One page review of this article – please cite sources when used. Why students choose nursing: a decade ago, most nursing students said that they chose nursing because they wanted to care for people and help others. Are those desires still true today? falseDitommaso, EnricoAuthor Information ; Rheaume, AnnAuthor Information ; Woodside, ReidaAuthor Information ; Gautreau, Gerene. The Canadian Nurse99.5 (May 2003): 25-29. FromTo The five most influential recruitment activities reported were interactions with ill people, interactions with nurses in practice, advice from family and friends, advice from student nurses and brochures about a nursing education program. The students were also moderately influenced by newspaper articles, advice from high school counsellors and advice from graduates of nursing programs. The recruitment activities that least influenced students to choose nursing were the shadow-a-nurse program, university open house events, advice from the professional nursing association, and information booths in a hospital or in the community. Students added that the Internet should be used more often to attract potential candidates to nursing. Anglophone students had been more influenced by activities of a personal nature, such as the advice of family, friends, student nurses and the professional nursing association, and interactions with faculty. Francophone students had been more influenced by larger events, such as university open houses and information booths in hospitals. Women were more influenced than men by interactions with ill people. Although both women and men primarily entered nursing because of a desire to care for people, their other motivations differed. For instance, male students were more likely than women to identify the use of complex technology and the inability to get into other programs as important reasons for entering nursing. Similarly, male students' choice of a particular nursing program was more often dictated by their belief that it would be a good career choice. Thus, male students seemed to be more pragmatic than female students, suggesting that they may be more career-oriented. Other studies support these findings.(23) Recruitment activities geared toward men may need to highlight positive job characteristics, as well as the caring side of nursing. Other potentially helpful strategies include the use of more male role models (e.g., male nurse recruiters), the use of the media to target boys and men and educating high school counsellors about the positive aspects of nursing for both men and women.(24) (2) Evans, R. Report: Survey of nursing students in Saskatchewan regarding recruitment to nursing, Regina, Saskatchewan Registered Nurses' Association, 1997; Hemsley-Brown, J. and Foskett. N.H. Career desirability: Young people's perceptions of nursing as a career, Journal of Advanced Nursing, 29(6), 1999, 1342-1350; Magnussen, L. Women's choices: An historical perspective of nursing as a career choi.

1. One page review of this article – please cite sources when used.
Why students choose nursing: a decade ago, most nursing
students said that they chose nursing because they wanted to
care for people and help others. Are those desires still true
today?
falseDitommaso, EnricoAuthor Information
; Rheaume, AnnAuthor Information
; Woodside, ReidaAuthor Information
; Gautreau, Gerene. The Canadian Nurse99.5 (May 2003): 25-
29.
FromTo
The five most influential recruitment activities reported were
interactions with ill people, interactions with nurses in practice,
advice from family and friends, advice from student nurses and
brochures about a nursing education program. The students were
also moderately influenced by newspaper articles, advice from
high school counsellors and advice from graduates of nursing
programs. The recruitment activities that least influenced
students to choose nursing were the shadow-a-nurse program,
university open house events, advice from the professional
nursing association, and information booths in a hospital or in
the community. Students added that the Internet should be used
more often to attract potential candidates to nursing.
Anglophone students had been more influenced by activities of
a personal nature, such as the advice of family, friends, student
nurses and the professional nursing association, and interactions
with faculty. Francophone students had been more influenced by
larger events, such as university open houses and information
booths in hospitals. Women were more influenced than men by
interactions with ill people.
Although both women and men primarily entered nursing
because of a desire to care for people, their other motivations
differed. For instance, male students were more likely than

