Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 30, 2006. Dissertation Committee: Lanny Morreau, Toni McCarty (co-chairs), Kenneth Strand, James Thompson. Includes bibliographical references (leaves 110-139) and abstract. Also available in print.

Thesis (Ph.D.)--University of Idaho, May 12, 2006. / Major professor: Russell Joki. Includes bibliographical references (leaves 165-179). Also available online in PDF format.

Thesis (Ed.D.)--University of West Florida, 2004. / Title from title page of source document. Document formatted into pages; contains 123 pages. Includes bibliographical references.

Thesis (Ed.D.)--University of West Florida, 2002. / Title from title page of source document. Document formatted into pages; contains 247 pages. Includes bibliographical references.

The transition period from student nurses to professional nurses has been acknowledged as being very stressful, particularly in the military health service due to the dual transition. The phase is marked as final year nursing students try to consolidate the experience and knowledge gained during their four year training period with clinical decision making and problem solving skills being applied in the work environment. The students require support and guidance to effect a successful transition from being a student to being a professional nurse. The transition of students in the military health setting might be experienced differently due to the context that is vastly different from the other health care settings (Moore, 2006:541). The aim of the research was to explore the experiences of role transition of final year nursing students, particularly their preparedness to take up the role of a professional nurse in the military health setting in order to assist managers and educators to support and facilitate this professional adjustment appropriately. A qualitative, descriptive, contextual design was employed for the study and followed a three-phase approach. Phase one comprised a qualitative approach, where semi-structured and focus group interviews were conducted to gather the data. Nurse managers, nurse educators, final year nursing students and novice professional nurses formed part of the population for the study. Creswell’s method of data analysis was employed in analysing the data. The second phase dealt with the integrative review of literature on the transition of final year nursing students into professional nurses. Data extracted from the guidelines formed themes that were triangulated to form phase three of the study. Lastly, a best practice guideline was developed to facilitate the transition period of final year nursing students to professional nurses. Principles of trustworthiness were adhered to, participants were treated in a fair manner and confidential information was not divulged without the consent of the participants. Participants were asked to take part voluntarily and without coercion. Ethical approval was requested to give consent for the study to be undertaken and ethical principles were adhered to throughout the study. Findings were then disseminated after the conclusion of the study.

Övergången från studier till arbete kan upplevas som en stressande period i livet för universitetsstudenter. Studiens syfte är att undersöka de stressorer som sistaårsstudenter upplever inför övergången från akademiska studier till yrkesliv, samt vilka copingstrategier studenter använder för att hantera övergången. Det är även av intresse att undersöka mer eller mindre framgångsrika copingstrategier som studenterna använder i denna övergång. Det genomfördes en kvalitativ datainsamling i form av nio semi-strukturerade intervjuer med sistaårstudenter på universitet och högskola. Intervjuerna genomfördes delvis genom fysiskt möte och delvis via det digitala mötesverktyget Zoom. I analysen gjordes tematisering av intervjuerna som genererade sju olika teman, varav tre teman beskrev olika stressorer och fyra teman beskrev copingstrategier. Resultatet visade att den tydligaste stressorn hos studenterna var oro inför sociala relationer och den copingstrategi som användes mest var omvänt fokus. Dock var denna strategi inte särskilt framgångsrik för studenterna. Med stöd från tidigare forskning var även en betydande stressor brist på arbetslivserfarenhet inom rätt område.

