Facilitate Career Development Research Articles

Trauma nursing practitioners’ preferences for training for trauma specialist nurses based on job competencies

IntroductionOptimizing trauma nurse training is of great significance in enhancing nurses’ professional skills, strengthening their emergency response capabilities, facilitating career development, and improving patient rescue success rates. This study aims to investigate the preferences of trauma nursing practitioners for trauma specialist nurse training based on job competency. Methods631 Trauma nursing practitioners from 20 hospitals in Guizhou Province, China, participated in this cross-sectional study. The instruments used were the General Information Questionnaire and the Self-designed training preference questionnaire for trauma specialist nurses based on job competency theory. Questionnaires are distributed and collected through online questionnaires. Results93.03% of trauma nursing practitioners expressed their willingness to participate in trauma nurse specialist training, of which 80.35% had high-level training needs. 78.92% of trauma nursing practitioners expressed their hope to receive trauma nurse specialist training through operational demonstration training, online live broadcasts, and scenario simulation drills. Among the various dimensions of job competency, the highest demand was for professional knowledge, skills, and ability. ConclusionTrauma nursing practitioners highly value and recognize the professional training of trauma nurse specialists and prefer training methods that are highly practical and can directly improve clinical skills. The research results provide an important basis for further optimizing the training program for trauma nurse specialists.

A study of new labor market entrants' job satisfaction trajectories during a series of consecutive job changes.

Previous research on the psychological effect of job change has revealed a honeymoon-hangover pattern during the turnover process. However, there is a dearth of evidence on how individuals react and adapt to multiple job changes over their working lives. This study distinguishes adaptation to a single job change in the short term from adaptation to the process of job change in the long term. Drawing on two large-scale, long-running panel data sets from Britain and Australia, it examined how job satisfaction trajectory evolved as individuals made a series of consecutive job changes since they first entered the labor market. Our fixed effect analyses show that in both countries, individuals experienced a stronger honeymoon effect with each successive job change, before gradually reverting to their baseline job satisfaction. In short, the amplitude of the honeymoon-hangover effect increased across multiple job changes. By distinguishing "adaptation to change" from "change in adaptation," this study generates original insights into the role of job mobility in facilitating career development and extends set point theory from understanding the impact of single life events to recurring life events. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Perceptions of Local Special Education Administrators on Facilitating Career Development Services in Rural Districts

Local special education administrators (LSEAs) are integral in facilitating career development services for students with disabilities alongside their peers, particularly in rural school districts. This qualitative study explored the perceptions of 12 LSEAs regarding their contributions related to career development for students with disabilities in their southeastern U.S. rural districts and the factors they perceive to shape their own ability in this area. The emergent grounded theory indicated that LSEAs viewed their own roles in career development to vary widely and compete with other priorities as well as to be contextualized by their knowledge and awareness of opportunities within their districts and communities. Furthermore, LSEAs perceived these roles to be shaped by their collaborations within their districts, their partnerships in the community, the involvement of students’ families, and training and supports available to them. Recommendations for research, practice, and policy with respect to extending the contributions of LSEAs are provided.

Talent Management-Based Training Planning to Produce High-Performing Human Resources

This study focuses on the process of talent management-based training planning, which is expected to generate high-performing human resources. The research method used is qualitative with a descriptive exploratory approach, with the research output being the stages of talent management-based training planning. The objective of this research is to design the stages of talent management-based training planning along with its supporting instruments, in order to produce high-performing human resources. The implementation of talent management in human resources training is one of the strategies that companies can use to obtain human resources with excellent performance quality, as well as to assess, train, and optimize the human resources owned by the company, where talent management can address retention or employees' desire to leave the organization. The impact of talent management implementation in the implementation of human resources training that adopts the DISC personality concept (Dominance, Influence, Steadiness, and Compliance) is expected to benefit both the company and the relevant employees, as follows: (1) Improving the business value of the company to shareholders; (2) Increasing customer satisfaction; (3) Enhancing the quality, productivity, and capabilities of human resources; (4) Boosting employee motivation and commitment to high performance; (5) Facilitating career development and mapping for employees; (7) Enhancing employees' contribution of knowledge to company objectives.

