Pedagogies ‘on the move’: responding to linguistic diversity in workplace practicums
- Publication Type:
- Conference Proceeding
- Citation:
- 2014
- Issue Date:
- 2014
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| Filename | Description | Size | |||
|---|---|---|---|---|---|
| SRHE_NR_Abstracts_2014.pdf | Accepted version | 508.26 kB |
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A global increase in student mobility has been widely documented over the last decade and healthcare degrees are one of the major growth areas. In Australia, from 2002 to 2011, the number of international nursing students increased more than 500% (Health Workforce Australia 2013). Like other healthcare professions, nursing students must undertake clinical placements where they work, learn and are assessed in a clinical setting, under the guidance of a clinical educator. Students for whom English is an additional language (EAL) often find placements challenging, as do their supervisors (Jeong et al. 2010), which is often attributed to English language proficiency and cultural differences. This presentation discusses pedagogical practices of clinical educators as they go about their daily supervision of EAL nursing students in hospital settings students and the role of language and culture in these practices.
Drawing on my doctoral research, I will use excerpts from field notes and audio recordings from one hospital site to discuss one of the practices I observed, ‘supervision on the move’. I will consider in what ways, and to what extent, this practice helps students engage in peripheral participation (Lave and Wenger 1991) and move from a novice status towards a more expert status (Le Maistre, Boudreau & Pare 2006; Spouse 1998). I will suggest that, while ‘supervision on the move’ may offer some EAL students opportunities for learning and language socialization into the hospital discourses, it restricts learning opportunities for others. Whereas previous studies often focus on the role of the ‘expert’ in scaffolding learning for novice practitioners, this paper also considers the role of the novice in engaging in these pedagogic interactions.
References
Health Workforce Australia 2013, Australia's health workforce series- nurses in focus, Adelaide.
Jeong, S.Y.-S., Hickey, N., Levett-Jones, T., Pitt, V., Hoffman, K., Norton, C.A. & Ohr, S.O. 2011, 'Understanding and enhancing the learning experiences of culturally and linguistically diverse nursing students in an Australian bachelor of nursing program', Nurse Education Today, vol. 31, pp. 238-44.
Lave, J. & Wenger, E. 1991, Situated learning: Legitimate peripheral participation, Cambridge University Press, Cambridge.
Le Maistre, C., Boudreau, S. & Paré, A. 2006, 'Mentor or evaluator? Assisting and assessing newcomers to the professions', The Journal of Workplace Learning, vol. 18, no. 6, pp. 344-54.
Spouse, J. 1998, 'Learning to nurse through legitimate peripheral participation', Nurse Education Today, vol. 18, pp. 345-51.
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