Journal articles: 'Nursing students, Foreign Australia'

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Shearer, Ruth A. "Teaching Foreign Students." Journal of Nursing Education 28, no. 9 (November 1989): 427–28. http://dx.doi.org/10.3928/0148-4834-19891101-11.

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Knowlton, Mary, and Shawn Bryant Collins. "Foreign-Educated Graduate Nursing Students and Plagiarism." Journal of Nursing Education 56, no. 4 (April 1, 2017): 211–14. http://dx.doi.org/10.3928/01484834-20170323-04.

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Dos Santos, Luis M. "Developing Bilingualism in Nursing Students: Learning Foreign Languages beyond the Nursing Curriculum." Healthcare 9, no. 3 (March 14, 2021): 326. http://dx.doi.org/10.3390/healthcare9030326.

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Nursing curriculum usually focuses on vocational development to train students to become nursing professionals after graduation. However, due to the packed major schedule and curriculum, many students are not required to take additional foreign language courses for their associate degree. Based on the lens of social cognitive career theory, the researcher sought to understand the motivations and reasons behind the learning behaviours. One research question was guided in this study, which was, what are the motivations and reasons for taking foreign language courses beyond their (i.e., nursing students) major curriculum and coursework plan? A qualitative research method was employed to collect interview data from 60 nursing students. The finding of this study indicated that the interest in career development and personal consideration were two of the most important factors for foreign language learning for these groups of nursing students. The results of this study provided recommendations for college leaders, government agencies, and policymakers to reform and polish foreign language courses and offer directions to contemporary students of the nursing curriculum. Students may also be benefitted as the study outlined the motivations and reasons for foreign language learning. Therefore, all parties may take this study as a blueprint to exercise their future developments.

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Shakya, Anita, and Jan M. Horsfall. "ESL undergraduate nursing students in Australia: Some experiences." Nursing & Health Sciences 2, no. 3 (September 2000): 163–71. http://dx.doi.org/10.1046/j.1442-2018.2000.00050.x.

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Wang, Carol Chunfeng, Lisa Whitehead, and Sara Bayes. "Global mobility in nursing: Why Chinese students leave to study nursing in Australia." Journal of Nursing Education and Practice 7, no. 11 (June 21, 2017): 51. http://dx.doi.org/10.5430/jnep.v7n11p51.

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Objective: The world-wide demand for skilled Registered Nurses is high, and understanding the reasons why Chinese students leave home to study nursing in Australia is important for institutions, policy makers, and nursing administrators in both China and Australia. This paper explores the factors shaping the decision of six Chinese students to study nursing in Australia and their preference to eventually live and work either in China or Australia.Methods: A three-dimensional space narrative structure approach was used for this study. In-depth interviews and focus group discussions were conducted with six Chinese nursing students whom were studying nursing at universities in Western Australia.Results: Findings revealed that the most important factor that influenced Chinese students’ decision to study nursing in Australia was the possibility for permanent residency.Conclusions: Insights gained from the study are important for a myriad of factors including international nursing relocation, developments in networking and healthcare, and capitalising in education from a global perspective.

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Caruso, Marinella, and Josh Brown. "Continuity in foreign language education in Australia." Australian Review of Applied Linguistics 40, no. 3 (December 31, 2017): 280–310. http://dx.doi.org/10.1075/aral.17029.car.

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Abstract This article discusses the validity of the bonus for languages other than English (known as the Language Bonus) established in Australia to boost participation in language education. In subjecting this incentive plan to empirical investigation, we not only address a gap in the literature, but also continue the discussion on how to ensure that the efforts made by governments, schools, education agencies and teachers to support language study in schooling can have long-term success. Using data from a large-scale investigation, we consider the significance of the Language Bonus in influencing students’ decisions to study a language at school and at university. While this paper has a local focus – an English-speaking country in which language study is not compulsory – it engages with questions from the broader agenda of providing incentives for learning languages. It will be relevant especially for language policy in English speaking countries.

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Currie, Jane, Sarah Kourouche, Christopher Gordon, Christine Jorm, and Sandra West. "Mass casualty education for undergraduate nursing students in Australia." Nurse Education in Practice 28 (January 2018): 156–62. http://dx.doi.org/10.1016/j.nepr.2017.10.006.

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Smith, Derek R., and Peter A. Leggat. "Hand dermatitis among female nursing students in tropical Australia." Nursing and Health Sciences 6, no. 2 (June 2004): 109–13. http://dx.doi.org/10.1111/j.1442-2018.2004.00181.x.

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Juita, Dewi Nawar Sri, and Baiq L. S. W. Wardhani. "Bantuan Australia kepada Kiribati melalui Program Kiribati Australia Nursing Initiative (KANI)." Insignia: Journal of International Relations 8, no. 1 (March 24, 2021): 1. http://dx.doi.org/10.20884/1.ins.2021.8.1.3486.

