2.50
Hdl Handle:
http://hdl.handle.net/10755/162191
Category:
Abstract
Type:
Presentation
Title:
Contemporary Challenges of Multiple Migrations and Bilinguism in Nursing Education
Author(s):
Laperriere, Helene
Author Details:
Helene Laperriere, PhD, Professeure adjointe, Universite d'Ottawa, Ottawa, Ontario, Canada, email: hlaperri@uottawa.ca
Abstract:
A world tendency shows that many immigrants move to the richest countries and choose nursing or medical education as a way of integration to employment. In Canada, specifically in the National Capital, the most recent observations in nursing sciences education show that francophone students are emerging from a sub-group of immigrant communities of more or less recent immigration. These observations reveal a new reality. Nursing formation is increasingly directed to students who suffer a fourfold minority status: being francophone, immigrant, with a precarious immigration status for them or their family members and which are classified as a visible minority. The immigrant students often live in the marginality of difficult economic situations caused by challenges of insertion and efforts to sustain families from their home country. There is a lack of studies directed to this specific situation in Canada. Canadian nursing education actually faces the contemporary challenge of striking a balance between educating with theoretical knowledge more or less to respond to national competencies of the anglophone majority and also the national francophone minority, AND trying also to better understand the cultures of the news francophone students and evaluate their previous academic and life competencies. This study tries to expose this question and propose a complementary perspective to nursing education. Key words: professional education in health, students from francophone immigrant communities; integration; national francophone minority; Canada, nursing.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2009
Conference Name:
CASN Nursing Research Conference
Conference Host:
Canadian Association of Schools of Nursing
Conference Location:
Moncton, New Brunswick, Canada
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleContemporary Challenges of Multiple Migrations and Bilinguism in Nursing Educationen_GB
dc.contributor.authorLaperriere, Heleneen_US
dc.author.detailsHelene Laperriere, PhD, Professeure adjointe, Universite d'Ottawa, Ottawa, Ontario, Canada, email: hlaperri@uottawa.caen_US
dc.identifier.urihttp://hdl.handle.net/10755/162191-
dc.description.abstractA world tendency shows that many immigrants move to the richest countries and choose nursing or medical education as a way of integration to employment. In Canada, specifically in the National Capital, the most recent observations in nursing sciences education show that francophone students are emerging from a sub-group of immigrant communities of more or less recent immigration. These observations reveal a new reality. Nursing formation is increasingly directed to students who suffer a fourfold minority status: being francophone, immigrant, with a precarious immigration status for them or their family members and which are classified as a visible minority. The immigrant students often live in the marginality of difficult economic situations caused by challenges of insertion and efforts to sustain families from their home country. There is a lack of studies directed to this specific situation in Canada. Canadian nursing education actually faces the contemporary challenge of striking a balance between educating with theoretical knowledge more or less to respond to national competencies of the anglophone majority and also the national francophone minority, AND trying also to better understand the cultures of the news francophone students and evaluate their previous academic and life competencies. This study tries to expose this question and propose a complementary perspective to nursing education. Key words: professional education in health, students from francophone immigrant communities; integration; national francophone minority; Canada, nursing.en_GB
dc.date.available2011-10-27T09:58:35Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T09:58:35Z-
dc.conference.date2009-
dc.conference.nameCASN Nursing Research Conferenceen_US
dc.conference.hostCanadian Association of Schools of Nursingen_US
dc.conference.locationMoncton, New Brunswick, Canadaen_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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