Final Evaluataion Report April 2016 PDF

IEHP ATLANTIC CONNECTION
PHASE II: (2011-2016)

Final Evaluation Report
Abstract
An evaluation of the IEHP Atlantic Connection Phase II:2011-2016 Initiative in Eastern Canada
Patricia Saunders and Kelly O’Neil

April, 2016
IEHP Atlantic Connection is a consortium of the Departments of Health of the Atlantic
Provinces. The mandate of the IEHP Atlantic Connection was to attract, integrate and retain
internationally educated health professionals to Atlantic Canada. Production of this report has been
made possible through a financial contribution from Health Canada. The views expressed herein
do not necessarily represent the views of Health Canada or the Provinces.
CONTENTS
ACKNOWLEDGEMENTS ........................................ ERROR! BOOKMARK NOT DEFINED.
HOW THIS DOCUMENT IS ORGANIZED .......................................................................1
THE IEHP ATLANTIC CONNECTION
INTRODUCTION ............................................................................................................2
EVOLUTION OF THE IEHP ATLANTIC CONNECTION ....................................................3
THE ATLANTIC INTEGRATION FRAMEWORK ...............................................................6
Vision................................................................................................................... 6
Mission ................................................................................................................ 6
Core Values ......................................................................................................... 6
Development of the Atlantic Integration Framework ............................................. 6
Foundational Blocks of the Atlantic Integration Framework .................................. 7
A Five-Pillared Model for IEHP Integration ........................................................... 8
IEHP ATLANTIC CONNECTION PHASE II PROJECTS .................................................. 10
PROGRAM MANAGEMENT AND SUPPORT
PROJECT DESCRIPTION.......................................................................................... 1
Rationale ............................................................................................................. 1
Role of Program Management Team ................................................................... 2
Objectives............................................................................................................ 4
Target Audiences and Beneficiaries..................................................................... 5
PROJECT SUMMARY.............................................................................................. 6
Project Activities .................................................................................................. 6
Year Five ............................................................................................................. 7
Sustainability ....................................................................................................... 7
Program Management and Support: Activities 2011-2016………………………..10
Evaluation .......................................................................................................... 16
Data Collection .................................................................................................. 16
LEADERSHIP DEVELOPMENT FOR PRINCE EDWARD ISLAND
PROJECT DESCRIPTION AND OBJECTIVES ............................................................... 1
Responsive Leadership for a Diverse Workplace ................................................. 1
IEHP Program ..................................................................................................... 2
SUB-PROJECT A: SUMMARY .................................................................................. 4
Year One Activities .............................................................................................. 4
Year Two Activities .............................................................................................. 6
Year Three Activities............................................................................................ 7
Year Four Activities.............................................................................................. 9
Evaluation .......................................................................................................... 11
Sustainability ..................................................................................................... 14
SUB-PROJECT B: SUMMARY ................................................................................ 16

Project Sustainability ......................................................................................... 16
Year One Activities ............................................................................................ 17
Year Two Activities ............................................................................................ 21
Year Three Activities.......................................................................................... 24
Year Four Activities............................................................................................ 26
Year Five Activities ............................................................................................ 27
Evaluation .......................................................................................................... 30
Performance Measurement Plan ....................................................................... 32
BRIDGING PROGRAM FOR INTERNATIONALLY EDUCATED

MEDICAL LABORATORY TECHNOLOGISTS (IEMLTs)
Objectives............................................................................................................ 2
Rationale ............................................................................................................. 2
PROJECT SUMMARY.............................................................................................. 4
Evaluation overview ............................................................................................. 6
Year One Evaluation............................................................................................ 7
Year Two Activities ............................................................................................ 12
Year Two Evaluation.......................................................................................... 15
Year Three Activities.......................................................................................... 19
Year Three Evaluation ....................................................................................... 22

