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Books on the topic 'Nursing students, Foreign Australia'

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Author: Grafiati

Published: 10 December 2022

Last updated: 30 January 2023

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1

Throsby, C. D. Postgraduate education of overseas students in Australia. Canberra, Australia: National Centre for Development Studies, Research School of Pacific and Asian Studies, ANU, 1995.

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2

Andressen, Curtis A. A bibliography on overseas students in Australia. Nathan, Qld., Australia: Griffith University, Division of Asian and International Studies, Centre for the Study of Australia-Asia Relations, 1992.

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3

Andressen, Curtis A. Escape from affluence: Japanese students in Australia. Queensland, Australia: Centre for the Study of Australia-Asia Relations, Faculty of Asian and International Studies, Griffith University, 1996.

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4

G, Jarret F., ed. Educating overseas students in Australia: Who benefits? Sydney: Allen & Unwin, 1990.

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5

Ong, Danny. The International students' handbook: Living and studying in Australia. Sydney: UNSW Press, 2010.

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6

The International students' handbook: Living and studying in Australia. Sydney: UNSW Press, 2010.

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7

Ong, Danny. The International students' handbook: Living and studying in Australia. Sydney: UNSW Press, 2010.

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8

Fazio, Teresa De. Studying in Australia: A guide for international students. St. Leonards, NSW: Allen & Unwin, 1999.

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9

Smart, Don. A comprehensive bibliography: Export of education services and Australia full-fee policy for overseas students. [Murdoch, W.A: Asia Research Centre, Murdoch University, 1992.

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10

Marginson, Simon. International student security. Cambridge: Cambridge University Press, 2010.

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11

Graycar, Adam. Racism and the tertiary student experience in Australia: Policy discussion paper. Canberra, ACT: Academy of the Social Sciences in Australia, 2010.

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12

Jude, McCulloch, and Nyland Chris, eds. International students and crime. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2015.

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13

Gunawardena, Harshi. International students at university: Understanding the student experience. New York: P. Lang, 2012.

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14

Imagined mobility: Migration and transnationalism among Indian students in Australia. New York, NY: Anthem Press, 2010.

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15

Those Delhi days, 1950-54: University of Delhi, India. [Sri Lanka: s.n., 2009.

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16

Fazio, Teresa De. Studying in Australia. Taylor & Francis Group, 2021.

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17

Fazio, Teresa De. Studying in Australia: A Guide for International Students. Allen & Unwin Pty., Limited (Australia), 2000.

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18

Fazio, Teresa De. Studying in Australia: A Guide for International Students. Taylor & Francis Group, 2020.

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19

Fazio, Teresa De. Studying in Australia: A Guide for International Students. Taylor & Francis Group, 2020.

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20

Brown, Jill. Navigating International Academia: Research Student Narratives. Springer, 2014.

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21

Brown, Jill. Navigating International Academia: Research Student Narratives. BRILL, 2014.

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22

Brown, Jill. Navigating International Academia: Research Student Narratives. BRILL, 2014.

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23

Moodie, Gavin, and Ly Thi Tran. Teaching International Students in Vocational Education: New Pedagogical Approaches. ACER Press, 2013.

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24

Ata, Abe, and Alex Kostogriz. International Education and Cultural-Linguistic Experiences of International Students in Australia. Australian Academic Press, 2015.

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25

Marginson, Simon. International Student Security. Cambridge University Press, 2010.

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26

Marginson, Simon. International Student Security. Cambridge University Press, 2010.

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27

Marginson, Simon. International Student Security. Cambridge University Press, 2010.

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28

Berglund, Catherine. Integrating Law, Ethics and Regulation: A Guide for Nursing and Health Care Students. Oxford University Press Australia & New Zealand, 2019.

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29

Education in Australia: Cultural Influences, Global Perspectives and Social Challenges. Nova Science Pub Inc, 2013.

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30

Marginson, Simon. International Student Security. Cambridge University Press, 2012.

