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Classification of vocational education.
The classification of upper vocational diploma is based on Stalder ([2011]) "The Intellectual Demands of Initial Vocational Education and Training in Switzerland".
We performed a qualitative content analysis of the elements and constructs of the VG to identify categories of occupational aspirations and to develop a classification system of vocational constructs.
Differences between feedback between those who were fully satisfied compared with people who were not for demographic characteristics (gender, marital status, vocational education, employment status, diagnosis (International Classification of Diseases Tenth Revision, ICD-10 61), geographical region) were analysed with χ test.
Twenty-seven nurses were observed for 109.8 hours in year 1, and 30 were observed for 81.5 hours in year 3. Rosters (schedules) from each ward were used to calculate the full time equivalents (FTEs) for each nurse classification (enrolled nurse [one year vocational preparation], registered nurse-new graduate, registered nurse 2 to 4 years, registered nurse 5+ years, clinical nurse specialist).
Education was divided into three categories according to the classification of Statistics Netherlands; low (primary education, lower vocational education, lower and middle general secondary education), intermediate (middle vocational education, higher secondary education, pre-university education), high (higher vocational education, university).
For the years since the survey year 2005, it is possible to reconstruct the workforce's initial vocational qualification by matching workers' specializations with the appropriate occupational classifications and formal qualification levels [ 10].
It presents a classification of health workers based on criteria for vocational education and training, regulation of health professions, and activities and tasks of jobs, and draws on the latest revision to the International Standard Classification of Occupations (ISCO).
Therefore, it is not possible to give a vocational advice to patients with hand injuries, based on the DOT classification.
However, given that this kind of education falls under the classification of secondary education in some countries, studies that focused on vocational training programs were included.
Figure 3 illustrates the group-specific linear growth trajectories of the two groups (classification via median split): participants below the median (0 3 years of vocational experience; n = 10) show a stronger increase in HR, with increasing values of goal elaboration and definition, than participants above the median (≥4 years of vocational experience; n = 8).
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