Nursing-In-Australia

Bio Marianne

Marianne grew up in a small country village in the Swiss Emmenthal. In 2006 she put her dream of moving to Australia into reality and emigrated to Perth. This move to leave her comfort-zone in Switzerland, her desire for continuous self-development, as well as her excitement and determination toward reaching her goals reflects the challenges that Marianne readily embraces.

Marianne is an open hearted person who is interested in people, cultures and in making the world a better place. She lives out her dreams such as spending time at the beach, discovering Australia’s native environment but more than anything she enjoys supporting motivated individuals on their journey of healing and success.

Marianne has over 20 years experience as a nurse, working approximately 12 years in mental health/drug addiction. In 2007 Marianne graduated as a Post Graduate Mental Health Nurse at ECU, Western Australia. She loves her vocation as a nurse as it provides a great opportunity to empower people by using her coaching skills. These can contribute to better self-esteem, improved relationships with family and friends, finding visions and assisting in achieving a dream life.

At present she is benefiting greatly from the education and mentor-coaching with Beyond Success and is embracing the opportunity to find the freedom to live to her full potential and meeting like-minded people .

If you have any questions or comments, please feel free to contact me by making a comment on this blog or email me: marianne@success-coaching.org

Immigration situation in Australia / Nurses

According to unpublished data from the Department of Immigration and Multicultural and Indigenous Affairs (2004) the number of immigrant overseas trained nurses nearly tripled between 2000 and 2004 (cited in Jeon & Chenoweth, 2007, p. 17). In 1996 the Australian Institute of Health and Welfare (1999, cited in Omeri & Atkins 2002, p. 496) reported that 23.6 % of all qualified nurses were born outside Australia, including 7.4% from a non-English speaking background. Statistics from 1982 to 1994 indicate that the sources of immigrant nurses were as follows: 48% from the UK/Ireland, 25% from Asia, 12% NZ/Oceania and various countries all over the world (Hawthorne, 2000, cited in Hawthorne, 2001, p. 217). The phenomenon of a growing CALD workforce within this group is seen to be a result of the global nursing shortage (Jeon & Chenoweth, 2007, p. 17). The dilemma is that the CALD nurses were found to experience difficulties in transition that seemed to be caused mainly by language and cultural barriers (DEST, 2007, Chapter 7.1.4). However, the situation might have changed over time due to increased cultural awareness and acceptance as well as rise in numbers of skilled migration (Australian Bureau of Statistic, 2006). Nowadays, nurses are required to prove a high level of English language ability in by passing the International English Language Test System (IELTS) with a score of seven or Occupational English Test (OET) grade B for the professional licence to practise with the Australian Nursing & Midwifery Council (ANMC) (n.d.) and the state nursing board’s registration, before applying for a skilled visa DIAC (n.d.). In the past the English language test was judged to have prevented 67% of CALD nurses % from outside Australia and 41% of those in Australia from applying for nursing registration (Hawthorne & Toth, cited in Hawthorne, 2001, p. 222). They further report that only 29% of CALD nurses gained nursing registration immediately without attending a bridging program, and of those required to complete competency-based bridging programs 90-95% had passed in Victoria whereas only 55-71% passed in NSW. Despite having passed the hurdles of the English language test, professional recognition and visa conditions that determine successful transition to the new Australian work place, is sill experienced as a huge challenge. Therefore, some NESB nurses end up working as Nursing Assistants or are even lost to the nursing work force (DEST, Chapter 7.1.4; authors observation). DEST therefore postulates that bilingual/cultural skills should be better integrated and more valued and that support and encouragement is needed, “rather than perceiving their other language as an impediment or embarrassment to be denied or ignored”(Chapter 7.1.3).  (Background of research proposal, Marianne Rentsch, Nov. 2007)