Exploring the Transition of Health Workers from Students to Professionals

Autor/inn/en	Hirst, Sandra; Stares, Rebecca; El-Hussein, Mohamed
Titel	Exploring the Transition of Health Workers from Students to Professionals
Quelle	In: Papers on Postsecondary Learning and Teaching, 5 (2022), S.25-33 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hirst, Sandra) ORCID (El-Hussein, Mohamed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2560-6050
Schlagwörter	Health Personnel; Education Work Relationship; Health Services; Higher Education; Job Skills; Mentors; Social Networks; Self Efficacy; Graduates; Educational Experience; Educational Opportunities; Allied Health Occupations Education + Suchen Sie Ihr Suchwort? Medizinisches Personal; Health service; Gesundheitsdienst; Gesundheitswesen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Produktive Fertigkeit; Social network; Soziales Netzwerk; Self-efficacy; Selbstwirksamkeit; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Bildungserfahrung; Bildungsangebot; Bildungschance
Abstract	Numerous studies have documented the transition difficulties that health care students experience when they move into paid professional practice. Addressed in this paper are three questions that challenge post-secondary educators. (1) What might a successful transition look like for a "new" health care professional? (2) What individual actions could we, as educators, initiate to promote successful transitions for our students? Should we accept mentoring as an effective strategy to support students' transition, and if so (3) What might demonstrate effective mentorship? The evidence suggests that the process of transition into professional life for health care workers may be facilitated when post-secondary education experiences include the development of strong professional networks, the provision of supportive learning opportunities, supports for developing self-confidence in their new roles are provided and mentoring continues after graduation. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.] (As Provided).
Anmerkungen	Taylor Institute for Teaching and Learning. University of Calgary, 434 Collegiate Blvd NW, Calgary, AB, T2N 1N4, Canada. Tel: 403-220-3607; e-mail: taylorinstitute@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/pplt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01