naa a22 4500 510809359 CHVBK 20180411083434.0 cr unu---uuuuu 180411e20131101xx s 000 0 eng 10.1007/s12134-012-0260-6 doi (NATIONALLICENCE)springer-10.1007/s12134-012-0260-6 PLAR in Nursing: Implications of Situated Learning, Communities of Practice and Consequential Transition Theories for Recognition [Elektronische Daten] [Joy Van Kleef, Patrick Werquin] The under-utilization of recently arrived immigrants is almost an accepted fact in Canada. A persistent problem is the non-recognition of prior learning (e.g. competencies) of immigrant professionals. Based on findings of a research study, the purpose of this article is to examine possible reasons for the non-recognition of immigrant nurses' prior learning in the province of Ontario. The theoretical concepts of situated learning, communities of practice and consequential transition are explored for their relevance to the question, ‘why is recognition so difficult to achieve?' These concepts coupled with an inductive thematic analysis of prior learning assessment and recognition (PLAR) candidates' perspectives on nursing, PLAR and their role as professionals are combined to identify possible explanations and their implications. Findings suggest that, in the absence of some form of assessment, transition and recognition process, individuals located outside the periphery of legitimate participation are powerless to negotiate the meaning of their knowledge and skills. Internationally educated nurses who bring competencies acquired in cultures and educational systems unfamiliar to Canadian authorities stand outside the periphery of the nursing community without a place or voice in the discourse. The findings also suggest that if labour force development and professional integration are public goals, the full engagement of the nursing community of practice (including internationally educated nurses and the regulatory body) is necessary for the development of a shared understanding of PLAR, its quality and its outcomes. Springer Science+Business Media Dordrecht, 2012 Prior learning nationallicence Assessment nationallicence Recognition nationallicence Nurses nationallicence Situated learning nationallicence Consequential transitions nationallicence Van Kleef Joy 251 Queen's Quay West, Suite 701, M5J 2N6, Toronto, Canada aut Werquin Patrick 72 rue de Lourmel, Paris, France aut Journal of International Migration and Integration Springer Netherlands 14/4(2013-11-01), 651-669 1488-3473 14:4<651 2013 14 12134 https://doi.org/10.1007/s12134-012-0260-6 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s12134-012-0260-6 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Van Kleef Joy 251 Queen's Quay West, Suite 701, M5J 2N6, Toronto, Canada aut NATIONALLICENCE 700 1- Werquin Patrick 72 rue de Lourmel, Paris, France aut NATIONALLICENCE 773 0- Journal of International Migration and Integration Springer Netherlands 14/4(2013-11-01), 651-669 1488-3473 14:4<651 2013 14 12134 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer