Academic literature on the topic 'Overseas-trained professionals'
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Journal articles on the topic "Overseas-trained professionals"
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Kennedy, Anne. "Overseas-Trained Early Childhood Professionals: A Neglected Resource." Australasian Journal of Early Childhood 21, no. 3 (September 1996): 16–19. http://dx.doi.org/10.1177/183693919602100305.
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Accompanying an increasing emphasis on accepting skilled migrants into Australia is an increasing demand for recognition of overseas-gained qualifications and experience. Scant consideration has been given by the Australian early childhood profession into the possibilities and appropriateness of recognising and supporting skilled and experienced migrant early childhood professionals. This article explores one type of program which attempted such recognition and makes several key recommendations to the field on this issue.
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Raghav, Sonia, and Cristina Gibson. "The Influx of Overseas Trained Health Care Professionals: Identity Dynamics In Health Care Teams." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 12087. http://dx.doi.org/10.5465/ambpp.2019.12087abstract.
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Alghadir, Ahmad H., Hamayun Zafar, and Zaheen A. Iqbal. "Experiences of Overseas Trained Physical Therapists Working in Saudi Arabia: An Observational Study." International Journal of Environmental Research and Public Health 17, no. 10 (May 13, 2020): 3406. http://dx.doi.org/10.3390/ijerph17103406.
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Background: Health professionals, including physical therapists (PTs), are known to migrate for better jobs, as well as for personal and professional development. However, this involves risks of maladjustment, discrimination, and exploitation. We conducted this study to investigate the experiences of overseas trained PTs in Saudi Arabia (SA) and their perceptions about physical therapy practice and problems regarding the profession in the country. Methods: A questionnaire and accompanying explanation of the study was sent to 175 members of the Saudi Physical Therapy Association (SPTA) working in SA who had been trained outside SA and had a minimum of one year of work experience before moving to SA. Results: One hundred and fifty (86%) respondents completed the questionnaire. Among the respondents, the majority had more than five years of work experience after moving to SA. While 54% of the respondents reported that they were satisfied with their work experiences in SA, the remaining respondents reported their dissatisfaction for various reasons. Conclusions: With the increase in aged population and rise in disability, the need for PTs has simultaneously increased in the health care sector around the world, including in SA. Until PTs of local origin are ready to fill the requirements, the services of PTs from other countries will be required in SA. Although the majority of respondents reported having positive work experiences in SA, the negative aspects and challenges faced by PTs in SA have also been highlighted in this study. These problems need to be addressed in order to promote the development of a better and more holistic approach to patient care.
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Washington Miller, Paul. "Downgrading and discounting the qualifications of migrant professionals in England: the case of overseas-trained teachers." Education, Knowledge and Economy 2, no. 1 (May 9, 2008): 15–25. http://dx.doi.org/10.1080/17496890801961961.
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Evans, Terry, and Paul Northcott. "Bridging courses by distance education for overseas‐trained professionals migrating to Australia: Practical and viability issues." Distance Education 20, no. 2 (January 1999): 205–19. http://dx.doi.org/10.1080/0158791990200203.
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Dywili, Sophia, Ann Bonner, Judith Anderson, and Louise O' Brien. "Experience of overseas-trained health professionals in rural and remote areas of destination countries: A literature review." Australian Journal of Rural Health 20, no. 4 (July 25, 2012): 175–84. http://dx.doi.org/10.1111/j.1440-1584.2012.01281.x.
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Fernandes, Brian, Edward R. Scheffer Cliff, and Amelia Chowdhury. "Achieving self-sufficiency: training Australia’s future medical workforce." Australian Health Review 42, no. 6 (2018): 640. http://dx.doi.org/10.1071/ah17019.
