Faculty as Career Coaches: Engaging Nursing Students and Renewing Faculty Career Satisfaction

Tuesday, 13 July 2010

Janice Waddell, PhD, RN1
Justine N. Navarro, MN, RN2
Genevieve Canizares, BScN, RN2
Gianina Gaitana, BScN, RN2
Yohetsor Hargoe3
1School of Nursing, Faculty of Community Services, Ryerson University, Toronto, ON, Canada
2Daphne Cockwell School of Nursing, Ryerson University, Toronto, ON, Canada
3Daphne Cockwell School of Nursing- 4th BScN yr student, Ryerson University, Toronto, ON, Canada

Learning Objective 1: describe an intervention aimed at enhancing nurse educators career satisfaction and developing educators as career educators/coaches for students.

Learning Objective 2: describe the efficacy of a CPD intervention in enhancing educator’s career satisfaction and confidence to provide career education/coaching.

Nursing students generally come to their academic career with dreams, goals and ideas about their future.  In order to keep these hopes and dreams alive educators are challenged with the task of creating opportunities that engage students in discovering and creating meaning in their learning that promotes a sense of confidence and positions students to achieve their career goals. Students identify faculty members as important resources in supporting their career planning and development (CPD) efforts (Crofts, 1992; Waddell &Bauer, 2005).  As a general support or in the more defined role of career educators, nursing faculty are in an excellent position to foster a culture of career resilience within and beyond the educational experience. However, students highlight the lack of dedicated faculty resources and expertise in CPD within the standard nursing curricula (Waddell & Bauer, 2005).  Nursing faculty also report the lack of formal career guidance and confidence in their ability to serve as career educators for nursing students (Crofts, 1992). It is imperative that faculty have a working knowledge of CPD in order to support students seeking career guidance within the context of their academic program and their professional practice career. Engaging in career planning and development themselves can also enhance educator’s competence and confidence in shaping their own academic career. Purpose: To examine the impact of a faculty career intervention on faculty outcomes of confidence in providing student career coaching and education and enhancing faculty career satisfaction Methods: A mixed methods study using a longitudinal randomized control design with focus group and interviews to gather qualitative data related to faculty outcomes. Results: Data analysis is in progress. Final longitudinal data will be fully analyzed in Spring, 2010 for presentation and discussion at the conference.  Conclusion:  Conclusions to be drawn from results of  data analyses for presentation at the conference.