2. women to identify the use of complex technology and the
inability to get into other programs as important reasons for
entering nursing. Similarly, male students' choice of a particular
nursing program was more often dictated by their belief that it
would be a good career choice. Thus, male students seemed to
be more pragmatic than female students, suggesting that they
may be more career-oriented. Other studies support these
findings.(23) Recruitment activities geared toward men may
need to highlight positive job characteristics, as well as the
caring side of nursing. Other potentially helpful strategies
include the use of more male role models (e.g., male nurse
recruiters), the use of the media to target boys and men and
educating high school counsellors about the positive aspects of
nursing for both men and women.(24)
(2) Evans, R. Report: Survey of nursing students in
Saskatchewan regarding recruitment to nursing, Regina,
Saskatchewan Registered Nurses' Association, 1997; Hemsley-
Brown, J. and Foskett. N.H. Career desirability: Young people's
perceptions of nursing as a career, Journal of Advanced
Nursing, 29(6), 1999, 1342-1350; Magnussen, L. Women's
choices: An historical perspective of nursing as a career choice,
Journal of Professional Nursing, 14(3), 1998, 175-183; While,
A. and Blackman, C. Reflections on nursing as a career choice,
Journal of Nursing Management, 6(4), 1998, 231-237; Wilson,
C.S. and Mitchell, B.S. Nursing 2000: Collaboration to promote
careers in registered nursing, Nursing Outlook, 47(2), 1999, 56-
61.
The five most influential recruitment activities reported were
interactions with ill people, interactions with nurses in practice,
advice from family and friends, advice from student nurses and
brochures about a nursing education program. The students were
also moderately influenced by newspaper articles, advice from
high school counsellors and advice from graduates of nursing
programs. The recruitment activities that least influenced
students to choose nursing were the shadow-a-nurse program,

3. university open house events, advice from the professional
nursing association, and information booths in a hospital or in
the community. Students added that the Internet should be used
more often to attract potential candidates to nursing.
Anglophone students had been more influenced by activities of
a personal nature, such as the advice of family, friends, student
nurses and the professional nursing association, and interactions
with faculty. Francophone students had been more influenced by
larger events, such as university open houses and information
booths in hospitals. Women were more influenced than men by
interactions with ill people.
Although both women and men primarily entered nursing
because of a desire to care for people, their other motivations
differed. For instance, male students were more likely than
women to identify the use of complex technology and the
inability to get into other programs as important reasons for
entering nursing. Similarly, male students' choice of a particular
nursing program was more often dictated by their belief that it
would be a good career choice. Thus, male students seemed to
be more pragmatic than female students, suggesting that they
may be more career-oriented. Other studies support these
findings.(23) Recruitment activities geared toward men may
need to highlight positive job characteristics, as well as the
caring side of nursing. Other potentially helpful strategies
include the use of more male role models (e.g., male nurse
recruiters), the use of the media to target boys and men and
educating high school counsellors about the positive aspects of
nursing for both men and women.(24)
(2) Evans, R. Report: Survey of nursing students in
Saskatchewan regarding recruitment to nursing, Regina,
Saskatchewan Registered Nurses' Association, 1997; Hemsley-
Brown, J. and Foskett. N.H. Career desirability: Young people's
perceptions of nursing as a career, Journal of Advanced
Nursing, 29(6), 1999, 1342-1350; Magnussen, L. Women's
choices: An historical perspective of nursing as a career choice,
Journal of Professional Nursing, 14(3), 1998, 175-183; While,

4. A. and Blackman, C. Reflections on nursing as a career choice,
Journal of Nursing Management, 6(4), 1998, 231-237; Wilson,
C.S. and Mitchell, B.S. Nursing 2000: Collaboration to promote
careers in registered nursing, Nursing Outlook, 47(2), 1999, 56-
61.
The countrywide nursing shortage has led professional nursing
organizations and nurse educators to examine ways of attracting
more students to nursing programs. Recently, the Nurses
Association of New Brunswick, the University of New
Brunswick (UNB) and the Universite de Moncton (U de M)
collaborated to examine why university students choose nursing
as a career. It was hoped that the study would enable these
organizations to explore a variety of recruitment strategies to
attract more men and women to nursing.
LITERATURE REVIEW
Attracting sufficient qualified men and women to nursing is
clearly a concern. Recruitment problems are said to be related
to several issues, including fewer employment opportunities,
increasing job dissatisfaction and an increase in the choice of
careers available to women.(1) In an attempt to deal with
recruitment issues, researchers have explored what attracts
people to nursing and how best to recruit people to the
profession.
The majority of studies indicate that the desires to care for
people and to help others are the primary reasons why people
choose nursing as a career.(2) The working environment also
plays a role for many candidates, who cite flexible work hours
and the opportunities to work in specialty areas, with complex
technology and with a variety of people as potential benefits.(3)
Job security also attracts many people to nursing.(4) For some
students, nursing is a second choice after attempting to enter
medicine or another field when it is neither available nor
affordable.(5)
[Graph Not Transcribed]
Several studies indicate that the positive public image of nurses
attracts many men and women to the profession;(6) conversely,