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There is an oversupply of Australian junior doctors, but significant training bottlenecks are developing, and geographical maldistribution in rural and remote areas remains. Last year, the Federal Minister for Immigration rejected a Department of Health recommendation for the removal of 41 health roles from the Skilled Occupation List after concerns that rural and regional communities would be left without access to medical services in areas currently serviced by international medical graduates. In an effort to achieve workforce self-sufficiency, Australia must ensure access to high-quality vocational training places in rural and regional settings while managing immigration of overseas-trained health professionals.
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Allan, Helen, Verena Tschudin, and Khim Horton. "The Devaluation of Nursing: a Position Statement." Nursing Ethics 15, no. 4 (July 2008): 549–56. http://dx.doi.org/10.1177/0969733008090526.
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How nursing as a profession is valued may be changing and needs to be explored and understood in a global context. We draw on data from two empirical studies to illustrate our argument. The first study explored the value of nursing globally, the second investigated the experiences of overseas trained nurses recruited to work in a migrant capacity in the UK health care workforce. The indications are that nurses perceive themselves as devalued socially, and that other health care professionals do not give nursing the same status as other, socially more prestigious professions, such as medicine. Organizational and management structures within the NHS and the independent care home sector devalue overseas nurses and the contribution they make to health care. Our conclusions lead us to question the accepted sociocultural value of the global nursing workforce and its perceived contribution to global health care, and to consider two ethical frameworks from which these issues could be discussed further.
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Lumley, Tom, and Annie Brown. "Specific-purpose language performance tests." Australian Review of Applied Linguistics. Series S 13 (January 1, 1996): 105–36. http://dx.doi.org/10.1075/aralss.13.06lum.
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Abstract Oral performance tests designed to assess candidates’ ability to function in a particular professional role typically involve role plays which simulate aspects of professional interaction between a candidate, in his/her professional role, and an interlocutor, in the role of client or consumer of the professional services. The validity of such tests is dependent both on the incorporation of appropriate content and on the extent to which the interaction between candidate and interlocutor simulates authentic professional interaction. Materials for such role plays are commonly produced according to specifications developed by language testers following consultation with professional informants, but there has been little investigation of how well tasks reflect their purpose (i.e. the aims/intentions of the professional experts). Test interlocutors, generally language teachers, normally undergo some form of training in the test administration procedure, but there has been little analysis of how well their behaviour reflects client behaviour. This paper reports on an investigation into the role which expert professional informants can play in providing post hoc content validation of tasks used in this kind of occupation-specific test, focusing on both the content of the tasks and the behaviour of the interlocutors. The study draws on data from the oral interaction component of an occupation-specific test, the Occupational English Test (McNamara 1996), a 4-skills test for overseas-trained health professionals (with attention in this study to nurses). The study involved a two-day workshop where representatives of the nursing profession, in conjunction with the researchers, analysed both written test materials and audiotaped test data, contributing to an analysis of the realism of the tasks and the features of interlocutor behaviour.
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Turner, Susan. "Vertebrate Palaeontology in Queensland." Earth Sciences History 5, no. 1 (January 1, 1986): 50–65. http://dx.doi.org/10.17704/eshi.5.1.u4316545371807vu.
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In the mid-nineteenth century European settlers discovered prehistoric vertebrates in the northern part of the Colony of New South Wales, which later became the State of Queensland in 1859. Most of these finds were dealt with by overseas professionals, of whom Richard Owen at the British Museum (Natural History) (BM(NH)) was pre-eminent. By the late nineteenth century Australian-based vertebrate palaeontologists, who were usually self-educated, were beginning to work on Australian material. At this time, under the direction of Charles Walter De Vis, the Queensland Museum in Brisbane became the focal point for this science in Queensland; a programme of collecting was initiated which continued as funds allowed. The early twentieth century saw a new phase of exploration undertaken with the specific objective of collecting, carried out by large overseas scientific institutions. Thanks mainly to individual donations, new finds kept appearing regularly in the first half of the twentieth century. As a result there were scientific contributions from a few notable people, Heber A. Longman for example. Yet vertebrate palaeontology in Queensland languished, following the fortunes of the Museum between wars and it did not flourish again until after the Second World War. Since then both trained and amateur palaeontologists have been on the increase, and greater financial assistance has been made available from private, and State and Commonwealth Government sources, allowing progress in this science to be made.
