Long-term Career Research Articles

Leadership for Medical Students: Lessons Learned From a Relationship-Centered Leadership Curriculum.

Despite the need for and relevance of leadership skills to the success of medical trainees and healthcare professionals, few medical schools offer formal leadership training during the preclinical years. Where such curricula exist, we have found few schools that intentionally incorporate key principles of lifestyle medicine critical to short- and long-term career development. We describe a novel relationship-centered leadership curriculum, grounded in a conceptual framework of emotional intelligence and incorporating key principles of lifestyle medicine, first piloted in 2019 and now in its fourth year of existence. In comparing pre- and post-course self-evaluations on a 5-point Likert scale, students (n = 19) reported increased competencies in Self (3.12 vs 4.20, P < .001), Teams (3.06 vs 4.00, P < .001), and System (2.55 vs 3.55, P < .001) domains. Qualitative responses demonstrated that a vital strength of the course was its direct relevance and immediate applicability to students' personal and professional roles and goals. Results provide encouraging support for using a relationship-centered leadership framework that incorporates core elements of lifestyle medicine and emotional intelligence to facilitate medical students' leadership development, as related to leading oneself and in dynamic relationships with others (e.g., with leaders, colleagues, patients, and within communities, teams, and systems).

We need to make sure telecommuting does not exacerbate gender disparity

We need to make sure telecommuting does not exacerbate gender disparity

Longitudinal Patterns of Military Spousal Alcohol Consumption: Findings From the Millennium Cohort Family Study

Alcohol use in the military is prevalent and has short- and long-term health, safety, and career consequences. Although several studies have examined service members' alcohol consumption, few have focused on alcohol use among military spouses. This study assessed factors at individual, interpersonal, and organizational levels to determine associations with risky alcohol use among military spouses. Data from baseline and first follow-up of the Millennium Cohort Family Study were used (N = 5,475; 4,923 female) to model spousal self-reported risky drinking (heavy and/or binge drinking) at follow-up. Predictors included demographic characteristics, spousal adverse childhood experiences and mental health, smoking status, marital status, family satisfaction, social support, military stress, and service member military characteristics. Logistic regression models assessed the adjusted associations between spouse and service member characteristics and spousal risky drinking at follow-up. Among spouses in this sample, 19% were risky drinkers at follow-up. Baseline alcohol use status was associated with risky drinking at follow-up. Most spouses (64.2%) did not change their drinking behavior between baseline and follow-up; those who did change were nearly evenly split between an increasing (17.0%) versus decreasing (18.7%) pattern. Risk factors included male gender, cigarette smoking, elevated symptoms of post-traumatic stress, marital separation, and service member deployment with combat. Although most military spouses were not engaging in risky drinking, one in five were, with about half of these having moved into the risky drinking category over time. Risky alcohol use among spouses has ramifications for themselves, the service member, and the family unit.

The Rising Toll of Public Mental Health Work.

