Culture shock and healthcare workers in remote Indigenous communities of Australia: what do we know and how can we measure it?

Muecke, Alyson; Lenthall, Suzanne; Lindeman, Melissa

doi:10.22605/rrh1607

Cited by 16 publications

(9 citation statements)

References 33 publications

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“…Oberg proposed four stages to culture shock. Muecke, Lenthail, and Lindeman's (2011) study on culture shock and healthcare workers in remote communities of Australia provide a good summary of these stages:…”

Section: U-curve Theorymentioning

confidence: 99%

“…At the time of entry, some international students experience culture shock (Oberg, 1960;Muecke, Lenthail, & Lindeman, 2011). As highlighted in the literature, culture shock effectively leads to acculturative stress, which leads to feelings of helplessness, anger, and homesickness (Oberg, 1960;Muecke, Lenthail, & Lindeman, 2011).…”

Section: Culture Shock and Acculturationmentioning

confidence: 99%

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The Immigration and Settlement Experiences of International Students From Ghana and Nigeria in the Greater Toronto Area

Haastrup

2024

Preprint

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Over the last 20 years, the number of international students coming to Canada has increased drastically from just over 100,000 in 2000-2001 to well over half a million in the 20202021 academic years (Canadian Bureau for International Education (CBIE), 2018; El-Assal, 2020; Statista, 2021). According to Global Affairs Canada (2020), in 2018 alone, international students in Canada contributed $22.3 billion to the Canadian economy on tuition, accommodation, and discretionary spending and helped to sustain over 170,000 jobs. Much of the literature has focused on Asian international students – especially from India and China, who make up a combined 56% of the international student body in Canada (El-Assal, 2020). Significantly less is known about African international students, who make up about 9% of the international student body in Canada. This study critically assesses Canada’s approach to and focus on international students as part of overall programs to attract immigrants. Using a qualitative analysis, this study focuses on the immigration and settlement experiences of Black African international students from Ghana and Nigeria living in the Greater Toronto Area (GTA) Canada. Semi structured interviews were conducted with Ghanaian (N = 6) and Nigerian (N = 14) international students living in the GTA. Because experiences may defer between male and female, an even number of students who identified as men (N = 10) and identified as women (N = 10) were recruited. The study centred the voices of these Ghanaian and Nigerian international students, adding to the scarce body of knowledge surrounding the topic. The research focused on the ways in which social networks contributed to or diminished acculturative stress; the impact of Canadian immigration policy on the experiences of these students; and the role of race and gender on the immigration experiences of these students. The study resulted in three key finding. First, Ghanaian and Nigerian international students face financial difficulties. They could benefit from additional forms of financial aid, grants, or financial support, although participants identified as female experienced more financial challenges than those identified as male. Second, there is a lack of culturally appropriate support from colleges and universities for Ghanaian and Nigerian international students, which have led some to seek support from their religious institutions, some of which are not equipped to help with mental wellbeing. Lastly, some participants that used educational agents, expressed discontent and frustration with the outcomes, as agencies at times gave them misinformation that led them to enroll in bridging programs when, in fact, this was not necessary. The study provides recommendations that can inform policy change to better support and enhance the experiences of Ghanaian and Nigerian international students in the GTA.

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Section: U-curve Theorymentioning

confidence: 99%

Section: Culture Shock and Acculturationmentioning

confidence: 99%

The Immigration and Settlement Experiences of International Students From Ghana and Nigeria in the Greater Toronto Area

Haastrup

2024

Preprint

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“…When teachers first arrive in a remote setting, they may experience "culture shock" (Oberg, 1960;Adler, 1975;Muecke et al, 2011;Irving et al, 2017;Brown et al, 2022). This may occur when students and parents bring "community and cultural values into the classroom" (Eady et al, 2021, p. 214) that are vastly different to the teacher's own 10.3389/feduc.2023.1123586 Frontiers in Education 03 frontiersin.org cultural background.…”

Section: Open Access Edited Bymentioning

confidence: 99%

Experienced, trauma-informed teachers working in remote Australia: What is required for their work to be effective?

Brown

L’Estrange

2023

Front. Educ.

