Professional Career Development Research Articles

The mirage of diversity, equity, and inclusion: Exploring career development professionals’ pedagogy and praxis

AbstractDespite the importance of students exploring career options, developing career readiness, and experiencing a successful transition to the workforce, historically excluded populations’ participation in career development remains low. Additionally, career development professionals continue to feel unsupported in their diversity, equity, and inclusion (DEI) practices and in incorporating DEI in their respective roles. This multicase study uncovers a mirage approach to the work of career development professionals, providing opportunities to engage in this work, yet largely leaving DEI work unsupported in their quest to incorporate it into their spaces. Results indicate the larger impacts of navigating a lack of support as well as the oppressive intuitional structures that persist while engaging in DEI pedagogy and praxis.

An evaluation of the impact of the Lambeth PCN pharmacist anticoagulation skills development project

Abstract Background Atrial Fibrillation (AF) is a prevalent heart condition linked to significant morbidity and mortality due to its association with stroke.1 Despite the clear benefits of anticoagulation in reducing stroke risk, its underuse and suboptimal monitoring remain a concern.2 Aim This study aims to evaluate the impact of a pharmacist-led training programme in Lambeth, London, focusing on improving pharmacists' competency and confidence in managing Direct Oral Anticoagulants (DOACs). It assesses if the training met pharmacists' needs, evaluates current monitoring patterns to determine if training was warranted, and identified areas for further training improvement. Methods The study involved 41 GP practices across 9 Primary Care Networks (PCNs) in Lambeth. Practices were eligible based on their involvement in the management of AF patients prescribed DOACs. All pharmacists at these practices who were actively engaged in anticoagulation management and willing to participate in pre- and post-training assessments were invited to take part. Recruitment involved direct communication through practice managers and emails detailing the study’s objectives and benefits. DOAC monitoring data was extracted from patient medication records and subsequently compared to the South East London anticoagulation guidelines3 to establish compliance percentages. A competency assessment was conducted on pharmacists using a pre- and post-training checklist framework devised by the Consultant Anticoagulant Team at Guy’s and St Thomas’ NHS Foundation Trust (GSTT). The Wilcoxon signed-rank test analysed this paired data, with a p < 0.05 set for statistical significance. Additionally, semi-structured interviews were conducted to gather insights on their training experience and perceptions. Transcripts were coded using NVIVO software to identify themes. Ethical approval was obtained from Kingston University London. Results Of the 2,987 AF patients across the 41 GP practices, 87.6% were on DOACs. Prescribing and monitoring trends were consistent across all GPs, with scope to improve compliance across all parameters, such as CHA₂DS₂-VASc score assessment prior to DOAC initiation. The competency assessment, completed by ten pharmacists, showed a significant improvement post-training, with mean scores rising from 3.3 to 4.1 (p< 0.00001). Improvements were seen across all domains, particularly in explaining the rationale for anticoagulation, showing CHA₂DS₂-VASc and HASBLED scores, and discussing modifiable HASBLED factors. Competency in patient communication remained highest, while managing particular cases like reversal procedures and patients with cancer showed lower competency, indicating areas for training improvement. The interviews, conducted with ten pharmacists, revealed three main themes: (1) Confidence and competence in anticoagulant prescribing and optimisation, (2) Evaluation of the training programme's effectiveness, and (3) Professional growth and career development. Pharmacists reported greater confidence in managing DOACs post-training, though challenges remained in patient engagement and collaboration with GPs lacking DOAC knowledge. Discussion / Conclusion The evaluation proved a positive impact on pharmacists' competency and confidence in DOAC management. Suboptimal monitoring practices in Lambeth highlighted the need for this training programme and its crucial role in improving patient outcomes. Limitations include a small interview sample and potential biases in self-reported evaluations. A longitudinal study is recommended to assess long-term impacts. Ongoing training and systematic data collection are essential, and similar training should be extended to other healthcare professionals.

How green is your practice? A process for auditing and reimagining career guidance practice for a greener world

This article outlines a method to aid career development professionals in addressing environmental issues through their practice. It is based on a workshop of the same title delivered at the NICEC conference on Career and Sustainability. The result is a facilitated process which supports practitioners to collectively reflect on current practice, acknowledge existing positions, discuss concerns and imagine new, ‘greener’ practice. The workshop takes practitioners through three stages: 1) Audit; 2) Challenges; and 3) Stimulus for change, making use of established typologies of practice and more recent explorations of social justice in career guidance. The audit stage employs Tony Watts’ typology of guidance ideologies to assess practitioners’ current positions and consider criteria for future provision. The five signposts of emancipatory career guidance is proposed as an impetus for the creation of new practice. The workshop is presented here as a tool for others to use and consider.