Back to table of contents Next article Taking IssueFull AccessThe Rising Toll of Public Mental Health WorkMark Baptiste, M.D., and Rachel Talley, M.D.Mark BaptisteSearch for more papers by this author, M.D., and Rachel TalleySearch for more papers by this author, M.D.Published Online:1 Jul 2022https://doi.org/10.1176/appi.ps.22073007AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail Severe mental health workforce shortages and high rates of health care worker burnout have been highlighted as key priority areas to address the U.S. national mental health crisis. Briana S. Last and colleagues (1) present timely findings that underscore the urgency of these priorities. The authors elucidate several facets of the emotional and financial strain experienced by public mental health workers in Philadelphia and demonstrate an inverse association between level of education debt and frequency of evidence-based intervention (EBI) delivery. These findings are alarming but not surprising based on our frontline experience providing clinical care and training in multidisciplinary public mental health settings. Consistent with this study’s findings, we have found that low compensation, high workload driven by volume-based payer incentives, and constant exposure to psychosocially complex and chronically traumatized populations are the ingredients for burnout and high turnover. Despite the best efforts of frontline clinicians and local behavioral health and payer authorities such as those in Philadelphia, these forces can become unsurmountable barriers to sustained uptake of EBIs in settings where they are most needed.Most clinicians in this study needed to work an additional job to supplement their income and carried significant education debt. The authors rightly highlight the crippling effect of low Medicaid reimbursement rates and fee-for-service (FFS) payment models on financial stability and ability to provide appropriate compensation in public mental health settings. Further, FFS financially incentivizes and rewards volume, potentially sacrificing quality. Continuously embedding an EBI can require both initial short-term training/supervision and longer-term, “refresher” venues for training, particularly with staff turnover. In overburdened and understaffed public FFS settings, consistently protecting clinician time for training in EBI is hardly feasible; these tasks compete with the pressure to generate billable encounters. Time and volume demands are uniquely burdensome in public settings because clinicians are charged with applying EBIs from research study conditions to complex populations with multiple comorbid clinical and psychosocial issues. When system financial constraints limit case management access, patients often look to clinicians to assist, further absorbing clinical time. These conditions make the consistent delivery of EBI impossible.Higher rates of reimbursement, increased use of episode-of-care payments with appropriate rates, and increased use of value- and performance-based payment rewarding evidence-based care are critically needed to increase the financial ability of public mental health systems to properly compensate their staff and align payment incentives with delivery of EBI. In addition to these system-level solutions, we applaud Ms. Last and colleagues for suggesting how increased financial resources could be prioritized to directly benefit individual clinicians. We underscore Last and colleagues’ suggestions of compensated ongoing consultation in EBI on the job and wage incentives for use of EBI. Well-intentioned efforts to implement new clinical interventions often do not account for the extra time and energy clinicians require to learn and effectively use these strategies.When a precarious personal financial situation combines with the volume-focused pressure of FFS and the complex conditions of patients in public mental health settings, seeing clinicians experience burnout and secondary stress response is not surprising. High rates of secondary traumatic stress, burnout, and posttraumatic stress disorder in the study’s sample are particularly alarming when coupled with clinician-reported difficulties in affording mental health care. Staff burnout and resultant turnover complicate the ability of public mental health systems to provide consistent long-term provider-patient relationships and care, whether evidence based or not. Beyond the authors’ suggestions of increased peer and supervisory support, benefits covering mental health care and robust employee assistance programs with trauma-informed resources should be considered a mandatory part of trauma-focused EBI intervention, just as is training in the intervention itself. The increased move toward hiring independent contractors removes critical mental health supports for employees.Despite the passion and dedication of frontline public mental health workers, the current financial and emotional toll of their work settings not only stymies sustained uptake of EBI but also threatens the sustainability of this work as a long-term career path. Without significant investment in the financial and emotional well-being of this workforce, we fear a continued migration of talented public mental health clinicians to the private sector.Department of Psychiatry, University of Pennsylvania, Philadelphia.Send correspondence to Dr. Baptiste ([email protected]).Reference1 Last BS, Schriger SH, Becker-Haimes EM, et al.: Economic precarity, financial strain, and job-related stress among philadelphia’s public mental health clinicians. Psychiatr Serv 2022; 73:774–786Abstract, Google Scholar FiguresReferencesCited byDetailsCited ByNone Volume 73Issue 7 July 2022Pages 721-721 Metrics PDF download History Published online 1 July 2022 Published in print 1 July 2022

Learning Through a Pandemic: Youth Experiences With Remote Learning During the COVID-19 Pandemic.

The objective of this paper was to examine the school-related experiences of youth during the COVID-19 pandemic. Participants represented both clinical and community youth aged 14 to 28 who were sampled as part of a larger study. Feedback from youth attending school during the pandemic was qualitatively examined and youth who planned to attend school prior to the pandemic and did (n = 246) and youth who planned to attend but did not (n = 28) were compared quantitatively. Youth appreciated the flexibility of online learning and some also reported experiencing a lack of support from their school and the need for instructor training on how to deliver virtual classes effectively. Future studies should examine what factors influence student engagement with virtual learning, what strategies could improve supports for student in their long-term career development, and the longitudinal experiences of youth who may have chosen not to go back to school due to the pandemic. This survey was conducted in Ontario, Canada. A more diverse sample collected outside of Ontario would improve generalizability. Qualitative data were based on survey responses and not interviews. Thus we were unable to discern the reasons youth decided to attend school, or not, during the COVID-19 pandemic.