Dissertations / Theses on the topic "Overseas-trained professionals"
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Booth, Judith, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "A critique of "cultural fit" in relation to the recruitment of Indian Information Technologists for the Y2K project in Australia." Deakin University. School of Communication & Creative Arts, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040617.142627.
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In this study of intercultural communication, I investigate the multi-faceted meaning of the expression " cultural fit " in the sense that it is used by recruiters when shortlisting Indian information technologists to fill skills shortages for the Y2K project in Australia. The data is in the form of ten videotaped interviews in Bangalore and the recruiter commentary on those tapes in Melbourne. A crucial decision to be made by recruiters in any shortlisting process is " How will the candidate fit into the workplace?" This question becomes more problematical when applied to overseas-trained professionals. I take a critical approach, drawing principally on the research traditions of linguistics where studies of intercultural communication and workplace interaction intersect, employing chiefly the tools of Critical Discourse Analysis and Interactional Sociolinguistics and the more abstract notions of Bourdieu. A bridge between these different discourse approaches is provided by Sarangi & Roberts < 1999 < who show the connection between the larger institutional order and interactional routines, through an elaboration of frontstage talk and backstage talk following Goffman < 1959 < .
An analysis of the interviews < frontstage talk < reveals "cultural fit" to involve a knowledge of institutional talk, in particular, directness. The recruiter commentary < backstage talk < draws attention to issues of intelligibility, body language, technical expertise and workplace values. the study shows that Indian Information Technologists have "partial fit" in that they possess technical fit but do not demonstrate, or lack the opportunity to demonstrate in the interview, Australian workplace values such as small talk, humour and informality. The recruiter judgments were fleeting and apart from checking for intelligibility, were made on the basis of candidates' body language thus highlighting its importance and its relative absence from the discourse approaches mentioned above. This study shows clearly that there is room for more communicative flexibility on the part of all the stakeholders.
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Miller, Paul Washington. "Professional lives in transition : the experiences of overseas trained teachers from the Caribbean in London's secondary schools." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019893/.
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Mpofu, Charles. "Immigrant medical practitioners' experience of seeking New Zealand registration a participatory study : a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements of the degree of Master of Health Science, 2007." Click here to access this resource online, 2007. http://hdl.handle.net/10292/404.
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This qualitative modified participatory study underpinned by social critical theory explored the experiences of immigrant medical practitioners seeking registration in New Zealand. The occupational science notions of occupation, occupational deprivation and occupational apartheid were used to understand the experiences of the participants. The objective of the study was to understand the experiences of the participants and facilitate their self-empowerment through facilitated dialogue, affording them opportunities for collective action. Data was obtained through in-depth interviews and focus group discussions with eighteen immigrant medical practitioners who were doctors and dentists as well as two physiotherapists. The two physiotherapists were sampled out of necessity to explore diversity in findings. Transcripts were analysed using thematic analysis. This method included the processes of coding data into themes and then collapsing themes into major themes which were organised under categories. Four categories were created in the findings describing the experiences of immigrant practitioners and suggesting solutions. Firstly; findings revealed that immigrant medical practitioners had a potential worth being utilised in New Zealand. Secondly; it was found that these participants faced negative and disabling experiences in the process of being registered. Thirdly; the emotional consequences of the negative experiences were described in the study. Fourthly; there were collectively suggested solutions where the participants felt that their problems could be alleviated by support systems modelled in other Western English speaking countries that have hosted high numbers of immigrant medical practitioners from non-English speaking countries. This collective action was consistent with the emancipatory intent of participatory research informed by social critical theory. This study resulted in drawing conclusions about the implications of the participants’ experiences to well-being, occupational satisfaction as well as diverse workforce development initiatives. This study is also significant in policy making as it spelt out the specific problems faced by participants and made recommendations on what can be done to effectively utilise and benefit from the skills of immigrant medical practitioners. A multi-agency approach involving key stakeholders from the government departments, regulatory authorities, medical schools and immigrant practitioners themselves is suggested as a possible approach to solving the problems faced by these practitioners.
