ABSTRACT
Objective To understand the status quo of occupational attractiveness and career expectancy in nursing undergraduate and postgraduates at internship and explore the correlation between them. Method A total of 60 nursing undergraduate and 25 nursing postgraduates were enrolled in the investigation by using general information questionnaire,occupational attractiveness scale and occupational expectancy scale. Results The score on the occupational attractiveness (9.91 ±2.84)and the score on career expectations (81.83±12.72).The scores on occupational attractiveness and career expectancy among the undergraduate were significantly higher than those among the postgraduates (t=1.971,P<0.05).The occupational attractiveness of clinical nursing students at internship was positively correlated with occupational expectancy, stability factors and self-development factors (P<0.05). Conclusions The occupational attractiveness and career expectations of nursing undergraduates and postgraduates during internship are both at a low level. The occupational attractiveness and career expectations among them are positively correlated.It is indicated that in school education the guidance of expanding professional values should be enhanced;and in clinical practice the clinical teaching and theoretical teaching should be aimed to improve the occupational attractiveness and career expectations so as to cultivate high-quality nursing talents and stabilize the nursing team.
ABSTRACT
Com fundamentação sóciocognitiva, analisam-se projetos de carreira, crenças de eficácia e sucesso escolar, em um ambiente social potenciador de insucesso e abandono escolar. Os participantes são alunos do 7º ano de escolaridade (N = 141) numa escola pública, e a maioria pertence a grupos minoritários na sociedade portuguesa. Nos resultados sobressai a tendência dos alunos com insucesso escolar possuírem menos confiança para lidarem com as tarefas académicas e de carreira, expressarem maior número de avaliações negativas a respeito do seu desempenho escolar e revelarem projetos de nível mais baixo. As conclusões sublinham os contributos deste estudo para clarificar o conceito de auto-eficácia nos domínios académico e vocacional e destacam a necessidade das intervenções se efectuarem desde os primeiros anos de escolaridade, em uma perspetiva de educação para a carreira.
Based on social-cognitive theories, we analyzed career expectations, self-efficacy beliefs and school success in a social environment enhancing failure and school dropout. The participants were students of the 7th grade (N = 141) in a public school, most of them belonging to minority groups in a Portuguese society. The results showed the tendency that students with academic failure had of being less confident to deal with academic and career tasks, to express more negative evaluations about their school performance and reveal lower career expectations. The findings highlighted the contributions of this research to clarify the concept of self-efficacy in both academic and career fields and the need for interventions to be made from the earliest years of schooling, in a Career Educational perspective.
Con fundamento socio cognitivo se analizan proyectos de carrera, creencias de eficacia y éxito escolar, en un ambiente social potenciador de fracaso y abandono escolar. Los participantes son alumnos del 7º año de escolaridad (N = 141) en una escuela pública y la mayoría pertenece a grupos minoritarios en la sociedad portuguesa. En los resultados sobresale la tendencia de que los alumnos con fracaso escolar tienen menos confianza para lidiar con las tareas académicas y de carrera, expresan mayor número de evaluaciones negativas con respecto a su desempeño escolar y revelan proyectos de nivel más bajo. Las conclusiones destacan las contribuciones de este estudio para aclarar el concepto de autoeficacia en los dominios académico y vocacional y destacan la necesidad de que las intervenciones se efectúen desde los primeros años de escolaridad en una perspectiva de educación para la carrera.