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Results for “VOCATIONAL GUIDANCE”

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PubMed2003

Expectations of and for clerkship directors: a collaborative statement from the Alliance for Clinical Education.

PURPOSE: The clerkship director (CD) is an essential leader in the education of medical students on clinical rotations. This article represents a collaborative effort of the national clerkship organizations that comprise the Alliance for Clinical Education (ACE), a multidisciplinary group formed in 1992. ACE suggests that selection of a CD be regarded as an implied contract between the CD and the department chair that each will take the steps to ensure the success of the clerkship and of the CD. This article sets standards for what should be expected of a CD and provides guidelines for the resources and support to be provided to the person selected for leadership of the clerkship. SUMMARY: In their roles as CDs, educators engage in three principal activities: administration, teaching, and scholarly activity, such as educational research. This article describes (a) the work products that are the primary responsibility of the CD; (b) the qualifications to be considered in selection of a CD; (c) the support structure, resources, and personnel that are necessary for the CD to accomplish his or her responsibilities; (d) incentives and career development for the CD; and (e) the dedicated time that should be provided for the clerkship and the CD to succeed. Studies by several CD organizations conclude that 25% should be considered a minimum estimate of time for the administrative aspects of running a clerkship. With the added teaching and scholarly activities undertaken by a CD, a minimum of 50% of an full-time equivalent has been recognized as appropriate. The complexity and the need for timeliness in the cyclic and often repetitive tasks of the clerkship require that a full-time administrative assistant be part of the structure dedicated to running the clerkship. CONCLUSION: ACE recommends that institutions have clear standards for what is expected of the director of a clinical clerkship and have correspondingly clear guidelines as to what should be expected for CDs in their career development and in the support they are given.

Career Mobility↗
PubMedDate not supplied

Discovery Path: a retention strategy for mid-career nurses.

As health care administrators, policymakers, nursing organizations, and nurses begin to deal with the reality of a looming (and to an increasing extent, existing) serious shortage of nurses both in Canada and globally, recruitment and retention issues are again in the news. Much attention has been directed towards two responses: (a) attracting young people into the profession and helping them integrate into and identify with nursing as a lifelong career, and (b) developing sustainable retention strategies to ensure that nurses remain in nursing. One population that requires particular attention is the mid-career group of nurses. Those nurses, in their late 30s and 40s with 15 and more years of experience, have the professional memory that employers count on, the expertise that patients and clients require, and the experience and wisdom that young nurses depend on for coaching, mentoring, and support. Retention strategies targeted to these mid-career nurses require a diverse set of activities that are focused on those nurses' specific stage of personal and professional development and that recognize their unique needs. The purpose of this article is to describe a program that targets mid-career nurses, predominantly women who, having spent much of their careers and lives caring for others-children, parents, patients-are beginning to question their own futures. The goals of the program and the experiences of one group of nurses in the program, as well as the results of a two-year follow up with them, will be discussed. Recommendations for future retention strategies will also be offered.

Adaptation, Psychological↗
PubMedDate not supplied

Taster courses: increasing career choice.

Taster courses allow potential students to gain hands on experience in a variety of professional settings. They provide a realistic way of widening entry routes and includes students who are best motivated by vocational courses pathways.

Career Choice↗
PubMed1999

Specialty choice, stress and personality: their relationships over time.

A longitudinal questionnaire study of 314 medical students followed up as preregistration house officers (PRHOs) and again 7 years later showed laboratory-based doctors were the least happy with their choice of career and were the most stressed now, while surgeons were the most happy with their choice and the least stressed. These differences were apparent 10 years earlier. The study also describes perceived influences on specialty choice and explores how earlier factors, such as personality as students and stress in the PRHO year, may also have influenced specialty choice.

Career Choice↗
PubMed1999

Staff grade doctors and the consultant ladder: falling off or stepping off?

The majority of the doctors in staff grade posts surveyed had qualified overseas and a substantial proportion were dissatisfied with their posts. Very few doctors had received adequate careers counselling before starting their post and many were concerned at the lack of opportunities for career development.

Career Mobility↗
PubMed1995

Coming of age in hard times.

