Career Education Skills and Career Adaptability among College Students in China: The Mediating Role of Career Decision-Making Self-Efficacy.

In the past, the shift in career patterns and the unprecedented disruptions caused by events such as COVID-19 have posed notable challenges for job seekers. This holds particularly true for college students who are preparing to enter the workforce. In this context, enhancing career adaptability plays a vital role in shaping their career development. The primary objective of this research was to investigate the relationship between career education skills and career adaptability among 273 undergraduate students in China. Additionally, the study aimed to explore the mediating effect of career decision-making self-efficacy in shaping this relationship. The findings of the correlation analysis indicate a significant positive correlation between career education skills and career adaptability. Moreover, the results of the mediation model revealed that career education skills significantly contribute to improving career adaptability along with the mediating effect of college students' self-efficacy in making career decisions. This study suggests that universities should prioritize the development and expansion of career education initiatives. They should not only help establish clear career goals for college students but also cultivate a positive and flexible career outlook to assist them in better adapting to various changes that may arise throughout their career journeys.

Habilidades socioemocionais: efeitos de uma intervenção em educação para a carreira / Socioemotional skills: effects of a career education intervention / Habilidades socioemocionales: efectos de una intervención en la educación para la carrera

This study aimed to assess the effect of a Career Education intervention intended to promote social-emotional skills. A total of 62 students attending the 9th grade of a public school participated in this study. Data were obtained using the Inventory for the Assessment of Social and Emotional Skills (SENNA 2.0). The intervention effects were analyzed by comparing Intervention Group A (GA), Control Group (CG), and Intervention Group B (GB) and within groups. The results show statistically significant differences only between the groups and in two dimensions: Agreeableness in favor of Intervention Group A (GA) and Openness in favor of Intervention Group B (GB). These findings show the benefits an intervention program intended to promote the development of social-emotional skills can promote in Career Education. However, the small number of participants stands out in terms of limitations. Hence, studies with larger samples are needed to replicate the results. In addition, this study reveals methodological aspects to be considered in the design of Career Education programs, such as more sessions to reach more individuals and obtain more effective results over time.

Este estudo objetivou avaliar o efeito de uma estratégia de intervenção em Educação para Carreira visando o desenvolvimento das habilidades socioemocionais. Participaram 62 estudantes do nono ano do Ensino Fun-damental II de uma escola pública. Os dados foram obtidos por meio do Instrumento para Avaliação de Ha-bilidades Socioemocionais (SENNA 2.0). Os efeitos da intervenção foram analisados nas comparações entre o Grupo de Intervenção (GA) e o Grupo Controle (GC), de Intervenção B (GB) e intragrupos. Os resultados mostram diferenças estatisticamente significativas apenas entre grupos e em duas dimensões: Amabilidade a favor do Grupo de Intervenção A (GA) e Abertura ao novo no Grupo de Intervenção B (GB). Tais achados mostram benefícios que o programa de intervenção para o desenvolvimento das habilidades socioemocionais pode propiciar à Educação para a Carreira. Como limitação, destaca-se o pequeno número de participantes, tornando-se necessário que estudos com amostras maiores, visando a replicação dos resultados. O estudo aponta aspectos metodológicos a serem considerados no delineamento de programas de Educação para a Carreira, com mais sessões, visando maior alcance e resultados mais efetivos ao longo do tempo.

Este estudio tuvo como objetivo evaluar el efecto de una estrategia de intervención en Educación para la Carrera dirigida al desarrollo de habilidades socioemocionales. Participaron 62 estudiantes del grado no-veno de la Enseñanza Básica II de un colegio público. Los datos fueron obtenidos mediante el Instrumento de Evaluación de Habilidades Socioemocionales (SENNA 2.0). Los efectos de la intervención se analizaron en comparaciones entre el Grupo de Intervención (GA) y el Grupo de Control (GC), la Intervención B (GB) e intragrupos. Los resultados muestran diferencias estadísticamente significativas solo entre grupos y en dos dimensiones: Amabilidad a favor del Grupo de Intervención A (GA) y Apertura a lo nuevo en el Grupo de Intervención B (GB). Tales hallazgos muestran los beneficios que el programa de intervención para el desarrollo de habilidades socioemocionales puede brindar a la Educación para la Carrera. Como limitación, se destaca el pequeño número de participantes, lo que obligó a realizar estudios con una muestra mayor, con el objetivo de replicar los resultados. El estudio apunta aspectos metodológicos a ser considerados en el diseño de programas de Educación para la Carrera, con más sesiones, buscando mayor alcance y resul-tados más efectivos en el tiempo

Learning analytics for lifelong career development: a framework to support sustainable formative assessment and self-reflection in programs developing career self-efficacy.