Temporal precedence between and mediating effects of career decision self-efficacy and career exploratory behavior among first-year college students: Within-person and between-person analyses by race/ethnicity and gender

Building career decision self-efficacy (CDSE) and engaging in career exploratory behavior (CEB) have been identified as key adaptive career behaviors that promote successful career choice and development among adolescents and young adults. Using the RI-CLPM and a five-wave dataset gathered from first-year exploratory college students (N = 833), this study examined temporal predominance between CDSE and CEB and their effects in mediating the relations of personality traits to career decidedness. At the within-person level, the bidirectional model revealed a reciprocal relation from T2 CDSE to T5 CEB for the entire sample. A similar temporal pattern also emerged for European American students and female students, whereas the baseline model was retained for male students and students of color. At the between-person level, random intercepts of CDSE and CEB were found to mediate the relations of T1 extraversion and emotional stability to T5 career decidedness for the entire sample. While the mediating effect of CDSE was significant and tended to be larger than that of CEB across racial/ethnic and gender subgroupings, mediational pathways of personality traits → CEB → career decidedness varied by race/ethnicity. This study provides evidence for theory-based hypotheses regarding how CDSE and CEB relate to each other temporally within the student and how the two variables channel the effects of personality traits on career decidedness between students. It also offers practical implications for including CDSE and CEB in career interventions designed to facilitate career development of exploratory students of different racial/ethnic and gender backgrounds during their initial transition to college.

Diverse socio-economic backgrounds and international pathways: European mobility opportunities through a scholarship programme for Mexican doctoral students

Mexico is the main Latin American country sending students abroad for international education. In 2020, 34,781 Mexican students were enrolled in higher education institutions (HEIs) outside their country of origin. From those, 37% studied in a European country. The National Science and Technology Council (CONACYT) has funded international student mobility (ISM) for Mexican students since 1970 for the training and consolidation of human resources. Some debates suggest these scholarships mainly benefit students with privileged backgrounds and reproduce inequalities in HE. This paper examines the socio-demographic profiles of CONACYT scholarship doctoral awardees who studied in Europe between 1997 and 2005, along with their different previous HE trajectories and decisions to study abroad. This paper is drawn from my doctoral research using transformative learning theory concepts and the capability approach, exploring the transformative nature of ISM associated with individual meanings of the mobility experiences, capabilities developed, and implications for social change. This paper presents findings from the socio-demographic data collected in 2017 and 2018, from 85 survey respondents who studied in seven European countries. Moreover, it focuses on the qualitative data gathered from in-depth semi-structured interviews with 25 participants who carried out their doctoral studies in the UK, Spain, Germany, France, and the Netherlands. The findings show significant participation of students from less privileged backgrounds and a complex mix of drivers for outward mobility linked to previous educational opportunities and future life aspirations. This paper brings insights from a human development approach, showing how these scholarships are instrumental in increasing ISM opportunities, contributing to social mobility, and facilitating career development. These findings suggest that investment in these types of scholarships contribute to the democratisation and widening participation of international mobility in the European context.

Reimagining Gastroenterology Fellowship Training: The Third Year of the Future

Reimagining Gastroenterology Fellowship Training: The Third Year of the Future

Special Education Google Scholar Metrics to Facilitate Career Development and Advance Impact

Author-level bibliometrics are one way to measure scholarly contributions. Such metrics are often calculated from journals indexed in the Web of ScienceTM. Google Scholar more comprehensively reflects the contributions of special education scholars by including many more social science and education journals. The current study analyzed 348 publicly available Google Scholar profiles of special education faculty at 213 U.S. universities to explore currently available measures (i.e., citation counts, h-index, i10-index). Using descriptive statistics, quartile distributions, and one-way analysis of variance (ANOVA), we identified several significant differences across variables based on academic rank and Carnegie classification with medium to large effect sizes. Currently reported metrics (i.e., citation counts, h-index, i10-index) advantaged scholars with higher academic rank and those working at universities with a greater amount of research activity. Suggestions are offered to support career development.

Shared and nonshared agency for occupational goals with mothers, fathers, VIPs, and romantic partners during young adulthood.

