It Is Up to Faculty: An Exploration of Registered Nurse-to-Bachelor of Science in Nursing Student Intent for Faculty Role

AIM

The aim of this study was to explore registered nurse (RN)-to-bachelor of science in nursing (BSN) students' intent to pursue a faculty role.

BACKGROUND

The nursing faculty shortage is predicted to worsen as faculty reach retirement age. The shortage affects enrollment into nursing programs because of lack of qualified faculty. Increasing the number of faculty available is critical to maintain nurses needed to care for citizens.

METHOD

Using a qualitative descriptive approach, RN-to-BSN students were asked about their intent to become faculty later in their career.

RESULTS

Eight RNs pursuing their BSN were interviewed. Five themes emerged from interviews: modeling the role, positive and negative; planting the seed; perceiving rather than knowing; seeing the light bulb go on; and weighing the pros and cons.

CONCLUSION

Nursing faculty can influence RN-to-BSN students' intent to become faculty and can attract students to the role by conveying enthusiasm, being collegial, and maintaining clinical relevance.

Perceived Parenting Style and Subjective Well-Being among Chinese Nursing Undergraduates: The Role of Self-Efficacy and Gender

The question of how to improve the subjective well-being (SWB) of nursing students is an important factor for reducing nursing loss and improving nursing quality. The current study aimed to investigate the influence of parenting style and self-efficacy (SE) on SWB among Chinese nursing undergraduates. The moderating role of gender between parenting style and SWB was also examined. Descriptive analysis, Pearson's correlation analysis, and the Hayes' PROCESS Macro Model 4 and Model 5 were used to analyze the available data. A total of 665 nursing undergraduates (M_age = 19.86, SD = 1.19) completed questionnaires. The results showed that PPS was positively correlated with SWB (r = 0.421, p < 0.01), while NPS was negatively correlated with SWB (r = -0.167, p < 0.01). Meanwhile, SE was positively correlated with PPS (r = 0.167, p < 0.01) and negatively correlated with NPS (r = -0.175, p < 0.01). In addition, SE was positively correlated with SWB (r = 0.273, p < 0.01) and played a partial mediating role in the association between parenting style and SWB. Furthermore, gender moderated the direct effect of parenting style on SWB. Specifically, compared with male nursing students, parenting style has a greater influence on the SWB of female nursing students. These findings can be used to develop targeted improvement strategies for nursing educators to improve SWB levels among nursing undergraduates.

The Effect of the Supervisor-Student Relationship on Academic Procrastination: The Chain-Mediating Role of Academic Self-Efficacy and Learning Adaptation

This study used a sample of 818 postgraduate students across several universities in China, to explore the effect of the supervisor-student relationship on procrastination in postgraduates, and the mediating roles played by the postgraduates' academic self-efficacy and learning adaptation. The study employs multiple scales and finds that: (1) the relationship between postgraduates and their supervisors is significantly and negatively correlated with academic procrastination; (2) the academic self-efficacy of postgraduates plays an independent intermediary role in the connection between the supervisor-student relationship and academic procrastination; (3) the learning adaptation of postgraduates also plays an independent intermediary role in the connection between the supervisor-student relationship and academic procrastination; (4) the academic self-efficacy and learning adaptation of postgraduates shows a chain-mediating effect in the connection between the supervisor-student relationship and academic procrastination. Ultimately, the supervisor-student relationship is an important factor that can directly affect academic procrastination, even if postgraduate students display academic self-efficacy and learning adaptation.

The tripartite efficacy beliefs model in vocational rehabilitation: Implications for working alliance and client engagement

BACKGROUND: Given the importance of working alliance to client engagement and outcomes in vocational rehabilitation, there is a need to better understand predictors of the client counselor relationship. Research has shown the tripartite efficacy model as a way of understanding working alliance in various contexts but has never been examined in vocational rehabilitation. OBJECTIVE: This study evaluates the relationship among tripartite efficacy beliefs constructs (self-efficacy, other-efficacy, and relation-inferred self-efficacy [RISE]), working alliance, and engagement for 350 clients receiving state vocational rehabilitation services. METHODS: Researchers used a path analysis to assess the hypothesis that the tripartite efficacy model would predict client engagement through its impact on working alliance. RESULTS: The hypothesized model had a close fit. Other-efficacy and RISE beliefs had significant positive direct effects on working alliance and indirect effects on client engagement. Self-efficacy had a significant negative direct effect on working alliance and client engagement. CONCLUSIONS: The study supports the tripartite efficacy beliefs model as a way of better understanding client perceptions of working alliance in vocational rehabilitation.