Young people are facing very serious problems of unemployment and underemployment in the current job market. Disadvantaged youth are enduring the most difficult struggle. One plausible reason is that youth are undereducated and insufficiently skilled to meet job requirements. This article explores forty in-depth interviews with young people from three high-unemployment neighborhoods to closely examine experiences in high school and in the post-high school work entry phase. The purpose was to determine whether the youths were receiving the skill set components advanced by Comprehensive Collaborative Models. Policy implications are drawn from the lack of fit between model prescriptions and actual experiences.

Adolescent↗
PubMedDate not supplied

Successfully navigating a career change.

Start your career evaluation by knowing yourself through self-assessment, so that you can "navigate" the career path most likely to match your wants, needs, strengths, and limitations. Evaluate your career options, and see how well they match those characteristics you have identified as important to you. When you take a new position, make a good first impression through your visual appearance, voice, and words. Learn the new workplace culture and politics to help you succeed. Use good personal management techniques for you, your workplace, and your life. Have a personal career plan so that you know the "harbor" where you want to be.

Career Choice↗
PubMed2006

Career education: an application of latent growth curve modelling to career information-seeking behaviour of school pupils.

BACKGROUND: This study applied the theory of planned behaviour (TPB) in an attempt to predict longitudinal growth of career exploratory behaviour in school pupils. The importance of information for making considered career decisions is indicated in theories of career development and choice, career education programmes, and concepts of career maturity. AIMS: The study aimed to initially model individual and group levels of career exploratory behaviour and then to identify psychological variables that predicted such behaviour. SAMPLE: Longitudinal data from a sample of 325 adolescents (mean age 16.4 years, SD = 0.77, 45% were male) was collected at three points in time. METHOD: A latent growth curve model was specified to account for initial status and subsequent linear growth of career exploratory behaviour. Variables representing the TPB were included in the model to explain the variation in the intercept and slope factors. RESULTS: The latent growth curve model was found to be an acceptable description of the data, and indicated that there was significant individual variability in terms of the intercept and slope factors. Behavioural intention was found to be a significant predictor of the intercept factor, but not of the slope factor. CONCLUSIONS: It was concluded that the TPB remains a useful theoretical framework from which to explain career information-seeking behaviour.

Adolescent↗
PubMed2000

Direct support in supported employment and its relation to job typicalness, coworker involvement, and employment outcomes.

Supported employment is a comprehensive package of strategies continually evolving and designed to successfully employ people with disabilities. The emerging nature of natural support is receiving extensive attention. Understanding and improving natural support strategies is a means to provide uniquely distinctive personalized supports. It is this underlying theme that has driven four previous research reports regarding typical employment features and their relation to employment outcomes for people with disabilities. In this report we investigate the previously raised issue that high levels of direct support are associated with less typicalness, integration, and wages. This study shows that wage and integration outcomes can be increased, even if there is a high level of direct support, if there is coworker training.

Adolescent↗
PubMed2001

National estimates of vocational service utilization and job placement rates for adults with mental retardation.

Data from the 1994 and 1995 Disability Supplements of the National Health Interview Survey (NHIS) were used to estimate rates of utilization of vocational services and examine employment outcomes for adults with disabilities who have received vocational services. Those living outside the formal long-term care system, and who were self or proxy identified as having mental retardation, were compared with other adults with disabilities. Analyses suggest that compared to other working-age persons with disabilities, adults with mental retardation (a) have a different population profile, (b) receive different types of services, (c) experience similar levels of satisfaction, (d) have much lower rates of competitive employment, and (e) are much more likely to be employed in segregated work settings. Research and policy implications of findings are discussed.

Adolescent↗
PubMed2002

Poverty, welfare reform, and disproportionate rates of disability among children.

The relationship between poverty and risks associated with childhood disability were explored. I examined some recent findings in various states regarding people who have remained dependent on Temporary Assistance for Needy Persons for support and the national prevalence studies of disability among children, derived from the National Longitudinal Transition Study and the National Health Interview Survey. Implications were identified. Recommendations for action include expanding access to health care and quality early-childhood care for these at-risk children, promoting the use of behavioral health services, lowering eligibility standards, and recruiting more actively to increase income maintenance through Social Security Income (SSI) benefits for children with disabilities. Recommendations were also made about securing vocational training for mothers who are long-term recipients of cash benefits through public assistance.