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Kiribati merupakan salah satu negara yang terletak di Kepulauan Pasifik yang rentan dengan banjir karena kenaikan permukaan air laut dan diperkirakan akan tenggelam pada tahun 2050. Selain itu, Kiribati juga dihadapkan oleh permasalahan domestik, seperti pengangguran dan kemiskinan. Untuk mengatasi masalah tersebut, pemerintah Kiribati berupaya untuk membentuk kebijakan yang dikenal dengan “migration with dignity” dengan meningkatkan program pendidikan dan keterampilan. Untuk mendukung kebijakan tersebut, pemerintah Australia sebagai negara tetangga Kiribati, memberikan bantuan berupa beasiswa kepada masyarakat Kiribati dalam bentuk program beasiswa pendidikan geratis di bidang keperawatan dan memberikan kesempatan bagi masyarakat Kiribati yang telah lulus program tersebut untuk bekerja langsung di Australia. Bantuan beasiswa ini dikenal dengan Kiribati Australia Nursing Initiative (KANI). Penelitian ini menjawab pertanyaan faktor-faktor yang menjadi motif Australia dalam membantu Kiribati. Penelitian ini berupa studi kepustakaan dengan menggunakan metode kualitatif, mengumpulkan data dari buku, internet, dan artikel ilmiah. Hasil penelitian menunjukkan bahwa KANI merupakan program beasiswa yang tidak saja menguntungkan Kiribati sebagai negara penerima, tetapi juga menguntungkan Australia sebagai negara pemberi bantuan luar negeri. Self-interest Australia yang dominan dalam program KANI adalah kebutuhannya pada kekurangan tenaga kerja pada sektor kesehatan akibat terbatasnya sumber daya manusia dalam memenuhi kebutuhan tersebut, sekaligus untuk memenuhi tugas regional Australia sebagai ‘big brother’ di Pasifik. Kata kunci: Australia, bantuan luar negeri, KANI, Kiribati Kiribati is a nation in the Pacific Island that is exposed to flooding due to rising sea levels and is expected to sink by 2050. In addition, Kiribati is also faced domestic problems such as unemployment and poverty. To solve the problems, Kiribati government seeks to establish a policy known as "migration with dignity" by improving education and skills programs. To support this policy, Australian government as a neighboring country of Kiribati, provides scholarship assistance to the Kiribati community in the form of free education scholarship programs in the field of nursing and provides opportunities for kiribati citizen who have passed the program to work directly in Australia. This scholarship assistance is known as Kiribati Australia Nursing Initiative (KANI). This study answers the question of Australia's motive in helping Kiribati. This research is in the form of literature studies using qualitative methods, collecting data from books, the internet, journals and scientific articles. The result showed that KANI is a scholarship program that not only benefits Kiribati as a receiving country, but also benefits Australa as a foreign aid provider. Australia's dominant self-interest in KANI program is its need for workforce shortages in the health sector due to limited human resources in meeting those needs, as well as to fulfill Australia's regional duty as a 'big brother' in the Pacific. Keywords: Australia, foreign aid, KANI, Kiribati

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Jee, Min Jung. "Foreign language anxiety in relation to affective variables." Australian Review of Applied Linguistics 41, no. 3 (December 31, 2018): 328–48. http://dx.doi.org/10.1075/aral.17068.jee.

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Abstract This study investigated Korean-as-a-foreign-language (KFL) students’ foreign language anxiety (FLA) in relation to five affective variables (i.e., unwillingness to communicate, classroom risk-taking, classroom sociability, motivation, and self-efficacy) as well as to self-rated Korean proficiency. One hundred and fifty-two KFL students who were enrolled in Korean classes in a large public university in Australia completed survey items for the study. Overall, KFL students in Australia showed moderate levels of anxiety (M = 2.79) and unwillingness to communicate (M = 2.58). Additionally, their levels of motivation (M = 3.92) and self-efficacy (M = 3.41) were high. Five affective variables were proven to be significantly related with FLA: a positive correlation between FLA and unwillingness to communicate; and negative correlations between FLA and classroom risk-taking, classroom sociability, motivation and self-efficacy. Among the variables, self-efficacy and self-rated overall Korean proficiency were found to be the best predictors of FLA.

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Wang, Chiu-Wen, Charanjit Singh, Beverly Bird, and Glenice Ives. "The Learning Experiences of Taiwanese Nursing Students Studying in Australia." Journal of Transcultural Nursing 19, no. 2 (April 2008): 140–50. http://dx.doi.org/10.1177/1043659607312968.

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Salamonson, Yenna, Bronwyn Everett, Sharon Andrew, Jane Koch, and Patricia M. Davidson. "Differences in universal diverse orientation among nursing students in Australia." Nursing Outlook 55, no. 6 (November 2007): 296–302. http://dx.doi.org/10.1016/j.outlook.2007.07.005.

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Parlar Kılıç, Serap, Gülendam Karadağ, Nermin Kılıç, and Cihat Demirel. "Difficulties and Expectations of Foreign Nursing Students in the Clinic." Journal of Comparative & International Higher Education 13, no. 1 (March 23, 2021): 114–32. http://dx.doi.org/10.32674/jcihe.v13i1.1684.

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The purpose of this study was to determine the difficulties and expectations of foreign nursing students during their nursing practice in the clinic. This qualitative study was conducted with six foreign students studying in the department of nursing at a university in Turkey. The data were collected by using a focus group interview method, and two focus group interviews were held. Two main themes, namely, difficulties during the nursing practices in the clinic and expectations, and related subthemes were determined. All the students described the difficulties they experienced regarding nursing practices in the hospital. The foreign and migrant students participating in this study experienced difficulties regarding communication, applying treatments, providing training to patients, and applying care interventions to patients during nursing practice in the clinic; they also had expectations from nursing educators to spend sufficient time with them and be present with them in the clinic, and from nurses to assist them for adaptation to the clinic.

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Pennell, Richard. "Making the Foreign Past Real: Teaching and Assessing Middle Eastern History in Australia." Review of Middle East Studies 51, no. 1 (February 2017): 40–44. http://dx.doi.org/10.1017/rms.2017.51.

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Teaching modern Middle East history at the University of Melbourne raises problems of culture. Students are not generally acquainted with the Middle East and North Africa—even those whose families originate there—news coverage is patchy, and Australia is far away. Not all students are even arts students let alone history majors: our degree structure requires interdisciplinary study. The University is liberal about how to assess students, only requiring that during a twelve-week semester subject a student must write 4000 words. Within broad bounds, how teachers do this is up to them, although the Arts Faculty has a culture of avoiding unseen examinations. History major students are very accustomed to the “traditional” researched essay format, but it does not provide much variety of intellectual training; it is unfamiliar to non-Arts students; in classes that regularly number over 100 students, it is tiring and boring to assess; and large numbers of essays are freely available online. So I have introduced an assessment task to replace the standard researched essay. The purpose here is to describe an alternative approach to assessment and learning by using a simulation: in that sense the actual topic of the simulation is secondary. It concerns refugees, which is of course, a matter of vital current concern, but it is the reasoning behind the task that I hope is instructive.

