Professional Aspirations Research Articles

When the Detour Becomes the New Road

This article recounts the author’s non-linear career journey in medicine, highlighting the unexpected detours and challenges faced, especially balancing motherhood with professional aspirations. Initially set on a traditional academic path, the author pivoted because of family needs, leading to diverse roles in clinical practice, academic settings, and association leadership. Through perseverance and serendipity, she found fulfillment in unconventional opportunities, particularly within the American Medical Women’s Association (AMWA). The narrative emphasizes the importance of adaptability, mentorship, and the value of detours in shaping a rewarding career. The article concludes with reflections on leadership, teamwork, and the significance of giving grace and gratitude in professional growth.

Pain Candidate Genes 5-HTTLPR and COMT Affect Anxiety and Mood in Japanese Ballet Dancers: A Cross-Sectional and Longitudinal Study

The balance of mental, physical, and technical aspects is essential in improving ballet performance. Ballet dancers’ emotional and behavioral characteristics vary, even under identical stress conditions. This study aimed to investigate the association between the pain candidate genes 5-HTTLPR and COMT and anxiety in Japanese ballet dancers. Participants were 18 youth elite ballet students with professional aspirations (Y-Elite) and 16 dancers in a professional ballet company (Pro). We administered psychological questionnaires, the State-Trait Anxiety Inventory (STAI) and Brunel Mood Scale (BRUMS), to participants under the following four different stress conditions: standard practice day, cast decision day, rehearsal day, and one week before competition day. In addition, the genotypes of 5-HTTLPR and COMT Val158Met were examined. The distribution of 5-HTTLPR was not different between Y-Elite and Pro dancers, although one of the COMT genotypes was different. Y-Elite dancers had higher trait anxiety scores than Pro dancers for these genotypes before competition (ps < 0.03), although no significant association was observed between both genotypes and scores on the STAI across conditions. Their moods were significantly different through the four conditions (p < 0.004). Pro dancers’ moods were also more stable than those of the Y-Elite dancers in the presence of pain. The results indicate that 5-HTTLPR and COMT play a crucial role in dancers’ anxiety and mood during pain (ps < 0.05). Pro dancers are probably predicted by their lower neuroticism and mood scores and their better adaptation to stress than Y-Elite dancers. The 5-HTTLPR and COMT genes may be influencing the sensitivity to the environment. Youth elite ballet dancers need to understand the relationship between pain and physical activity from an early stage.

Reform dynamiReform Dynamics and the Professionalisation of Principals in Sweden and Finland. A Study of Articles in Union Journals Since the 1990’scs and the professionalization of principals in the North of Europe since the 1990’s.

This article analyses union journals in Sweden and Finland since 1990. In doing so, the article recognises the journals as principals’ collective professional voice regarding major education reform dynamics. Our findings suggest that principals in both Nordic countries, as collective actors, have clearly influenced reforms of the school system significantly. The unions serve as a strong voice with major influence in both professional and reform ambitions. However, the main arguments for the respective professional projects were similar, although professional ambitions were different in both cases: discretion for more educational leadership, without explaining what educational leadership means in detail.

Development of a Professional Identity Scale for Information Professionals

Professional identity is generally defined as one’s interpretation of self as a professional in connection with the personal and professional experiences, attitudes, and aspirations. The research used the framework developed by Pierson et al. (2019), value statements from major professional associations, library and information science (LIS) literature to revise a professional identity scale for counseling profession developed by Woo and Henfield (2015). The developed instrument will be reviewed by small number of experts (N≈20) for content validation. The instrument will be sent out to LIS professionals via mailing lists for construct validation. LIS professionals who have just transitioned from school to work (graduated from LIS programs in the last 5 years) will be invited to participate in the study. The final instrument will include demographic questions (e.g., age, gender), highest degree achieved, employment status, and LIS job experience. Exploratory factor analysis will be carried out to identify the factor structure of the scale and relevant tests (e.g., Kaiser-Meyer-Olkin, Bartlett's test of sphericity) will be performed to investigate and assess the professional identity constructs that will emerge from the data. Confirmatory factor analysis will be conducted to obtain additional measures of fit and possibly explore additional changes. As the profession goes through a transformation and recalibrates itself to stay relevant and better address the needs and expectations of users, having a validated and reliable instrument to assess the professional identity of the professionals in the field will help address this gap.

