PLAR in Nursing: Implications of Situated Learning, Communities of Practice and Consequential Transition Theories for Recognition

Kleef, Joy Van; Werquin, Patrick

doi:10.1007/s12134-012-0260-6

“…For instance, the School of Nursing at York University, with funding from the Ontario Ministry of Citizenship and Immigration, launched a pilot training project in 2007 to advise the nursing regulatory body about candidates' professional readiness to write the Canadian Registered Nurse Examination. Although participants learned a great deal through the program, some of them felt misled as there was a lack of recognition of the program by the regulatory body (Van Kleef & Werqin, 2013). In contrast, to address qualificationrecognition issues for immigrant engineers newly arrived in Canada, the Engineering Department in the University of Manitoba worked with the regulatory body in the province and developed an Internationally Educated Engineers Qualification Program.…”

Section: Toward Best Practices: the Roles Of Settlement Servicesmentioning

confidence: 99%

Settlement Services in the Training and Education of Immigrants: Toward a Participatory Mode of Governance

Shan

¹

2015

New Dir Adult Contin Educ

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Settler countries such as Canada, New Zealand, and Australia have had a history of providing formal and informal services to immigrants and refugees, often during their initial period of settlement. This chapter provides a historical review of the policies, practices, and research related to settlement or immigrant services in Canada, with particular attention paid to the roles that they have played in immigrant training and education vis-à-vis labor market segmentation and deprofessionalization. It also identifies the ideological shifts underlying settlement services and highlights what I call a participatory mode of governance as an alternative way to reimagine training and services for immigrants.

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“…This could be equated with the process the NCNZ undergoes when assessing an IQN application for registration in NZ. Lave and Wenger's (1991) CoP theory, combined with the concept of consequential transition developed by Beach (2003), were used to provide a conceptual framework for the research (Van Kleef & Werquin, 2012). Consequential transition theory centres on the premise that learning occurs and is consequential when the learner is engaged in the process and consciously reflects upon situations.…”

Section: Transition Across Borders/boundariesmentioning

confidence: 99%

“…Through the lens of CoP theory and consequential transition the authors described new learning and transition as a process of reshaping and enlarging previous learning. According to Van Kleef and Werquin (2012), this is more likely to occur within social practices that are involved in assisting this process and posed the question of what the nursing profession can do to assist with this transition.…”

Section: Transition Across Borders/boundariesmentioning

confidence: 99%

“…These particular attributes were not apparent in the IQNs' descriptions of the nurses' role in the Philippines. Van Kleef and Werquin (2012) reported that the adjustment process of entering a new health system is a process of making sense of practice without a shared social, cultural, and historical context. This would suggest that the linking and then application of certain competencies pertaining to patient safety is not a straightforward process.…”

Section: Differencesmentioning

confidence: 99%

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Internationally Qualified Nurses’ Perceptions of Patient Safety: New Zealand Case Studies

Kane¹

0

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<p>Twenty five percent of the current New Zealand nursing workforce comprises internationally qualified nurses (IQNs). For a significant proportion of IQNs, English is an additional language and the social, cultural and historical context of the health systems from their country of origin differs significantly to that of New Zealand. International studies have found that despite many of these IQNs having extensive nursing experience prior to entering a new country, the challenges involved with transition can have implications for patient safety. This study aimed to investigate IQNs’ perceptions of the competencies that pertain to patient safety. The study was informed by an interpretive-constructivist approach that acknowledges these perceptions are constructed within a social, cultural, and historical context. A qualitative multiple case study design was used with the Communities of Practice (CoP) theory as the conceptual framework. The primary data source was semi-structured interviews with four IQNs while they attended a Competency Assessment Programme (CAP) to obtain New Zealand nursing registration. The IQNs’ email reflections and programme documents were used as additional data. Thematic analysis of the individual cases followed by cross-case analysis revealed similar perceptions concerning patient safety across the four cases. Exposure to Nursing Council of New Zealand’s (NCNZ) competencies for safe nursing practice during the CAP course did not notably change the participants’ initial perceptions. The most significant finding of this study was that the social, cultural, and historical context of the health system and nursing role mediates how maintaining patient safety will be perceived and enacted in practice. The findings also highlighted the importance of engaging with participant perspectives in order to identify specific areas required for learning and transfer of information. These findings had important implications for further development of educational and healthcare agency support for IQN transition.</p>

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“…In Canada, the underutilisation of IQNs inspired a case study involving IQN Prior Learning Assessment and Recognition (PLAR) candidates, assessors, advisors, managers and directors to explore how quality in the PLAR process could be understood. The PLAR process itself refers to a process that attempts to equate prior learning and credentials with the standards required in Canada for fitness to practise (Van Kleef & Werquin, 2012). This could be equated with the process the NCNZ undergoes when assessing an IQN application for registration in NZ.…”

Section: Transition Across Borders/boundariesmentioning

confidence: 99%

Internationally Qualified Nurses’ Perceptions of Patient Safety: New Zealand Case Studies

Kane¹

0

View full text Add to dashboard Cite

<p>Twenty five percent of the current New Zealand nursing workforce comprises internationally qualified nurses (IQNs). For a significant proportion of IQNs, English is an additional language and the social, cultural and historical context of the health systems from their country of origin differs significantly to that of New Zealand. International studies have found that despite many of these IQNs having extensive nursing experience prior to entering a new country, the challenges involved with transition can have implications for patient safety. This study aimed to investigate IQNs’ perceptions of the competencies that pertain to patient safety. The study was informed by an interpretive-constructivist approach that acknowledges these perceptions are constructed within a social, cultural, and historical context. A qualitative multiple case study design was used with the Communities of Practice (CoP) theory as the conceptual framework. The primary data source was semi-structured interviews with four IQNs while they attended a Competency Assessment Programme (CAP) to obtain New Zealand nursing registration. The IQNs’ email reflections and programme documents were used as additional data. Thematic analysis of the individual cases followed by cross-case analysis revealed similar perceptions concerning patient safety across the four cases. Exposure to Nursing Council of New Zealand’s (NCNZ) competencies for safe nursing practice during the CAP course did not notably change the participants’ initial perceptions. The most significant finding of this study was that the social, cultural, and historical context of the health system and nursing role mediates how maintaining patient safety will be perceived and enacted in practice. The findings also highlighted the importance of engaging with participant perspectives in order to identify specific areas required for learning and transfer of information. These findings had important implications for further development of educational and healthcare agency support for IQN transition.</p>

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PLAR in Nursing: Implications of Situated Learning, Communities of Practice and Consequential Transition Theories for Recognition

Cited by 11 publications

References 23 publications

Settlement Services in the Training and Education of Immigrants: Toward a Participatory Mode of Governance

Settlement Services in the Training and Education of Immigrants: Toward a Participatory Mode of Governance

Internationally Qualified Nurses’ Perceptions of Patient Safety: New Zealand Case Studies

Internationally Qualified Nurses’ Perceptions of Patient Safety: New Zealand Case Studies

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