Thesis (Ph.D.) -- University of Adelaide, School of Population Health and Clinical Practice, Discipline of Nursing, 2008. / "February 2008" Includes bibliography (leaves 270-280) Also available in print form.

Thesis (M.N.)--University of Alberta, 2009. / A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Nursing, Faculty of Nursing. Title from pdf file main screen (viewed on November 15, 2009). Includes bibliographical references.

The globalisation of the world has facilitated the international movement of the nursing workforce. Along with other immigration destination countries, Australia is now accepting nurses from more diverse national and educational backgrounds than ever before, in order to secure adequate staffing for its nursing workforce. This thesis reports on a research project which investigated the lived experiences of overseas-qualified nurses (OQNs) from non-English-speaking backgrounds (NESB) in coming to, and working in, Australia. The study used a qualitative design informed by the philosophy of Hermeneutic Phenomenology of Heidegger and Gadamer. The researcher individually interviewed a total of 24 OQNs of NESB from all over the world using a semi-structured interview method. The data were analysed by the case studies and thematic analysis method. From the analysis, a total of four important themes emerged that structured the lived experiences of the OQNs from NESB. 1) From the Past to the Future is concerned with Heidegger's notion of temporality (lived time). The two sub-themes are: the Past which describes the cultural, social and linguistic backgrounds of the OQNs which brought them to their present experiences in Australia, and the Future, which refers to future possibilities which have been opened up by their experiences in Australia. The past and the future co-exist within the OQNs' understanding of their present moment. 2) New Environment is concerned with Spatiality (lived space). The OQNs’ felt working environment in Australia is described. 3) Living in the English Language considers the notion of ‘lived body’ in relation to English-learning when working as nurses in Australia. 4) Shared World is concerned with Heidegger's notion of Shared World; the OQNs from NESB’s needs for a supportive inter-subjective environment is described and discussed. By using Parse’s phenomenological synthesis method, these four themes were then conceptualised into a core structure of phenomena that describes the core nature of the participants: “The lived experience of OQNs from NESB working in Australia is the process of obtaining a new identity in the English language, while actively formulating reality through interplay with new surroundings”. In conclusion, recommendations for improved support for OQNs from NESB derived from the study are presented. / Thesis(Ph.D.)-- School of Population Health and Clinical Practice, 2008

Thesis (Ph. D.)--Loyola University of Chicago, 1976. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 159-163).

Thesis (Ph.D.) - Carleton University, 2006. / Includes bibliographical references. Also available in electronic format on the Internet.

Thesis (Ph. D.)--Loyola University of Chicago, 1976. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 159-163).

Thesis (Ph. D.)--University of Texas at Austin, 2009. / Title from PDF title page (University of Texas Digital Repository, viewed on Sept. 9, 2009). Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

In response to the nursing shortages, hospitals in the U.S. have been filling nursing positions by hiring foreign nurse graduates (FNGs). Filipino nurses represent the majority of all FNGs recruited to work in the U.S. Although Filipino nurses are not new to U.S. hospitals, very few studies have detailed how Filipino nurses have adjusted to U.S. nursing practice. The purpose of this study was to explore how Filipino nurses' perceived their role performance in the U.S. Using grounded theory as the methodology and symbolic interactionism as the philosophical underpinning, the principal investigator (PI) developed a substantive theory using a constant comparative method as the analytical approach. The PI used convenience and theoretical sampling to recruit 31 English-speaking female Filipino RNs practicing in Texas. One interview was conducted with each participant and the data were transcribed verbatim. The PI followed Strauss and Corbin's analytic steps to examine all cases, and the rigor of the theory was safeguarded by following the criteria of evaluation. All participants experienced challenges while adjusting to the U.S. healthcare system and American society due to differences in cultural expectations and experiences. The theory explains the processes of Filipino nurses' transition to U.S. nursing practice. The core variable was "transitioning from Filipino to U.S. nursing practice," which was shaped by nine relational categories. Based on descriptions from these Filipino nurses, it was clear that role transitioning from the Philippines to the U.S. is a complex phenomenon influenced by the meanings and expectations derived from these nurses' prior context in the Philippines. This theory should be beneficial to the many entities involved with or invested in Filipino nurses' migration by providing knowledge about their role transitioning. However, these findings cannot be applied to all Filipino nurses. Future research studies are needed to expand the scope of this theory and to empirically test it. Filipino nurses perceived that unethical actions were constantly taking place, regardless of existing rules and regulations. However, these nurses did little to correct or address the problems or ethical lapses themselves. Advocacy efforts are needed to ensure full understanding of immigration laws and policies to ensure fair work practices for Filipino nurses working in the U.S. / text

The purpose of this study was to obtain an in-depth understanding of the perceptions of overseas-qualified nurses from non-English speaking backgrounds (NESB) in relation to their educational and socialisation experience whilst enrolled in a Competency Based Assessment Program (CBAP). The study was conducted using a modified grounded theory approach. There were a total of seventeen participants; fourteen NESB nurses, and three teachers who were directly involved with their education in the CBAP. The NESB nurses who participated fell into three main groups in terms of their previous professional experience. These were: � Specialist � Experienced generalist � Inexperienced generalist However, the level of skill and experience that the nurses brought to the educational and practice encounter made no difference to their experience of prejudice and lack of support, particularly in the clinical environment. The education and clinical experience they received challenged feelings of competency as much as they expanded feelings of competency. The NESB nurses� experiences of diversity also challenged their feelings of competence. In addition, the level of previous experience did not reduce the concern expressed by NESB nurses regarding the possibility of finding appropriate employment following registration. The implications of this for the profession and the health care system are that even the most experienced specialist and generalist nurses are not having their level of skill appropriately recognised and utilised in a timely way despite the current shortage of generalist and specialist nurses in Victoria. The outcome of the study led to the development of a model that has the potential to lead to a culture change in the clinical environment with a view to improving educational opportunities and experiences for NESB nurses who are enrolled in CBAP. In addition, the model has the potential to be useful in terms of providing local nurses with an opportunity to express their own thoughts and ideas in relation to the education of NESB nurses in the clinical environment. The model is based upon the theoretical perspectives of �productive diversity� and �clinical governance and organisational learning�.