Exploring the role of identity in pro-environmental behavior: cultural and educational influences on younger generations.

It is of paramount importance to gain an understanding of pro-environmental behavior if we are to successfully tackle the climate crisis. The existing body of research provides evidence that identity influences pro-environmental behavior. However, such research is often over-generalised and researchers are challenged to conduct robust analyses with regard to specific local, cultural and educational factors. The present study aims to investigate whether personal or social identity has a distinct effect on three different dimensions of pro-environmental behavior, using the principles of self-categorisation theory. Additionally, the study seeks to determine whether one of these two factors, the individual or the social factor, is predominant over the other. The study group consisted of cooperative students in Germany, typically a group with high professional ambitions. The data was collected in a cross-sectional survey with a total of 568 cooperative students from academic disciplines in engineering and economics. The reliability of the scales is satisfactory (ω = 0.76-0.88), and the hypotheses are tested by estimating structural equation models. Our research demonstrates that while social identity exerts a stronger influence on activist behavior than personal identity, personal identity has a more pronounced effect on consumer behavior than social identity. Nevertheless, no general statement can be made regarding the relative strength of the effects of personal and social identity on pro-environmental behavior dimensions.

Encounters and disencounters in becoming creative workers: motivations and experiences of postgraduate East Asian students in an elite UK university

In this paper, I examine the motivations and experiences of international postgraduate students from East Asia in a creative industries-related (digital media) master’s program in the United Kingdom/UK. Grounded on the landscape of neoliberalisation and internationalisation of Higher Education/HE in Anglophone contexts, on the emergence of the creative industries (including in HE settings), and on notions of coloniality and locality, I examine the encounters and disencounters between international students’ expectations and professional aspirations, and their experiences in a digital media degree in a highly ranked UK university. From interviews with seven former students, two main findings emerged from this study: an interest in becoming creative media workers and an articulation of different values attributed to Western/UK HE. These findings highlight encounters and disencounters between participants’ expectations and the degree, and shed light on the diversity across an apparently homogenous student body and on how different geo-onto-epistemologies (i.e. the indissociable links between localities, realities, and knowledges) around creative industries and HE mediate these students’ expectations and experiences. Such findings can be relevant to the creative industries HE community, especially to those interested in the generative pedagogical and curricular potential of (dis)encounters in international and intercultural creative industries HE settings.

Identities of Non-English-Dominant Teachers-In-Training: Alignments and Tensions

ABSTRACT This study examines how non-English-dominant English language teachers-in-training who undertake transnational language teacher education represent their language teacher identities (LTIs) in terms of four facets: claimed, assigned, practised, and imagined identities. It examines the alignments and tensions between and within these facets of LTI. Photo-elicitation data was collected from 10 non-English-dominant teachers-in-training who were international students undertaking language teacher education in Australia. Through a qualitative content analysis, seven representations of LTIs were identified across the four facets of LTI: knowledge transmission, learner-centredness, nurturing, teachers as learners, English experts, teacher dispositions, and professional uncertainty. Although alignments between these facets of LTI were identified, tensions within and between the facets of LTI tended to figure more prominently in the LTI representations of the teachers-in-training in this study. These tensions appeared to emerge from discrepancies between professional aspirations and external expectations. The study has implications for raising the awareness of teachers-in-training and their ability to reflect on teacher identities.