5. one other study suggests that the negative image of nursing is a
deterrent.(7) This discrepancy may be due to different study
methodologies, cultural factors and the availability of local role
models. The last is suggested by studies that have shown that
contact of a personal nature with a nurse -- such as nursing care
provided to a hospitalized family member -- has a positive
influence on possible recruits.(8)
Once a person has decided to become a nurse, the search for the
most suitable program begins. The choice of a specific nursing
program is often dictated by a program's quality and
reputation.(9) Another influence may be a student's desire to
remain close to or to move away from family.(10)
Numerous studies have explored which recruitment methods are
most successful in attracting potential candidates to nursing.
Recruitment activities range from those that involve contact of a
personal nature to more impersonal strategies, such as the
publication of brochures. Generally, advice from family, friends
or nurses has a positive influence on nurse candidates.(11)
Similarly, interactions with faculty are reported as positive
influences.(12) On the other hand, advice from a high school
counsellor can be either positive or negative, depending largely
on the attitudes and knowledge of counsellors.(13)
Oral presentations by nurses in a classroom setting and in the
community are effective recruitment strategies.(14) The use of
written material such as brochures or journal articles reinforces
presentations.(15) Career fairs, information booths and open
houses are also effective in promoting nursing careers.(16)
Television programs that portray nurses in a positive light are
another powerful recruitment tool.(17)
THE STUDY
The New Brunswick study sought to answer three questions:
Why do first-year nursing students choose nursing as a career?
Why do they choose a particular university program or site?
What recruitment activities influence them to choose nursing?
UNB offers a baccalaureate nursing degree in English at its two
main campuses -- Fredericton and Saint John -- and two satellite

6. sites -- Bathurst and Moncton. U de M offers the baccalaureate
nursing degree in French at its three campuses -- Moncton,
Edmundston and Shippagan/Bathurst.
Ethics committees at both universities approved the study. The
survey used was adapted from a questionnaire originally used
by the Saskatchewan Registered Nurses Association.(18) The
modified questionnaire consisted of three sections -- the first
related to reasons for entering nursing, the second to reasons for
entering a particular nursing education program and the third to
recruitment activities. Each section consisted of a statement
followed by a five-item Likert scale, as well as an area for the
participants to add their own views. Demographic data were
collected at the end of the questionnaire.
Within a two-week period in October 2000, questionnaires were
administered to all 376 first-year generic program nursing
students who had begun in September. The questionnaires were
administered by a secretary or a faculty member at the site who
was not otherwise involved with first-year students. The
purpose of the study and instructions related to the
questionnaire were explained to the students before they
completed the survey. A cover letter indicated that participation
was voluntary, that the responses would remain anonymous and
that participation would not affect student grades. The
questionnaires were numbered to assure confidentiality. All
questionnaires, complete and incomplete, were placed in
envelopes and returned by courier to the Nurses Association of
New Brunswick. Overall, 308 students answered the survey, for
a response rate of 82 per cent.
Descriptive statistics were calculated from responses to all
questions using either frequency distributions or means. Items
in each section were rank ordered. T-tests were used to identify
differences in gender (male and female) and culture
(anglophone and francophone). Qualitative data were
summarized and categorized.
RESULTS
Not surprisingly, 65 per cent of the respondents were between