Among myriad complex challenges facing educational institutions in this era of a rapidly evolving job marketplace is the development of career self-efficacy among students. Self-efficacy has traditionally been understood to be developed through the direct experience of competence, the vicarious experience of competence, social persuasion, and physiological cues. These four factors, and particularly the first two, are difficult to build into education and training programs in a context where changing skills make the specific meaning of graduate competence largely unknown and, notwithstanding the other contributions in this collection, largely unknowable. In response, in this paper we argue for a working metacognitive model of career self-efficacy that will prepare students with the skills needed to evaluate their skills, attitudes and values and then adapt and develop them as their career context evolves around them. The model we will present is one of evolving complex sub-systems within an emergent milieu. In identifying various contributing factors, the model provides specific cognitive and affective constructs as important targets for actionable learning analytics for career development.

Understanding group leader affect as a factor for career education programming.

The purpose of this study was to explore how group leader affect impacted facilitation of a career education program. Through a case study design, data were gathered via focus groups and blog posts from 16 program staff members. Five major themes were derived, highlighting group leader affect and experience: Emotions During Intervention, Flexibility, Student Engagement and Connections, Support from Program Staff, and School Culture. The findings encouraged career educators to remain flexible when delivering programming, to consider regular evaluations of affect throughout career programming, and to acknowledge the reciprocity of engagement, affect, and programmatic buy-in between facilitators and participants.

Le but de cette étude était d'explorer comment l'affect du leader de groupe influence l'impact d'un programme d'éducation au choix de carrière. Par le biais d'une étude de cas, les données ont été recueillies par des focus group et des post dans des blogs de 16 membres du personnel du programme. Cinq thèmes principaux ont été dégagés, mettant en évidence l'affect et l'expérience du leader de groupe: Les émotions pendant l'intervention, la flexibilité, l'engagement et les liens avec les étudiantes, le soutien du personnel du programme et la culture de l'école. Les résultats encouragent les professionnels à rester flexibles lors de la mise en œuvre des programmes, à envisager des évaluations régulières de l'affect tout au long des programmes de choix de carrière et à reconnaître la réciprocité de l'engagement, de l'affect et de l'adhésion au programme entre les intervenantes et les participantes.

El propósito de este estudio fue explorar cómo el afecto del líder grupal impactó en la impartición de un programa de educación vocacional. A través de un diseño de estudio de caso, se recopilaron datos a través de grupos focales y publicaciones en blog procedentes de 16 miembros del personal del programa. Se obtuvieron cinco temas principales, destacando el afecto y la experiencia del líder del grupo: emociones durante la intervención, flexibilidad, participación y relaciones de los estudiantes, apoyo del personal del programa y cultura escolar. Los hallazgos alentaron a los educadores vocacionales a permanecer flexibles al entregar la programación, a incluir evaluaciones periódicas del afecto a lo largo de la programación de la carrera y a reconocer la reciprocidad del compromiso, el afecto y la aceptación mutua del programa entre los facilitadores y los participantes.

Perspectives of medical students on future work-life balance in Japan: A qualitative study using postlecture comments.

Background: Recently, work-life balance (WLB) has grown in popularity among medical professionals, and an increasing number of institutions are including WLB lectures into medical school curricula. In Japan, medical student lectures concerning WLB were given in at least 50% of universities. However, with these changes in social awareness, it is not fully clear how current medical students view WLB. The purpose of this study is to explore how Japanese medical students think about their future WLB from the perspective of constructivism. Method: We used one of the present authors' work career and life cycle as an example of a physician's career in a lecture for medical students on community medicine in 2020. Students were asked to remark on their thoughts on the talk and their views on future WLB, and we analyzed their comments qualitatively to understand the current male and female medical students' perspectives on future WLB. Result: We used the feedback of 119 participants (71 males and 48 females). Most students, regardless of gender, thought WLB was essential, but the factors they mentioned as being connected to WLB mirrored the continuing traditional notions of gender-based division of labor and doctors' fixed-job image. Male students' views, on the other hand, were more varied, reflecting recent generational shifts. Conclusions: For the improved WLB in medical doctors, it would be required to tackle the problem from several angles, including not just increasing support for WLB but also fostering an awareness of the essence of WLB in pregraduate medical school.

