What about the workers? The missing geographies of health care

Connell, John; Walton‐Roberts, Margaret

doi:10.1177/0309132515570513

Cited by 53 publications

(31 citation statements)

References 183 publications

(178 reference statements)

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“…Nursing is an important professional occupation for women, and is partly framed by state investments in education, training and employment at the local, national and increasingly the international scale (Yeates 2009). Nurses comprise the largest sector of the healthcare workforce and their incorporation in healthcare systems is a central factor in the quality and effectiveness of healthcare delivery systems (Connell and Walton-Roberts 2016).…”

Section: Nursing Education: Access Training Quality and Quantitymentioning

confidence: 99%

“…The movement of nurses from the Global South to North is fraught with issues concerning the ethical viability of recruiting nurses from nations already struggling to meet the healthcare demands of their own populations. Various national and international bodies, including the NHS, Commonwealth, and the International Council of Nurses have introduced ethical guidelines for nurse recruitment within the last 15 years (Connell and Walton-Roberts 2016;Kingma 2006). Such guidelines state nurses may only be actively recruited from states with an oversupply of nurses.…”

Section: Nurse Migration Mobility and Vulnerabilitymentioning

confidence: 99%

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International nurse migration from India and the Philippines: the challenge of meeting the sustainable development goals in training, orderly migration and healthcare worker retention

Thompson

Walton‐Roberts

2018

Journal of Ethnic and Migration Studies

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International nurse migration from India and the Philippines: the challenge of meeting the sustainable development goals in training, orderly migration, and healthcare worker retention This paper examines nurse migration from India and the Philippines through the lens of the sustainable development goals (SDGs) 4.3 (access to training), 10.7 (orderly and responsible migration), and 3.c (retention of health workers). The international migration of health workers has increasingly featured on the agenda of global health agencies. Ameliorating the negative impact of international nurse emigration from low income nations has been addressed by several western governments with the adoption of ethical recruitment guidelines, one element of an orderly migration framework. One of the challenges in creating such guidelines is to understand how the emigration of trained nurses influences health education and clinical training systems within nurse exporting nations such as India and the Philippines, and how these relate to various SDGs. This paper maps the connections between India's and the Philippines' increasing role in the provision of nurses for international markets and the SDGs related to training and migration governance and the retention of health workers. The paper calls for greater attention to the global structuring of migrant mobility in order to assess national abilities to meet SDG goals in these areas.

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Section: Nursing Education: Access Training Quality and Quantitymentioning

confidence: 99%

Section: Nurse Migration Mobility and Vulnerabilitymentioning

confidence: 99%

International nurse migration from India and the Philippines: the challenge of meeting the sustainable development goals in training, orderly migration and healthcare worker retention

Thompson

Walton‐Roberts

2018

Journal of Ethnic and Migration Studies

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“…There is a call in the health care sector for a more holistic understanding of the interconnectedness of the experiences and lives of health care workers and local/global health outcomes (Connell & Walton-Roberts, 2015). Given that in our specific context we are engaged in the learning and teaching of future health care workers, we can see there are parallels with this approach and our own professional practice and educational outcomes.…”

Section: Resultsmentioning

confidence: 99%

The cycle of student and staff wellbeing: Emotional labour and extension requests in Higher Education. A Practice Report

Abery

Shipman

2016

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<p><em>This paper suggests that the sociological theory of emotional labour is a useful way to interpret how teaching practices in Higher Education often involve the simultaneous management of both staff and student wellbeing. This paper applies Berry and Cassidy’s Higher Education Emotional Labour model (2013) to the management of extension requests. We put forward a case study of processing a significant number of extension requests in a short space of time in a large, first year Health Sciences topic. We consider the responsibilities and risks for staff and students in this scenario, and ponder the implications for future practice and pedagogy. We argue that student and staff wellbeing must always be considered as interrelated, and that academic administrative procedures need to be developed with this mind. </em></p>

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“…Similarly in the UK, approximately 85% of the workforce is female as of 2008 . The increased reliance on migrant women carers in Australia raises some important questions regarding the impact on the source nations that provide workers of the migrant care workers . Interestingly, the number of men migrating to Australia and working in aged care is increasing.…”

Section: Discussionmentioning

confidence: 99%