ORCID Profile
0000-0003-4526-6841
Current Organisation
University of South Australia
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Publisher: Informa UK Limited
Date: 09-03-2021
Publisher: John Benjamins Publishing Company
Date: 15-07-2019
Abstract: This paper reports on a semester-long study that explored the experience of a group of local and international students from multiple disciplines, and their teachers, in a core Intercultural Communication undergraduate course of 550 students in which there is an orientation to learning, teaching and assessment that seeks to develop students’ intercultural learning capabilities. To capture the experience of learning, teaching and assessment in a highly erse Australian university, data were collected over the life cycle of the course. The research design was ethnographic and collaborative, involving the research team, members of the teaching staff, and members of the university’s learning and teaching unit. The data include interviews with students and teachers, students’ written assessments, and observations of weekly teaching staff meetings. The overarching finding of the study is that, to enable students to develop their intercultural learning capabilities, there is a need to rethink notions of experience and engagement, specifically to attend to the central role of language/s and culture/s in all students’ experience of learning, teaching, and assessment. Analysed ex les from the data are used to illustrate four specific guiding principles underpinning this (re)orientation to learning. The study was one of two case studies funded by the University of South Australia as part of a larger project: Developing English Language and Intercultural Learning Capabilities. 1
Publisher: Elsevier BV
Date: 09-2011
DOI: 10.1016/J.IJNURSTU.2011.02.008
Abstract: This study explores the experiences of internationally educated nurses using English as a second language, recruited by advanced economies to supplement diminishing local workforces, as they progress from language learning programs to clinical settings. Understanding the journey these nurses experience as language learners and professionals highlights ways in which they could be better supported in their adaptation and integration into the Australian workforce. By means of semi-structured interviews, the nurses' narratives were explored and documented. Thematic analysis was used to interpret their experiences as they move from the English language classroom to the clinical setting. The participants had all completed studies in English as a second language in Australia and had experienced working in Australian as part of a competency based assessment program. At the time of the study, conducted in South Australia, six of the nurses had met the English language requirements of the Nurses Board of South Australia and had started working as Registered Nurses in Australia. Four participants were still to reach the mandatory English requirements, among whom three were to return to their home countries due to visa restrictions, and continue their efforts to attain the English language proficiency requirement. There were six female participants and four male. Five participants were Indian, four Chinese, and one, Nepalese. In exploring their experiences, themes of identity and belonging, safety and competence and adapting to new roles and ways of communicating are revealed. In their own words, these nurses reveal the challenges they face as they concurrently manage the roles of language learners and professionals. The journey from language classroom to clinical setting is a process that goes beyond the notions of language proficiency these nurses are constructing new cultural and professional identities. Bridging the gap between preparation and practice involves making complex linguistic, cultural and social choices, often unsupported. Understanding their experience will better inform approaches to preparation and facilitate their adaptation and integration.
Publisher: University of South Australia
Date: 2021
DOI: 10.25954/9Y58-BN86
Publisher: Informa UK Limited
Date: 11-2013
Publisher: Palgrave Macmillan UK
Date: 2016
Publisher: SAGE Publications
Date: 22-12-2019
Abstract: To identify and understand the linguistic expertise of psychiatrists in clinical interviews with patients experiencing thought disorder (TD). Qualitative analysis of 24 routine clinical interviews between psychiatrists and inpatients with TD. Psychiatrists demonstrated the expertise with which they navigated clinical interviews and accomplished shared goals with patients experiencing TD. These findings highlight the need to rethink the notion that such patients are incapable of productive communication. Capturing and describing psychiatrists’ tacit expertise provides a foundation for documenting an under-recognised skill set. Understanding such expertise could enhance the care of patients with TD, repositioning them as active participants in the accomplishment of shared therapeutic goals. Teaching these skills to mental health clinicians during their training would improve their ability to establish effective therapeutic relationships with these patients.
Publisher: John Benjamins Publishing Company
Date: 21-09-2023
No related grants have been discovered for Fiona O'Neill.