An Exploration of Students’ Attitudes Toward Employment Services in Private Schools: The Case of the Sanya Institute of Technology

Providing long-term career coaching or counseling has become an increasingly important part of university life as the coronavirus pandemic rapidly sweeps across the world. Career coaching has become one of the most important drivers of revenue and enrollment growth in nongovernmental schools. However, little research has been carried out to evaluate the effectiveness of these long-term career coaching or counseling services. Accordingly, this study aims to use a mixed method approach to track and measure students’ satisfaction from private higher vocational colleges to identify opportunities for improving employment services. Students were asked how satisfied they were with employment services provided by this private vocational school. The results obtained lead us to suggest that private higher vocational colleges could strengthen the employability of graduates by providing a wide variety of enrichment activities and establishing a regular monitoring mechanism to evaluate perceptions of their engagement and educational experiences in the current coronavirus crisis.

Differences in self-perception of productivity and mental health among the STEMM-field scientists during the COVID-19 pandemic by sex and status as a parent: A survey in six languages.

The COVID-19 pandemic has caused unprecedented challenges for working conditions for scientists, but little is known for how the associations of these challenges with scientists' mental health and productivity differ by sex and status as a parent. This online survey study in six languages collected data from 4,494 scientists in Science, Technology, Engineering, Mathematics, and Medicine fields across 132 countries during October-December 2021. We compared the type of challenges for work, changes in work hours, and perception in productivity during the pandemic by sex and status as a parent (children <18 years living at home). Regression analyses analyzed the impacts of changed working conditions and work-life factors on productivity and mental health. We found that the percentage of participants with increased work hours was the highest in female participants, especially without children. Disproportionately higher increases in work hours were found for teaching and administration in women than men and for research/fundraising in non-parent participants than parent participants (p-value<0.001). Female participants were more concerned about the negative impacts of the pandemic on publications and long-term career progress, and less satisfied with their career progress than their male counterparts. There were differences in the type of institutional actions for the pandemic across study regions. The identified obstacles for work and home-life factors were associated with higher risks of experiencing depression, anxiety, and stress. Decision makers should consider the gender differences in the pandemic's adverse impacts on productivity in establishing equitable actions for career progress for scientists during pandemics.

Factors Influencing Retirement Decisions of Senior Faculty at U.S. Medical Schools: Are There Gender-Based Differences?

Purpose: Women comprise almost one-third of academic medicine faculty 60 years of age and older. Gender disparities have been documented across many measures in medicine, including salary, promotion rates, and leadership positions and may impact long-term career and retirement decisions. The authors sought to describe gender differences in retirement decisions among late-career, full-time medical school faculty. Materials and Methods: The authors conducted a secondary analysis of cross-sectional survey data from a 2017 survey of faculty 55 years of age and older at 14 U.S. Medical Schools. Responses were compared for differences by gender using bivariate and multivariable analyses. Results: Among the 2,126 respondents (41% response rate), the majority were male (67%) and the average age was 62. Less than half (45%) had current plans to retire and 50% reported that they would consider working part time. Women faculty were less likely to be professors or on a tenure track and more likely to be single and report past and current caregiving responsibilities. Women differed from men in the personal and professional factors influencing retirement decisions with women more likely to identify health insurance, sense of burnout, lack of access to career advancing resources and opportunities, feeling devalued at work, and caregiving responsibilities as important issues. Conclusions: Women late-career faculty report unique and salient factors influencing retirement plans that may reflect cumulative gender-based career differences and disparities. Institutions should be aware of these differences and work to support women during late career and retirement transitions, including creating opportunities for faculty to remain engaged in meaningful work during retirement transitions if they desire to do so.

