Emerging issues of identity and language socialization in the process of reaccreditation for registered nurses educated abroad
Bibliographic record
Abstract
This study examines how foreign educated nurses experience the acquisition of the language and culture of nursing in Canada through the process of reaccreditation. The study explores five nurses' perceptions in the following areas: a) the nature of nursing in which they were socialized in their own country and in Canada; b) how they became socialized into the culture of Canadian nursing through the reaccreditation process and programs designed to assist them; c) how they will continue to be socialized after reaccreditation as working professionals in Canada. A life history approach was used to explore the nurses' perspective on nursing across language and culture within a chronological or developmental framework. The voices presented in the stories belong to five nurses who were successful in obtaining reaccreditation after completing two programs designed to assist them in fulfilling the licensure requirements and in preparing for work in the Canadian health system. Five life stories were collected through interviews which were then edited and analyzed. The themes in the stories appear to indicate that in these nurses' view, first of all, their identity as nurses underwent a complex interplay involving elements, some of which remained constant (the notion of caring) and others which are manifested differently in different cultures and must be learned (how to approach patients). Secondly, the nurses in the study indicated that the programs in which they participated, in particular a refresher program, were invaluable in preparing them to be competent, confident nurses in Canada. Two components were identified by the nurses as being particularly valuable, one was the Communications course, where they learned the language and communication of care that is culturally appropriate for Canada; the other one was the clinical practice, where they saw first-hand how nursing is practiced in this culture, and had the opportunity to integrate their previous knowledge and experience with the newly acquired theory. The ESL components of these programs did not meet the nurses' expectations. According to the nurses, the ESL classes were designed primarily to help them obtain the required scores on the TOEFL and TSE, two examinations which they saw as not being indicative of language proficiencies required for nursing. The five women felt that most activities in the ESL class were decontextualized, neither supporting them with the academic language needs of the nursing courses, nor preparing them for the language needs of the workplace. Finally, all the nurses in this study currently work in the Canadian health care system. They describe how they continue to be socialized into the culture of nursing and reflect on changes in their sense of being nurses in Canada. At the end of the study, implications were drawn for further research and practice.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".