No abstract

for many years, Canada has relied on international migration to compensate for cyclical shortages in its skilled labour force. This paper reports on recent changes in Canadian immigration policy, namely, the introduction of new immigration programs focused on skilled workers, along with the implementation of domestic mobility agreements. With specific reference to the case of nursing, the paper highlights the necessity for integrated policy across multiple government levels and stakeholder groups, as well as the need to promote the development of evidence-based policy in the fields of immigration and health human resources. Résumé Pendant plusieurs années, le Canada a compté sur la migration internationale pour compenser les pénuries cycliques de main-d' oeuvre qualifiée. Cet article porte sur les récents changements dans les politiques d'immigration au Canada, en particulier l'introduction de nouveaux programmes d'immigration centrés sur les travailleurs qualifiés, de même que la mise en place d' accords de mobilité domestique. L' article, qui traite spécifiquement du cas des soins infirmiers, souligne le besoin de politiques intégrées entre les multiples niveaux de gouvernement et les groupes d'intervenants, ainsi que le besoin de promouvoir le développement de politiques fondées sur les données probantes dans le domaine de l'immigration et des ressources humaines en santé.

In this article, we discuss our experiences learning how to do Foucauldian discourse analysis as doctoral students situated in a school of public health. We mobilize language of “learning through doing” as we reflect on the struggles of conducting doctoral dissertation research. While challenging, these struggles have been productive because they have resulted in epistemological shifts. We explore the following pivotal learning moments that have been central to producing changes in our epistemological positions: (1) realizing there are no predetermined methodological templates, (2) letting go of positivist notions of bias and representativeness, (3) recognizing the iterative nature of the qualitative research process, and (4) experiencing the centrality of writing to qualitative inquiry. Our article recognizes the profound relevance of “doing” within the process of learning critical and interpretive approaches to qualitative research and in unlearning positivist ideas about the production of knowledge that dominate the field of public health.