13 Awardee Talk: Goals, methods, and philosophy of graduate mentoring in reproductive physiology

Abstract Successful graduate and postdoctoral training programs in reproductive physiology are reciprocal relationships that, by default, benefit both trainee and mentor. Ideally, goals are for the mentor to facilitate and guide the long-term educational and professional aspirations of the trainee, while simultaneously creating an important member of the research team capable of meaningful contributions to the scientific enterprise. When this partnership fails to develop and flourish in a transparent and collaborative manner, the resulting disequilibrium leads to negative and costly impacts. Over the last 50 yr, I have observed the importance of several principles that, in my opinion, have a major influence on this process. The first of these begins at student recruitment and during the early part of a program after acceptance. Here, a clear understanding of any academic deficiencies and a commitment to rectify these deficiencies is essential. Academic programs of promising M.S. level candidates are sometimes heavily encumbered by this task. In contrast, Ph.D. programs are usually the final opportunity to take advantage of cutting-edge courses related to or supportive of reproductive biology and should be encouraged. Second, early development of a functional advisory committee is important and contributes broad experience and wisdom to the unique strengths and weaknesses of every student. Third, the trainee must learn early on the value of a mature attitude, a strong work ethic, and personal accountability. As an animal scientist, I want every student to be well-versed with hands on training/experience in basic animal physiology, nutrition, reproduction, experimental (surgical) techniques, and husbandry. Concurrently, they must learn to ensure that the well-being and ethical treatment of research animals always comes first. The foregoing is accomplished through personal example and never asking a student to do something you cannot or will not do yourself. Fourth, pursuing modern, cutting-edge techniques in the laboratory, regardless of long-term personal goals, should be an educational and experiential requirement. Fifth, development of meaningful and sound research projects requires hours of reading, thought and discussion. Students, particularly at the M.S. level, are often completely lost relative to the path forward. Allowing trainees to adopt pre-planned experiments within existing projects in the lab, with the mandate of developing new hypotheses and expanding beyond initial objectives, is a common theme. Pragmatically, this is also essential for maintaining laboratory focus and to service federal, state, and industry-funded projects effectively. Nonetheless, learning to develop and test new and sound hypotheses using appropriate experimental designs remains essential. Finally, no other factor has a greater impact on trainee success than the ability to communicate effectively using the English language. Unfortunately, this topic and problems associated with it usually form the caboose of most graduate training programs when it should have formed the engine.

Authentic caring in online professional development for early childhood teachers in South Africa

Background: The professional development (PD) of early childhood teachers is of strategic importance in higher education and the profession given the need to improve responsiveness and progress towards millennium goals.Aim: The purpose was to analyse classroom practices and teachers’ experiences of PD programmes, through the theoretical lens of the UNESCO ICT Competency Framework for Teachers to construct an authentic data-based model, which can be used to understand PD challenges and guide decisions about the improvement of education quality.Setting: The study was conducted in Gauteng with teachers from a selection of early childhood centres.Methods: A phenomenological inquiry explored the settings and practices of 23 selected teachers in Gauteng province. Interview and observation data were analysed for content categories and grounded theory articulations.Results: The main finding is that teachers facing everyday educational challenges benefit from school-based support and available media but need additional learning to advance their professional aspirations. The grounded theory analyses of the data highlighted that early childhood practices and articulated development needs are best explained as authentic caring. This was conceptualised metaphorically as garden spaces where careful tending, deliberate planning and various elements of nurturing knowledge may harmoniously be blended. The model extends prevailing theories of PD and the flipped ICT Competency Framework for Teachers.Conclusion: The model of authentic caring is a grounded theory articulation based upon beliefs of practising EC teachers.Contribution: The article provides a comprehensive online teacher professional development framework for EC teachers, emphasising authenticity, care and alignment with global educational standards.

Work-Related Experiences and Challenges of Perioperative Nurses in Southwestern Nigeria

Background: Perioperative nursing is highly demanding due to the long hours of complex procedures, limited support, inadequate facilities, and staffing issues. These factors contribute to fatigue, frustration, and burnout. However, there is a paucity of data on challenges and experiences of perioperative nurses in Southwestern Nigeria.Purpose: This study explored work-related experiences and challenges of perioperative nurses in selected hospitals in in a south western state, Nigeria.Methods: This study adopted a qualitative phenomenological design. Twenty perioperative nurses that have spent minimum of six months in the operating theatres of the three public hospitals selected hospitals were purposively selected for the study. Data collection was done with through semi-structured interview using key informant interview guide. The qualitative data collected were transcribed verbatim, coded and analysed using content and thematic analysis.Results: The study identified two major themes: the experiences of perioperative nursing practitioners and the challenges faced in perioperative nursing practice. The findings highlighted perioperative nurses’ personal experiences, their motivational factors, and their professional aspirations. Additionally, the study uncovered several challenges, including inadequate infrastructure and equipment, obsolete theatre buildings, faulty and insufficient surgical instruments, a severe shortage of perioperative nurses, and underfunding of perioperative nursing services.Conclusion:The study concluded that perioperative nurses’ experiences were both educative and fulfilling, yet also challenging and frustrating due to the numerous obstacles they face in their professional roles. Therefore, there is a need for stakeholders to address these challenges to enable perioperative nurses to function optimally and improve outcomes for surgical patients.