Child↗
PubMed1998

Reliability and validity of generalizable skills instruments for students who are deaf, blind, or visually impaired.

The study examined the validity and reliability of four assessments, with three instruments per domain. Domains included generalizable mathematics, communication, interpersonal relations, and reasoning skills. Participants were deaf, legally blind, or visually impaired students enrolled in vocational classes at residential secondary schools. The researchers estimated the internal consistency reliability, test-retest reliability, and construct validity correlations of three subinstruments: student self-ratings, teacher ratings, and performance assessments. The data suggest that these instruments are highly internally consistent measures of generalizable vocational skills. Four performance assessments have high-to-moderate test-retest reliability estimates, and were generally considered to possess acceptable validity and reliability.

Blindness↗
PubMed1991

A national profile of school-based transition programs for deaf adolescents.

In this study, the transition programs of 326 secondary educational programs for deaf and severely hearing-impaired adolescents were surveyed. Three types of programs were surveyed: residential, mainstream, and "other" (a combination of the first two programs). Sixty-four items depicting desirable transition characteristics were included in the survey, and each item was rated by the programs on a value scale and an implementation scale. Analyses of variance were calculated to determine if there were statistically significant differences among the three program types for each individual survey item on the two rating scales. Based on the data, it appears that the residential schools had higher implementation rates than the mainstream and other programs. All three respondent groups valued the transition items more than they had implemented them (i.e., the value scores were higher than the implementation scores). The data point out the need for researchers and educators to develop and implement more effective transition programs for deaf and severely hearing-impaired students.

Adolescent↗
PubMed1991

Improving the career decisions of deaf seniors in residential and day high schools.

Career development interventions can have positive effects on the career decisions that deaf seniors make before graduating from high school. Interviews with 189 seniors from 16 residential and day high schools revealed their career decisions and their experiences with career development activities. School staff evaluated the seniors' career decisions, career decision-making skills, and probable post-high school placements. The results indicated that seniors who had vocational training were more knowledgeable about their vocational aptitudes than were seniors who had no vocational training. Seniors with vocational training were also more likely to have considered other careers prior to making career decisions. Seniors who had received career counseling were more knowledgeable than those who had not about the skills needed to enter their chosen careers and were more interested in their career choices. More importantly, the amount of interest in one's career choice was determined to be related to ratings of motivation, readiness, and prospects for completing the postsecondary placement. The implications of these results are discussed below for professionals in education and rehabilitation.

Adolescent↗
PubMed1989

Models of vocational assessment of handicapped students.

During the last twenty years, increasing emphasis has been placed upon the provision of comprehensive vocational assessment to disabled and disadvantaged persons to assist them in obtaining employment. Vocational evaluation programs have proliferated in rehabilitation facilities, manpower programs, vocational-technical schools and public schools. An increasing body of literature and research has delineated service-delivery models and competencies needed by vocational evaluation specialists. Increasing numbers of universities have implemented graduate training programs in vocational evaluation; and a national professional certification process has been developed. Most of this activity has been centered at rehabilitation facilities at the same time that public schools are becoming the norm for educating disabled students. As vocational assessment for disabled students moves into this relatively new setting, it is being modified. This article explores models of vocational assessment for disabled students which incorporate modifications to suit the special needs of the public school setting.

Persons with Disabilities↗
PubMed2005

The Building Resiliency and Vocational Excellence (BRAVE) Program: a violence-prevention and role model program for young, African American males.

There are sharp disparities between non-Hispanic Whites and African Americans in mortality and years of potential life lost for numerous health-related conditions, including HIV/AIDS. The Building Resiliency and Vocational Excellence (BRAVE) Program is an intervention using Resiliency Networking designed for use with African American young men to help offset these disparities. Resiliency Networking incorporates coaching, career planning, and re-definition of gender roles to help young men develop a sense of purpose and future and to manage their lifestyles effectively. In addition to fostering a strong link with an older mentor, the program fosters healthy peer-to-peer relationships. The paper reports on preliminary use of the intervention and recommends future applications.

Adolescent↗