Facilitating Life-Enhancing Career in the Context of Significant Social Challenges and Changes: The Perspective of Goal-Directed Action

The problems and challenges people in both Eastern and Western societies face regarding life work and career are complex and in flux. These issues range from a neoliberal socio-economic climate to the increasing prevalence of the gig economy and part-time work. These problems, compounded by racism and social injustice, threaten the existential and moral commitment required not only for sustained work involvement but also for constructing a meaningful life. The neoliberal agenda appears to give pre-eminence to individual agency. However, at the same time, it challenges the joint collaborative and cooperative requirements needed to construct meaningful long-term carreers. These challenges to long-term career are elaborated. In this article, we address this problem by examining the conceptual link between short-term, goal-directed actions, mid-term projects and long-term career, in an approach known as contextual action theory. Essentially, this framework suggests that long-term career is constructed through in-the-moment goal-directed actions and mid-term projects, both of which require significant components to contribute to a meaningful and motivated career. This article provides the opportunity to examine the characteristics of contextual action theory that contribute to addressing the challenges to long term career, including goals as explanatory, relation to the other, the process of change, culture, and social justice. These characteristics are illustrated by referring to current research and practice that have emerged from contextual action theory.

Understanding the career interests of Information Technology (IT) students: a focus on choice of major and career aspirations

Despite continuous growth in the number of positions in Australia’s Information Technology (IT) industry since 2015, only half of Australia’s IT graduates go on to work in IT positions. A much-debated challenge for graduates is that the transition to work is complex and often demands several attempts. Less discussed is why school students choose to study IT at university and whether these motivational factors inform their career choice. The motivation to study at university has many potential influences including social factors, prior experience, self-perceptions, intrinsic or personal utility values, or simply the prospect of a good salary. Students’ choice of university major has similar influences; however, many learners select their major and enter university without having thought about possible career pathways. As such, without appropriate support during their time at university, students may not translate interest and motivation into career identity or commitment, and they may not develop realistic career goals or job-seeking strategies. To understand the antecedents to career interest, this study investigated the choice of major and career aspirations of undergraduate IT students at an Australian university. The two-year study engaged students in two phases of data collection. First, students completed an online self-assessment of study and career confidence, answering two open questions on why they chose to study IT and how long they intended to work in the discipline. Students then responded to a short online survey about their short- and longer-term career aspirations and prior experience. The results show that the motivation to study IT is based largely on intrinsic interest and enjoyment of IT rather than on external factors such as salary or job security. Most students reported broad career aspirations related to IT; however, students were unable to articulate what these careers might entail and they were unsure about the amount of time they would spend in the IT profession. The study concluded that understanding IT students’ motivation for study could inform career development learning activities through which students transform their interest into career choice and pre-professional identity.

Adult Neurology Rotations for Child Neurology Residents: Exploring the Resident Perspective

BackgroundIn 2014 the Accreditation Council for Graduate Medical Education modified adult training requirements for child neurology certification to reduce the number of hospital-based rotations and require inclusion of outpatient clinic and electives. We aimed to identify how these training requirements are being met and explored its impact on residents. MethodsA REDCap questionnaire surveying resident opinion on impact of adult training on resident education, professional development, and wellness was e-mailed to 79 program directors in the United States for distribution in 2020. Results were analyzed using descriptive statistics and t test calculations. Qualitative analysis of narrative responses involved theme identification. ResultsA total of 116 child neurology residents participated (30.2% PGY-3, 37.9% PGY-4, and 31.9% PGY-5 residents); 20.9% had all adult rotations during the PGY-3 year, and 79.1% had adult rotations spread throughout residency. Adult training had a small positive impact on resident autonomy and a negative impact on resident wellness regardless of training structure. However, residents with 12 months of adult training during PGY-3 year scored worse on burnout, mood changes, work-life balance, and social well-being (P < 0.05). Some themes identified included residents feeling unsafe due to lack of supervision, that education was not prioritized, and that adult patient care lacked relevance to long-term career goals. ConclusionsAdult neurology training was found to negatively affect child neurology resident wellness, with a larger negative impact when adult training was completed in 12 months during PGY-3 year. Other identified areas where change could be implemented include improving feelings of resident safety and prioritizing quality and relevance of education.

Nonprofit Board Membership: A Novel Mechanism for Authentic Community Engagement and Leadership Development for Resident Physicians.

