Since the fall of Saigon in 1975, significant numbers of Vietnamese refugees have been arriving in the United States. The current situation gives rise to unique laboratory for observing the development of a variety of English, given the social circumstances that led to the abrupt influx of refugees. Based on sociolinguistic interviews with over 90 subjects in Northern Virginia, Christian et al. (1983) have described the ethnographic aspects of language usage and maintenance and the development of particular phonological amd grammatical features of English among four different age groups (10-12, 15-18, 20-25 and 35-55), and two different lengths of residency groups (1-3 and 4-7 years of residency) of Vietnamese immigrants. Language values and attitudes encourage both the use and maintenance of Vietnamese in some situations as well as the development of English proficiency. The specific investigation of English structures such as plural, third person singular absence, multiple negation, and unmarked tense indicates that the emerging variety is resisting diffusion from the nonstandard dialects of English while perpetuating some modification of English structures that may give rise to a unique ethnic variety of English.
PurposeThe purpose of this paper is to report a work‐based learning innovation developed in response to the skills agenda affecting post‐registration continuing professional development for nurses.Design/methodology/approachThe experience of learners, mentors and assessors using the “Skills Bank” are illustrated as part of an ongoing evaluation of work‐based learning. This was captured by semi‐structured interviews and the observations of the author as innovation was implemented and to the quality issues for academic rigour were addressed. The study is set in the context of the debate about skills and competence.FindingsThe study finds that learners responded well to the innovation because they were motivated and self‐directed. The experience exceeded their expectations of continuing professional education. Some did not engage with the database of skills and learner‐generated skill design was consequently of poor quality. The assessment strategy is well‐defined and rewards excellence in practice with the use of a grading tool.Practical implicationsContent of skills templates reflect current evidence‐based practice, which can be mapped to Skills for Health workforce competences. Maintaining the Skills Bank in terms of currency and authenticity is challenging.Originality/valueThis paper will be of interest to education and training providers keen to address the preparation of health care staff fit for purpose and practice. It attempts to articulate skills as a notion of competence.
In response to the government's strategic intentions for nursing outlined in Making a Difference (DoH 1999), the University of Brighton has used national vocational qualification (NVQ) standards to facilitate assessment of practice during the common foundation year of the pre-registration diploma in nursing. The aim of this initiative is to provide 'step on' and 'step off' points using a nationally recognised qualification to meet government requirements for a more flexible approach to nurse education.
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