Exploring Factors impacting Saudi Nursing and Midwifery students in Australian universities: Implication for International Nurses and Midwives

By

LITERATURE REVIEW1

Saudi Arabia Nursing Student studying in Australia1

Issue of Clinical Placement for International Nursing Students3

Evidences of the Factors impacting Saudi nursing students in Australian Universities4

Academic Challenges and Experience4

Language Barriers5

Cultural Attitudes and Barriers of Saudi Arabian Nurses6

Gender Segregation7

Implications and Role of Australian Government8

Reference10

LITERATURE REVIEW

One of an evolving profession in the Gulf region is nursing due to range of factors. The workforces related to nursing comprise of numerous expatriates, and it varies from country to country. According to Simpson (2002), the identity of the professional nurses of Saudi Arabia is very much a work in progress. Alhosis (2010) stated that in Saudi Arabia the Degree for post graduate are usually for the courses of clinical practice for instance; Midwifery and these are only being provided to females. With the Gulf war onset, there were numerous expatriate nurses who left Saudi (Aboul-Enein 2002) and so it formed a segment of justification for the policy of government to move towards Saudization (which means replacing the non Saudi workers with the Saudi ones). Nursing in Saudi Arabia is usually not perceived exceedingly as an occupation for females due to the demands in family along with the preferences of the gender separation (Maben et al. 2010). According to Carty et al. (1998), nursing occupation is not viewed as a high profession status for men in comparison with the role of being a Medical Doctor.

Saudi Arabia Nursing Student studying in Australia

In previous years, numerous scholarships were provided to the nursing student of Saudi Arabia (including both the genders) to commence additional studies in abroad countries (i.e. Aldossary et al, 2008) for example; in Australia. In the 2007, the Saudi nurse percentage was raised up to approximately 28.8 percent, and so it becomes apparent that there were inadequate nationals (highly educated) that can believe faculty teaching roles and nursing management (Alhosis 2010; Aldossary et al. 2008).

The movement of Saudi students in the system of medical education Australia on a large scale meant that it was essential for the health care educators to judge the teaching and learning implications for elevated figures of Saudi Arabian students studying in the Australian university classes. It was critical as the instructors were known to remain tuned into numerous student requirements (Biggs et al, 2003). They also ensured that these students employed with the environment academically by accepting inclusive, innovative, and eminent teaching practices. Limited body of evidence addressed the medical education internationalization, outcomes of learning of traineeship internationally, and international students learning process (Niemantsverdriet et al, 2006; Niemantsverdriet et al, 2004). Therefore, Parker, McMillan, (2007) argued that new techniques of western pedagogic shall not be applicable for the international students.

By the year 2009, the Saudi national nurse's proportion approximately; reached up to 50% (Kingdom of Saudi Arabia Ministry of Health Statistics Department 2009); however, the nationals of Saudi Arabia were enrolled in the post-graduate and undergraduate Australian nursing schools ...