Many residency programs have increased curriculum emphasis on the social determinants of health in recent years, and genuine longitudinal experiences for community engagement can be rare and challenging to design. The pediatric residency program at the University of Pittsburgh Medical Center Children's Hospital of Pittsburgh has its separate Pediatric Advocacy-Leadership-Service (PALS) program track with 6 total residents across all trainee levels in a given academic year. Since 2011, the PALS program's mission is to train residents to be outstanding primary care pediatricians with the knowledge and skills to provide effective health care, leadership, and advocacy on behalf of children and families in medically underserved communities. This specific training is accomplished through multiple elements in the spirit of the acronym. Authentic leadership training, beyond personality profiles and suggested readings, is exceptionally difficult to provide. The PALS program provides the following unique training opportunity to meet this need.Enabling authentic community engagement while simultaneously offering robust leadership development, the PALS program facilitates each resident to be a member on the board of directors of a local nonprofit organization during residency training. This pairing is done with individual attention to each resident's interests and the community organization's vision and values. First-year PALS residents are asked to critically reflect on personal strengths, goals, and areas of growth. Local community pediatrician and public health leader, Dr Amy Nevin, has years of experience with grassroots community health networks to coordinate “the match” between each nonprofit organization and resident. To enable junior residents to contribute meaningfully as board members, she and the PALS third-year residents provide specific mentorship and are in communication with various local nonprofits gauging specific organization needs. First, an interview is completed, and the nonprofit leadership decides whether the resident physician is their desired board member candidate. If all parties are interested in proceeding, clear expectations are outlined upfront. For example, residents are never expected to make large personal financial donations to the organization. Residents are transparent regarding their rigorous clinical schedules. Nonprofit organizations provide board meeting times to the residents and share reasonable attendance expectations. Residents then provide board meeting times in advance to residency program leadership for accommodations when possible. The timeline varies per each pairing but is finalized by the end of intern year at the latest to provide at least 2 full years of active nonprofit board membership.The resident nonprofit board membership experience has been an empowering community opportunity with mutual benefits for both local nonprofits and residents. Several residents have cited their nonprofit board role as one of their most rewarding experiences of residency. Many residents invited their community partners to visit the hospital for guest lectures during teaching conferences. Community nonprofits have utilized resident perspectives, often the only medical voice on many boards, on numerous occasions including navigating the COVID-19 pandemic. The list of participating nonprofit organizations (Table) has grown even as some partners actively seek a new resident board member as graduating ones complete their residency programs. Most residents had never previously held board responsibilities, and this leadership opportunity intends to serve all graduates as future community health leaders in their careers. Further investigation is needed longitudinally to survey graduates and community partners of this experience to understand its long-term career impact.

The need to develop the career pathway in oncology as an opportunity to improve the satisfaction of young oncologists in Spain: A national survey by the Spanish Society of Medical Oncology (SEOM) + mir section.

11038 Background: A long-term planning of the oncologists’ career path is essential to approach the continuous changes in the oncology field given the need of further subspecialization after the training period. Our aim is to evaluate the current professional development of young medical oncologists in Spain and seek improvement strategies to enhance their careers in order to guarantee commitment with research and improve in patient care and outcomes. Methods: The SEOM +MIR Section launched a national online survey in May 2021 aimed at young medical oncology consultants (&lt;6 years of experience) and last year medical oncology residents. Spanish professionals were invited to participate via email through the SEOM database. A descriptive analysis was performed using R software v4.1.2. Results: A total of 162 responses were eligible. 103 (64%) were women. 129 (80%) were consultants and 33 (20%) were residents. 92 (68%) performed standard clinical care and 11 (7%) research activity. 118 (73%) were subspecialized in a main area of interest and almost half of them, 70 (59%), chose it because it was the only option available after finishing residency. 87 (54%) had considered different employment opportunities other than standard clinical care and 38 (23%) showed an interest in enhancing their research activity. 141 (87%) showed relevant concern about their employment stability (table attached). 82 (51%) had considered working abroad: 33 (44%) outside European Union. The main reasons were: 132 (81%) believed the professional standing in Spain was worse than other countries, 41 (25%) thought it might increase their professional development and 33 (20%) argued for better salary conditions abroad. Among them, 21 (13%) had signed at least 4 contracts and 66 (41%) had ≥5 employment contracts in the last 5 years. 27% of respondents indicated that the figure of the boss had been the most contributing professional in their professional career. The mentor (20%) and the tutor (18%) also stand out as relevant figures in terms of professional development. Up to 27% of the sample refers not to have obtained any help from the figures mentioned. Conclusions: An absence of engagement in the long-term career paths of young medical oncologists in Spain was observed. Research is not defined in the current early professional life. Furthermore, there is a lack of contractual quality and planning for the entry into the labour market of newly trained oncologists. The lack of such a career pathway has consequences that encourage the search for employment opportunities different from clinical care and in other countries. [Table: see text]