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IntroductionIn remote education settings in Australia, experienced teachers who can effectively support students impacted by trauma are essential. Remote communities are unique yet are in many ways vulnerable to trauma as they face higher rates of disadvantage and exposure to traumatic events, including natural disasters and domestic and family violence. This is compounded by a lack of access to effective supports due to the tyranny of distance. Also, First Nations peoples living in remote areas continue to endure the ongoing and traumatic impacts of a violent and disruptive colonization.MethodsThe qualitative research study detailed in this article explored the requirements for the work of experienced, trauma-informed teachers in remote Australia to be effective, adding an important and unique perspective to the research evidence that is not often considered. Seven teachers from remote Australia completed a short, online questionnaire and participated in a focus group interview which was analyzed thematically.ResultsThemes emerging from the focus group data indicated that specific and contextualized preparation and support for teachers is required for them to do their work effectively. For remote Australian settings this means preparing teachers with cultural awareness and relevant trauma-informed training. Further, the wellbeing of these remote educators is often compromised, and addressing systemic factors such as adequate preparation of their colleagues and support to access relevant ongoing professional learning is needed.DiscussionRemote teaching work in Australia is complex, and while the current study is small and exploratory in nature, the findings highlight some of the real-world impacts of these issues at a community and individual teacher level that have not been previously explored.

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“…Research indicates that IQN in acute care settings struggle with stressors related to migration and adjustment to a new culture and workplace environment. Indeed, it has been argued that IQN from CALD backgrounds experience a ‘cultural shock’ (Zhou, 2014), which refers to the idea that stress, anxiety or discomfort felt by IQN migrants relates working and living in an unfamiliar cultural environment (Muecke et al., 2011). Fitzpatrick (2017), however, challenges the notion that ‘culture’ is the underlying factor in migrant stress, arguing that the term ‘culture’ should be removed from ‘culture shock’ as it perpetuates stereotypes about subjugated cultural groups by emphasizing cultural difference rather than highlighting contextual factors and conditions that negatively impact on CALD workers and cause a sense of shock.…”

Section: The Reviewmentioning

confidence: 99%

The reported experiences of internationally qualified nurses in aged care: A scoping review

Sheehy,

Crawford,

River

2023

Journal of Advanced Nursing

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AimTo examine the experiences of internationally qualified nurses, including those from culturally and linguistically diverse backgrounds, transitioning to and working in the aged care sector of high‐income countries.DesignA scoping review.Data SourcesCINAHL, MEDLINE and PSychINFO databases were searched to find eligible literature published from January 2010 onwards.Review MethodsThis scoping review was based on the framework by Arksey and O'Malley and the PRISMA‐ScR guidelines. The literature search was conducted by the first author, and all three authors reviewed the retrieved studies for eligibility and inclusion.ResultsFourteen articles were eligible. Data was categorized into three broad themes: stress of migration and transition; miscommunication, racism and discrimination; and aged care specific challenges which included two sub‐themes ‘shock of aged care’ and ‘bottom care’.ConclusionInternationally qualified nurses, particularly if they are culturally and linguistically diverse, face unique stresses and challenges in aged care and face barriers in the recognition of skills and qualifications. The under‐utilization of skills is not only a loss in terms of patient care but is linked to fears of de‐skilling, losing professional development and opportunities for career progression.ImpactInternationally qualified nurses are positioned as a solution to aged care shortages in high‐income countries; however, there is a scarcity of research exploring their experiences. In the context of the global aged care staffing crisis, an understanding of the stresses and challenges faced by internationally qualified nurses will further strengthen efforts to recruit, support and retain skilled nurses in aged care.

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Culture shock and healthcare workers in remote Indigenous communities of Australia: what do we know and how can we measure it?

Abstract: Culture shock and healthcare workers in remote Indigenous communities of Australia: what do we know and how can we measure it?

Cited by 16 publications

References 33 publications

The Immigration and Settlement Experiences of International Students From Ghana and Nigeria in the Greater Toronto Area

The Immigration and Settlement Experiences of International Students From Ghana and Nigeria in the Greater Toronto Area

Experienced, trauma-informed teachers working in remote Australia: What is required for their work to be effective?

The reported experiences of internationally qualified nurses in aged care: A scoping review

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