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Dos Santos, Luis Miguel. "Upgrading Nursing Students’ Foreign Language and Communication Skills: A Qualitative Inquiry of the Afterschool Enhancement Programmes." International Journal of Environmental Research and Public Health 18, no. 10 (May 12, 2021): 5112. http://dx.doi.org/10.3390/ijerph18105112.

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Learning a foreign language is not easy for many students, particularly for nursing students who need to complete their internships in the hospital. However, motivation always drives them to the foreign language classrooms. The purpose of this study was to understand the motivations and reasons behind why these nursing students decided to study Mandarin Chinese as part of their personal development and enhancement beyond the curriculum. One main question and one sub-research question were written, why would nursing students decide to take Chinese as the tool for foreign language and culture development? What and why are the reasons and motivations for nursing students to take Chinese beyond their curriculum? The qualitative case study method was employed in order to investigate 36 nursing university students in the United Kingdom. The results of this study concluded that nursing students tend to study Chinese due to personal development and career goals. School leaders, department heads, government leaders, policymakers, human resources professionals, vocational trainers, and researchers may take this study as the opportunity to reform their current human resource and education plans to offer foreign language courses to university students, members of the public, learners, and interested parties for both personal development and career enhancements.

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Shusharina, Marina V. "The main aspects of law protection of foreign students in Australia (1991-2015)." Vestnik Tomskogo gosudarstvennogo universiteta, no. 399 (November 1, 2015): 151–55. http://dx.doi.org/10.17223/15617793/399/25.

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Luders, Elise, Simon Cooper, Robyn Cant, Donna Waters, Marion Tower, Amanda Henderson, Kerry Hood, Georgina Willetts, Colleen Ryan, and Kerry Reid-Searl. "Nursing degree students’ clinical placement experiences in Australia: A survey design." Nurse Education in Practice 54 (July 2021): 103112. http://dx.doi.org/10.1016/j.nepr.2021.103112.

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Brown, Stephen, Lara Wakeling, Mani Naiker, and Sue White. "Approaches to Study in Undergraduate Nursing Students in Regional Victoria, Australia." International Journal of Nursing Education Scholarship 11, no. 1 (January 1, 2014): 155–64. http://dx.doi.org/10.1515/ijnes-2014-0020.

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AbstractIn developmental research to devise a strategy to identify students who may benefit from assistance with learning habits, approaches to study were explored in undergraduate nursing students (n=122) enrolled in a compulsory first-year course in physiology at a regional Australian university. The course constituted 30 credits (25%) of their first year of study. Using the Approaches and Study Skills Inventory (ASSIST), students were identified as adopting a deep (n=38, 31%), strategic (n= 30, 25%), or a surface (n=54, 44%) approach to study. Internal consistency (Cronbach’s alpha [α]) for deep, strategic, and surface was 0.85, 0.87, and 0.76, respectively. Subsequently, a cluster analysis was done to identify two groupings: a “surface” group (n=53) and a “deep/strategic” group (n=69). The surface group scored lower in deep (33.28±6.42) and strategic (39.36±6.79) approaches and higher in the surface (46.96±9.57) approach. Conversely, the deep/strategic group scored 46.10±6.81, 57.17±7.81, and 41.87±6.47 in deep, strategic, and surface styles, respectively. This application of the ASSIST questionnaire and cluster analysis thus differentiated students adopting a surface approach to study. This strategy may enable educators to target resources, for example additional tutorial opportunities, peer-assisted study support, and tutor-led seminar sessions aimed at encouraging students to adopt a less superficial approach to study.

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Birks, Melanie, Lea M. Budden, Narelle Biedermann, Tanya Park, and Ysanne Chapman. "A ‘rite of passage?’: Bullying experiences of nursing students in Australia." Collegian 25, no. 1 (February 2018): 45–50. http://dx.doi.org/10.1016/j.colegn.2017.03.005.

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Junious, DeMonica L., Ann Malecha, Kathryn Tart, and Anne Young. "Stress and Perceived Faculty Support Among Foreign-Born Baccalaureate Nursing Students." Journal of Nursing Education 49, no. 5 (May 1, 2010): 261–70. http://dx.doi.org/10.3928/01484834-20100217-02.

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Malecha, Ann, Kathryn Tart, and DeMonica L. Junious. "Foreign-Born Nursing Students in the United States: A Literature Review." Journal of Professional Nursing 28, no. 5 (September 2012): 297–305. http://dx.doi.org/10.1016/j.profnurs.2012.03.001.

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Reagan, Timothy. "BACKGROUND SPEAKERS: DIVERSITY AND ITS MANAGEMENT IN THE LOTE CLASSROOM.Michael Clyne, Sue Fernandez, Imogen Y. Chen, and Renata Summo-O'Connell. Belconnen, ACT, Australia: Language Australia, 1997. Pp. vi + 177. A$30.80 paper." Studies in Second Language Acquisition 23, no. 1 (March 2001): 135. http://dx.doi.org/10.1017/s0272263101241060.

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One of the growing challenges facing foreign language educators in many societies is that created by the presence of “native speakers” in second language classrooms. Especially in countries with significant immigration patterns, such as Canada, the United States, and Australia, there are growing numbers of students enrolled in courses in languages other than English (LOTEs) with which they have some background familiarity or knowledge. All too often, these students have been seen as something of a problem in the foreign language classroom, especially in K–12 settings. Background speakers constitutes an important and valuable first step in changing such perceptions.

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Apasova, М. V., I. Y. Kulagina, and E. V. Apasova. "Conditions for the adaptation of foreign students to universities." Современная зарубежная психология 9, no. 4 (2020): 129–37. http://dx.doi.org/10.17759/jmfp.2020090412.