Amplifying Their Voice: Inclusive Healthcare Provider Perspectives to Improve Advancement, Resilience, and Retention.

Addressing the issues of workplace advancement, resilience, and retention within medicine is crucial for creating a culture of equity, respect, and inclusivity especially towards women and nonbinary (WNB) providers including advanced practice providers (APPs), most notably those from marginalized groups. This also directly impacts healthcare quality, patient outcomes, and overall patient and employee satisfaction. The purpose of this study was to amplify the voices on challenges faced by WNB providers within a pediatric academic healthcare organization,to rank workplace interventions addressing advancement, resilience, and retention highlighting urgency towards addressing these issues, and, lastly, to provide suggestions on how to improve inclusivity. Participants were self-identified WNB providers employed by a pediatric healthcare organization and its affiliated medical university. An eligibility screener was completed by 150 qualified respondents, and 40 WNBs actually participated in study interviews. Interviews were conducted using a semi-structured interview guide to rank interventions targeted at improving equity, with time allotted for interviewees to discuss their personal lives and how individual circumstances impacted their professional experiences. WNB providers called for efficient workflows and reducing uncompensated job demands. Support for family responsibilities, flexible financial/compensation models, and improved job resources all were endorsed similarly. Participants ranked direct supervisor and leader support substantially lower than other interventions. Conclusions:Career mentorship and academic support for WNB individuals are recognized interventions for advancement and retention but were not ranked as top priorities. Respondents focused on personal supports as they relate to family, job resources, and flexible compensation models. Future studies should focus on implementing realistic expectations and structures that support whole lives including professional ambitions, time with family, personal pursuits, and self-care.

Sustaining mental health amidst high-pressure job scenarios: a narrative review

Today’s fast-paced world presents with increased work-related demands and pressures. These pressures may overwhelm an individual’s coping ability. From recognizing the signs of stress to implementing proactive measures for self-care, we embark on a journey to promote resilience and a healthy equilibrium between professional aspirations and mental well-being. Maintaining mental health and well-being is essential to living a healthy life even in high-pressure professional contexts. Nursing is one of the most challenging and demanding professions and use their psychological and emotional resources in service of their patients as well as navigating through the ups and downs of their own lives. Workplace stress has the potential to adversely impact both the physical and mental well-being of individuals, leading to a decline in job productivity through heightened stress levels. This leaves the professionals depleted and drained. Through this article, the author tries to highlight major stressors related to nursing and some practical coping measures.

Narrative Identity of Christian College Students in Western New York

<i>Narrative identity has proven valuable in understanding identity development. However, its application to emerging adults in college settings has been limited. This qualitative research explored the narrative identity of Christian college students in Western New York through a life story analysis. </i><i>Ten in-depth interviews with students were recorded and transcribed, resulting in 173 pages of transcripts that were analyzed using seven coding categories. </i><i>The study revealed that the participants’ identities were shaped by a complex interplay of factors, including their Christian faith, interpersonal connections with family and peers, academic and professional aspirations, and challenges related to physical and mental well-being. The findings highlight the dynamic nature of identity, constantly evolving as individuals interact with their surroundings. The participants’ rich life stories painted a vivid picture of who they were, and their identity evolved as their stories unfolded. </i><i>These findings can illuminate future research on the identities of Christian college students and guide them in navigating their journey of self-understanding and positive identity <b>development</b>. This research can also inform the development of programs and support services that address the specific needs and challenges faced by Christian college students as they navigate their identities. Understanding the sources of social support these students value can be crucial in creating a more supportive campus environment.</i>

Social Media as a Tool for Informal Spanish Learning: A Phenomenological Study of Chinese Students' Behaviour in Spain.

This study explores the perceptions of Chinese learners in Spain regarding the use of social networks for informal Spanish language learning. The objective is to identify the challenges and benefits of using social networks to address the real needs of students in learning Spanish. A qualitative phenomenological approach was adopted, focusing on participants' perceptions before and after using social networks. Eight Chinese students were selected for the study. The study was conducted in Valencia and Barcelona, Spain, from 1 September 2023 to 20 March 2024, and three commonly used social media networks were compared. The results indicate positive perceptions towards social media as a tool for learning Spanish, highlighting its usefulness in improving language skills and enhancing cultural awareness. Additionally, Xiaohongshu and Bilibili emerged as the most popular platforms for Spanish language learning among Chinese students. This study concludes that social media effectively meets the authentic needs of Chinese students learning Spanish in Spain, enhancing both language skills and cultural adaptation. This multifaceted approach reflects the complexity of learning Spanish in the digital age, combining personal passion, professional aspirations, and cultural adaptation needs.