How Does Career Shock Moderate the Employee Career Establishment Process?

The purpose of this study is to predict the role of employee organization relationships in mediating the effects of competence development, empowering leadership on career success and role of career shock in moderating these relationships. Based on the results of the literature review, it is indicated that employee organization relationships mediate the positive influence of competence development, empowering leadership on career success. This means that the employee organization relationship is an effective stimulus to improve employee career formation. This study also indicates that These relationships will be stronger with increasing levels of positive career shock and weaker with increasing levels of negative career shock. The implication of this study is that career shock encourages employees to reflect critically on future career opportunities. Employees who invest in competence development and receive organizational support tend to have better long-term career prospects but career shock can increase or decrease their role in career success. Eventually, future research should be able to explore the concept of career shock and test it empirically because this concept is relatively new in career research. Keywords: competence development, empowering leadership, EOR, career shock, and career success

Self-employment career patterns in the Netherlands: exploring individual and regional differences

Although the self-employed represent 16.7% of the Dutch labor force (OECD 2020), their internal heterogeneity in profiles regarding motivations, characteristics and career trajectories remains unclear. Yet, understanding self-employment profiles and their spatial distribution may help understand differences in career progression of the self-employed. This study identifies and describes patterns in long-term career trajectories of the Dutch self-employed, and it explores spatial differences along the urban hierarchy. The study uses a life-course approach and register data of the whole population to find common patterns of careers among a sample of Dutch self-employed (N = 42,028) and their spatial distribution. We investigated careers through sequence and cluster analysis of individuals’ socio-economic statuses between 2003–2018. The analysis identifies 7 career clusters that collapse into three main career profiles: Mixed self-employment careers that combine self-employment with wage-employment, stable self-employment, and precarious self-employment. The clusters differ importantly in terms of the individual characteristics of the self-employed including age, gender, educational level and income. In terms of spatial distribution, the study shows that self-employment career profiles follow the urban hierarchy. Urban regions give way to all types of self-employment, while rural regions mainly exhibit stable self-employment. Precarious self-employment presents differently in urban and rural areas; in urban labor markets, we find self-employed individuals vulnerable to economic shocks, losing their jobs as a consequence of the financial crisis in 2007/08. In rural regions, formerly inactive workers become self-employed following the crisis.

Intelligent career planning via stochastic subsampling reinforcement learning

Career planning consists of a series of decisions that will significantly impact one’s life. However, current recommendation systems have serious limitations, including the lack of effective artificial intelligence algorithms for long-term career planning, and the lack of efficient reinforcement learning (RL) methods for dynamic systems. To improve the long-term recommendation, this work proposes an intelligent sequential career planning system featuring a career path rating mechanism and a new RL method coined as the stochastic subsampling reinforcement learning (SSRL) framework. After proving the effectiveness of this new recommendation system theoretically, we evaluate it computationally by gauging it against several benchmarks under different scenarios representing different user preferences in career planning. Numerical results have demonstrated that our system is superior to other benchmarks in locating promising optimal career paths for users in long-term planning. Case studies have further revealed that our SSRL career path recommendation system would encourage people to gradually improve their career paths to maximize long-term benefits. Moreover, we have shown that the initial state (i.e., the first job) can have a significant impact, positively or negatively, on one’s career, while in the long-term view, a carefully planned career path following our recommendation system may mitigate the negative impact of a lackluster beginning in one’s career life.