Finding a way in and making it stick: an exploration of chiropractor experiences working in team-oriented elite sport practice settings

Interprofessional healthcare teams have become the benchmark for optimising athlete health and performance in high-stakes sports. Despite a history of utility as provider partners, chiropractors are currently a relatively underutilised...

Apresentação do Centro de Competência e Desenvolvimento da Economia Azul

The blue economy focuses on sustainable and regenerative development associated with resources and sectors related to the aquatic environment (ocean, seas, rivers and lakes). The blue economy encompasses traditional economic activities such as fishing, aquaculture and processing industries, maritime transport, port facilities and logistics, maritime infrastructure and works, shipbuilding and maintenance, coastal tourism and nautical tourism, sports and culture, and education, training and scientific research. It also includes emerging economic activities such as renewable ocean energies (wind, wave and tidal), marine biotechnology (biofuels, genetic resources, pharmaceuticals), maritime surveillance, carbon capture and sequestration, among many others. Each of these activities faces challenges associated with decarbonisation, digitalisation and the circular economy, while offering vast opportunities for innovation, entrepreneurship, investment and the development of professional careers, boosting the creation of qualified jobs. The blue economy is driven by several critical factors, including the promotion of a healthy and resilient ocean, the protection of biodiversity, the existence and quality of basic sanitation, the creation and maintenance of vibrant ecosystems, and investment in knowledge, education and inclusive social development.

Work education and educational developments around sustainable livelihoods for sustainable career development and well-being

Covid-19, Artificial Intelligence (AI), and Climate Change, have disrupted work education, rendering sustainability of careers and livelihoods a concern. This paper outlines a collaborative response to that challenge, offering opportunities for sustainable livelihoods in a work education cloud collaboration, Project SLiC (Sustainable Livelihoods Collaboration). We have joined forces across nation states in the Global South/North to share cloud resources, focused on teaching a postgraduate course, Sustainable Livelihoods. Online modules are stored in a secure cloud site, from which local courses draw-down, autochthonously, whichever resources fit workforce development in context. We outline modules, and an evaluative process, in a proof-of-concept trial. Finally, we envisage how this initial collaboration may morph into a whole degree, including research supervision. We close with a call to career development professionals to share their unique expertise and experiences at the work education frontline, on how to develop this sustainable careers project, for the greater good.

Evaluating the Impact of MBA Programs in Public Universities of Bangladesh on Career Development of Professionals

Evaluating the Impact of MBA Programs in Public Universities of Bangladesh on Career Development of Professionals

Strategies for Improving Financial Professional Ability in the Digital Age

The purpose of this paper is to explore the career development and ability training strategies of financial professionals in the digital age. With the rapid development of digital technology, the financial field is facing unprecedented challenges and opportunities. This paper analyzes the influence of digitalization on financial professionals, analyzes the current professional development status of financial professionals, focuses on determining the core competencies required by financial professionals in the digital era, such as technical skills, data analysis and communication and cooperation, and discusses the corresponding ability training strategies[1]. At the same time, it also studies the changes in the roles and responsibilities of financial professionals brought about by the digital transformation of enterprises, with a view to providing useful reference for related work.

Reform and Practice in Teaching Literature Review and Scientific Writing Course with the Goals of "Leading and Applicability"

Literature study and scientific paper writing for leading and applicability aims to enhance the capability of students in literature review and scientific paper writing through teaching reform and practice. The course design emphasizes leading and applicability, and cultivates independent analysis and critical thinking through in-depth academic literature reading and actual scientific and technological thesis writing. Through the teaching content, teaching methods, and assessment methods, we explore the role of leading teaching in promoting academic exploration and application transformation. Students not only demonstrate innovation and foresight in academic research but also show the ability of technology transformation in practical application, laying a solid foundation for future academic and professional career development.