This study applied a framework of shared and nonshared agency to investigate how social partners can help and hinder young adults' career development. We also considered the extent to which motivational control could be promoted or burdened when young people seek help and encouragement from others in their careers. Based on the importance of shared agency in life goal pursuit, it was hypothesized that shared agency (i.e., perceived support and collaboration) with mothers, fathers, important adults, and romantic partners would have direct and positive associations with young adults' career satisfaction and exploration and positive indirect associations on career development via motivational control. We further hypothesized that nonshared agency (i.e., directing and uninvolvement) would have direct and negative effects on career satisfaction and exploration and negative indirect effects on career development via motivational strategies. Results indicated that relationships can facilitate career development but differently depending upon relationship type. We found that support and directing from mothers and VIPs had positive associations with outcomes via individual motivational control whereas a total effect of collaboration with fathers and romantic partners were associated with outcomes without an indirect effect via motivational control. These findings are discussed within the context of previous socialization research and theory.

Career Development in Transitional Work Settings: A Qualitative Investigation Among Veterans and Vocational Counselors.

Veterans living with mental health conditions have ambitious career goals and want support to find employment that meets their interests and preferences. Despite calls from researchers to "invest" and "commit" to career development research and practice for individuals living with psychiatric conditions, we still do not have empirically tested models for facilitating career development among individuals with mental health conditions, especially veterans. This qualitative study investigates the career development needs and recommended intervention strategies of veterans living with mental health conditions. Vocational counselors from the Veterans Health Administration (VHA) and veterans receiving vocational rehabilitation services (N = 13) participated in semi-structured focus groups. Findings illuminate the tasks, barriers, interventions, implementation strategies, and transitional work context that hinder and support career development of veterans with mental health conditions. Findings offer theoretical and applied guidance to researchers and counselors regarding career development of veterans living with mental health conditions.

Examining the Linkage between Transformational Leadership Styles and Succession Planning Programs in Malaysian Public Universities

ABSTRACT This study examined transformational leadership and succession planning in Malaysian higher education. The study investigated how transformational leadership influences university staff career development and leadership preparation. Data were obtained from 300 university administrators and academics. The analysis was done using Smart PLS. The data revealed that idealised influence and inspirational motivation were positively and significantly associated to career development, whereas intellectual stimulation and individual influence had an insignificant negative relationship. Furthermore, when examined with leadership preparation, idealised influence and intellectual stimulation were shown to be inconsequential, whereas individual influence and inspiring motivation revealed an insignificant negative relationship. In conclusion, the study improves the existing framework in regard to understanding how transformational leaders can facilitate career development and leadership preparation of university employees in Malaysia. It is hopeful that the findings can help university policy makers to strategically formulate human resource development policies to improve succession planning programs.

KL2 scholars' perceptions of factors contributing to sustained translational science career success.

Identifying the most effective ways to support career development of early stage investigators in clinical and translational science should yield benefits for the biomedical research community. Institutions with Clinical and Translational Science Awards (CTSA) offer KL2 programs to facilitate career development; however, the sustained impact has not been widely assessed. A survey comprised of quantitative and qualitative questions was sent to 2144 individuals that had previously received support through CTSA KL2 mechanisms. The 547 responses were analyzed with identifying information redacted. Respondents held MD (47%), PhD (36%), and MD/PhD (13%) degrees. After KL2 support was completed, physicians' time was divided 50% to research and 30% to patient care, whereas PhD respondents devoted 70% time to research. Funded research effort averaged 60% for the cohort. Respondents were satisfied with their career progression. More than 95% thought their current job was meaningful. Two-thirds felt confident or very confident in their ability to sustain a career in clinical and translational research. Factors cited as contributing to career success included protected time, mentoring, and collaborations. This first large systematic survey of KL2 alumni provides valuable insight into the group's perceptions of the program and outcome information. Former scholars are largely satisfied with their career choice and direction, national recognition of their expertise, and impact of their work. Importantly, they identified training activities that contributed to success. Our results and future analysis of the survey data should inform the framework for developing platforms to launch sustaining careers of translational scientists.

Training Underrepresented Early-Career Faculty in Cardiovascular Health Research during COVID-19: Structural Inequities and Health Disparity.

