Prior Learning Assessment and Recognition: A Paradigm Shift to Assess Nursing Degree Equivalency for Internationally Educated Nurses

2.50
Hdl Handle:
http://hdl.handle.net/10755/162212
Category:
Abstract
Type:
Presentation
Title:
Prior Learning Assessment and Recognition: A Paradigm Shift to Assess Nursing Degree Equivalency for Internationally Educated Nurses
Author(s):
Santa Mina, Elaine
Author Details:
Elaine Santa Mina, RN, PhD, Associate Director, Ryerson University, Toronto, Ontario, Canada, email: esantami@ryerson.ca
Abstract:
Internationally Educated Nurses (IENs) experience challenges for Canadian Registered Nurse Exam (CRNE) qualification. The traditional evidence for degree equivalency includes university transcripts that report formal academic achievement at the baccalaureate level. However, experiential learning theories (Brookfield, 1986; Day, 2001) challenge institutionalized learning as the only legitimate method to evaluate knowledge; and provide the conceptual foundation for this web-based tool, Prior Learning, Assessment, and Recognition for Nursing Degree Equivalency of IENs (PLAR). The Daphne Cockwell School of Nursing and the Gateway Project in the G. Raymond Chang School for Continuing Education, Ryerson University, developed this PLAR tool based upon the College of Nurses of Ontario Registered Nurse Competences. As an objective, transparent assessment of knowledge through experience, it is accessible and affordable for degree equivalency assessment. PLAR identifies areas for specific education requirements to meet identified knowledge gaps. This mixed-methods research describes the preliminary results of 50 IEN RN participant responses and experiences with the PLAR online tool. The results provide benchmarks for degree equivalency assessment of future IENs. The feasibility of a paradigm shift in degree equivalency evaluation is discussed.
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.titlePrior Learning Assessment and Recognition: A Paradigm Shift to Assess Nursing Degree Equivalency for Internationally Educated Nursesen_GB
dc.contributor.authorSanta Mina, Elaineen_US
dc.author.detailsElaine Santa Mina, RN, PhD, Associate Director, Ryerson University, Toronto, Ontario, Canada, email: esantami@ryerson.caen_US
dc.identifier.urihttp://hdl.handle.net/10755/162212-
dc.description.abstractInternationally Educated Nurses (IENs) experience challenges for Canadian Registered Nurse Exam (CRNE) qualification. The traditional evidence for degree equivalency includes university transcripts that report formal academic achievement at the baccalaureate level. However, experiential learning theories (Brookfield, 1986; Day, 2001) challenge institutionalized learning as the only legitimate method to evaluate knowledge; and provide the conceptual foundation for this web-based tool, Prior Learning, Assessment, and Recognition for Nursing Degree Equivalency of IENs (PLAR). The Daphne Cockwell School of Nursing and the Gateway Project in the G. Raymond Chang School for Continuing Education, Ryerson University, developed this PLAR tool based upon the College of Nurses of Ontario Registered Nurse Competences. As an objective, transparent assessment of knowledge through experience, it is accessible and affordable for degree equivalency assessment. PLAR identifies areas for specific education requirements to meet identified knowledge gaps. This mixed-methods research describes the preliminary results of 50 IEN RN participant responses and experiences with the PLAR online tool. The results provide benchmarks for degree equivalency assessment of future IENs. The feasibility of a paradigm shift in degree equivalency evaluation is discussed.en_GB
dc.date.available2011-10-27T09:58:59Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T09:58:59Z-
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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