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The article discusses the features of adaptation of foreign students and postgraduates in universities in various countries-Europe, Asia, America and Australia. In foreign psychology, there are a number of external and internal factors that determine the success of adaptation and cause difficulties in the course of adaptation processes. The main external factors include the cultural distance between the home and host countries, the age and gender of students, the specifics of living in campuses, household problems and climate. Socio-cultural adaptation depends mainly on the degree of proximity of cultures, although in any case, foreign students experience a "culture shock". The main internal factors include communicative competence, the nature of motivation, self-efficacy, and value orientations. While studying at a post-graduate at University in another country, the same problems arise as while obtaining higher education, but they are more acute due to the inclusion in research activities, especially those related to the use of equipment and requiring coordination of the work regime with colleagues. In foreign psychology, much attention is paid to the social support of foreign students – informational, emotional and instrumental.

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Yamamura, Shigeo, Eiko Inoue, Junko Miyazawa, Kayoko Yuyama, Tomoko Terajima, and Atsushi Mitsumoto. "International Understanding among Nursing and Pharmacy Students in Japan." Education Sciences 10, no. 9 (September 17, 2020): 253. http://dx.doi.org/10.3390/educsci10090253.

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The purpose of this research is to establish a model for assessing interest in international understanding among nursing and pharmacy students in Japan. The study design was a cross-sectional survey of nursing and pharmacy students in their first to fourth years at Josai International University. The International Understanding Scale (IUS2000), consisting of four domains (respect for human rights, understanding international culture, awareness of world solidarity, and understanding foreign languages) with 27 items, was used. A path analysis and confirmatory factor analysis were used to model international understanding. The model of international understanding of nursing and pharmacy students was established as the second-order four-factor mode. The international understanding of nursing and pharmacy students was mainly composed of respect for human rights and awareness of world solidarity and was less affected by understanding foreign languages. Nursing students in our study had a higher international understanding than pharmacy students. International understanding was considered relevant to students’ learning about the importance of interprofessional collaboration as well as their interests in global learning environments for healthcare professionals. The relationship between international understanding and future progress in healthcare performance needs to be studied to show the importance of international understanding education.

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Astarita, Claudia, and Allan Patience. "Chinese students’ access to media information in Australia and France: a comparative perspective." Media International Australia 175, no. 1 (February 19, 2020): 65–78. http://dx.doi.org/10.1177/1329878x20905695.

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The ongoing growth of China’s economy and the premium attached to quality education within its culture has seen students from China become one of the largest groups of international students enrolling in schools and institutes of higher education around the developed world. Given the rising numbers of these students in overseas higher education institutions, their experiences in their host countries deserve more nuanced research. Little is known about what sources of information they rely on; whether, as students coming from a country with non-transparent access to information, their views and media habits are challenged, transformed or consolidated during their overseas experience; and whether they consider overseas media as a trustworthy source to expand their knowledge on China or an instrument of Western propaganda. Drawing from research conducted in Melbourne in 2016/2017, this article explores why Chinese international students in an Australian university, despite the impact of their international experience, prefer Chinese media sources, especially when looking for information about China. This contrasts with Chinese students enrolled in a university in France. Where does the broad scepticism about the reliability of non-Chinese media in reporting Chinese news come from? What do students mean when they refer to an ‘alleged incapacity of foreign media to understand what is good for China?’ In our conclusion, we propose some possible ways to address the perceived biases and offer some ideas to foreign media on how to better engage Chinese international students’ communities.

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Clark-Burg, Karen. "Future Perioperative Registered Nurses: An Insight into a Perioperative Programme for Undergraduate Nursing Students." Journal of Perioperative Practice 18, no. 10 (October 2008): 432–35. http://dx.doi.org/10.1177/175045890801801001.

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An Australian College of Operating Room Nurses (ACORN) submission (ACORN 2002–2008) recently stated that the specialities that suffered significantly from the transition of hospital-based nursing training to university training were the perioperative specialty, critical care and emergency. The main reason for this was that perioperative nursing was not included in the undergraduate nursing curriculum. Less than a handful of universities in Australia offer the subject as a compulsory unit. The University of Notre Dame Australia (UNDA) is one of these universities. This paper will provide an insight into the perioperative nursing care unit embedded within the Bachelor of Nursing (BN) undergraduate curriculum.

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Mortimer-Jones, Sheila M., Peter G. Wall, and Susan Russell. "Quantitative analysis of anxiety levels of nursing students studying bioscience in Australia." Nursing & Health Sciences 20, no. 4 (June 21, 2018): 452–57. http://dx.doi.org/10.1111/nhs.12535.

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Huang, Yang. "A Chinese Nurse’s Socio-Cultural Experiences in Australia." Journal of International Students 4, no. 3 (July 1, 2014): 292–95. http://dx.doi.org/10.32674/jis.v4i3.468.

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Studying overseas for international students means a lot--not only being away from home but also experiencing quite a few unexpected difficulties. It looks like a triangle of a pyramid since each part is closely connected with each other, and it falls apart if one part is not functioning! Studying abroad is full of challenges for every student due to the language barrier, culture shock and homesickness. For students who speak English as a second or foreign language, this is because being disconnected with families, friends, familiar environment and even preferred food may lead to directly or indirectly physical discomfort and emotional stress. I chose overseas studying as I was eager to understand the cultural differences, linguistic variables, and to establish my interest in community and medicine!

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Suliman, Wafika A., and Angele Tadros. "Nursing students coping with English as a foreign language medium of instruction." Nurse Education Today 31, no. 4 (May 2011): 402–7. http://dx.doi.org/10.1016/j.nedt.2010.07.014.

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Wang, Carol Chunfeng, Lisa Whitehead, and Sara Bayes. "“They are friendly but they don’t want to be friends with you”: A narrative inquiry into Chinese nursing students’ learning experience in Australia." Journal of Nursing Education and Practice 7, no. 8 (March 7, 2017): 27. http://dx.doi.org/10.5430/jnep.v7n8p27.