P-461 Fertility knowledge, childbearing intentions and attitudes regarding parenthood among men and women about to get married in Iran

Abstract Study question What is the level of fertility knowledge, childbearing intentions, and attitudes toward parenthood among men and women who are about to get married in Iran? Summary answer The study revealed insufficient fertility knowledge, a strong desire for childbearing, and a positive attitude toward parenthood, along with significant gender disparities in fertility preferences. What is known already In recent years, declining birth rates in both developed and developing countries have raised concerns. The downward trend in fertility rates and delayed childbearing present significant global challenges related to aging populations, requiring an examination of contributing factors. Advances in reproductive technologies, evolving gender roles, and personal and professional aspirations have fundamentally reshaped attitudes towards fertility, influencing couples’ intentions to have children. A comprehensive understanding of individuals’ fertility knowledge and preferences regarding childbearing and parenting is essential to comprehend fertility behaviors and develop targeted interventions, family support systems, and policies aligned with their preferences. Study design, size, duration From June 2021 to March 2022, a web-based cross-sectional survey was conducted, involving 2938 soon-to-be-married individuals (1533 women and 1405 men). Participants/materials, setting, methods Women aged 18 to 35 years and men aged 18 to 45 years, with no history of prior marriages, who were referred to public health centers for the purpose of obtaining a marriage license, were included through stratified sampling in Iran’s five major cities (Tehran, Tabriz, Mashhad, Ahvaz, and Shiraz). The Cardiff Fertility Knowledge Scale (CFKS) and the Swedish Fertility Awareness Questionnaire were used for data collection. Main results and the role of chance The mean age among men and women was 28.86±5.44 and 24.61±5.99 years, respectively. The average CFKS score was 48.19% (0-100%) with no significant difference between males and females (48.08% vs 48.3%, p = 0.694). The study found that 86.6% of participants expressed an intention to have children in the future, significantly more prevalent among men compared to women (88.9% vs. 84.4%, p < 0.001). The desired family size was two children for 56.1% of participants, while 19.1% preferred one child. The intention of women to have the first and last child between the ages of 35 and 39 was 12.7% and 31%, respectively. Participants highly valued parenthood (7.76±2.90), and men valued parenthood significantly more compared to women (7.88 ±2.84 vs 7.64±2.96, p = 0.027). Participants viewed In Vitro Fertilization (IVF), adoption, and a child-free lifestyle as potential responses to infertility with respective ratings of 5.73±3.78, 4.04±3.63, and 3.99±3.63, respectively (range 0-10). No significant gender differences were observed (all p > 0.05). The study highlighted that maintaining a stable relationship was perceived as the most important factor influencing the decision to have children (4.54±1.05). Moreover, participants believed the most transformative aspects of parenthood were the giving and receiving of love (2.56±0.82). Limitations, reasons for caution Interpreting the results necessitates addressing limitations such as volunteer bias, urban area sampling, cross-sectional design limitations for causal relationships, and the potential influence of Covid-19 on fertility preferences. Therefore, caution is needed when generalizing findings to other populations. Wider implications of the findings The study’s findings have significant implications for policies promoting childbearing. To enhance fertility knowledge, promote informed reproductive decision-making, and facilitate consensus among couples regarding their fertility choices, it is recommended that midwives assume a crucial role in providing related services. These measures should be smoothly integrated into existing frameworks. Trial registration number Not applicable

Self-Esteem and the Level of Pupils’ Educational and Professional Aspirations

Self-Esteem and the Level of Pupils’ Educational and Professional Aspirations

Career aspirations of the students preparing to work as teachers in Poland, Latvia and Ukraine

ABSTRACT The aim of the research was to diagnose and describe the professional aspirations of students preparing to become teachers in Poland, Latvia, and Ukraine. The diagnostic survey method was used in the research. The analysis of the results revealed both similarities and differences among students’ job aspirations. In the range of factors diversifying students’ job aspirations, there were both those referred to personality as well as of demographic and social nature such as family size, advantages of a future job, ways to gain employment, place of residence, chance to get a job, economic situation, self-assessment of possessed knowledge and skills.

