SEDUCTION AND ABANDONMENT OR WOOING AND SUPPORT

104 Pages·2009·0.61 MB·English

by  Ann Pedersen

SEDUCTION AND ABANDONMENT OR WOOING AND SUPPORT?
MENTORING TO FACILITATE TRANSITION OF INTERNATIONALLY
EDUCATED MIDWIVES
By
ANN PEDERSEN

A thesis submitted in partial fulfillment of
the requirements for the degree of

MASTER OF ARTS
In
LEADERSHIP

We accept this thesis as conforming
To the required standard

………………………………………..
Patricia Eadie, B.A, B.S.W., Project Sponsor

………………………………………..
Barbara Spronk, PhD, Faculty Supervisor

………………………………………..
Gerry Nixon, PhD, Committee Chair

ROYAL ROADS UNIVERSITY
December 2008

Ann Pedersen, 2008
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ABSTRACT
Meaningful and gainful employment in the profession of choice is what
most immigrants seek upon arrival in Canada. Licensing bodies struggle to support the
federal government’s new policies on immigration. This study asked what the criteria are
for a mentoring program within the current assessment process at the College of
Midwives of Manitoba (CMM). The opportunity exists to improve CMM’s current
assessment process and route to eligibility for registration. The research for this project
involved several key stakeholders, internationally educated professionals, and the CMM
to gain a broader understanding of the barriers faced by newcomers from around the
globe in getting their learning recognized in Manitoba. The findings from research
activities of focus groups, surveys, interviews, and literature review provide insights into
opportunities for establishment of a formal mentoring program. This action research
project was conducted within the context of the University’s Research Ethics Policy and
eight Guiding Ethical Principles.
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ACKNOWLEDGEMENTS