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There is increasing interest in the phenomena of international student mobility and the growing global demand for skilled nurses. Little is known, however, about the learning experiences of Chinese nursing students at Australian universities. This study begins to address this gap. A narrative inquiry methodology was employed. In-depth interviews and focus group discussions, along with field notes and observations were conducted with six Chinese undergraduate nursing students studying undergraduate nursing in Western Australia. Chinese nursing students in Australia experienced fear and anxiety, driven by unfamiliarity with the hospital environment, education methods, and assessment expectations. Clinical placement experiences in Australian health services were identified by participants as the most stressful learning experience. Forming friendships with domestic students was difficult and rare for these students: none made friends with local students or joined university groups. Despite the challenges they experienced, the participants were motivated and adaptive to a new culture and learning methods, and all, demonstrated academic success. This study provides new knowledge about the learning experiences of Chinese nursing students at Australian universities. Many of the issues identified relate to the wider discussion around effective support for international students.

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Chaika, Oksana, Nataliya Chahrak, Marianna Zhumbei, Halyna Apelt, Lilia Kopchak, and Anastasiia Litvinova. "Pedagogical framework for poly multicultural education of foreign language students seeking a degree in teaching." International journal of health sciences 5, no. 3 (December 24, 2021): 605–16. http://dx.doi.org/10.53730/ijhs.v5n3.2618.

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The research aims to explore and establish the ways of creating pedagogical framework for (i) popularizing the idea of poly-/multiculturalism, and (ii) forming relevant students' skills and abilities in foreign language instruction; to determine the extent to which the engaging mentoring teacher in the educating role may influence their poly-/multicultural competence. To this end, poly-/multicultural competence is seen prerequisite of a foreign language teacher's professional competence. Experiment is the main method of the research. Assessment of the experiment effectiveness was carried out with the involvement of surveys/questionnaires, conducted in stages, along with observation as a method applied. The obtained data confirmed the key research hypothesis: the pedagogical framework for the formation of poly-/ multicultural competence with students seeking their bachelor’s degree to become teachers of a foreign language connects with mastering two or more foreign languages while intensifying the poly-/multicultural component of education. The main findings result in the contemporary need for formation of a FL teacher’s poly-/multicultural competence regarded as the improvement in foreign language proficiency, basic communication skills in a poly-/multiethnic environment, following the proactive positioning of such teacher.

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He, Flora X., Violeta Lopez, and Maria C. Leigh. "Perceived acculturative stress and sense of coherence in Chinese nursing students in Australia." Nurse Education Today 32, no. 4 (May 2012): 345–50. http://dx.doi.org/10.1016/j.nedt.2011.05.004.

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McKelvey, Robert S., John A. Webb, Loretta V. Baldassar, Suzanne M. Robinson, and Geoff Riley. "Sex Knowledge and Sexual Attitudes Among Medical and Nursing Students." Australian & New Zealand Journal of Psychiatry 33, no. 2 (April 1999): 260–66. http://dx.doi.org/10.1046/j.1440-1614.1999.00549.x.

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Objectives: The aim of this study was to assess the relationship between background and sociodemographic variables, attitudes toward controversial aspects of human sexuality and sex knowledge among medical and nursing students. Method: The study design was a questionnaire-based survey of medical and nursing students in Western Australia. Participants were first-through fifth-year medical students at the University of Western Australia and first-through third-year undergraduate nursing students at Edith Cowan University. Outcome measures were students' attitudes toward controversial aspects of human sexuality expressed on a five-point Likert scale and a modified version of the Kinsey Institute/Roper Organization National Sex Knowledge Test. Results: A significant relationship was found between certain background and sociodemographic variables, sexual attitudes and sex knowledge. The background variable most strongly related to both attitudes and knowledge was frequency of attendance at religious services of any religious denomination during the past month, with those attending three or more times more likely to express negative attitudes and have lower sex knowledge scores. Lower sex knowledge was related to negative attitudes toward gay/lesbian/bisexual behaviour, masturbation, premarital sex and contraception. Other important background and sociodemographic variables related to negative attitudes were: never having experienced sexual intercourse; right-wing political orientation; lower family income; gender and ethnicity. Conclusions: Negative attitudes toward controversial aspects of human sexuality and lower sex knowledge scores among medical and nursing students can be predicted on the basis of background and sociodemographic variables. Education aimed at increasing sex knowledge and modifying negative attitudes may increase students' ability to function more effectively as sexual history takers and sex counsellors.

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Dodd, Bill, Claire Konkes, Donald Reid, and Libby Lester. "A freelance-based foreign exchange programme: Tasmanian students’ professional development on WORLDREP." Australian Journalism Review 41, no. 1 (June 1, 2019): 85–102. http://dx.doi.org/10.1386/ajr.41.1.85_1.

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In the context of rapidly changing newsrooms and a constriction in entry-level positions for graduates, the Europe and Australia in the World (WORLDREP) programme seeks to prepare students by pairing freelance journalism with overseas training and exchange. However, the entrepreneurial focus of the course must be weighed against the challenges and idiosyncratic hiring criteria that graduates face on their return home. This article discusses interviews with former Tasmanian participants to compare what the students felt they acquired during the course with perceived barriers and challenges post-graduation. We find that the programme’s freelance focus cultivates a range of applied skills, an extensive publication portfolio and professional confidence. However, interviewees also reported that a lack of local newsroom contacts – traditionally provided through newsroom internships – constitutes a hurdle on their return home. This prompts a discussion about how to complement exchange programmes with local networking and professional development initiatives that can ground what students have learnt overseas in local journalism practice.

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Ryan, Colleen, and Margaret McAllister. "The experiences of clinical facilitators working with nursing students in Australia: An interpretive description." Collegian 26, no. 2 (April 2019): 281–87. http://dx.doi.org/10.1016/j.colegn.2018.07.005.

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Nakane, Ikuko, Chihiro Kinoshita Thomson, and Satoko Tokumaru. "Negotiation of power and solidarity in email." Journal of Asian Pacific Communication 24, no. 1 (April 18, 2014): 60–80. http://dx.doi.org/10.1075/japc.24.1.04nak.