Skill Competencies of PE Teachers Based On Qualitative Contribution Evaluation of NBC 461 towards An Upskilling Program

This study on the continuing professional development of physical education teachers in selected local and state universities and colleges in Laguna provide valuable insights into their teaching practices and the perception of Career Professional Development (CPD) programs. The findings reveal that the teachers exhibit a high level of competency in planning, instruction, and assessment, with mean scores of 4.89, 4.81, and 4.75, respectively. These scores indicate competencies beyond the highly proficient level, placing them in the category of "Distinguished Teachers (DT)." The study also highlights the positive impact of CPD programs on teaching skills, collaboration among teachers, professional growth, and student performance. The analysis of supervisors' perspectives offers additional insights into strategies for enhancing teachers' participation and engagement in CPD programs. The recommended upskilling CPD strategies aim to strengthen professional development initiatives, customize programs to address specific needs and improve program effectiveness through regular evaluation and feedback mechanisms. By implementing these recommendations, this study contributes to the enhancement of the knowledge, skills, and teaching practices of physical education teachers, ultimately benefiting both teachers and students in the field of physical education in Laguna.

Mentoring: Shaping the professional identity of the academic internal medicine hospitalist.

Burnout and lagging academic productivity are pressing challenges in hospital medicine, leading to stagnation and attrition. Mentoring shapes professional identity formation and enhances faculty vitality and retention, but has not been optimized among academic hospitalists. We sought to explore how mentoring impacts academic hospitalist professional identity and to elucidate barriers to mentoring in the field. We conducted focus groups at three academic medical centers. Informed by social-constructivist theory of identity development, we coded deidentified data and performed thematic analysis. Thirty-one academic hospitalists participated with 1 to >20 years experience. Mentoring shaped professional identity formation in six core domains: choosing academic hospital medicine, identifying and focusing on an area of interest, progressing career, navigating work-life integration, staying in academic medicine, and becoming a mentor. Distinct models included dyadic mentoring, peer mentoring, organic mentoring, and mentoring teams, each with benefits and limitations. We identified nine key mentoring actions that influenced hospitalist professional identity formation and career development. Mentoring barriers included lack of time, awareness, and access to experienced mentors, as well as poor quality mentoring and mentor-mentee malalignment. Aspects of hospitalists' professional identity also posed barriers, including ambivalence around academic identity. Mentoring fosters academic thriving and retention in academic hospitalists. Access to effective mentoring remains lacking due to few senior mentors in the relatively new field of hospital medicine and reticence in academic identity, among other factors. Mentoring training, impact on underrepresented minority hospitalists, and integration into institutional culture should be considered for enhancing the career development of academic hospitalists.

Supporting clients via narrative storytelling and artificial intelligence: a practitioner guide for career development professionals

PurposeIn this practitioner-focused essay, we combine traditional narrative storytelling approaches with Artificial Intelligence’s (AI) innovative abilities to enable career development professionals to support individuals across their lifespan.Design/methodology/approachWe propose a three-phase career exploration approach, developed and tested in a real-world setting for career development professionals to support their clients to consider various career-related options as well as identify strengths and opportunities for personal development.FindingsIn phase one, the client recounts 7–10 positive narrative stories about engaging in activities they enjoyed. In phase two, the career development professional uses AI with tailored prompts to generate a personalised client report based on these narrative stories. In phase three, the report serves as the basis for further discussion and exploration with the client.Practical implicationsThe approach provides a practical guide for career development professionals to increase their capability to support their clients in response to technological advancement and the contemporary world of work. A training document incorporating a worked example of the approach is provided in “Supplementary Material Appendix 1”.Originality/valueOur approach acknowledges AI as a new actor and career development professionals as undervalued actors in supporting individuals to foster a sustainable career ecosystem.

Needs Analysis of English Learning Skills for Students of Hospitality Study Program

Needs analysis plays a significant part in the construction of an English language curriculum that is tailored to learning needs. Students' descriptions of their needs, weaknesses, and desires constitute important factors that English teachers must consider before establishing appropriate lesson plans and teaching and learning resources. This study was designed with a descriptive qualitative research model. Data was collected through questionnaires and interviews. This data collection method involved all students from the Politeknik Indonusa Surakarta for Hospitality program in their first semester of Academic Year 2023, with a total of 93 students participated. The questions were provided online using Google form. When completing the questionnaire, respondents are given the choice from a number of different responses. Based to the results of the Needs Analysis on English subject, the main objective of Hospitality Study Program students learning English is to help them develop in their jobs in the service and hospitality industries. Students emphasized the importance of learning speaking skills, despite the fact that other language skills are equally important to improve. Each need to master aspects of English language skills, on the other hand, must be in line with their professional career development. This study has implications for fulfilling learning requirements in the hospitality study program as a guide to developing English teaching materials for students in the program. Keywords: ESP, hospitality Study Program; Needs Analysis, English Language Skills

Understanding Successful Mentor-Mentee Relationships in New Faculty Scholars Program.

