strategies for helping students explore health career...
TRANSCRIPT
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
Agenda
• Challenges to Exploring
• Three Case Studies
• Strategies & Resources
• Advising case studies
• Close & Evaluations
Why
do students
resist exploring?
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)
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.
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!
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
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
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
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.
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?
Standard Resources:
www.explorehealthcareers.org
PAC & NAAHP Resources
PAC:
• “Axes” Grid
• Exploring Health Careers
• Health Care Degrees in
Hawai’i
NAAHP:
• Admissions Guide
• HLTHPROF listserv
• Website & NAAHPSack
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
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
Breadth vs. Depth
Depth Breadth
Expert Generalist
Team & Independence
Relationships with Patients
Longer term Shorter term
Variety Stability
Load
Appointments Fewer,
longer
More,
shorter
Cases
Educate
Develop
Maintain health
Save
Fix
Handle crises
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)
Decision-Making
Style
Life/Death
End-Point
Liability or
Back-Up?
Leader,
Team Player, or
Follower?
Autocratic,
Democratic,
or
Consensus?
Thoughtful or quick?
Professional Lifestyle
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
Ruth O. Bingham, PhD
Director, Pre-Health/Pre-Law Advising Center
University of Hawaii at Manoa
808.956.4045
Thank you for coming!