This project has not been a solitary journey. It has been completed with the
encouragement and support of a wide variety of family, friends, colleagues, and mentors.
First and foremost, I would like to thank my husband Len, for endless hours of
patient listening as well as good natured ribbing. Your love and support kept me going.
To my children, Sonja and Carl, I thank you for your understanding and patience. I am
inspired by your confidence to continually consider new horizons and possibilities. To
my extended family thank you for always asking about the work and whether there was
any way to help alleviate life’s pressures as I continued.
To my RRU colleagues, Shannon, Joleen, Tim, and Jen, your unwavering support,
incredible wit, and thought-provoking discussions have sustained and motivated me to
“git ‘er done”.
To the research participants, I extend a hearty thank you for your willingness to
openly share your thoughts, opinions, and feelings with such honesty and frankness. I am
humbled by your generosity and suggestions.
To my project sponsor, Patty, your guidance, perspective, and cheerleading have
been the catalyst to dig deeper. Thank you.
To my academic supervisor, Barbara Spronk, thank you for pushing me to write
to the best of my ability. Your incredible insight and prompt feedback have been a gift.
To Janice, I am grateful for the candour in which you share your knowledge of the
history, present day, and future of midwifery practice in Manitoba.
Finally, I acknowledge my neighbour, Hugh. Your unbridled enthusiasm for my
venture has urged me onward in more ways than you know.
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TABLE OF CONTENTS
ABSTRACT ........................................................................................................................ ii
ACKNOWLEDGEMENTS ............................................................................................... iii
LIST OF TABLES ............................................................................................................. vi
SECTION ONE: FOCUS AND FRAMING ...................................................................... 1
Introduction ..................................................................................................................... 1
The Opportunity .............................................................................................................. 4
Significance of the Opportunity ...................................................................................... 6
Systems Analysis of the Opportunity ............................................................................. 9
Organizational Context ................................................................................................. 12
Sponsor ......................................................................................................................... 15
SECTION TWO: LITERATURE REVIEW .................................................................... 18
Introduction ................................................................................................................... 18
Topic One: Internationally Educated Professionals and the ‘Glass Wall’ Barrier to
Professional Employment in Canada ....................................................................... 18
Topic Two: Recognition of Prior Learning .................................................................. 26
Topic Three: Mentorship of the Internationally Educated Health Professional ........... 31
SECTION THREE: CONDUCT OF RESEARCH ......................................................... 37
Research Approach ....................................................................................................... 37
Project Participants ....................................................................................................... 40
Action Research Team .................................................................................................. 41
Advisory Team.............................................................................................................. 41
Participants .................................................................................................................... 42
Research Methods and Tools ........................................................................................ 42
Procedures ..................................................................................................................... 44
Ethical Issues ................................................................................................................ 46
CHAPTER FOUR: ACTION RESEARCH PROJECT RESULTS AND CONCLUSIONS
........................................................................................................................................... 49
Introduction ................................................................................................................... 49
Study Findings .............................................................................................................. 50
Study Conclusions ........................................................................................................ 62
Scope and Limitations of the Research ......................................................................... 64
CHAPTER FIVE: RESEARCH IMPLICATIONS .......................................................... 65
Introduction ................................................................................................................... 65
Study Recommendations .............................................................................................. 65
Organizational Implications .......................................................................................... 70
Implications for Future Research .................................................................................. 73
CHAPTER SIX - LESSONS LEARNED ........................................................................ 75
Introduction ................................................................................................................... 75
Time Management ........................................................................................................ 75
Focus ............................................................................................................................. 75
Passion for the Subject .................................................................................................. 76
Learning to Listen and the Value of Discussion ........................................................... 76
Supervisor Selection ..................................................................................................... 77
Trusting Oneself and Literature Review ....................................................................... 77
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Research Process and Recording .................................................................................. 78
Reflection ...................................................................................................................... 79
Final Note...................................................................................................................... 79
References ......................................................................................................................... 80
APPENDIX A: LETTER OF INVITATION TO FOCUS GROUP INTERVIEW ......... 89
APPENDIX B: LETTER OF INVITATION TO SURVEY ............................................ 91
APPENDIX C: LETTER OF INVITATION TO FOCUS GROUP ................................. 92
APPENDIX D: FOCUS GROUP INTERVIEW QUESTIONS ....................................... 94
APPENDIX E: ON-LINE SURVEY ................................................................................ 95
APPENDIX F: SECOND FOCUS GROUP QUESTIONS .............................................. 97
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LIST OF TABLES
Table 1: 2007 College of Midwives of Manitoba (CMM) Prior Learning and Experience
Assessment (PLEA) Results .............................................................................. 15
Table 2: Suggested Time Commitment ............................................................................ 56
Table 3: Impact of Mentoring on Midwifery Practice ...................................................... 59
Table 4: Implications of Implementation .......................................................................... 72
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SECTION ONE: FOCUS AND FRAMING
Introduction
The immigration and settlement process in Canada includes rules and regulations
that present challenges for addressing the growing problem of skills shortages in Canada.
The qualification for immigration to Canada is determined via a point system of assessing
education and training as well as employment skills and experience. However, although
an immigrant may possess desirable education and experience, there is no matching job
guarantee upon arrival in Canada. Many of these highly-skilled immigrants face an often
rigorous credential or qualification assessment process with the provincial or territorial
licensing or regulatory authority for their particular trade or profession. Licensing bodies
in Canada need to align their credential recognition and assessment practices with the
needs of the immigrants that are attracted to Canada. Licensing and regulatory bodies
need and want these highly-skilled immigrants, but the federal government often provides
little in the way of direction or financial assistance with which to make changes to
existing systems to make that possible.
Canada needs more programs that provide training to bridge the gap between
expectations of, and the credentials held by, newcomers to Canada and the Canadian
standards of practice in particular professions. There are some examples of excellent
bridge training programs with excellent results, however “they reach too few people and
are limited to too few occupations. And they are expensive” (Omidvar, 2006). Bridging
programs would be even more effective if they included a mentoring component that
would match a skilled immigrant with a dedicated, seasoned Canadian professional.
“Citizenship and Immigration Canada defines the goal of business mentoring activities
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for internationally trained immigrants as to accelerate the ability of immigrants to find
employment for which they are trained and capable” (Handford, 2006, p. 7).
I work on a contract basis for the College of Midwives of Manitoba (CMM),
the provincial regulatory body for the profession of midwifery whose activities are
mandated by the Midwifery Act and the Midwifery Regulation. Increasing the number
of midwives working in Manitoba is a significant concern for the CMM, as public
demand for midwifery services continues to exceed the ability of the Regional Health
Authorities to provide those services (Women’s Health Clinic, 2007). “Toni Fehr,
Winnipeg-based midwife and a member of Council of the CMM, said there is such a
demand for midwifery services there would ideally be 200 registered midwives
working in Manitoba. There are 31.” (Skerrit, 2007)
As Prior Learning and Experience Assessment Coordinator (PLEA) with
CMM, each year I field inquiries from a few score midwives who have been
educated and trained, who have worked outside Canada’s borders, and who are
interested in practising as registered midwives in Manitoba. The PLEA process uses
a combination of documentation assessment, interviews, written and clinical practice
examinations to assess the knowledge and skills of internationally-educated
midwives who wish to register to practice in Manitoba. The PLEA process is
lengthy, demanding, and complex. Most inquirers ask about Canadian midwifery
education or bridging opportunities. When informed about bridging programs offered
in Canada, most of these internationally trained midwives are disappointed to learn
that participation requires travel to other locations in Canada, rather than being able
to participate in Manitoba, their provincial destination of choice.
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Compounding the problem is the fact that Manitoba continues to increase its
immigration by accepting highly skilled immigrants at greater rates than any other
jurisdiction in Canada.
Manitoba's population increased about 0.7%, the second fastest rate in
two decades. This was due to lower net outflows from interprovincial
migration, and to a record-high 10,800 immigrants, which surpassed
last year's record of 8,900. For the first time, the province posted the
highest annual immigration rate in the country. (Statistics Canada,
2007)
This project has identified components of successful mentorship programs that can be
transferred and/or adapted for the creation of a mentoring program at the CMM. The
mentoring program would be designed to facilitate a more successful transition of
Internationally Educated Midwives (IEMs) to registry in Manitoba. The research question
was: “What are the criteria for a mentoring program within the current assessment
process at the College of Midwives of Manitoba?”
Sub-questions included:
1. What support mechanisms are currently available to establish a
mentorship program for internationally educated midwives?
2. What training will registered midwives need to participate in the role of
mentors in a mentorship program for internationally educated midwives?
3. How can a mentorship program be successfully integrated into the existing
workload of registered midwives in Manitoba?