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The issue of e-politeness has been attracting increasing attention in the field of foreign language teaching and learning. This article examines how students of Japanese as a foreign language in Australia negotiated power and solidarity in their email correspondence with ‘facilitators’ in Japan who provided support in essay writing tasks. Their relationships, which were neither completely status-unequal nor status-equal, offer a unique social context for an examination of politeness. The study examines whether and how power and solidarity shifted over the 12 weeks of email exchanges. The results show varying levels of rapport and orientations to politeness developing over time, as well as evidence of students applying implicit input from the facilitators’ email messages. The article also considers the impacts, on the politeness phenomena in the data, of students’ cultural backgrounds and prior exposure to casual Japanese. The findings are discussed in relation to the question of ‘appropriateness’ in fostering foreign language learner ability to negotiate power and solidarity in intercultural communication.

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Peck, Blake, Andrew Smith, Daniel Terry, and Joanne E. Porter. "Self-Regulation for and of Learning: Student Insights for Online Success in a Bachelor of Nursing Program in Regional Australia." Nursing Reports 11, no. 2 (May 20, 2021): 364–72. http://dx.doi.org/10.3390/nursrep11020035.

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The blended online digital (BOLD) approach to teaching is popular within many universities. Despite this popularity, our understanding of the experiences of students making the transition to online learning is limited, specifically an examination of those elements associated with success. The aim of this study is to explore the experiences of students transitioning from a traditional mode of delivery to a more online approach in an inaugural BOLD Bachelor of Nursing program at a regional multi-campus institution in Victoria, Australia. Fifteen students across two regional campuses participated in one of four focus groups. This qualitative exploration of students’ experience contributes to contemporary insights into how we might begin to develop programs of study that help students develop self-regulation. A modified method of thematic analysis of phenomenological data was employed to analyse the focus group interview data to identify themes that represent the meaning of the transition experience for students. This qualitative exploration of students’ experience contributes to contemporary insights into how we might begin to develop programs of study that help students develop self-regulation.

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Yustina, Luli Sari, Syayid Sandi Sukandi, and Nurkhairat Arniman. "Islamic Indonesian EFL students’ responses on English-speaking countries." Englisia: Journal of Language, Education, and Humanities 9, no. 1 (November 7, 2021): 63. http://dx.doi.org/10.22373/ej.v9i1.9399.

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EFL students learn English within the notion of English as an international language. The gap in this research is to study the learning of English as a language to the study of the culture of the English-speaking countries. This gap emerged after cross-culture understanding was taught in a one-semester course at an Islamic state university in Indonesia. Phenomenology is the theory used in this research, within the qualitative research approach and descriptive statistics. 110 respondents were given the questionnaires, with open-ended questions asking four interrelated questions about the United States of America, the United Kingdom, and Australia as the three English-speaking countries. The respondents’ answers in the questionnaire were analysed by using codes, or themes, that later on show the frequency of each theme. The answers were categorized according to the themes and the percentage based on frequency. Thus, the findings of this research highlighted that Indonesian Muslim students have certain themes when looking at English-speaking countries, such as the United States of America, the United Kingdom, and Australia when they learn English as a foreign language.

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Machida, Sayuki. "Anxiety and oral performance in a foreign language test situation." Australian Review of Applied Linguistics 24, no. 1 (January 1, 2001): 31–50. http://dx.doi.org/10.1075/aral.24.1.03mac.

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Abstract This research investigates a situation specific anxiety: oral examination anxiety in a foreign language learning situation. It examines how a particular type of language anxiety - anxiety in oral communication - impacts on the learner’s oral performance. The subjects are first year Japanese language students at tertiary level in Australia. Questionnaire surveys were conducted to measure the students’: a) anxiety in foreign language classes, b) their anxiety toward oral examinations, and c) the anxiety they actually felt in an oral examination. The objectives of the study were to investigate relations between anxiety and scores in oral examinations. The results indicated that state anxiety can be a strong predictor of learners’ performance in an examination. However, the subjects’ trait anxiety had also both direct and indirect influence over their oral performance. A cause-effect relation among trait anxiety, oral performance, and state anxiety (MacIntyre and Gardner 1989) was also observed in this study.

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Ahmad, Mas S., Menaka A. Abuzar, Ishak A. Razak, Sabariah A. Rahman, and Gelsomina L. Borromeo. "Perceptions of oral health education and practice among nursing students in Malaysia and Australia." International Journal of Dental Hygiene 19, no. 2 (February 12, 2021): 215–22. http://dx.doi.org/10.1111/idh.12488.

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Christensen, Martin, Judy Craft, and Sara White. "Nurse academics' experience of contra-power harassment from under-graduate nursing students in Australia." Nurse Education Today 84 (January 2020): 104220. http://dx.doi.org/10.1016/j.nedt.2019.104220.

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Usher, Kim, Dianne Wynaden, Navjot Bhullar, Joanne Durkin, and Debra Jackson. "The mental health impact of COVID‐19 on pre‐registration nursing students in Australia." International Journal of Mental Health Nursing 29, no. 6 (September 24, 2020): 1015–17. http://dx.doi.org/10.1111/inm.12791.

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Penman, J., and F. White. "Peer-Mentoring Program ‘Pop-Up’ Model for Regional Nursing Students." Journal of University Teaching and Learning Practice 3, no. 2 (April 1, 2006): 65–78. http://dx.doi.org/10.53761/1.3.2.6.

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In late 2003, the regional campus of the University of South Australia initiated a peer-mentoring program aimed at assisting the smooth transition of new students to university life. In particular, the Nursing and Rural Health unit envisaged a program that would be effective and rewarding for both student mentees and mentors. This paper presents an analysis of the peer-mentoring program initiated. It begins by discussing the concept of mentoring and the advantages and disadvantages of peermentoring programs in educational institutions. It then introduces the program, describes how it was conceptualised, implemented and strengthened and how the program developed into a unique ‘pop-up’ model of mentoring that fitted the needs of mentees and mentors. The paper evaluates the experiences of mentees and mentors and concludes with some suggestions for improving the program, which others may learn from. Key words: nursing education, first year academic experience, nursing students’ transition to university, peer-mentoring, mentee-mentor relationship.

