Career Development

Today’s students need to become self-reliant career managers who are able to research occupational interests in order to make informed career decisions about their chosen career pathways. The key is helping students choose education, training, and work that serve both their needs and those of our evolving workforce.

The Pre-Professional Health Club provides the students with an opportunity to move through the career development continuum of awareness, exploration, and experience.

Awareness: The club sessions will involve faculty from the Colleges of Nursing, Medicine, Pharmacy and Nutrition, as well as practicing professionals from the Regina Qu’Appelle Health Region (RQHR), who focus on creating an awareness of selected health professions and life/work roles. Practicing professionals share the successes and challenges of their professions and how career/life/work becomes an integral part of personal and professional identity.

Exploration: Students are motivated to go beyond the awareness level to make inquiries through the use of websites and other resources provided through the PHP Club. Faculty from the universities focus on the exploration of post-secondary education admission requirements, deadlines for entry, funding opportunities, pathways, and transfer credits to provide students with data so that students can make informed decisions about career pathways in the health sector.

Experience: Through the mentorship experience, students have the opportunity to experience an 8 hour mentorship in a workplace setting to learn more about the demands of the profession. It is through this experience that students begin observe and perform limited tasks under the supervision of the health care professional.

Summary and Reflection:  Students reflect upon their experiences with the PHP Club and the value of knowledge that they have gained.  Experiences encountered through the PHP Club will potentially assist students in making an informed decision about their career pathway.

Transitions and Follow up: Students are able to make a smooth transition to post-secondary institutions through the support contacts, resources and follow up through the PHP Club as they transition from high school into Saskatchewan post-secondary institutions.

The career development continuum allows students and parents to learn more about how to research occupational options Students who have exposure to the career development continuum may utilize this knowledge to explore other career opportunities as they are presented throughout their lifetime. Research has shown that the labour market is constantly evolving and more opportunities present themselves as baby boomers retire.

The Blueprint for Life/Work Designs

The Blueprint for Life/Work Designs is a national framework of career development competencies that individuals need to effectively and proactively manage their career development. The framework maps out a career development plan using 11 competencies organized in developmental levels from Kindergarten to adulthood, in three areas: personal management, learning and work exploration and life/work building. The competency level represented on this site correspond to the age of the students involved in the Pre-Health Professions Club. For more information on the Blueprint for Life/Work Design visit www.blueprint4life.ca

Pre-Health Professions Club Activities and the Blueprint Competencies
Blueprint for Life / Work Designs
Competencies by Area and Level

COMPETENCIES LEVEL THREE PRE-HEALTH PROFESSIONS ACTIVITIES
1. Build and maintain a positive image. 1.3 Develop abilities to maintain a positive self image Building a network of friends with common interests within the Club.
2. Interact positively and effectively with others. 2.3 Develop abilities for building positive relationships in one’s life and work Establishing a network of friendships and contacts through the Club with students from other schools.
3. Change and grow throughout one’s life. 3.3 Learn to respond to change and growth (ii) Through the presentation of practicing professionals, students learn about the successes and challenges of the profession.
4. Participate in life-long learning supportive of life/work goals. 4.3 Link life-long learning to one’s career building process Through the career awareness and exploration presentations from post-secondary, students will understand that learning is continuous and goes beyond formal training into experiential learning.
5. Locate and effectively use life/work information. 5.3 Locate, interpret, evaluation and use life/work information Through the use of websites provided at the sessions, students will seek additional information on health sector occupations presented any may seek to learn about other occupations in the health sector. This information will assist students in the establishing career pathways in the health sector and thereby make informed career decisions.
6. Understand the relationship between work and society/economy. 6.3 Understand how societal and economic needs influence the nature and structure of work Students may examine local newspaper articles and news reports to learn about the labour market information as it relates to the health sector in the area in which they live.
7. Secure/create and maintain work. 7.3 Develop abilities to seek, obtain/create and maintain work Through the mentorship experience and the post-secondary presentations, students will begin to develop a network of contacts within the health sector.
8. Make life/work enhancing decisions. 8.3 Engage in life/work decision making As students progress through the career development sequence of awareness, exploration and experience, they will begin to sort out career options and begin to make informed decisions based on information and experience.
9. Maintain balanced life and work roles. 9.3 Link lifestyles and life stages to life/work building Through mentor presentations in Session One, students will learn about specific occupations in the health affect your lifestyle. They will learn that as one gains experience in an occupation, one is better able to manage life/work roles.
10. Understand the changing nature of life/work roles. 10.3 Understand and learn to overcome stereotypes in life/work building Students will learn how their experience with gender, culture and demographic experience can play a role in the balance of life/work roles.
11. Understand, engage in and manage one’s own life/work building process. 11.3 Recognize and take charge of one’s life/work building process Once students have completed the Pre-Health Professions Club sessions and the mentorship experience, they will begin to set goals with respect to academic performance and learn to balance other experiences in order to meet post-secondary entrance requirements.