Neuropsychiatric and social deficits associated with albinism

Albinism is a group of rare genetic disorders that are caused by the absence or reduction of melanin biosynthesis in the body. This condition can cause both neuropsychiatric and social problems, so this literature review evaluated the psychosocial implications of this condition in terms of everyday life experiences, emotional state, self-perception, and quality of life. Most studies on albinism have been conducted in Africa, assessing the significant impact of the disease on quality of life, emotional state and psychiatric comorbidities. Recurrent themes associated with albinism are: discrimination and stigma in childhood and adolescence, discomfort in social interactions, anxiety, depression, transmission guilt, importance of social support from family and friends, altered functioning of daily life, altered romantic and sexual life, limited academic and professional aspirations, lack of interest and support in the medical field, and unpredictability of disease progression. This review demonstrated that there is an urgent need for support systems for patients with this disease. Early neuropsychiatric evaluation and empowerment training is recommended to improve vision-related performance, neurodevelopment, and all other psychological and social difficulties.

The perception of the scope of oral and maxillofacial surgery and differentiation from similar specialities among dental students, medical students, trainee interns and pre-vocational junior doctors

PurposeTo explore the ability of Dental Students (DS), Medical Students (MS), Trainee Interns (TI) and Pre-vocational Junior Doctors (JD) in identifying procedures performed by Oral and Maxillofacial Surgery (OMS), the scope of practice (SOP) of OMS and ability to differentiate OMS from similar specialities.MethodsThe study included 282 complete responses to a survey consisting of: 9 demographic questions, 11 OMS awareness, professional ambition, teaching and exposure, confidence in identifying and referring questions and 70 procedural/scenario questions across four domains. Collected data was qualitatively and statistically analysed using SPSS V29.ResultsOMS awareness was limited. 92.2% reported None to Small amount of OMS teaching and exposure during university, with 66.0% preferring to have had a Fair to Significant amount. DS experienced more than medical respondents (2.1 vs. 1.5, p < 0.001). Most respondents reported No to Low confidence in identifying the SOP and procedures performed by OMS (67.7%) and referring to OMS (62.4%) compared to similar specialities (32.4% and 33.2%, respectively). 52.9% of procedures performed by OMS were correctly identified as being performed by OMS. The ability to identify the OMS SOP (8.7%) and differentiate OMS from similar specialities (5.0%) was low, however better among DS than medical respondents (14.9% vs. 6.3%, p = 0.002 and 12.2% vs. 2.2%, p < 0.001).ConclusionThe study has highlighted a deficit in the understanding of OMS with potential implications in the public and private healthcare sector. Identification of procedures, OMS SOP and ability to differentiate OMS from similar specialities is limited however slightly better among DS.

CHALLENGES IN ENGLISH FOR SPECIFIC PURPOSES (ESP) TEACHING MATERIALS: A SYSTEMATIC REVIEW FOR MODERN LEARNING ENVIRONMENTS

This systematic literature review (SLR) examines the evolution, effectiveness, and challenges associated with English for Specific Purposes (ESP) teaching materials, with a focus on their integration of digital technologies, learner-centered design, and cultural inclusivity. Through a comprehensive analysis guided by the PRISMA method, 87 studies from 2000 to 2023 were evaluated. The findings reveal a significant shift towards incorporating digital tools in ESP materials, highlighting the growing emphasis on creating immersive and interactive learning experiences. Additionally, the review underscores the importance of developing materials tailored to the learners' specific needs and cultural contexts, facilitating more meaningful engagement and language acquisition. Despite the observed benefits, challenges such as the necessity for ongoing teacher training and the absence of standardized evaluation frameworks for ESP materials were identified. Recommendations include enhancing digital integration, prioritizing learner-centered and culturally inclusive materials, investing in teacher training, developing evaluation frameworks, fostering collaborative material development, ensuring accessibility, and conducting longitudinal impact studies. This SLR sets a foundation for future research and development in ESP material design and implementation, aiming to support learners' language learning goals and professional aspirations effectively.