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035 a| (Sirsi) o774406399;

035 a| (OCoLC)774406399;

040 a| NEHc| NEHd| UtOrBLW;

049 a| NEHH;

100 1 a| Bond, Diana K.?| UNAUTHORIZED;

245 10 a| Pre-licensure Baccalaureate nursing students' career choice goal for a future faculty role and graduate education: adaptation and testing of social cognitive career theory /c| Diana K. Bond.;

260 a| [Greenville, N.C.] :b| East Carolina University,c| 2011.;

300 a| 277 pages :b| digital, PDF file;

336 a| text2| rdacontent;

337 a| computer2| rdamedia;

338 a| online resource2| rdacarrier;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ph.D.c| East Carolina Universityd| 2011.;

500 a| Presented to the faculty of the College of Nursing.;

500 a| Advisor: D. Elizabeth Jesse.;

500 a| Title from PDF t.p. (viewed January 26, 2012).;

520 3 a| 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.;

504 a| Includes bibliographical references.;

650 2 a| Occupations.=| ^A918668;

650 2 a| Career Choice.=| ^A918734;

650 2 a| Career Mobility.=| ^A920171;

650 2 a| Students, Nursingx| statistics & numerical data.=| ^A1098858;

650 2 a| Education, Nursing, Graduatex| statistics & numerical data.=| ^A937261;

650 2 a| Faculty, Nursing.=| ^A919906;

650 2 a| Research Design.=| ^A918075;

653 a| Nursing;

653 a| Higher education;

653 a| Occupational psychology;

700 1 a| Jesse, D. Elizabeth.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| College of Nursing.=| ^A1134029;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/3719;

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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 / Diana K. Bond.

Author/creator	Bond, Diana K.
Other author	Jesse, D. Elizabeth.
Other author	East Carolina University. College of Nursing.
Format	Theses and dissertations
Publication Info	[Greenville, N.C.] : East Carolina University, 2011.
Description	277 pages : digital, PDF file
Supplemental Content	Access via ScholarShip
Subjects	Occupations. Career Choice. Career Mobility. Students, Nursing--statistics & numerical data. Education, Nursing, Graduate--statistics & numerical data. Faculty, Nursing. Research Design.

Summary	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.
General note	Presented to the faculty of the College of Nursing.
General note	Advisor: D. Elizabeth Jesse.
General note	Title from PDF t.p. (viewed January 26, 2012).
Dissertation note	Ph.D. East Carolina University 2011.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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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 / Diana K. Bond.

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