Vocational interests and professional choice self-efficacy of adolescents and youngsters

Abstract This study aimed to analyze the relationships between self-efficacy beliefs and professional interests of 613 adolescents and young people from the interior of the State of São Paulo, Brazil, aged 15-19 years (M = 16.65; SD = 0.75) of which 350 were female, coming from public (84%) and private (15.8%) schools. The instruments used were the Self-Directed Search Career Explorer and the Self-Efficacy Scale for Professional Choice. Women had higher mean in the Social type and men in the Realistic, Entrepreneurial and Conventional types. In self-efficacy for professional choice, students from private schools revealed higher mean than students from public schools. The general level of self-efficacy was explained by investigative, artistic, social interests and type of school. The results also indicate the importance of analyzing the differences found in gender interests. In addition, the study can contribute to the work of counselors regarding the insertion of discussions that help adolescents to understand the influences of interests and self-efficacy in the construction of professional projects, besides bringing more systematic data on the articulation between such constructs.

RN-to-BSN Students' Intent to Become Faculty: A Multisite Study

BACKGROUND

A nursing faculty shortage means fewer nurses, exacerbating nursing shortages.

PURPOSE

The purpose was to determine RN-to-BSN students' intent for a future nurse faculty role. A secondary purpose was to evaluate differences between students who indicated high and low intent to pursue a faculty role.

METHODS

The study was multisite and multimethod using 5 instruments.

RESULTS

Of 137 RN-to-BSN students who completed the online survey, 20% indicated they intended to pursue a future faculty role. Students with high intent to pursue a faculty role reported higher self-efficacy and interests in faculty activities. Only 6 of the high-intent students had been encouraged to pursue a future faculty role.

CONCLUSIONS

RN-to-BSN students may be receptive to encouragement to consider a nursing faculty role in the future.

Unifying Vocational Psychology's Trait and Social–Cognitive Approaches through the Cognitive-Affective Personality System

Vocational psychology is divided between two conflicting paradigms: Trait-based, exemplified by Holland's (1997) theory, and social–cognitive, exemplified by Social-Cognitive Career Theory (SCCT). Scientifically, this division is problematic, as scientific truth is partially determined by consensus among experts ( Kuhn, 1970 ). We propose that the trait-based and social–cognitive perspectives can be integrated—not by subsuming SCCT into Holland's (1997) model as suggested by Armstrong and Vogel (2009 , 2010 ) but by reinterpreting traits in terms of social–cognitive units. SCCT lacks the scope and explanatory power to accomplish this task partially because, as we detail, the theory relies on many trait constructs itself. To accomplish our integration, we introduce an influential theory from the personality literature: The Cognitive-Affective Personality System (CAPS; Mischel & Shoda, 1995 ). We describe CAPS and highlight its parallels with SCCT. We then explain how trait-based accounts of vocational interests and cognitive abilities can be translated into CAPS units. We conclude by describing how trait constructs can still be viable within the CAPS framework and by calling for empirical research to put our propositions to the test.

O papel do apoio social nas intenções de prosseguir profissões científico-tecnológicas

A Teoria Sociocognitiva da Carreira (TSCC) argumenta que vários resultados do desenvolvimento de carreira são função da interação contínua entre variáveis pessoais, contextuais e comportamentais. Neste estudo pretende-se testar a plausibilidade da hipótese derivada da TSCC do efeito de moderação do apoio social nas intenções de escolha vocacionais dos alunos. Usou-se uma amostra de 440 alunos dos 11º e 12º anos de escolaridade (54% do sexo feminino). Os resultados mostraram que o modelo estrutural apresenta um bom nível ajustamento em ambas subamostras e que é invariante no que respeita aos coeficientes de regressão e às variâncias dos fatores examinados.