Ebtsam Aly Abou Hashish1. 1. Assistant Professor, Nursing Administration Department, Alexandria University, Egypt; College of Nursing - Jeddah, King Saud bin Abdulaziz University for Health Sciences, Kingdom of Saudi Arabia.
Abstract
BACKGROUND: Providing effective methods of raising career awareness for nursing students could affect their career self-efficacy and enable them to overcome the potential career barriers. AIMS: The aim of this study was two-fold: (a) to investigate the effect of career-awareness sessions on perceived career and talent development self-efficacy and career barriers among nursing students; and (b) to determine the relationship between career and talent development self-efficacy and career barriers. METHODS: A quasi-experimental research study with one-group, pre-test post-test design was conducted using a convenience sample of nursing students (N = 245) who enrolled in the second year at the Technical Nursing Institute, Alexandria University, Egypt. Career Awareness Sessions (CASs) were introduced to nursing students as the study intervention. The Career and Talent Development Self-Efficacy Scale and the Career Barriers Inventory were used to measure study variables for pre- and post-awareness sessions. RESULTS: CASs had a significant effect on study variables, where the career and talent development self-efficacy score of nursing students significantly increased after sessions. Also, the career barriers score significantly decreased after sessions (p < 0.001). A significant negative correlation between perceived career and talent development self-efficacy and career barriers was found (p < 0.001). CONCLUSIONS: Nursing curricula should prepare nursing students by offering continuous educational opportunities to assist them in enhancing their talent development self-efficacy needed for their professional roles and to overcome their potential career barriers.
BACKGROUND: Providing effective methods of raising career awareness for nursing students could affect their career self-efficacy and enable them to overcome the potential career barriers. AIMS: The aim of this study was two-fold: (a) to investigate the effect of career-awareness sessions on perceived career and talent development self-efficacy and career barriers among nursing students; and (b) to determine the relationship between career and talent development self-efficacy and career barriers. METHODS: A quasi-experimental research study with one-group, pre-test post-test design was conducted using a convenience sample of nursing students (N = 245) who enrolled in the second year at the Technical Nursing Institute, Alexandria University, Egypt. Career Awareness Sessions (CASs) were introduced to nursing students as the study intervention. The Career and Talent Development Self-Efficacy Scale and the Career Barriers Inventory were used to measure study variables for pre- and post-awareness sessions. RESULTS: CASs had a significant effect on study variables, where the career and talent development self-efficacy score of nursing students significantly increased after sessions. Also, the career barriers score significantly decreased after sessions (p < 0.001). A significant negative correlation between perceived career and talent development self-efficacy and career barriers was found (p < 0.001). CONCLUSIONS: Nursing curricula should prepare nursing students by offering continuous educational opportunities to assist them in enhancing their talent development self-efficacy needed for their professional roles and to overcome their potential career barriers.