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TANWIN, SUWANDY. "PEMBELAJARAN BIPA (BAHASA INDONESIA PENUTUR ASING) DALAM UPAYA INTERNASIONALISASI UNIVERSITAS DI INDONESIA PADA ERA GLOBALISASI." Jurnal Bahasa Indonesia Prima (BIP) 2, no. 2 (September 23, 2020): 31–38. http://dx.doi.org/10.34012/bip.v2i2.1215.

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The existence of Indonesian as an international language in the international arena cannot be doubted. There are several universities in Asia, Australia and mainland Europe that provide Indonesian language learning as one of the compulsory courses. One of the efforts to bring Indonesian to the international arena is through BIPA learning. The use of Indonesian in educational activities in Indonesia is regulated in Law no. 24 of 2009, especially Article 29 paragraph (1). This also applies to the BIPA teaching program in Indonesia. Therefore, foreign students studying or studying and even working in Indonesia, must be able to master the use of the Indonesian language. one way that foreign students can use Indonesian in their daily life is through the BIPA program. Previously, BIPA was used as an effort to internationalize the Indonesian language. So, in addition to being able to bring Indonesian as an international language, the BIPA program can also be used in efforts to internationalize universities in Indonesia, especially in the current era of globalization. The increase in BIPA students can be used to introduce Indonesian to other foreign students so that they are interested in learning it. Keywords: BIPA, internationalization, globalization, university

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Erfani, Shiva Seyed, and Hoda Mardan. "The Relationship between Big-Five Personality Traits, English Language Proficiency Scores on IELTS, and Academic Success of Iranian Foreign Students." Theory and Practice in Language Studies 7, no. 11 (November 1, 2017): 1046. http://dx.doi.org/10.17507/tpls.0711.13.

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There is a potential to supply personality as a psychological factor in terms of the Big-Five Model including Extraversion, Agreeableness, Consciousness, Openness to Experience, and Neuroticism. This study was an attempt to examine the relationship between Big-Five personality traits, English language proficiency scores on IELTS, and academic success of Iranian foreign students. The participants of the study included 202 Iranian students (126 males and 76 females) who studied at English speaking universities in different countries including Armenia, Austria, Australia, Canada, Cyprus, Germany, Hungary, India, Italy, Malaysia, New Zealand, Pakistan, Philippines, Sweden, the United Arab Emirates, the United Kingdom, Ukraine, and the United States of America. The necessary data for this study were collected from participants' first-semester academic reports to measure the degree of academic achievement, academic IELTS certificates to determine the language proficiency of candidates, as well as International Personality Item Pool Big-Five inventory to identify the participants’ personality traits. The data were gathered via different communication tools. The correlational analyses showed that there were significant relationships amongst personality traits and Iranian foreign students’ language proficiency. Neuroticism was the only psychological trait, negatively correlated with both language proficiency and academic success of Iranian foreign students. The study also revealed that there was a high correlation between the scores on IELTS and academic success of Iranian foreign students. Finally, multiple regression analysis indicated the causality among the Big-Five personality traits, English language proficiency score on IELTS, and academic success of Iranian foreign students. These bear testimony to the idea of cognitive approach in that one’s underlying mental processes are in charge of second language learning process.

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Song, Suzan J., Robert Ziegler, Lisa Arsenault, Lise E. Fried, and Karen Hacker. "Asian Student Depression in American High Schools." Journal of School Nursing 27, no. 6 (August 15, 2011): 455–62. http://dx.doi.org/10.1177/1059840511418670.

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There are inconsistent findings about depression in Asians. This study examined risk factors for depression in Asian and Caucasian adolescents. Stratified bivariate secondary analyses of risk indicators and depressed mood were performed in this cross-sectional study of high school survey data (9th to 12th grades) from 2,542 students (198 Asian). Asians had a higher prevalence of depressed symptoms, but similar risk factors as Caucasians. Smoking and injury at work were major risk factors for depressed mood among Asians. Asian-specific risk factors for depression were being foreign-born and having a work-related injury. Asian and Caucasian teens have similar risk factors for depressed mood, though being foreign born and having a work-related injury are risk factors specific to Asian youth, possibly related to social–economic status. Providers of care in school, such as school nurses, can be important primary screeners of depression for Asian students in particular.

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Barton, Georgina, and Kay Hartwig. "Workplace Experience of International Students in Australia." Journal of International Students 10, no. 2 (May 15, 2020): viii—xi. http://dx.doi.org/10.32674/jis.v10i2.1946.