The COVID-19 pandemic has highlighted race-based health disparities and structural racism in the United States. Enhancing the training of early-career academic and health scientists from underrepresented minority groups (URM) is critical to reduce disparities affecting underserved population groups. A dedicated training program that has been proven to support URM can facilitate career development for junior faculty during the pandemic. This critical support ensures the retention of talented, racially diverse junior faculty who are poised to mitigate structural racism, rather than perpetuate it. We describe how the Cardiovascular Disease Programs to Increase Diversity Among Individuals Engaged in Health-Related Research (PRIDE-CVD) summer institute successfully transitioned from a face-to-face format to a virtual format during the COVID-19 pandemic. As a result, early-career faculty continued to receive the PRIDE-CVD training on research methodology, grantsmanship, career development, and CVD health disparities, especially as related to the pandemic. In addition, the virtual format facilitated networking, promoted mental wellness, and allowed continual mentorship. Collectively, the program provided timely and relevant career development in the COVID-19 era and helped participants navigate the psychosocial challenges of being a URM in cardiovascular health research.

National Institutes of Health Career Development (K) Awards to Young Surgeons: An Academic Milestone or One-hit Wonder?

To assess contemporary trends in the National Institutes of Health (NIH) Career Development (K) Awards within the Departments of Surgery and its impact on the likelihood of achieving independent R01 grants. The NIH provides K-type Career Development Awards to nurture young clinicians toward a productive academic career, thereby maintaining a pipeline of physician-scientists. However, the impact of K awards on career trajectory of surgeons remains unclear. The NIH grant data was queried for all new K08/K23 grants awarded to Departments of Surgery (1999-2019). Principal Investigators' data and grant-related information was obtained. The NIH awarded 298 K08/23 surgical grants ($41,893,170) over the last 2 decades. Median budget increased from $116,370 to $167,508 (P<0.001). Of grantees, 83.2% were MDs, 15.1% MD/PhD, and 1.7% PhDs, with 25.2% being women. Principal Investigators' were mostly practicing surgeons (91.1%) with fellowship training (82.4%) and young in their careers {4 [interquartile ranges (IQR) 4] years of experience}. Vascular surgery (15.9%), Complex General Surgical Oncology (15.1%), and Trauma/Critical Care (14.6%) were the most frequent specialties. Awards were associated with 3,336 publications [median 8/project (IQR 13)]. The majority of K grantees (77.2%) currently hold an academic faculty position. Only 32.2% of awardees received independent R01 grant funding, at a median of 5.5 years (IQR 5) after their K awards. Sex (P = 0.71), previous fellowship training (P = 0.63), type of surgical specialty (P = 0.72), or MD/PhD degree (P = 0.75) were not associated with increased likelihood of achieving a subsequent R01 award. Although the majority of K awardees maintain an academic career, only a limited number of grantees progress to obtain NIH R01 funding. Increased mentorship, financial support, and infrastructure are needed to facilitate career development awardees opportunities to enhance their ability to achieve independent funding.

COVID-19: A call for mentorship in radiology

During the COVID-19 pandemic, mentorship relationships have undergone significant strain. Sudden changes in the practice environment have caused radiologists to focus their attention to more immediate and essential clinical needs, thus leaving important extracurricular non-clinical endeavors like mentorship by the wayside. However, mentorship is essential more than ever during the pandemic to build strength and resilience in radiology. Specifically, mentorship can foster job resilience, facilitate career development, promote diversity, support wellness, and stimulate future practice growth during this pandemic. Practical actions are described that mentors can follow to help develop and sustain mentorship relationships during the pandemic. SummaryMentorship is critical now during the COVID-19 pandemic to build strength and resilience in radiology.

Federal Work‐Study Student Perceptions of Career Readiness

University programming seeks to facilitate career development in a variety of ways. Federal Work‐Study (FWS) participation, similar to internships, provides practical experience and potential career development benefits. Over 3 academic years (2016–2019), 1,752 Qualtrics surveys were completed by work‐study students (77% female, 55% White) at the end of each academic year at one university. Three years of data suggest a positive influence of FWS on the growth of National Association of Colleges and Employers career readiness competencies. These data suggest that postsecondary education can construct FWS opportunities with intentional career development goals. Future research should examine a range of career development outcomes in quasi‐experimental designs and unpack the mechanisms within FWS (e.g., supervisor training, matching work assignment to career aspirations) that maximize career growth.

The roles of time discounting and delay of gratification in career outcomes.