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McNamara, Timothy Francis. "Assessing the second language proficiency of health professionals." 1990. http://repository.unimelb.edu.au/10187/7110.
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This thesis reports on the development of an Australian Government English as a Second Language test for health professionals, the Occupational English Test (OET) , and its validation using Rasch Item Response Theory models.The test contains sub-tests of the four macroskills, each based on workplace communication tasks. The thesis reports on the creation of test specifications, the trial ling of test materials and the analysis of data from full test sessions.
The main research issues dealt with are as follows:
1. The nature of the constructs involved in communicative language testing. The term proficiency is analysed, and its relationship to a number of models of communicative competence examined. The difficulty of incorporating into these models factors underlying test performance is identified.
2. The nature of performance tests. A distinction is introduced between strong and weak senses of the term performance test, and related to the discussion in 1 above.
3. The content validity of the OET. This is established on the basis of a questionnaire survey, interviews, examination of relevant literature, workplace observation and test data.
4. The role of classical and Rasch IRT analysis in establishing the qualities of the test. Classical and Rasch IRT analyses are used to establish the basic reliability of the OET sub-tests. The Writing sub-test is shown to be somewhat problematic for raters because of the nature of the writing task involved. Analysis of data from the Reading subtest demonstrates the superiority of the Rasch analysis in the creation of short tests with a specific screening function.
5. The role of Rasch IRT analysis in investigating the construct and content validity of the test and hence of communicatively-oriented tests in general. Rasch analysis reveals that the sub-tests are satisfactory operationalizations of the constructs 'ESL listening/ speaking/ reading/ writing ability in health professional contexts. For the Speaking and Writing sub-tests, the analysis reveals that responses of raters in categories associated with perceptions of grammatical accuracy have a more important role in the determination of the candidate's total score than was anticipated in the design of the test. This finding has implications for the validity of communicatively oriented tests in general, and illustrates the potential of IRT analysis for the investigation of the construct validity of tests.
6. The appropriateness of the use of Rasch IRT in the analysis of language tests. The nature of the debate about 'unidimensionality' in Rasch analysis is reviewed. It is argued that the issue has been substantialy misunderstood. Data from the two parts of the Listening sub-test are analysed, and statistical tests are used to confirm the unidimensionality of the data set. It is concluded that Rasch analysis is appropriate for a language test of this type.
7. The behaviour of raters in the rating of oral and written production in a second language. The findings reported in 5 above suggest that the behaviour of raters is crucial to understanding what is being measured in a communicative test of the productive language skills.
The research demonstrates the value of Rasch IRT analysis in the empirical validation of communicatively oriented language tests, and the potential of large-scale test development projects for theoretical work on language testing.
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Diedhiou, Serigne Ben Moustapha. "Co-analyse de la reconstruction du savoir-évaluer d’enseignants formés à l’étranger en situation d’intégration socioprofessionnelle au Québec : une recherche collaborative." Thèse, 2018. http://hdl.handle.net/1866/21212.
Full textBook chapters on the topic "Overseas-trained professionals"
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Kernis, Neil. "Reskilling Internationally Educated Nurses." In Examining the Career Development Practices and Experiences of Immigrants, 244–60. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5811-9.ch012.