7. the ages of 17 and 19, and 24 per cent were between 20 and 25.
Most were women (94%); only 19 (6%) were male. Fifty per
cent of the students entered the nursing program directly from
high school, 29 per cent after either starting or completing
another program, and 14 per cent after being employed. Most
students (95%) had been accepted into the nursing program the
first time they applied.
Almost exactly half of the students were enrolled at each
university, with 51 per cent (n=157) at U de M and 49 per cent
(n=151) at UNB. Most were from New Brunswick; only a few
came from Quebec or the other Atlantic provinces. Eighty-five
per cent of the students were single, and 74 students (24%)
reported having one or more dependent children.
Table 1: Summary of statistically significant differences
betweenUniversite de Moncton (francophone) and University of
New Brunswick(anglophone) students in reasons for entering
nursing, choosing a particularprogram and recruitment activities
Note: [Symbol Not Transcribed] = Potential range: 1 (no
influence) to 4 (a great deal of influence)
The students indicated that their primary reasons for entering
nursing were the desire to care for people in need, the
opportunity to help people, an interest in science or medicine,
the opportunity to work with a variety of people and good
employment opportunities. Many students had a positive image
of nursing, which also influenced their decision to become
nurses. The five least important reasons cited were the help
received from a nurse at the death of a family member, to
continue a family tradition, dissatisfaction with a previous
career, the inability to get into another educational program and
the belief that nursing education is easier than that for other
professions. Many of the students reiterated similar responses in
the qualitative data section.
[Graph Not Transcribed]
Anglophone (UNB) and francophone (U de M) students
generally entered nursing for the same reasons -- primarily to
care for people -- but there were significant differences between

8. the two groups (see Table 1). The francophone students reported
being more influenced by the nursing image, the desire to work
with complex technology, and an interest in science and the
medical field.
There were also statistically significant differences between
male and female respondents (see Table 2). Men were more
likely to choose nursing because they expected to work with
complex technology or because they were unable to get into a
program leading to another career. Women were more likely to
choose nursing because of the opportunity to learn practical
skills for future roles or because of the positive image of
nurses.
The four most common reasons for entering a particular nursing
program were enhanced employment opportunities, the
convenience of the location, the program's reputation and the
language of the program. The three least cited reasons for
choosing a program were an opportunity to experience campus
life, using nursing as a stepping stone to another career and the
lack of a waiting list. The qualitative data indicated three other
reasons for choosing a program: previous experience with the
same university, the desire to be where friends were and campus
size (many students were attracted to smaller campuses rather
than the larger ones).
There were several significant differences between anglophone
and francophone students in reasons for choosing a particular
program. Anglophone students were more likely to cite the
convenience of the location and the program's reputation.
Francophone students were more likely to report enhanced
employment opportunities and using nursing as a stepping stone
to another career. Students from both universities generally
agreed that experiencing campus life was not an important
consideration. There were few gender differences in this section
of responses, although, overall, men were more likely than
women to choose a particular program as a stepping stone to
another career.
The five most influential recruitment activities reported were

9. interactions with ill people, interactions with nurses in practice,
advice from family and friends, advice from student nurses and
brochures about a nursing education program. The students were
also moderately influenced by newspaper articles, advice from
high school counsellors and advice from graduates of nursing
programs. The recruitment activities that least influenced
students to choose nursing were the shadow-a-nurse program,
university open house events, advice from the professional
nursing association, and information booths in a hospital or in
the community. Students added that the Internet should be used
more often to attract potential candidates to nursing.
Anglophone students had been more influenced by activities of
a personal nature, such as the advice of family, friends, student
nurses and the professional nursing association, and interactions
with faculty. Francophone students had been more influenced by
larger events, such as university open houses and information
booths in hospitals. Women were more influenced than men by
interactions with ill people.
[Graph Not Transcribed]
DISCUSSION AND CONCLUSIONS
The survey results suggest that the main reason for entering
nursing has not changed over the past decade. Men and women
still enter nursing to care for people in need. This finding is
consistent with the findings in other studies.(19) However, the
survey also indicates that the work environment plays a
significant role in determining career choice for students,
highlighting the importance of improving the work environment
to enhance nurse recruitment and retention. The recent
deterioration of the nursing work environment, which has been
detailed in both the popular media and research studies,(20)
may well discourage possible new recruits.
Overall, the students in this study had a positive image of
nursing. They believed that salaries are reasonably good, which
contrasts with other studies suggesting that salaries are a
deterrent to entering nursing.(21) This discrepancy may be
related to the ongoing campaigns that the Nurses Association of