'One student might get one opportunity and then the next student won't get anything like that': Inequities in Australian career education and recommendations for a fairer future.

Access to quality career advice is important for economic, personal and equity reasons, yet, in many countries around the world, career-education provision is of varying quality and quantity within school settings. Given the inconsistencies in career-education resourcing and provision, what is not clearly understood is how students from low socioeconomic status (low SES) backgrounds experience career-education provision and the extent to which it shapes their post-school futures. Drawing on Australian research, this paper explores the career-education experiences of high-school students from low SES backgrounds. Bourdieu's tools of field, habitus and capital are used as a theoretical framework to understand how career education can influence students' imagining and achieving their career goals. The findings reported in this paper contribute nuanced understandings of career education to students from low SES backgrounds and recommends how all students can benefit from an embedded approach to career education in schools.

Co-designing a curriculum model for career education: perspectives from regional communities in Australia.

The vocational experiences and skills of young adolescents could be infused into formal education by identifying career competencies to be taught within the academic curriculum. Such curriculum practices that embed educational and career pathways must also include the perspectives of students and the community, particularly those from marginalised groups. Drawing on data from 111 teachers, principals, carers and students, this paper presents research undertaken to co-design career education lesson plans within an infused model of the curriculum for early Middle Year students from regional, rural, and remote Australia. The lesson plans and activities were designed to allow for meaningful self-reflection and goal-setting that could be seamlessly infused into the formal curriculum and help embed early-stage career education. The paper concludes by projecting opportunities and challenges for seamless curriculum integration, while pertinent to the Australian context, can also be read with broader relevance to other educational systems and schools.

Development and Effectiveness Verification of an Online Career Adaptability Program for Undergraduate Students.

This study developed an online career adaptability improvement program as part of the undergraduate curriculum to improve college students' career adaptability and verify its effectiveness. This 13-week intervention program, developed using the Korea-Career Adaptability Scale (K-CAS), consists of three domains: (1) knowledge and recognition of the self and work environment, (2) self-directed coping related to career behavior, and (3) environmental interaction for career decisions and adaptation. Two sub-studies were conducted to achieve the research objectives: Study 1 included developing and testing a pilot program and Study 2 quantitatively analyzed the final program to test its effectiveness. In Study 1, preliminary program development and validity were verified, and in Study 2, the effectiveness of the final program was verified. As a strategy to achieve the research purpose, in Study 1, literature review and needs analysis, program design reflecting the results of the needs analysis, validity verification through Delphi survey, preliminary program implementation and evaluation, and the operation of the final program were performed. To test the effectiveness of the program in Study 2, a pre-posttest of career adaptability was conducted on experimental (n = 54), comparison (n = 56), and control groups (n = 53) using the non-equivalent group pretest-posttest design, followed by a program satisfaction survey. This study is meaningful in that it developed an online program to help college students improve career adaptability and identified its effectiveness. This study yielded two results. First, it successfully developed a career adaptability improvement program for undergraduate students, wherein the career development tasks, and the sub-factors of career adaptability were organically interlinked. Second, it verified the statistically significant differences in the career adaptability scores among the experimental, comparison, and control groups. The highest mean score was obtained by participants in the experimental group, followed by the comparison and the control group.

CHEST Watch: A High School Outreach Program.

