AUTHOR- YEAR/JOURNAL- PURPOSE- VARIABLES- METHODOLOGY- RESULTS- FUTURE DIRECTIONS- Article NameAuthor NamePublication Year/ JournalPurpose of the StudyVariablesMethodologyConclusionFuture Directions/ DimensionsPurpose of review

1. Career Planning and Development for Students:Building a Career in a ProfessionalPractice DisciplineJanice Waddell, RN, PhDMaggie Bauer, RN, BScNRyerson UniversityCanadian Journal of Career DevelopmentVolume 4, Number 2, 2005The purposes of this article aretwofold: to convince academics to participatein formal career planning anddevelopment activities with their students,and to report on research about astudent-focused career planning anddevelopment intervention program forstudent nursesIndependent Variables: Building a Career in a Professionaldependent Variable: Practice DisciplineRandomly selected studentsThe self-selectedParticipantsage between 20and 40 yearsmajority of participants had little and no experience All focus group discussions wereaudio tapedLack of education about theprocess of career planning and developmentduring baccalaureate nursing educationwas an issue for the student participantsin this pilot study. Study findingssuggest that providing formalguidance in this process makes a differencein the degree to which studentsconfidently participate in goal-directedcareer planning activities.

This study further suggeststhat nursing faculties and curriculalack the dedicated expertise, time,and content necessary to adequatelyprepare students for career success inthe current health care environmentThe purpose of this paper to explore the changing professional practiceenvironments offer students tremendousopportunities along with significantchallenges. To achieve success in thecurrent work environment studentsmust become career resilient and selfdirected.

2. How do early career teachers value different types of support? A scale adjustedlatent class choice modelPaul F. BurkeArticle history:Received 5 June 2014Received in revised form4 January 2015The main purpose of paper was to explain new person career in teaching by using a discrete choice experimental approach and associated Scale-Adjusted Latent Class Model(SALCM), we quantify the relative value early career teachers (ECTs) place on various types of support in the form of affirmation, resources, collegial opportunities, mentoring, and professional development.ECTs with intentions to depart the profession, place greater relative value on the sharing of resources,cooperative teaching and planning, offsite discussions about classroom management and programmingwith mentors, and having a greater professional voice. In contrast, those with intentions to remain, placegreater value on observation from and conversations about teaching with more experienced teachers attheir school.Independent Variables: ECT factors.

Dependant Variable: ResourcesMethodological frameworkDesigning the DCEDecision about the factorPreference dataextensive analysisqualitative interviewsextensive list of factors thatimpact ECTs' decisionsModeling approach

The research highlights the role that other teachers have increating positive experiences for ECTs, whether through mentoring co-planning or professional conversations. The establishment offormal mentoring programs continues to dominate policy discussionand receive widespread adoption.

There is a need to consider the need for future research in othersettings outside of the Australian context. Whilst the experience ofAustralian ECTs share similarities with respect to their training,induction and remuneration relative to teachers in other countries,particularly those in Western settings, accounting for variation inrespective teaching environments would be useful in better understandingdiffering preferences for supportThe purpose of review is in which We examine supportive working condition preferences of beginning teachers._ Two distinct groups of beginning teachers are identified as stayers and leavers._ Stayers and leavers differ in valuing particular supportive conditions._ The findings inform policies on supportive conditions for beginning teachers._ First reported use in education research of Scale-Adjusted Latent Class Modeling

Proposed Title: Factors affecting the Career Success