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    Pre-licensure Baccalaureate nursing students' career choice goal for a future faculty role and graduate education: adaptation and testing of social cognitive career theory.

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    Author
    Bond, Diana K.
    Abstract
    The purpose of this study was to adapt and test the Social Cognitive Career Theory (SCCT) to (1) determine the intent of pre-licensure baccalaureate nursing students for a future faculty role and graduate education, and (2) investigate how well derived SCCT constructs predict intent for a future faculty role and graduate education. Walker and Avant's theory derivation procedures guided the adaptation of SCCT to the profession of nursing. A prospective correlational research design was used with a convenience sample of 1,078 pre-licensure baccalaureate nursing students who responded to an online survey. Almost 25% of the study sample reported high/very high intent to pursue a future faculty role and 76% expressed high/very high intent for graduate education. Logistic regression analysis revealed that the full SCCT model with eleven independent variables was partially supported to predict students' high intent to pursue a future faculty role. The high intent students were significantly more likely to (1) have interests in the activities/tasks of a faculty role; (2) be enrolled in an accelerated baccalaureate nursing program; (3) perceive the advantages in a faculty role; (4) have previous teaching experiences; (5) have received encouragement from faculty to pursue a faculty role; and 6) perceive few disadvantages of a faculty role. In contrast, the students' age, gender, race/ethnicity, parent education and occupation, educational level and background, supports and barriers, self-efficacy for a faculty role, and role modeling by a faculty member did not significantly impact their intent for a future faculty role. Furthermore, the logistic regression analysis indicated that the SCCT model was partially supported to predict students' intent to pursue graduate education, accounting for 26.2% to 39.4% of the variance.   This study offered several unique findings. It was the first study to expand and adapt SCCT theory to understand how undergraduate nursing students perceived a future nursing faculty role and graduate education. The measures demonstrated good reliability overall, providing a solid foundation for future research on this topic. The knowledge gained in this study could be used to develop and test effective strategies to interest students in a future nursing faculty role and graduate education.  
    URI
    http://hdl.handle.net/10342/3719
    Subject
     Nursing; Higher education; Occupational psychology; Education; Faculty; Graduate education; Nursing students; Social cognitive career theory 
    Date
    2011
    Citation:
    APA:
    Bond, Diana K.. (January 2011). Pre-licensure Baccalaureate nursing students' career choice goal for a future faculty role and graduate education: adaptation and testing of social cognitive career theory. (Doctoral Dissertation, East Carolina University). Retrieved from the Scholarship. (http://hdl.handle.net/10342/3719.)

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    MLA:
    Bond, Diana K.. Pre-licensure Baccalaureate nursing students' career choice goal for a future faculty role and graduate education: adaptation and testing of social cognitive career theory.. Doctoral Dissertation. East Carolina University, January 2011. The Scholarship. http://hdl.handle.net/10342/3719. February 24, 2021.
    Chicago:
    Bond, Diana K., “Pre-licensure Baccalaureate nursing students' career choice goal for a future faculty role and graduate education: adaptation and testing of social cognitive career theory.” (Doctoral Dissertation., East Carolina University, January 2011).
    AMA:
    Bond, Diana K.. Pre-licensure Baccalaureate nursing students' career choice goal for a future faculty role and graduate education: adaptation and testing of social cognitive career theory. [Doctoral Dissertation]. Greenville, NC: East Carolina University; January 2011.
    Collections
    • College of Nursing
    • Dissertations
    Publisher
    East Carolina University

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