Mentorship is critical for the career development of health care professionals and educators. Facilitating successful mentorship is valuable in supporting future leaders and educators in family medicine. Since 1988, the Society of Teachers of Family Medicine's New Faculty Scholars (NFS) program has provided 1-year mentorship opportunities for new faculty. This qualitative study used group concept mapping to identify the characteristics of successful mentorship relationships within the NFS program. Eight New Faculty Scholars (five mentors, three mentees) from 2015 to 2021 participated in a virtual 90-minute group concept-mapping and pattern-matching session. Participants generated statements in response to a prompt about successful features of mentorship relationships. Participants categorized responses by similarity and rated each statement on a numerical scale from 1 to 5 (1 indicating lowest, 5 indicating highest) according to importance, current presence within the program, and feasibility. Statements generated by participants were grouped into seven common themes. Categories rated most important included interpersonal skills, mentor soft skills, and mentor preparation. Structured processes and goal setting, mentor soft skills, and mentor preparation were rated most feasible in terms of future improvement. Interpersonal skills, mentor soft skills, and mentor preparation were the most highly rated by participants, but also displayed the largest disparity when compared to ratings on current presence. Future efforts to improve interpersonal communication and mentor training can potentially lead to greater satisfaction with the NFS program. The most highly rated categories indicated the primary benefit of the relational components of mentorship.

An exploration of cultural competence in career services with international students

AbstractThis study reports on career development professionals’ (CDPs) understanding and use of cultural competence in their work with international students. The Multicultural and Social Justice Counseling Competencies guided the study as a conceptual framework based on the literature on international student experiences. The research team used an exploratory qualitative design informed by the community‐based participatory and social justice research approaches. The study included two phases: a survey (n = 33) and semi‐structured interviews (n = 12). The survey results indicated limited familiarity with specific competency frameworks and informed the semi‐structured interviews. Five themes emerged: (1) Awareness of intersectionality and systems of oppression; (2) the need for a holistic approach to career services; (3) specific cultural competence skills; (4) systemic barriers for both international students and CDPs; and (5) the need for advocacy on behalf of and with international students. The findings are discussed with implications for CDPs, institutions, and systemic change.

Cognitive changes in professional value and career development amid the COVID-19 pandemic: A qualitative study of nurses' experiences.

To explore cognitions in nurses' professional value and career development amid the COVID-19 pandemic and to analyse influencing factors. A qualitative descriptive study design was employed. Thirty practising nurses from three general hospitals in Chengdu, China, were purposively recruited. Face-to-face semi-structured interviews were conducted. The content analysis was used for data analysis. After the outbreak of the COVID-19 pandemic, there were obvious cognitive changes in nurses' professional value, including improvement in the cognition of professional value, awareness of the broadening of the field of acting professional value, and realization of increasingly high requirements in careers. Approval and gratitude of patients, social recognition and attention, self-awareness of nurses were main influencing factors. For cognitive changes in career development, nurses became more motivated to develop their careers, had a clearer understanding of career development environment, and acquired a clearer understanding of what was needed to advance careers. Hospital support, social respect, family support, and team atmosphere were key influencing factors. The contributions made by nurses in the prevention and control of the COVID-19 pandemic have prompted positive changes in their cognition of professional value and career development. To promote nurses' positive understanding and approach to career development, measures should be taken by hospitals. Further, social respect, family support and team cooperation can enhance nurses' enthusiasm for career development.

Schools’ Technological Research Services Towards Teachers’ Career Professional Development

This study assesses the level of technological research services provided by schools and their impact on teachers’ careers and professional development. It aims to identify significant differences in these aspects based on school types and teachers’ demographic profiles. The study utilized a concurrent mixed-research design and involved 212 junior and senior high school teachers from the Technical-Vocational and Livelihood (TVL) track in selected secondary schools across the Zamboanga Peninsula. The findings indicated that schools in the Zamboanga Peninsula generally provided technological research services that moderately satisfied teachers. These services contributed to enhancing teachers’ knowledge, upgrading their skills, and emphasizing attitudes and ethical standards. The study concluded that schools’ technological research services significantly influenced teachers’ career and professional development, with no significant differences based on school types or teachers’ demographic profiles. Based on these findings, an intervention plan was proposed, including a school-based management plan, a training development plan, and a contingency plan. These interventions are intended to improve services and support teachers’ career and professional growth. The study also recommended integrating technology into educational research services to foster a culture of research, aligning with DO No. 16, S.2017. Keywords: Schools’ technological research services, admission process, training, consultation, evaluation, utilization, teachers’ career and professional development, knowledge, skills, attitude, ethical standards