Although career development prominently features intertemporal choices (in which choice consequences play out over time), little is known about how an individual should navigate intertemporal career choices to obtain desirable career outcomes. Using a sample of U.S. workers (n = 340), the current study examined the structural predictions of two general intertemporal choice orientations (i.e., time discounting and delay of gratification) and one career-specific intertemporal choice orientation (i.e., career commitment) for career and life satisfaction. The results supported a sequential dual mediator model in which time discounting negatively predicts career and life satisfaction sequentially through delay of gratification and career commitment. Therefore, the present study supports the clinical utility of the intertemporal choice perspective in conceptualizing career fulfillment and facilitating career development and calls for more attention to the underrecognized intertemporal choice perspective in career research and practice. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

How careers advice and guidance can facilitate career development in technical, vocational education, and training graduates: The case in Nigeria

This study examined the current state of careers advice, guidance, and counselling (CAGC) services and programmes in the technical, vocational education, and training (TVET) system of Nigerian higher education institutions (HEIs). This was to determine how well current CAGC services and programmes foster students’ career development, aspirations, and choices. Forty-eight participants, who were members of the Nigerian National Board for Technical Education (8 participants), guidance counsellors (6), university TVET teachers (18), career experts from the National Directorate of Employment (7), and newly employed TVET graduates (9), volunteered for the study. A purposeful sampling procedure was adopted to recruit participants. Data were collected using a semi-structured interview approach, and we employed a thematic design for the coding and analysis of the transcribed data. The study found no CAGC services and programmes in the TVET system. It is recommended, therefore, that TVET systems should focus on providing career development enhanced learning rather than schooling only by revising the curriculum to include programmes and activities that promote CAGC activities and programmes.

Career training with mentoring programs in higher education

PurposeThis study explores how career training with mentoring (CTM) programs work in Nigerian higher education (HE) institutions to foster students' career development and employability of graduates. It also explores how Nigerian HE curriculum can be adequately used to facilitate CTM as well as possible constraints to effective implementation of CTM programs in Nigerian HE institutions.Design/methodology/approachThe study draws on interviews with well-qualified and experienced experts from six Nigerian public universities (each from the 6 geo-political zones of Nigeria), and 20 industries also within the same 6 geo-political zones of Nigeria that were selected for this study using a purposeful sampling technique. The study interviewed 33 experts comprising 21 senior academics at Nigerian universities and 12 industry executives to reveal substantial information about CTM programs in Nigerian HE institutions.FindingsDrawing on the three key themes that emerged during the thematic analysis and linked to social cognitive career theory, it is clear that participants are convinced that CTM can enhance clarity about students' career ambitions, career interests, personal development plans and employability. Findings show that there are some career-related programs or activities that Nigerian HE students are presented with, but the programs have not been effective as to offer graduates quality career guidance and employability skills that employers demand. Acknowledging these, participants recommend establishing CTM centres in all Nigerian HE institutions to provide students with the opportunity to receive quality career advice, coaching and mentoring services while schooling.Practical implicationsThe findings of this study shed light on varying resources required to cope with the demands of labour market in terms of supply of competent workforce that can contribute to Nigeria's economic growth and development. The findings are highly relevant for Nigeria and other developing countries' policy and research initiatives that aim to promote social inclusion and equity and improve better working conditions for all. The findings also have implications for career development and employability of HE graduates in developing world context.Originality/valueUnderstanding the role that CTM programs can play in facilitating career development and graduate employability can arguably be of importance within the developing world context. This study, therefore, provides significant suggestions on how to build sustained HEIs and labour market partnership to foster career development and employability of HE graduates through establishing CTM centres in every Nigerian HE institutions.

Proactive feedback seeking has a positive effect on career adaptability

We examined the impact of feedback seeking, including feedback inquiry and monitoring, on career adaptability via the mediator of supervisor feedback environment and the moderator of person–organization fit (P–O fit). Participants were 415 full-time employees in China, who completed the research measures in 3 waves each spaced 3 months apart. The results revealed that supervisor feedback environment mediated the relationship between feedback seeking and career adaptability, and that the effect of feedback inquiry and feedback monitoring on the supervisor feedback environment was moderated by P–O fit. The positive effect of feedback inquiry and feedback monitoring on career adaptability was significant only when P–O fit was poor (vs. good). Supervisors should encourage employees to seek feedback and organizations could also design training sessions to improve employee career adaptability, promote employee performance, and facilitate career development.