Exploring the Post-Doctoral Journey

The purpose of this chapter was to promote a supportive journey of the postdoc candidates to collaborate and discover a career position upon the completion of a doctoral degree. Examples of safe harbors for moving through the post-doctoral career experiences will also be provided. Specifically, this chapter will focus upon post-doctoral education program graduates, of which there are minimal research and programs available directly related to education doctoral graduates. There is a decline of PhD students entering the academic career. Additional career options beyond the academia will be discussed. Lastly, the postdoc career development plan will be recommended along with viable services for the postdoc who remains in academia.

AN UPDATE ON THE RETURN OF THE GERIATRICS ACADEMIC CAREER AWARDS PROGRAM

The Health Resources and Services Administration recently announced a notice of funding opportunity (NOFO) for the Geriatrics Academic Career Award Program (GACA). The purpose of the GACA program is to support the career development of individual junior faculty in geriatrics as academic geriatrics specialists and to provide clinical training in geriatrics, including the training of interprofessional teams of health care professionals. The GACA program is a mentorship model where the awardee is guided through a faculty career development plan, with required project deliverables, over the course of four years. The GACA supported 222 junior faculty members between 1998 and 2006, when it was discontinued. This initial NOFO provides funding for up to 26 awardees in the schools of allopathic medicine, osteopathic medicine, nursing, social work, psychology, dentistry, pharmacy, and allied health. This presentation will provide an up-to-date overview of the program with awardee demographics and project deliverables.

Critical Care Nursing in Sri Lanka: Brief History and Recent Advances

This article summarizes the development of critical care nursing in Sri Lanka. After years of development, Sri Lanka steadily progresses to establish critical care medicine as a separate specialty with fully trained Intensivists and nurses playing pivotal roles. However, courses of critical care nurse training are still lacking. Other barriers in developing critical care nursing in Sri Lanka include lacking career development plan, financial and policy support. The formulation of the Sri Lanka Society of Critical Care Nurses is helpful to fill this gap and to build up a local critical care nursing community in Sri Lanka.

Teaching a sense of initiative and entrepreneurship with constructive alignment in tertiary non-business contexts

Purpose The purpose of this paper is to focus on a course in entrepreneurship education for students studying for a Masters in Educational Sciences at a Finnish university. The course was structured around the principles of constructive alignment and aimed to move beyond reflection on entrepreneurship towards action Design/methodology/approach The course was delivered in alignment with intended learning outcomes, teaching and learning activities, and assessment. Along with lectures, group work and peer-review activities, students prepared a career development plan as the course progressed, undertook a homework assignment, wrote a reflective journal, and sat the GET2 test twice. Findings Quantitative and qualitative analysis suggests that students developed more enterprising attitudes as result of participating in the course. This paper makes an argument in favour of entrepreneurship as a subject for all, a transformative experience capable of shaping the mindset in all who participate. Originality/value This paper shows how a course on entrepreneurial education based on a “through” approach can be taught at a tertiary level in places other than economics faculties or business schools. Most tertiary courses rely on “about” and “for” approaches to entrepreneurial education, are teacher-centred, and follow a behaviouristic or cognitive learning paradigm of knowledge transmission, as opposed to the student-centred constructivist approach deployed and described here.