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dc.contributor.authorLilley1103186, KathleenDNUen_US
dc.contributor.authorNulty, Duncanen_US
dc.contributor.authorStewart, Donalden_US
dc.contributor.editorDr Elyssebeth Leigh, Dr Kate Collieren_US
dc.date.accessioned2017-05-03T11:50:38Z
dc.date.available2017-05-03T11:50:38Z
dc.date.issued2008en_US
dc.date.modified2009-06-18T08:51:08Z
dc.identifier.urihttp://hdl.handle.net/10072/24329
dc.description.abstractIncreasingly the health sector is facing workforce shortages which will be exacerbated by changing demographics with an aging population, and increased burden of chronic disease[1],[2],[3]. It follows that industry partners should be keen to take students on WIL placements. However, the successful integration of international students in work placements is a new and challenging area which requires investigation, if we are to understand and effectively support this growing student population. This paper is one response to addressing this significant imperative. Griffith University's School of Public Health is increasingly attracting large numbers of international students who are looking for work experience. These cohorts occupy varying health disciplines (mainly medical), and consist of students from varying nationalities, cultures and with a broad range of communication skills. Many employers express some concern in regard to the successful integration of international students in the workplace. Research literature on international medical graduates (IMGs) has identified cultural and communication barriers which impede clinical training. In addition, it has been found that an overriding expectation from IMGs is that they will be 'taught' in the workplace.[4] This view is further supported by research findings which suggest that experiential learning is influenced by previous learning experience as well as social, cultural and emotional factors. [5], [6] This paper discusses a project plan which aims to develop, implement, evaluate and refine a preparation, monitoring and support framework for international students which is supported by educational theory and integrated into the WIL component of a 2-year Masters of Health Service Management program. The framework will apply aspects of experiential theory, self-reflective practice, self-regulated learning and blended learning. It will also be possible to adapt and apply the resources and processes developed in this project to deliver improved employment outcomes for other programs involving diverse cohorts of international students.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherUniversity of Technology Sydneyen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.education.uts.edu.au/icel/index.htmlen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofconferencename11th International Conference for Experiential Learningen_US
dc.relation.ispartofconferencetitleIdentity of Experience: Challenges for experiential learningen_US
dc.relation.ispartofdatefrom2008-12-08en_US
dc.relation.ispartofdateto2008-12-12en_US
dc.relation.ispartoflocationSydney, Australiaen_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchMedicine, Nursing and Health Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130209en_US
dc.titleWork-integrated learning (WIL): Developing an evidence-based support framework for international studentsen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyGriffith Health, School of Public Healthen_US
gro.date.issued2008
gro.hasfulltextNo Full Text


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    Contains papers delivered by Griffith authors at national and international conferences.

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