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Results for “VOCATIONAL GUIDANCE”

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At least 829 records · Page 46Linked to original sources
PubMedDate not supplied

The faculty advisor role: an imperative for student retention.

The decline in applicants to schools of nursing emphasizes the importance of retaining those students who do enroll. The authors review factors affecting student attrition and retention in academic settings. They then present an ideal model for enhancing student retention through effective, individualized, and consistent student advising.

Education, Nursing, Baccalaureate↗
PubMedDate not supplied

Academic advising from a nursing theory perspective.

Academic advising is an important faculty role; it not only assists students in selecting appropriate courses, but it also helps them make choices about personal and career goals. Using a theoretical framework to guide the advising process can make advising sessions more efficient and effective. One nursing theory, modeling and role-modeling, is presented here as a framework for student advising. Modeling and role-modeling theory can guide the advisor to establish a caring interpersonal relationship with the student and plan individualized strategies to meet educational goals.

Education, Nursing, Associate↗
PubMedDate not supplied

Introduction to nursing. Creative strategies for generating interest in the major.

Beginning nursing students have a limited understanding of nursing as a major and a profession. Evaluation of previous Introduction to Nursing courses led faculty to a redesign which included classroom exercises and assignments that actively engage students in a wider variety of experiences. Increased student involvement had the effect of presenting a more realistic picture of nursing as a profession.

Career Choice↗
PubMedDate not supplied

Targeted group advising.

Explore the source record for details and available documents.

Attitude of Health Personnel↗
PubMed2006

Repaving the road to academic success: the IMeRGE approach to peer mentoring.

In recent years, academic health centers have made a considerable effort to encourage medical students and physicians-in-training to consider academic medicine as a career choice. For physicians, selecting a career in academic medicine may be the first hurdle, but the challenge of successfully maintaining an academic career is perhaps a more formidable task. Mentoring is a much-needed response to this challenge. But the success of traditional mentoring programs at academic institutions is often limited by, among other things, the availability of senior faculty who can serve as mentors. The authors describe the formation and organization of the Internal Medicine Research Group at Emory (IMeRGE), an innovative peer mentoring group within the Division of General Medicine at Emory University. This group, born partially out of the mentoring needs of our women and minority faculty, shared the primary goal of fostering a collaborative atmosphere among junior faculty, while simultaneously acquiring experience through advanced faculty development. The authors present our methods of garnering division support for designated time and financial resources, defining member responsibilities, developing a curriculum, providing peer support, and seeking advisors with expertise in the areas on which we wished to focus. In addition to the development of IMeRGE, the authors provide an overview of the pros and cons of traditional mentoring versus peer mentoring; discuss the challenges faced by IMeRGE and strategies for addressing these issues; and present the paradigm of IMeRGE as a template for alternative forms of academic mentorship.

Academic Medical Centers↗
PubMed1995

Career management support for nurses.

The downsizing of many areas of the NHS is now affecting nurse education as it moves into the Further/Higher Education sector. Many staff are terminating their employment relationship through early retirement. Describes a career management workshop run for such staff and makes reflections on careers, especially of the objective and subjective kind.

Career Mobility↗
PubMed2000

Assessing human-robotic performance for vocational placement.

This paper describes the results of an exploratory study of the use of standard occupational therapy assessment tests to measure the effective manipulation ability of individuals with disabilities using a robotic aid. Robotic manipulators have been explored for use as a vocational accommodation to support the job placement of individuals with severe manipulation disabilities. One of the factors that has impeded the transfer of this work is the lack of practical information that is relevant to the vocational placement process. The preliminary performance data presented in this paper provides an indication of robot-assisted manipulation skill that rehabilitation professionals may use to better understand the potential for use of this technology in providing greater job opportunities for people with severe manipulation impairment. Three different assessment tests were administered to nine different subjects with severe physical disabilities using a computer-controlled robotic workstation to perform the manipulation requirements of the tests. In all cases, the subjects, who were otherwise unable to physically perform the tasks without the robot, were able to perform manipulation tasks a factor of 20-700 times less than that of the performance indicated in published norms. Although these performance levels are modest in terms of nondisabled populations, supporting data is also provided that suggests that individuals with severe manipulation deficits could have access to a much wider range of vocational opportunities with an appropriate implementation of robot technology.

Activities of Daily Living↗