Summary of Article by Boughton, Halliday
& Brown (2010)
A tailored programme of support for culturally and
linguistically diverse (CALD) nursing students in a graduate entry to Masters
in nursing course
This article is
about the successful outcome of the Culturally and Linguistically Diverse
(CALD) programme conducted by the University of Sydney during Semester 1, 2008
in the accelerated course of Masters in Nursing (GE). This initiative is
implemented after experiences of teaching CALD students that had a
dissatisfactory result. Various methods were used to help these students
achieve a more desirable outcome.
Firstly, they have emphasized
on group works tapping on group dynamics such as strengthening relationship
among peers, freedom of speech, and sharing of perspectives which also promoted
teamwork beyond classes. According to Boughton, Halliday, Lesley E, Lynne
Brown, Maureen A (2010),
‘The students enrolled in the
program formed their own ‘small’ study groups outside the scheduled CALD
program sessions’ forming healthy relationship among peers.
Secondly, they
have brought in a student who has benefited from the CALD programme in the past
to share experiences with current students which had given them tips on how to
deal with associated problems. Bouhgton et al. (2010, p7. 88) quoted one of the
student saying ‘next you know when it
comes… behind somewhere in your brain and then go oh I think
that’s what she did you’.
Thirdly, they have
discussed the different slangs, styles and accent of patient in healthcare
setting to help CALD students adapt during their clinical placements.
CALD students have
benefited tremendously from this initiative evidently as interviews conducted
and digitally recorded with them after the programme proves the positive impact
it left both mentally and socially. One student even compared the programme as
close at ‘being at home’ (Boughton et al., 2010).
By,
Jessica John Posko
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