Vox Poetica: bringing an arts-based research method to school leaders’ lockdown experiences

ABSTRACT The work of school leaders during lockdown has been emotionally charged and emotionally draining, affecting immediate well-being and longer term career plans. To communicate the emotions that we were told about and which were obvious during interviews with serving headteachers, we turned to arts-informed methods. We used poems made from transcripts to complement and supplement the analysis of 58 interviews and survey responses (n = 1491). This paper introduces the use of transcript poetry and explains our choice of method. The poems foreground the diversity that existed among the leaders, and different kinds of interventions that might make a difference. Our example suggests that the educational leadership, management and administration field might benefit from further experimentation with arts-based methods.

Education for sustainable development: a critical reflexive discourse on a transformative learning activity for business students

AbstractThis paper presents in detail a critical reflexive discourse on a transformative learning activity that engaged 140 students of the “Risk Management and Green Business Strategy” module at the University of Turin. During the course, students were asked to find, analyze, and propose a solution for a self-identified challenge working in close partnership with local urban companies on sustainability issues. Following a project-based learning approach, this paper compares two different group of students. The treatment group, i.e., the students following the ESD module, was then compared with a control group represented by the students from the traditional course of the previous year, in terms of their willingness to orient their future career on sustainability topics. Findings point out clear impacts on the study of sustainability-related disciplines (i.e., + 372% of thesis on sustainability) and on long-term career orientation of students on sustainability-oriented master and jobs.

The life history narrative of clinical nurses with more than 30\u2009years of experience

BackgroundThe nurses with long-term careers in clinical settings shows a clear declining trend. Recording the specific period in Korea’s nursing history is also important from a historical perspective. The aim of this study was to analyze the life history narrative of clinical nurses who have been in service for more than 30 years and to explore the strength and structure of their experience that enabled them to retain their long-term careers.MethodsThis study conducted qualitative research with a life history narrative. For data collection, biographical-narrative interview through in-depth personal interviews with six participants. The participants were clinical nurses who had worked at a general hospital for more than 30 years. The interviews were conducted in three sessions per participant, each session lasting 90–180 min. Qualitative thematic analysis was used to analyze the data.ResultsThe narrative of their life stories were analyzed by dividing them into “Dimensions,” “Turnings” and “Adaptations”. The dimensions were categorized into individual and career dimensions. Turning points were empirical and environmental conditions that posed a threat to their career retention as nurse clinicians. Adaptations were illustrated individual methods and social interactions. Twenty-four themes were derived from the 94 thematic statements. After the abstract, four comprehensive categories emerged. The core theme for retaining long-term careers, with “Finding value in myself” comprising four themes: “acknowledgement and support from families,” “healthy relationship at work,” “trusting myself’,” and “accumulation of small achievements.”ConclusionsThe life narratives of participants reveal a close connection with and relationship between the changes in the social aspects, the fields of healthcare and nursing, their individual predispositions, family recognition, and organizational support at that time in Korea. The healthy interpersonal relationships in work place are the most important condition in maintaining the long-term work of nurses. The experience of nurses in one era may not be able to represent experiences in another era, so an in-depth study exploring the social context seems to be necessary. There is a need for policies and changes in the field that can keep the lives of professional women working as nurses proudly.

Urban ecojustice education: Transformative learning outcomes with high school service learners

This case study investigated the outcomes of an environmental service learning program that incorporated pedagogical components taught within the transformative learning and environmental justice frameworks at an urban ecoliteracy and environmental justice center in Albany, New York. Authors conducted participant observation and gathered data from surveys, semi-structured interviews, focus groups, and journaling with high school, college student, and community stakeholders in an Ecojustice Summer Youth Employment Program. In the short-term, service learners adopted enhanced pro-environmental behaviors, an heightened awareness of community environmental issues, and an increased interest in civic engagement, with multiple participants returning for consecutive service periods. Transformative learning outcomes were documented in relation to affirming/changes in longer-term academic, life, and career paths. This research contributes to the field of experiential environmental education that advocates for a better understanding of the outcomes of pedagogies that emphasize social justice youth development, issues of power and justice, and the enhancement of social action and critical consciousness.