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31

Fraser, Jennifer, Donna Waters, Elizabeth Forster, and Nicola Brown, eds. Paediatric Nursing in Australia and New Zealand. 3rd ed. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781108980944.

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The health of babies, children and young people is fundamentally different from that of adults, so their healthcare must reflect their unique needs and engage their parents, family members and communities. Paediatric Nursing in Australia and New Zealand introduces nursing students to the care of infants, children, young people and their families in a range of clinical and community settings across Australasia. This third edition includes New Zealand content and an increased focus on families. New chapters cover health services available for Aboriginal, Torres Strait Islander and Māori children, the transition to parenthood for new families, children's sleep patterns and behaviour, and paediatric health in school settings. Case studies and reflective questions encourage students to develop critical thinking and problem-solving skills. Written by an expert team, Paediatric Nursing in Australia and New Zealand equips future nurses with the knowledge and skills to provide evidence-based care to babies, children and their families.

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32

Wilson, Rachel, and Harshi Gunawardena. International Students at University: Understanding the Student Experience. Lang AG International Academic Publishers, Peter, 2012.

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33

Bradford, Dorothy M. Ellington. HEALTH SURVEY OF INTERNATIONAL STUDENTS AT KENT STATE UNIVERSITY (CULTURAL, TRANSCULTURAL, SELF-CARE, FOREIGN). 1985.

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34

Baas, Michiel. Imagined Mobility: Migration and Transnationalism among Indian Students in Australia. Anthem Press, 2012.

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35

Baas, Michiel. Imagined Mobility: Migration and Transnationalism among Indian Students in Australia. Anthem Press, 2012.

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36

Baas, Michiel. Imagined Mobility: Migration and Transnationalism among Indian Students in Australia. Anthem Press, 2010.

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37

Indelicato, Maria Elena. Australia's New Migrants: International Students' History of Affective Encounters with the Border. Taylor & Francis Group, 2017.

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38

Indelicato, Maria Elena. Australia's New Migrants: International Students' History of Affective Encounters with the Border. Taylor & Francis Group, 2019.

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39

Indelicato, Maria Elena. Australia's New Migrants: International Students' History of Affective Encounters with the Border. Taylor & Francis Group, 2017.

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40

Comparative costs of higher education courses for international students in Australia, New Zealand, the United Kingdom, Canada and the United States. Sydney: IDP Education Australia & Australian Education International, 2001.

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41

Nieuwenhuysen, John, and Ilana Snyder. Home Away from Home?: International Students in Australian and South African Higher Education. Monash University Publishing, 2011.

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42

Speedie, Lisa, and Andrea Middleton. Wong's Nursing Care of Infants and Children Australia and New Zealand Edition for Students - Pack: Includes Elsevier Adaptive Quizzing for Wong's Nursing Care of Infants and Children, ANZ. Elsevier - Health Sciences Division, 2021.

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43

Study Skills and Coping Strategies for International Healthcare Students. APS Publishing, 2004.

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44

Companion to the Overseas Nurses Programme. Prentice Hall (UK), 2007.

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45

Hulse, Jackie. Companion to the Overseas Nurses Programme. Taylor & Francis Group, 2017.

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46

Overseas Clinical Elective: A Survival Guide for Healthcare Workers. Blackwell Science Inc, 1997.

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47

Arnott, Nick, Penny Paliadelis, and Mary Cruickshank, eds. The Road to Nursing. 2nd ed. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781009003469.

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Being an effective and well-rounded nurse in Australia is not just about technical skills - it's also about thinking like a nurse. The Road to Nursing helps students develop clinical reasoning and critical reflection skills, understand the philosophical and ethical considerations necessary to care for clients and reflect on how to provide care that meets the unique needs of clients. This edition retains three parts which guide students through their transition to university, formation of a professional identity and progression to professional practice. A revised chapter order improves the transition between topics and a new chapter explores the ever-changing Australian health landscape, including recent technological innovations. Each chapter includes definitions of key terms, reflection questions, perspectives from nurses, end-of-chapter review questions, research topics and resources that connect students with the real-world practice of nursing. Written by healthcare experts, The Road to Nursing is a fundamental resource for students beginning a nursing career.