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In light of a projected shortage of registered nurses, nurses trained overseas may present a viable solution. However, these nurses will likely need to surmount many obstacles in order to integrate into the profession in the United States. This chapter reviews the barriers faced by internationally trained nurses to entering the nursing profession. Secondly, it argues for the importance of addressing and facilitating personal and professional transitions in helping deskilled nurses as they pursue nursing licensure. In doing so, it will reflect on the researcher's research with internationally educated nurses and their experiences in a National Council Licensure Examination (NCLEX) preparation program. Finally, implications for adult education practitioners who help internationally educated nurses, as well as other deprofessionalized immigrants rebuild their careers in the United States are discussed.
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Zengeya, Stanley Tamuka, and Tiroumourougane V. Serane. "Effective communication in the exam." In The MRCPCH Clinical Exam Made Simple. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199587933.003.0008.
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Communication is not just giving information; rather, it is a two-way process and involves the exchange of information, ideas, and knowledge. Eff ective communication is the key to success and can be achieved only if the receiver understands the exact information the sender is aiming to transfer. Medical communication is the art of speaking clearly and professionally, while reducing the possibility of being misunderstood. It will increase patient satisfaction and trust and improve understanding of treatment and compliance. Examiners consider effective communication to be the most essential skill any doctor requires to deal with the patient’s problems. The General Medical Council has highlighted the importance of communicating well by stating that ‘medical graduates must be able to communicate clearly, sensitively and effectively, not only with patients and their relatives, but also with colleagues and other healthcare professionals’. The Royal College of Paediatrics and Child Heath has put so much emphasis on communication that this is the only skill that is tested in two independent stations in the clinical examination. The College feels that a careful assessment of communication skills distinguishes the good candidates from the bad ones. Often, overseas-trained candidates and non-native English speakers find this station difficult, as they may not have grasped the basic skills of this assessment. In this station, the examiner will watch a communication scenario between the candidate and the patient’s family. It is of utmost importance to read the instructions carefully and understand them. A common mistake is to confuse this station with history taking. The examiner’s task is to observe only and not to ask any questions or make any comments on the candidate's performance. At the end of the episode, the examiner will evaluate the candidate’s performance. The key competence skills required in the communication station are given in table 2.1. Effective communication is a two-way process in which there is an exchange of thoughts, feelings, or ideas towards a mutually accepted goal. Speaking and listening are the two arms of effective communication. One cannot be an effective communicator if both speaking and listening are not mastered. Medical communication starts with speaking, which requires a sender, a message, a medium or channel, and a receiver. The sender encodes a package of information and transmits this by a medium to the receiver. Commonly used media include air, noise, signal, and paper. Content and context are the two elements of information that will be transmitted via the medium. Content is the actual words or symbols. Context is the way the message is delivered, that is the non-verbal components such as body language, facial expressions, posture, gestures, eye contact, and state of emotion. During communication, context is extremely important as it helps the patient and the doctor to understand one another. On receiving the message, the recipient decodes it and can give the sender feedback (figure 2.1).
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Rudnytska-Yuriichuk, Iryna. "Peculiarities of Pedagogical Staff Professional Training for Work at Ukrainian Pre-School Educational Institutions in US and Canadian Diaspora (2nd Half of the XX Century)." In Trends and Prospects of the Education System and Educators’ Professional Training Development, 255–75. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch016.
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The article discusses the peculiarities of organization and work of Ukrainian preschools in the Ukrainian diaspora in Canada and U.S., which aim to develop children’s national identity. Realization of the fact that in countries of settlement, namely in the USA and Canada, a considerable number of the new generation are losing their identity and getting disattached from the Ukrainian community has encouraged progressive community to create grounds for common solving of the problems of pre-school education both on the first and the main stages of external assistance provided to families in bringing up the nationally conscious new generation of the Ukrainians living overseas. We believe it is necessary to point out that organizers of Ukrainian pre-school education in Canada and the USA, as well as in other countries of Ukrainian settlement, were well aware of the fact that in addition to study and material base and methodological provision, it is also necessary to have professionally trained kindergarten teachers for starting a children’s nursery school or a kindergarten. There were not enough of them, though. That was why a need for a pre-school education teacher arose.