students. We hypothesized that proactive personality would have effects on career goal via career self-efficacy and outcome expectation. This may provide not only some new evidence for the relationship between personality traits and career goal intentions, but also a new perspective for helping undergraduates develop their career interests and plans and carry out career...

This analysis of the career counseling profession's strengths, weaknesses, opportunities, and threats emphasizes the importance of the profession's contributions to fostering equality in a democratic society. Career counseling professionals and their National Career Development Association are well positioned to expand their concentration on fostering the career development of individuals to encompass advocacy about public policy and agency in changing systems. Advances in the use of technology, attention to multicultural issues, and advocacy of holistic models have the potential to enrich the career counseling profession's contributions to individual development and social equality.