Kim Yujeong, Kim Mi Young
College of Nursing, Research Institute of Nursing Science, Kyungpook National University, Daegu, Republic of Korea.
College of Nursing, Hanyang University, Seoul, Republic of Korea.
BMC Nurs. 2023 May 15;22(1):160. doi: 10.1186/s12912-023-01323-8.
There is a lack of studies on metaverse-based career mentoring for college students in both quantitative and qualitative research. This study aimed to examine the effect of metaverse-based career mentoring among nursing students and explore the experiences of mentors and mentees.
This study used a mixed methods design using both a survey for collecting quantitative data and focus group interviews for a qualitative one. A total of 8 mentors and 43 mentees participated in the metaverse-based career mentoring program. The program covered eight career fields and was delivered across eight sessions of 60 min each, over six days. Career decision-making self-efficacy among mentees and platform and program satisfaction were measured before and after the program. Afterwards, 7 mentors and 12 mentees participated in the focus group interviews to investigate their experience of participating in the metaverse-based career mentoring program. Quantitative data were analyzed using descriptive statistics, paired t-test, Wilcoxon signed-rank test, and Mann-Whitney U test. The qualitative data underwent thematic analysis.
After the metaverse-based career mentoring program, mentees' career decision-making self-efficacy increased significantly compared to the baseline level. From the mentor-mentee focus group interviews, three key themes were derived: (i) communicating frankly and openly, (ii) being satisfied with realistic communication and program functions, and (iii) expecting an even more optimized program.
A metaverse-based career mentoring program for nursing students can have a positive effect on their career decision-making self-efficacy. In addition, in terms of education, it is helpful as a non-face-to-face medium and feeling a sense of reality, so it is expected that it will be beneficial in education by applying various contents in the future.
在定量和定性研究方面，针对大学生基于元宇宙的职业指导的研究都较为缺乏。本研究旨在考察基于元宇宙的职业指导对护理专业学生的效果，并探索指导者与被指导者的体验。
本研究采用混合方法设计，通过调查收集定量数据，通过焦点小组访谈收集定性数据。共有8名指导者和43名被指导者参与了基于元宇宙的职业指导项目。该项目涵盖八个职业领域，分八节课程进行，每节60分钟，为期六天。在项目前后分别测量被指导者的职业决策自我效能感以及对平台和项目的满意度。之后，7名指导者和12名被指导者参与了焦点小组访谈，以调查他们参与基于元宇宙的职业指导项目的体验。定量数据采用描述性统计、配对t检验、Wilcoxon符号秩检验和Mann-Whitney U检验进行分析。定性数据进行了主题分析。
基于元宇宙的职业指导项目结束后，被指导者的职业决策自我效能感相较于基线水平有显著提高。从指导者-被指导者焦点小组访谈中得出了三个关键主题：（i）坦诚公开地交流；（ii）对真实的交流和项目功能感到满意；（iii）期望项目能进一步优化。
针对护理专业学生的基于元宇宙的职业指导项目对他们的职业决策自我效能感能产生积极影响。此外，在教育方面，它作为一种非面对面的媒介且能带来真实感很有帮助，因此预计未来通过应用各种内容在教育中会有益处。