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48

Lorber, Mateja, Klavdija Čuček Trifkovič, Sonja Šostar Turk, and Gregor Štiglic, eds. International Scientific Conference »Research and Edustion in Nursing«: Book of Abstracts, June 9th 2022, Maribor, Slovenia. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fzv.1.22022.

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University of Maribor Faculty of Health Sciences is organizing the International Scientific Conference »Research and Education in Nursing«, held on June 9th 2022. E-proceedings of the conference include most recent findings of domestic and foreign researchers and students in higher education, nursing and health sciences. The conference aims to explore explore advances in nursing and health care research as well as research-based education, in Slovenian and international arena. Furthermore, it will provide an opportunity for practitioners and educators to exchange research evidence, models of best practice and innovative ideas.

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49

Koslowski, Rey. Shifts in Selective Migration Policy Models. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815273.003.0006.

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Selective migration policies can be grouped into three ideal-typical models: the Canadian ‘human capital’ model based on state selection of permanent immigrants using a points system; the Australian ‘neo-corporatist’ model based on state selection using a points system with extensive business and labour participation; and the market-oriented, demand-driven model based primarily on employer selection of migrants, as practised by the US. This chapter compares the selective migration polices of the three countries in terms of policy outcomes measured by varying metrics, examines policy implementation that diverges from the models, and explores a trend in all three countries towards recruiting foreign students to become immigrants. It finds that Canadian and Australian practices are shifting towards the US demand-driven model as employers rather than government officials are selecting increasing percentages of permanent immigrants from pools of temporary foreign workers and foreign students already in Canada and Australia rather than from abroad.

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50

Williams, S. C. Gender. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199683710.003.0020.

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Ministerial training throughout the nineteenth century was dogged by persistent uncertainties about what Dissenters wanted ministers to do: were they to be preachers or scholars, settled pastors or roving missionaries? Sects and denominations such as the Baptists and Congregationalists invested heavily in the professionalization of ministry, founding, building, and expanding ministerial training colleges whose pompous architecture often expressed their cultural ambitions. That was especially true for the Methodists who had often been wary of a learned ministry, while Presbyterians who had always nursed such a status built an impressive international network of colleges, centred on Princeton Seminary. Among both Methodists and Presbyterians, such institution building could be both bedevilled and eventually stimulated by secessions. Colleges were heavily implicated not just in the supply of domestic ministers but also in foreign mission. Even exceptions to this pattern such as the Quakers who claimed not to have dedicated ministers were tacitly professionalizing training by the end of the century. However, the investment in institutions did not prevent protracted disputes over how academic their training should be. Many very successful Dissenting entrepreneurs, such as Charles Haddon Spurgeon, Thomas Champness, William Booth, and Adoniram Judson Gordon, offered unpretentious vocational training, while in colonies such as Australia there were complaints from Congregationalists and others that the colleges were too high-flying for their requirements. The need to offer a liberal education, which came to include science, as well as systematic theological instruction put strain on the resources of the colleges, a strain that many resolved by farming out the former to secular universities. Many of the controversies generated by theological change among Dissenters centred on colleges because they were disputes about the teaching of biblical criticism and how to resolve the tension between free inquiry and the responsibilities of tutors and students to the wider denomination. Colleges were ill-equipped to accommodate theological change because their heads insisted that theology was a static discipline, central to which was the simple exegesis of Scripture. That generated tensions with their students and caused numerous teachers to be edged out of colleges for heresy, most notoriously Samuel Davidson from Lancashire Independent College and William Robertson Smith from the Aberdeen Free Church College. Nevertheless, even conservatives such as Moses Stuart at Andover had emphasized the importance of keeping one’s exegetical tools up to date, and it became progressively easier in most denominations for college teachers to enjoy intellectual liberty, much as Unitarians had always done. Yet the victory of free inquiry was never complete and pyrrhic in any event as from the end of the century the colleges could not arrest a slow decline in the morale and prospects of Dissenting ministers.

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