As the US population ages, health care workforce shortages are projected in surgery, medicine, and nursing. We describe an outreach program aimed at exposing high school students to health care as a career choice while emphasizing science courses and prevention of tobacco use. High school students were invited to participate in CHEST Watch, a structured educational program based on thoracic pathology. Before students attended the program, parental consent was collected. Students engaged in a discussion with multiple professionals (physicians, nurses, smoking cessation counselors, social workers, basic science researchers) who presented their personal motivation and information about the corresponding career. Participants then observed a lung cancer surgery. A strong anti-tobacco message was emphasized throughout. Before and after the event, the participants completed anonymous opinion surveys which queried their interest in science, health care careers, and tobacco use. The Cochran-Mantel-Haenszel test was used for trend analysis. A total of 4400 students from 84 schools attended CHEST Watch over 15 years. A significant increase in the students' interest in health care careers and science courses (P-value 0.0001) and a significant decrease in tobacco use interest (P-value 0.0001) were observed. Overall, feedback was strongly positive and very popular within the school systems. The CHEST Watch program is an innovative approach intended to recruit youth into health care careers to address projected future shortages in the workforce. Furthermore, the participants' experience resulted in an increasingly positive attitude towards personal health and a decreased interest in use of tobacco products.

Career education needs of Korean nursing students and professionals: A cross-sectional survey.

BACKGROUND: The career education needs of nursing students and professionals can be met by analyzing the differences between the importance and need levels of their various career education needs, determining priorities, and developing a career education program reflecting these. This approach will enable learner-centered customized career education. OBJECTIVES: To investigate the differences in career education needs between nursing students and professionals, determine their respective priorities, and assess changes in needs between the two survey periods. DESIGN: Descriptive survey study. PARTICIPANTS: The first survey (2017) included 206 nursing students and 40 nursing professionals, while the second survey (2020) included 219 nursing students and 100 nursing professionals. METHODS: Data for the two surveys were collected through face-to-face, postal, and online questionnaire surveys. The research tool to measure career education needs was developed based on an existing tool, top queries on a website for nursing students' career education, literature review, expert opinions, and in-depth interviews with nursing students. RESULTS: The 10 top-ranked items in Jo and Lee's model reflecting the career education needs of nursing students and professionals were as follows: workplace and social etiquette, changes in the healthcare environment and global issues, setting up my career roadmap, interpersonal and communication skills, nursing professionalism and nursing ethics, understanding the latest healthcare policies, my personality type and values, roles and duties of clinical nurses, my aptitude and interest, and nurses' healthcare. Comparing the career education needs of nursing students and professionals between the two survey periods revealed higher scores in the education category of "understanding career" in the second survey. CONCLUSION: Nursing students' career awareness and development will be positively affected by a customized career education program based on the priority items derived from this study; such a program will help them attain nursing professionalism and enhance their occupational identity and job satisfaction.

Programa Edu-Car para o desenvolvimento socioemocional e de carreira: Avaliação de processo / Edu-Car Program for socio-emotional and career development: Process evaluation

As demandas do mundo do trabalho contemporâneo requerem competências socioemocionais, cognitivas e técnicas. Investigações mostram relações positivas entre as competências socioe-mocionais e os resultados no trabalho, como melhores salários, maior produtividade e satisfa-ção com a carreira. Este estudo objetivou avaliar um Programa de Educação para a Carreira (Edu-Car), que visou a promover a aprendizagem socioemocional e de carreira em estudantes do primeiro ano do ensino médio, provenientes de duas escolas públicas de uma cidade do inte-rior de São Paulo, Brasil. A intervenção foi realizada com 44 jovens, em doze encontros, com base nos pressupostos da Educação para a Carreira e da Teoria Big Five. Os dados foram regis-trados no diário de campo e em fichas de avaliação e avaliados por meio da análise de conteú-do. Os resultados apontaram ganhos no desenvolvimento socioemocional e de carreira e a esco-la configurou-se como um local de preparação para o trabalho e construção da carreira. (AU)

The demands of the contemporary world of work require socio-emotional, cognitive and tech-nical skills. Investigations show a positive relationship between socio-emotional skills and re-sults at work, such as better wages, greater productivity and career satisfaction. This study aimed to evaluate the Career Education Program (Edu-Car), which aimed to promote socio-emotional and career learning in first-year high school students from two public schools in a city in the interior of São Paulo, Brasil. The intervention was carried out with 44 young peo-ple, in twelve meetings, based on the assumptions of Career Education and the Big Five Theo-ry. Data were recorded in a field diary and on evaluation sheets and analysed through content analysis. The results showed gains in socio-emotional and career development and the school was configured as a place of preparation for work and career construction. (AU)

[A message to hematology residents in diverse career pathways].