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For the past three years over 400,000 international students have enrolled annually to study in higher education contexts in Australia (Australian Government, 2019). The extensiveness of international student enrolments has been equalled to Australia’s third highest export industry after coal and iron ore (Grewal & Blakkarly, 2017). Given the significance of international students it is important that Australian universities find effective and culturally-appropriate ways to support this cohort. One such area needing support is work experience as many study programs that international students undertake include compulsory or elective courses involving assessed experiences in professional contexts. Degrees such as business, education, engineering, health including nursing and psychology all require students to successfully complete workplace experiences in order to graduate. It is critical that international students are supported before, during and after workplace components of study as the International Student Barometer indicated that international students desire quality career advice, work experience and subsequently employment as a result of their studies (Garrett, 2014). This short essay shares brief findings from a federally funded, large-scale project carried out in Australian universities – the Work-placement for International Student Programs (WISP) project. The WISP project aimed to investigate international students’ experiences in workplace contexts, but also their preparedness for such experiences. Data was collected from six universities including international student, workplace and university staff interviews; university documents; and international students’ assessed reports from their work experience. In addition, a large scale survey was also distributed across Australia – whereby findings are reported in Barton, Hartwig and Le (2017). Findings from the qualitative data showed that international students face different challenges on work experience as compared to their domestic counterparts. Issues such as language difference, financial difficulties, being away from usual support networks, and cultural difference related to professional skills were identified. We theorised that international students indeed encounter ‘multi-socialisation’ (Barton et al., 2017) whereby they are expected to socialise into a new country, new university context, and workplace environment. Further, our extensive data showed that many work place staff have limited capacities in cultural awareness and hence diverse approaches to working with, and supporting,international students. In fact, some work place staff showed hesitation in hosting international students as they perceived them as being ‘hardwork’ (Barton, Hartwig, Joseph & Podorova, 2017). Conversely, our data showed the success many that international students experience during work placement. For work place staff who displayed high ‘ethos’ (Knight, 1999), huge benefits in hosting international students were experienced for both parties. Another major finding was that international students often find reflecting on their practice and consequently putting new practice into place challenging. Of course, this may be an issue for all students however, our international student participants noted reflecting on challenges and knowing how to improve action was difficult, particularly if their host was not supportive. Conversely, supportive hosts modelled good practice and worked above and beyond to support international students to success. Recommendations from the WISP project are outlined in Table 1 below: Table 1: Recommendations for all stakeholders in relation to work experience for international students International students University Staff (includes academic support staff) Work place supervisors and staff Know and use the range of support services available at your university for international students. Learn about and experience new cultural and professional contexts through volunteering. Be involved in any university learning activities that will assist you to reflect and understand Australian workplace contexts. Participate in a community of learners by sharing your expertise, cultural knowledge and skill sets with the university, workplace and your peers. Regularly seek your supervisor’s feedback on your performance and ensure you understand and can implement this advice. Organise a meeting with international students and their supervisor prior to work placement, as well as post-placement sessions with university staff. Encourage international students to gain experience in new cultural and professional contexts through volunteering. Include a range of teaching and learning activities such as role plays, videos and critical reflection to assist international students’ understanding of Australian workplace contexts. Create a community of learners through multimedia to encourage communication during work placement. Share responsibility of feedback and assessment to allow a fuller understanding of the student’s progress. Create a welcoming workplace environment including a student work space, clear expectations and open lines of communication. Embrace and utilise international students’ unique cultural knowledge and experience in your workplace. Include a diverse range of communication techniques to explain key concepts about the workplace context. Encourage international students to become involved in the wider workplace community. Provide international students regular feedback and demonstrate strategies for improvement and check for understanding. Our project resulted in a conscious focus on positive aspects of international students’workplace experience given the negativity that is often portrayed in the literature. Such a strengths-based approach allowed us to report on ways that worked in supporting both international students and their hosts, ensuring increased employability and reflexive professionals upon graduation.

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Ekaterinina, Maria V. "Features of educational motivation of non-traditional nursing students." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 28, no. 1 (August 25, 2022): 205–14. http://dx.doi.org/10.34216/2073-1426-2022-28-1-205-214.

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The article presents an analysis of the works of Russian and foreign scientists on the motivation of educational activities of adult students depending on the form of study (full-time, part-time). Its features have been studied among students of the specialty ‟Nursing” at a medical college. For the first time in this study, the methodology of structural and psychological analysis was implemented in relation to the problem of motivation of educational activities of female medical students. From the standpoint of this methodology, it is established that during the professional training of future nurses, there are natural – determined by both the learning process and subjective factors – restructurings of the motivational sphere of the personality of women. These transformations characterise their integral structures rather than the dynamics of individual motives. It is found that the dynamics of the motivational sphere is quite deep, leading to structural changes in this sphere; that is, there is a qualitative restructuring of the motivational sphere of the individual. As a consequence of these qualitative transformations, there is also the organisation degree natural dynamics – integration of the motivational sphere of the individual. A decrease in the degree of structuring of the motivational sphere of students by the end of training is revealed; that is, there is a cardinal reorientation to the actual professional activity.

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Yu, Ying, Jodie Price, Vincent Pearson, Leeanne Pront, Angie Sterland, Maurine Redden, and Fathimath Shifaza. "Picture guided learning - A picture-based clinical skill teaching resource in undergraduate nursing in South Australia." International Journal of Advanced Health Science and Technology 1, no. 2 (December 6, 2021): 42–49. http://dx.doi.org/10.35882/ijahst.v1i2.2.

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A competent nursing graduate is required to perform psychomotor skills related to clinical procedures, articulate knowledge to support their activities, work in a team with efficient time management skills and have strategies to perform in the increasingly busy clinical environment and with complex patient acuity. Student Evaluation of Teaching data from an undergraduate nursing clinical subject 2014-2018 identified an inconsistency in clinical skill teaching/delivery by educators which needed to be addressed. This study aimed to evaluate the outcome of implementing the Clinical Skill Storybook as an additional teaching resource for students’ clinical skill development. A descriptive analysis approach was applied to summarise quantitative and qualitative subject evaluation data along with Clinical Skill Storybook evaluation questionnaires (2018-2020). Data analysis identified five themes: (1) Clinical Skill Storybook as a Learning Resource, (2) Self-directed learning and peer support, (3) Developing clinical skill competency, (4) Preparation for clinical placement, and (5) Maintaining teaching consistency. It was evident that the Clinical Skill Storybook provided an easy-to-follow visual guide which assisted students’ confidence and competence of skill development. The subject evaluation highlights that students were significantly more satisfied with the teaching resources than in previous years. The implementation of the Clinical Skill Storybook actively improved students’ skill acquisition, confidence, and readiness for placement. The findings indicated that picture-based resources such as the Clinical Skill Storybook are beneficial for nursing students’ clinical skill development. Further involvement with stakeholders such as clinical venues in developing the clinical skill storybook is planned for future exploration.

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Middleton, Rebekkah, Ritin Fernandez, Natalie Cutler, Carley Jans, Carolyn Antoniou, Baylie Trostian, and Katherine Riley. "Students' perceptions of belonging in the School of Nursing at a regional university in Australia." Nurse Education Today 99 (April 2021): 104817. http://dx.doi.org/10.1016/j.nedt.2021.104817.

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Journal articles on the topic 'Nursing students, Foreign Australia'

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