The transcultural training needs of field educators of international social work students

Grieve, Averil; Ta, Binh Thanh; Ross, Bella

doi:10.1080/02615479.2021.1900100

Cited by 7 publications

(1 citation statement)

References 25 publications

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“…This shared commonality of support resource needs suggests the potential to develop an inter-professional community of practice among allied health FWSs; one which could facilitate the sharing of ideas as well as diffusion of knowledge and innovation in supervisory best practice. The development of inter-professional support resources could also be used to further Grieve, Ta, and Ross’s [ 65 ] call for broader adoption of inclusive supervision practices and attitude change strategies to shift existing norms around expecting assimilation to the dominant culture. Joint sharing of support resources may also afford economies of scale in terms of resourcing and delivery.…”

Section: Discussionmentioning

confidence: 99%

Understanding and optimising support resources to facilitate CALD student and supervisor allied health fieldwork experiences

2023

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Background Although fieldwork supervisors and culturally and linguistically diverse (CALD) students can experience challenges during allied health placements, there is little holistic understanding of how they view and use support resources to address these challenges. This study sought to identify, codify, and map the perceived value attached to support resources used or sought by CALD students and fieldwork supervisors and to ascertain areas where they could be optimised and better presented to users. Methods We conducted a thematic analysis to examine interview and open-ended survey responses from CALD students (n = 18) and fieldwork supervisors (n = 161) respectively. Findings The six generated themes depicted different patterns of perceived value in university and non-university support resources and spanned three levels of specificity: general, discipline-contextualised, and individualised. Fieldwork supervisors valued a staged approach to support resource design and use for CALD students commencing with general level resources to build foundational language skills and socio-cultural familiarisation and moving on to include disciple-contextualised supports, preplacement mechanisms to monitor student readiness, and formalised mechanisms to enable tailoring of placements. CALD students, however, often undervalued institutional general resources relative to discipline-contextualised resources. The commonality of support resources valued and sought by supervisors from different fields suggests they could be optimised for delivery via an inter-professional community of practice. Conclusion Identifying and mapping the perceived value attached to support resources provides actionable insights into how to enhance the ‘fit’ between resources and user needs. Drawing the often-fragmented support resources into a cohesive ecosystem focused around perceived value at different levels of specificity allows CALD students and educators to better conceptualise the types of benefits that can accrue from taking a broader and staged approach to fieldwork placement preparations. Knowing this ecosystem encapsulates what prior uses find of value may enhance perceptions of resource relevance in the minds of new users.

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Section: Discussionmentioning

confidence: 99%

Understanding and optimising support resources to facilitate CALD student and supervisor allied health fieldwork experiences

2023

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Placement educators’ perspectives of international social work students’ sociopragmatic communication skills

Grieve

Ross³

2022

Adv in Health Sci Educ

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International students who speak English as an additional language report experiencing communication issues while completing their studies and work-integrated learning placements in a range of Anglophone countries, including Canada, the United Kingdom, the United States of America and Australia. To address this issue, accreditation and registration bodies for a number of health professions, such as social work and nursing, have advocated for increasing the test score requirements for university English language entry. However, from a sociolinguistic perspective, decisions concerning ways to address communication challenges need to take into account the unique communication skills required for functioning in specific workplace settings. It is therefore essential to identify the types of communication issues occurring during work-integrated learning opportunities (e.g. placement) and to then assess whether these should be addressed by raising general English proficiency or providing structured learning opportunities for profession-specific communication development within the course content. The present study uses sociolinguistic theory to examine placement educators’ perspectives on international students’ communication issues using the context of social work placement. It draws on the thematic analysis of interviews with 15 placement educators in Australia. One major finding is that international students’ general proficiency or ability to use specific linguistic tools (pragmalinguistic competence) is not a key area of concern for educators. The main challenge seems to involve the students’ understanding of sociocultural norms underlying workplace communication (sociopragmatic competence). This finding suggests that, rather than increasing English language entry requirements, universities need to provide international students opportunities to develop their sociopragmatic competence both before and during placement. The paper concludes with a set of recommendations aimed at supporting international students who speak English as an additional language to develop their workplace communication during their studies.

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Nursing and midwifery students’ ethical views on the acceptability of using AI machine translation software to write university assignments: A deficit-oriented or translanguaging perspective?

Grieve,

Rouhshad,

Petraki

et al. 2024

Journal of English for Academic Purposes

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The transcultural training needs of field educators of international social work students

Cited by 7 publications

References 25 publications

Understanding and optimising support resources to facilitate CALD student and supervisor allied health fieldwork experiences

Understanding and optimising support resources to facilitate CALD student and supervisor allied health fieldwork experiences

Placement educators’ perspectives of international social work students’ sociopragmatic communication skills

Nursing and midwifery students’ ethical views on the acceptability of using AI machine translation software to write university assignments: A deficit-oriented or translanguaging perspective?

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