In the present decade, the number of female hematologists and their ratio to the total number of hematologists have increased. This increase in the number of female physicians with various work styles have made physicians aware of diverse career paths. To attain an uninterrupted career, physicians have to overcome obstacles such as severe working environment or intolerance of diversity. The Committee on Studies of Career Education for Female Physicians proposed five learning objectives for all physicians to attain an uninterrupted career: professional awareness of the missions of being a physician, ability to make career plans, flexibility to embrace diverse values of the profession, appropriate attitudes toward supports, and recognition of social gender differences. Learning objectives corresponding to the learning period were also proposed. In order to make career plans, residents need to collect the information on specialty training, perceive a variety of individuals as potential role models, and create, review, and change their own career plan. Residents should become familiar with the process for becoming board-certified hematologists through understanding the new training program for hematology residency.

Online Career Education with Active Book Dialogue / 医学教育

In career education, devising ways to elicit proactive participation is vital, thus we conducted face-to-face workshops to drive learners’ participation. However, the COVID-19 pandemic forced us to teach classes online. Therefore, to motivate more than 100 students to participate actively in the online format, we conducted career education using Active Book Dialogue® where several students read a book together in a short period of time. Each student read a specific part of the book they were assigned and summarized it in collaboration with their group members. This enabled them to learn career theory. Additionally, the online format allowed several lectures to be held within a remote and interactive environment. We will reflect on this experience and report on how this can be applied in other schools.

Evaluation of an SCCT-Based Intervention to Increase Postsecondary Awareness in Rural Appalachian Youth.

Students underrepresented in higher education often require unique support throughout their career and college planning. Rural Appalachian youth characterize a large population of underrepresented students. This article describes a theory-based multiweek career education curriculum aimed at increasing career and college readiness that was delivered to over 1,300 high school students in two rural Appalachian counties. Evaluation data from 867 of these students, as well as from the program staff, are provided. Findings suggest that participants found the intervention useful, learned new information about postsecondary planning and career exploration, and received assistance planning for their futures. Implications for school-based career education with underrepresented students, in general, are discussed.

Career Education Using a Game to Experience a Turning Point / 医学教育

We developed a virtual career thinking game and provided third-year medical students with workshop-type career instruction to identify "transition" in a career and their own values. The game is a group work activity based on the assumption that the virtual character will respond to a turning point during undergraduate school and after graduation, and experience the story of a doctor's life. After playing the game and sharing the story of each group, participants were asked to think about what they would do at a possible turning point. Although favorable response were observed in the first year, problems were found, and improvements were made in the second year, and further effects were observed. The results show that career education using games increases students' ability to respond to turning points and is an effective technique in career education.

Effects of summer internship and follow-up distance mentoring programs on middle and high school student perceptions and interest in health careers.

BACKGROUND: Minorities are underrepresented in health professions and efforts to recruit minority students into health careers are considered a way to reduce health disparities. There is little research about the effectiveness of these programs, other than satisfaction. This study aimed to measure program effects on student understanding of and interest in health careers. METHODS: Students took a career interest inventory, completed a scale measuring their self-reported understanding and interest in health careers, and wrote essays about health careers before and after completing a 1 week on campus internship on health careers and after a 9 month follow up distance mentoring program where they continued to interact with university faculty by videoconference about career options. Changes in inventory, scale, and essay scores were analyzed for changes over time using Wilcoxon and Mann-Whitney tests. RESULTS: Inventory scores were unchanged over time, but scale and essay scores trended upward significantly post internship and mentoring. CONCLUSION: Health career education and mentoring programs can positively affect student knowledge of health careers and their attitudes about them. The study's methods extend measures of program impact beyond satisfaction.

Fostering Career Awareness in Elementary Schools: Evaluation of an Intervention Proposal.