10. New Brunswick and the New Brunswick Nurses' Union have
initiated to improve nurses' image. Moreover, both local role
models and recent television programs featuring nurses playing
pivotal roles within the health care team may also influence
students.
Anglophone and francophone students generally shared similar
views, but there were some significant differences.
Unfortunately, the limitations of the survey data make it
impossible to identify why these differences exist.
As shown in prior studies,(22) employment opportunities,
program location and program reputation largely dictate
students' choice of a particular nursing program. Being able to
enrol in a program offered in their language of choice was also
important in this study. Interestingly, nursing students generally
agreed that experiencing campus life was not an important
factor and, moreover, that a smaller campus was attractive.
Thus, having sites in remote locations may attract candidates
who want to stay close to family.
Although both women and men primarily entered nursing
because of a desire to care for people, their other motivations
differed. For instance, male students were more likely than
women to identify the use of complex technology and the
inability to get into other programs as important reasons for
entering nursing. Similarly, male students' choice of a particular
nursing program was more often dictated by their belief that it
would be a good career choice. Thus, male students seemed to
be more pragmatic than female students, suggesting that they
may be more career-oriented. Other studies support these
findings.(23) Recruitment activities geared toward men may
need to highlight positive job characteristics, as well as the
caring side of nursing. Other potentially helpful strategies
include the use of more male role models (e.g., male nurse
recruiters), the use of the media to target boys and men and
educating high school counsellors about the positive aspects of
nursing for both men and women.(24)
As found in other studies,(25) interactive recruitment activities

11. influenced the New Brunswick students. Recruitment activities
of a more impersonal nature (e.g., information booths) appear to
have had less impact. It seems logical that people who express a
desire to help others are people-oriented and would be more
influenced by personal recruitment strategies. Unlike other
studies,(26) this study did not find that classroom presentations
were useful in changing students' perceptions of nursing. This
discrepancy may be the result of the variable quality of
classroom presentations.
[Graph Not Transcribed]
In summary, women and men still enter nursing because of their
deep-rooted commitment to helping others, but several other
factors play a part. Recruitment strategies should continue to
draw on the caring side of nursing, but should supplement those
efforts by highlighting the more practical benefits of the
profession.
ONCE A PERSON HAS DECIDED TO BECOME A NURSE,
THE SEARCH FOR THE MOST SUITABLE PROGRAM
BEGINS. THE CHOICE OF A SPECIFIC NURSING
PROGRAM IS OFTEN DICTATED BY A PROGRAM'S
QUALITY AND REPUTATION. ANOTHER INFLUENCE MAY
BE A STUDENT'S DESIRE TO REMAIN CLOSE TO OR TO
MOVE AWAY FROM FAMILY
THE SURVEY RESULTS SUGGEST THAT THE MAIN
REASON FOR ENTERING NURSING HAS NOT CHANGED
OVER THE PAST DECADE. MEN AND WOMEN STILL
ENTER NURSING TO CARE FOR PEOPLE IN NEED --
CONSISTENT WITH FINDINGS IN OTHER STUDIES
RECRUITMENT ACTIVITIES GEARED TOWARD MEN MAY
NEED TO HIGHLIGHT POSITIVE JOB CHARACTERISTICS,
AS WELL AS THE CARING SIDE OF NURSING
(1) Canadian Nurses Association. Registered nurses human
resources: Recruitment and retention issues -- A discussion
paper, Ottawa, Author, 1998.
(2) Evans, R. Report: Survey of nursing students in
Saskatchewan regarding recruitment to nursing, Regina,

