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Strategies for Helping Students
Explore Health Career Options
Ruth O. Bingham, PhD
Director, Pre-Health/Pre-Law Advising Center
University of Hawaii at Manoa
NACADA ◊ Salt Lake City ◊ 9 October 2013
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Agenda
• Challenges to Exploring
• Three Case Studies
• Strategies & Resources
• Advising case studies
• Close & Evaluations
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Why
do students
resist exploring?
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Exploration is Essential
• O’Banion (1972/1994): Five Dimensions 1. Exploration of Life Goals
2. Exploration of Vocational Goals
• Erikson (1963): Eight Stages 2. Autonomy vs. Doubt/Shame
5. Identity vs. Role Confusion
• Chickering & Reisser (1993): Vectors of Dvlpmt 5. Establishing Identity (requires mastery of #1-4: developing
competence, managing emotions, moving through autonomy to
independence, & developing mature interpersonal relationships)
6. Developing Purpose (vocational & lifestyle goals, personal
interests)
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Exploration is Essential
• Perry (1970): Nine Positions 1. Duality (good/bad, right/wrong) & deference to authority
2. - 4. Multiplicity & cognitive dissonance (conflict between new & old
information)
4. – 5. Relativism & logical support for diverse information
6. – 9. Commitment
Student as “…agent and chooser to aspects of
his life in which he invests his energies, his care,
and his identity…,” including relationships,
major, career, religion, etc.
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There are scores of health careers:
Most students enter college planning:
• Medicine (MD)
• Nursing (ADN or BSN)
• Pharmacy
• Physical Therapy
Where do the rest come from?
Students exploring & discovering!
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Case #1: Tunnel Vision Tom
• Has “always” wanted to be a doctor
• Has several family members who are doctors and alumni
of the local med school
• Is considering neurosurgery
• Science grades are average; math is especially weak,
but physiology is strong
• Very social; loves working on and with teams
• Active in sports, which makes study time scarce
• Leans toward hands-on work
• Good in emergency situations
• More breadth than depth
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Case #2: Nebulous Nelly
• Sure she wants to pursue health, but not sure which field
• Has enjoyed all her health care experiences
• Personable but shy
• Prefers working on projects independently
• Detail-oriented, quasi-perfectionist
• Her room and notes are neat
• Strong in science, especially math and chemistry
• Makes decisions thoughtfully and carefully; appreciates
back-up
• More depth than breadth
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Case #3: Misfit Mary
• Has chosen to pursue nursing; all the women in her family
are nurses
• She can do the math/science, but has to struggle to do well
• She’s very social and does all her work in groups
• In healthcare settings, she prefers talking to co-workers and
co-workers instead of staying on-task
• Friends and co-workers tell her she’ll be great in health care
because she’s such a good listener and they turn to her for
advice
• She wants a BSN because she doesn’t like the “mess” that
Aides, LPNs and ADNs face
• She loves helping others, but doesn’t like making ‘life-&-
death’ decisions
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Strategies: Encouraging Exploration
• Why are you interested in __X__?
• How did you choose it?
• What do you know about it?
• What do you know about other fields?
• What else have you considered?
• What would you do if you couldn’t do __X__?
• If you had a year to do anything you wanted
– no worries about money or anything – what
would you do?
• Describe your ideal position.
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Orienting students philosophically
• Purpose & goals of life
– What do you want to do with the time you have?
• Gifts we bring & share
– Where can you do the most good?
– Where do you best “fit”?
• 50 years & 100,000 hours of work
– What gets you up in the morning?
• Providing options
– What would life be if it were wonderful?
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Standard Resources:
www.explorehealthcareers.org
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PAC & NAAHP Resources
PAC:
• “Axes” Grid
• Exploring Health Careers
• Health Care Degrees in
Hawai’i
NAAHP:
• Admissions Guide
• HLTHPROF listserv
• Website & NAAHPSack
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Advising Case Studies
Tunnel Vision Tom
Nebulous Nelly
Misfit Mary Axes
Breadth / Depth
Team / Independence
Relationships with Patients
Preference of Discipline
Decision Making Stle
Lifestyle
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10 9 8 7 6 5 4 3 2 1
10Physical
Therapy
Speech
Pathology
Occupational
TherapySocial Work 10
9Medicine
(MD and DO)
Naturopathy;
Chiropracty (some schools)
Nursing;
Physician
Assistant
Chiropracty (some schools)
9
8
Dentistry;
Optometry;
Veterinary
Medicine
Dental
Hygiene8
7 PodiatryPublic Health -
EpidemiologyDietetics Audiology 7
6 Pharmacy
Public Health -
Social &
Behavioral
6
5 5
4
Public Health -
Admin. and
Policy
4
3
Public Health -
Environmental
Science
3
2Biomedical
Sciences
Forensic
Science2
1Public Health -
Biostatistics
Medical
Technology1
10 9 8 7 6 5 4 3 2 1
Patient-Centered
Task-Centered
Science Extensive Minimal Science Required
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Breadth vs. Depth
Depth Breadth
Expert Generalist
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Team & Independence
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Relationships with Patients
Longer term Shorter term
Variety Stability
Load
Appointments Fewer,
longer
More,
shorter
Cases
Educate
Develop
Maintain health
Save
Fix
Handle crises
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Preference for Discipline
Clinical Psychology
Psychiatry
Social Work
Pharmacy
Dietetics
Biochemical
Engineering Physical or
Recreation
Therapy
Sports
Medicine
Optometry
Bioengineering
Medicines
(MD, DO,
DPM, ND,
DC, DVM)
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Decision-Making
Style
Life/Death
End-Point
Liability or
Back-Up?
Leader,
Team Player, or
Follower?
Autocratic,
Democratic,
or
Consensus?
Thoughtful or quick?
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Professional Lifestyle
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Where might we guide them?
Tunnel Vision Tom
Nebulous Nelly
Misfit Mary Axes
Breadth / Depth
Team / Independence
Relationships with Patients
Preference of Discipline
Decision Making Stle
Lifestyle
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Ruth O. Bingham, PhD
Director, Pre-Health/Pre-Law Advising Center
University of Hawaii at Manoa
808.956.4045
Thank you for coming!