Research literature has been increasingly focusing on children's career development, especially when school contexts are considered. In the present study, we evaluate the efficacy of a short-term intervention program designed to foster career awareness in elementary school. The sample consisted of 155 Portuguese fifth- and sixth-grade students, aged nine to fifteen years old (M = 11, SD = 1). With a quasi-experimental design, the sample was divided into two groups, namely, the participants in the program and the controls. We used the Career Awareness Scale for Children and a sociodemographic survey. Analyses of covariance indicated a moderate effect of the participation in the program in students' career awareness (ηp2 = .06, p = .003). The results are discussed considering the school as a key context for career education aiming at promoting students' adaptability and involvement in the construction of their life pathways.

Desafios na implantação da educação para a carreira no contexto escolar brasileiro / Challenges in the implementation of career education in the Brazilian educational context / Desafíos en la implementación de la educación para la carrera en el contexto educativo brasileño

Embora tenha surgido nos Estados Unidos na década de 70, a Educação para a Carreira ainda é uma abordagem desconhecida nas escolas brasileiras. O objetivo deste artigo é apresentar parte dos resultados de uma pesquisa desenvolvida numa escola técnica em São Paulo, que procurou avaliar a viabilidade de se implantar uma proposta de Educação para a Carreira baseada na estratégia aditiva: aulas semanais foram integradas à grade horária regular dos alunos do 1º ano do ensino médio. Constatou-se que essas aulas proporcionaram um importante espaço de reflexão para os alunos, além de demonstrarem, concretamente, que é possível instituir uma proposta de Educação para a Carreira na escola de forma sistematizada, mesmo que não haja uma obrigatoriedade legal.

Despite having emerged in the United States in the 1970s, Career Education in Brazilian schools is still an unknown approach. The objective of this article is to present partial results of a research developed in a technical school in São Paulo, which sought to evaluate the feasibility of implementing a Career Education proposal based on the additive strategy: weekly classes were integrated in the regular schedule of the first year of high school students. It was stated that these classes provided an important space for reflection for the students, besides concretely demonstrating, that it is possible to institute a Career Education proposal in the school in a systematized way, even if there is no legal obligation.

A pesar de haber surgido en los Estados Unidos en la década de los 70, la Educación para la Carrera aún es un abordaje desconocido en las escuelas brasileñas. El objetivo de este artículo es presentar una parte de los resultados de una investigación desarrollada en una escuela técnica en São Paulo. Se buscó evaluar la viabilidad de implantar una propuesta de Educación para la Carrera basada en la estrategia aditiva: clases semanales fueron integradas en el calendario regular de los alumnos del primer año de enseñanza media. Se constató que estas clases proporcionaron un importante espacio de reflexión para los alumnos, además de demostrar, concretamente, que es posible instituir una propuesta de Educación para la Carrera en la escuela de forma sistematizada, aunque no exista una obligatoriedad legal.

The current situation and factors impacting nursing soft skills among student nurses / 重庆医学

Objective To investigate and analyse the current situation and the factors impacting nursing soft skills in order to provide targeted advice to improve students′ nursing soft skills .Methods Totally 1 000 student nurses were investigated by the nursing soft skills scale and the self‐designed questionnaire .Results First ,there was no differences between the nursing soft skill of students and the national new nurses(P> 0 .05) .But the students′ organizational management and cognitive skills were lower than that of national new nurses(P< 0 .05) .Second ,class leader ,familiarity and fancy for nursing science were the main factors impac‐ting nursing soft skills(P< 0 .05) .Third ,the students′ organizational management and cognitive skills had an increasing trend fol‐lowing the extent of familiarity and fancy for nursing science(P< 0 .05) .Conclusion Education management institution and nursing schools should try to make some reform mearsure to improve students′ nursing soft skills .

3.1 Career education in medical school in the 21st century: / 医学教育

<p>　Beginning in 2009, Akita University introduced a mandatory coursework curriculum to promote career development for physicians. For first-year students, the seminar focused on activities to promote self-awareness, based on the use of worksheets and group discussions. For third-year students, an active-participation course based on the use of scenarios, group discussions, and role model demonstrations was initiated. At Akita University, we firmly believe in the importance of equally supporting the career development of male and female physicians, and are striving to create an environment in which all physicians can work together with full cooperation and mutual respect. This paper discusses the ways in which these considerations were incorporated into the career development curriculum, in line with our work environment philosophy, and addresses necessary changes for the future.</p>