12. Saskatchewan Registered Nurses' Association, 1997; Hemsley-
Brown, J. and Foskett. N.H. Career desirability: Young people's
perceptions of nursing as a career, Journal of Advanced
Nursing, 29(6), 1999, 1342-1350; Magnussen, L. Women's
choices: An historical perspective of nursing as a career choice,
Journal of Professional Nursing, 14(3), 1998, 175-183; While,
A. and Blackman, C. Reflections on nursing as a career choice,
Journal of Nursing Management, 6(4), 1998, 231-237; Wilson,
C.S. and Mitchell, B.S. Nursing 2000: Collaboration to promote
careers in registered nursing, Nursing Outlook, 47(2), 1999, 56-
61.
(3) Kelly, N.R., Shoemaker, M. and Steele, T. The experience of
being a male student nurse, Journal of Nursing Education,
35(4), 1996, 170-174; Magnussen 1998; While and Blackman
1998.
(4) Land, L.M. The student nurse selection experience: A
qualitative study, Journal of Advanced Nursing, 20(6), 1994,
1030-1037; Stevens, K.A. and Walker, E.A. Choosing a career:
Why not nursing for more high school seniors? Journal of
Nursing Education, 32(1), 1993, 13-17.
(5) Beck, C. The experience of choosing nursing as a career,
Journal of Nursing Education, 39(7), 2000, 320-322; Magnussen
1998.
(6) Beck 2000; Boughn, S. Why women and men choose
nursing, Nursing and Health Care Perspectives, 22(1), 2001, 14-
19; Stevens and Walker 1993; Wilson and Mitchell 1999.
(7) Boughn 2001.
(8) Beck 2000; Magnussen 1998; While and Blackman 1998;
Williams, B., Wertenberger, D.H. and Gushuliak, T. Why
students choose nursing, Journal of Nursing Education, 36(7),
1997, 346-348.
(9) Land 1994; Williams, Wertenberger and Gushuliak 1997.
(10) Land 1994.
(11) Kohler, P.A. and Edwards, T. High school students'
perceptions of nursing as a career choice, Journal of Nursing
Education, 29(1), 1990, 26-30; Williams, Wertenberger and

13. Gushuliak 1997; Wilson and Mitchell 1999.
(12) Williams, Wertenberger and Gushuliak 1997.
(13) Hendrickx, L. and Finke, L. High school guidance
counselors' attitudes toward nursing as a career, Journal of
Nursing Education, 33(2), 1994, 87-88; Kelly, Shoemaker and
Steele 1996; Wilson and Mitchell 1999.
(14) Wilson and Mitchell 1999.
(15) Kohler and Edwards 1990.
(16) Land 1994; Stevens and Walker 1993; Wilson and Mitchell
1999.
(17) Kelly, Shoemaker and Steele 1996; Kohler and Edwards
1990.
(18) Evans 1997.
(19) Evans 1997; Hemsley-Brown and Foskett 1999; While and
Blackman 1998.
(20) Baumann, A., Giovannetti, P., O'Brien-Pallas, L. et al.
Healthcare restructuring: The impact of job change, Canadian
Journal of Nursing Leadership, 14(1), 2001, 14-20; Spence
Laschinger, H.K., Sabiston, J.A., Finegan, J. and Shamian, J.
Voices from the trenches: Nurses' experiences of hospital
restructuring in Ontario, Canadian Journal of Nursing
Leadership, 14(1), 2001, 6-13.
(21) Hemsley-Brown and Foskett 1999; Stevens and Walker
1993.
(22) Evans 1997; Land 1994; Williams, Wertenberger and
Gushuliak 1997.
(23) Boughn 2001; Kelly, Shoemaker and Steele 1996.
(24) Meadus, R.J. Men in nursing: Barriers to recruitment,
Nursing Forum, 35(3), 2000, 5-12; Villeneuve, M.J. Recruiting
and retaining men in nursing: A review of the literature, Journal
of Professional Nursing, 10(4), 1994, 217-228.
(25) Evans 1997; Kohler and Edwards 1990; Williams,
Wertenberger and Gushuliak 1997.
(26) Wilson and Mitchell 1999.
Word count: 3315

14. English
Arabic
Wise leaders know that the key to balancing innovation and
execution skills in a team or company is knowing who has what
skills and then figuring out how to combine those
complementary strengths within a team to generate quality ideas
that will produce a positive impact. What is the difference
between a discovery-driven team and an execution-driven team?
Also, explain the importance of understanding how to
effectively manage these types of teams and how they generate
innovation.
Your response should be at least 500 words in length
Temporary teams are an integral part of an organization's
success. Describe some of the key components of temporary
teams. Also, explain how temporary teams impact teamwork in
the entire organization.
Your response should be at least 500 words in length.