Based on the social cognitive view of the school-to-work transition proposed by Lent, Hackett and Brown (1999), the study presents a comprehensive conceptual framework for career counselling, with special emphasis on enhancing adolescents' career-exploration behaviours and work-related motivations and attitudes. The career readiness model proposed in this study deals with interactions among a number of variables that affect career decision-making self-efficacy, career decision-making outcome expectations, career decision-making intentions, career-exploration behaviour, vocational identity and performance goals. It explains and illustrates the paths and factors that play a significant part in the development of career readiness. / The findings of this study may be used to develop individual and group interventions that will nurture students' school-to-work transitions. / The purpose of this study is to explore the relationships among students' performance goals, vocational identity and career-exploration behaviours and to examine the effects of their personal attributes on these variables. / The results support the hypothesis that career decision-making self-efficacy in plays a significant role in career decision-making outcome expectations, career decision-making intentions, exploration behaviour, performance goals and vocational identity of secondary school students. Most of the structural paths in the model were found to be significant. / The study also shows that a strong intention to develop one's career decision-making capacities may significantly enhance exploration behaviour, which Phillips and Blustein (1994) have found to be a vital element of career readiness and job choice. Exploration behaviour is directly correlated to the development of realistic career expectations (Stumpf & Hartman, 1984) and it enables individuals to determine the suitability of certain work environments (Stumpf et al., 1983). The process of career exploration should therefore be essential preparation for students' job searching. / The study concludes that students' self-efficacy in career decision-making is a crucial factor, which, together with outcome expectations, significantly affects performance goals and exploration activities, and strengthens subsequent effort. Students develop an affinity for career-exploration and decision-making activities when they have sufficient self-efficacy and expect positive outcomes. They normally establish goals for sustaining or increasing their involvement in these activities and maintain high performance goals, which, turn, increase the likelihood of active engagement. / The target population was secondary fourth form and secondary sixth form students in Hong Kong. A total of 1216 students from 14 secondary schools participated in this study. Gender had a more significant impact on scores than the effects of different backgrounds. Male respondents generally had lower mean scores than female respondents in most variables. It was also found that the standard deviations of the male students' scores from were greater than those of female students. Apart from gender differences, there were no significant differences among students from various grade levels and streams of study. / Chui, Yat Hung. / Adviser: Alvin Leung. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0584. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 224-246). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

Youth employability in South Africa has become an important focus for career counsellors. This study investigated the relationship between the employability (as measured by the Southern African Employability Inventory) and emotional intelligence (as measured by the Assessing Emotions Scale) of individuals within the school-to-work transition phase. A random sample of 590 Grade 9 and Grade 12 further education and post-school (recently exited) students from a total population of 1349 participated in the study. The research findings indicated that participants’ level of employability is significantly related to their emotional intelligence. Recommendations are postulated for the career counselling of individuals in the school-to-work career transition phase. / Industrial and Organisational Psychology / M.Com. (Industrial and Organisational Psychology)

This research focuses on the relationship between self-esteem, graduateness skills and attributes and career adaptability among young adults in the school-to-work transition phase to assist them in dealing with the transitions they are faced with during the school-to-work transition phase in the hopes of making them more career adaptable and employable. A cross-sectional quantitative research approach was followed, and a non-probability convenience sample (N = 332) of undergraduate black (98.5%) and female (62%) young emerging adults (18 to 29 years) at a Further Education and Training (FET) college in South Africa participated in the study. A canonical correlation analysis indicated a significant overall relationship between the graduateness/self-esteem canonical variate and the career adaptability canonical variate. Hierarchical regression analyses indicated that the relationship between graduateness skills and attributes and career adaptability was moderated by self-esteem. Tests for mean differences revealed that males and females differed significantly regarding their personal self-esteem and lie items. Recommendations are suggested for use by human resource professionals in terms of career development practices. / Human Resource Management / M. Com. (Human Resource Management)

The School-to-Work Opportunities Act of 1994 provided seed monies to educational institutions, if they were willing to form collaborative partnerships with members of the business and employer communities. The goal was to build learning opportunities for students that would facilitate their seamless transition from the public school system into adult work-settings and/or places of post-secondary education, training, and skills acquisition. An historical case study of school reform was conducted, using qualitative research methods that included extensive field observations, participant interviews, document analysis, narrative inquiry strategies, phenomenological reflection and data reduction. The lived experiences of 23 students and 14 community partners were juxtaposed against the recollected memories of the teacher-researcher, and analyzed in the context of complex change theory (Ambrose, 1987). The point was to distill the essential themes that could shed light on the research question. Those factors that were deemed to be influential in the development, delivery, or efficacy of the learning opportunities that were created as curriculum interventions, in support of this one piece of federal legislation, are discussed analytically, so as to make recommendations for similar practical programs with a career-education or work-based learning focus.