Promotion of Labor Insertion Through the Build Your Professional Career (CCP) Model: A Critical Qualitative Perspective for the Improvement of Professional and Life Projects

Advances in the development of the Reinvent Yourself project are presented, the purpose of which is to validate the CCP (Build your Professional Career) model for job improvement in the Autonomous Community of Andalusia in southern Spain. The CCP model is an integrative and inclusive proposal within the framework of professional career development. Through training in transversal competencies and career management, the CCP model aims to favor the processes of labor reintegration by responding to the needs that people present from a conscious and critical perspective. In this process, a qualitative perspective is prioritized because of what the model contributes to a person’s reflexivity, awareness, and self-determination. This article reflects on the potential of the model and of the critical qualitative methodology in processes of constructing identity and a professional career. The potential of the model and of the critical qualitative methodology to facilitate the processes of building a professional career is evidenced. This methodology and the tools used allow a greater social and personal impact in terms of equality and social justice.

Nursing/midwifery students' perceptions of caring pedagogy and online learning during the COVID-19 pandemic.

This study aimed to gain a better understanding of nursing/midwifery students' perspectives on a pedagogy of caring and online learning during the COVID-19 pandemic. In addition, it aimed to determine if the COVID-19 pandemic impacted students' perceptions and experience of online learning and students' desire to enter the nursing/midwifery workforce. Mixed methods. A multi-centre cross-sectional survey of Australian nursing and midwifery students was undertaken to explore students' experience of learning during the COVID-19 pandemic. There are several key findings from this study that may be relevant for the future delivery of undergraduate health education, students transitioning to practice and healthcare workforce retention. The study found that although students were somewhat satisfied with online learning during COVID-19, students reported significant issues with knowledge/skill acquisition and barriers to the learning process. The students reported feeling less prepared for practice and identified how clinical staff were unable to provide additional guidance and support due to increased workloads and stress. The textual responses of participants highlighted that connection/disconnection, empathy and engagement/disengagement had an impact on learning during COVID-19. Connection, engagement and isolation were key factors that impacted nursing students' online learning experiences. In addition, graduates entering the workforce felt less prepared for entry into practice due to changes in education delivery during COVID-19 that they perceived impacted their level of clinical skills, confidence and ability to practice as new graduate nurses/midwives. Not applicable. Attention must be given to the transition of new graduate nurses and midwives whose education was impacted by pandemic restrictions, to support their professional career development and to ensure retention of future healthcare workforce. Connection, engagement and isolation were key factors that impacted nursing students' online learning experiences. Educators should consider how connection and engagement can be actively embedded in the online learning environment.

Interdisciplinary teaching strategy of multimodal data fusion in college aesthetic education curriculum using intelligence methods

In China, aesthetic education at the college level is essential for students’ quality because it improves their understanding of art, helps them progress in their professional career development, and helps them comprehend more fully the attractiveness of creative creations. As a result, it needs to prioritize aesthetic education at the institution and endeavor to nurture students’ feelings progressively and improve their aesthetic abilities at different levels. Artificial intelligence (AI) is used in this project to create a novel, interdisciplinary teaching technique that will maximize students’ artistic and intellectual potential and help them make more, better art. In this research, the Osprey Optimization method improves the interdisciplinary teaching technique for aesthetic education based on a light Exclusive gradient-boosting mechanism (OOM-LEGBM). The exploration-exploitation dynamics of the OOM are incorporated into LEGBM, providing the students with a tangible and relatable technique to understand complex-solving processes. This research develops an enhanced quality framework for college aesthetic education based on the multi-model data fusion system about the implication and necessity of aesthetic education. The influence of college aesthetic education on students’ creative capacity and artistic literacy was investigated to inform instructional activities better to develop students’ aesthetic skills. The experimental findings suggest that the proposed approach achieved an improved accuracy of 99.90%, higher precision of 99.88%, and greater recall of 99.91%. Moreover, it obtained a minimum Root Mean Square Error (RMSE) of 0.26% and a lower Mean Absolute Error (MAE) of 0.34%, showing that the suggested model greatly improved preference learning accuracy while keeping overall accuracy at an identical level. Innovation capacity building in college aesthetic education can help students become more self-aware, improve their study habits, visually literate, and more comprehensive.