Year Four Activities............................................................................................ 30
Year Four Evaluation ......................................................................................... 33
BRIDGING FOR INTERNATIONALLY EDUCATED NURSES (IENS)
Rationale ............................................................................................................. 2
Objectives............................................................................................................ 2
Target Audiences................................................................................................. 4
Project Beneficiaries ............................................................................................ 4
PROJECT SUMMARY.............................................................................................. 5
Phase One Activities............................................................................................ 5
Phase Two Activities............................................................................................ 7
Phase Three Activities ......................................................................................... 8
Phase Four Activities ......................................................................................... 10
Evaluation .......................................................................................................... 13
SELF-ASSESSMENT READINESS TOOLS (SARTs) FOR IEHPS
Rationale ............................................................................................................. 3
Objectives............................................................................................................ 3
PROJECT SUMMARY.............................................................................................. 4

Year Two Activities .............................................................................................. 6
Year Three Activities............................................................................................ 8
Year Four Activities.............................................................................................. 9
Year Five Activities ............................................................................................ 11
Evaluation .......................................................................................................... 13
Year One Findings ............................................................................................. 15
Year Two Findings ............................................................................................. 16
Year Three Findings .......................................................................................... 16
Year Four Findings ............................................................................................ 17
Performance Measurement Plan ....................................................................... 18
Environmental Scan and Literature Review ....................................................... 19
Rationale ............................................................................................................. 3
Objectives............................................................................................................ 4
PROJECT SUMMARY.............................................................................................. 6
Evaluation ............................................................................................................ 7
CLUSTER EVALUATION OF THE ATLANTIC CONNECTION

INTEGRATION FRAMEWORK
WHAT IS A CLUSTER EVALUATION? ....................................................................... 1
PHASE II CLUSTER EVALUATION............................................................................. 2
Cluster Scope and Purpose ................................................................................. 2
Integration Strategic Objectives ........................................................................... 3
METHODOLOGY.................................................................................................... 6
Cluster Evaluation Method of Data Analysis ........................................................ 6
Cultural Competence Concerns ........................................................................... 7
Study Limitations ................................................................................................. 7
CLUSTER EVALAUTION ACTIVITIES AND LOGIC MODEL ........................................... 8
Phase II Cluster Evaluation Stages and Activities ................................................ 9
AC IEHP Cluster Evaluation: Logic Model and Framework for 2011-2016 ......... 10
ANALYSIS AND DATA FINDINGS ........................................................................... 15
Survey findings .................................................................................................. 16
Steering Committee and Project Management Interviews .................................. 17
Project Management Findings ........................................................................... 18
Overall Cluster Evaluation Findings 2014 .......................................................... 19
Steering Committee and Project Lead Interviews............................................... 22
SYNTHESIS .......................................................................................................... 23
ACKNOWLEDGEMENTS
The IEHP Atlantic Connection Steering Committee wishes to acknowledge the
Internationally Educated Health Professionals Initiative management and program officers
from Health Canada for their continued encouragement and feedback; the Atlantic
Advisory Committee on Health Human Resources and the Health Care Human Resource
Sector Council for their continued interest and oversight; sub-project leads for their tireless
work and cooperation, and all members of the IEHP Atlantic Network for their collaboration
and continued commitment to their clientele, the Internationally Educated Health
Professionals of Atlantic Canada. Together we have moved closer to our goal of attracting,
integrating and retaining IEHPs to the health care systems of Atlantic Canada. Well done!
The Steering Committee also wishes to acknowledge Price MacDonald &
Associates Consulting (PMA Workforce Development Solutions) who has provided
invaluable support and assistance over the past 11 years. We cannot say enough about
the expertise provided by PMA and their associates, who have ensured our project leads
received the support needed to ensure success of all the IEHPI projects in the Maritime
Provinces. Their professional expertise has been truly appreciated.
HOW THIS DOCUMENT IS ORGANIZED

This document provides the final report and cluster evaluation for the projects
undertaken as part of Atlantic Connection Phase II: IEHP Projects (2011-2016). The
report is presented in eight sections. The first section, The IEHP Atlantic Connection,
provides an overview and history of the development of the IEHP Atlantic Connection
and situates the Atlantic Connection Steering Committee within a regional context.
Subsequent sections describe the sub-projects undertaken as part of Atlantic
Connection Phase II. A cluster evaluation of the Phase II initiative is contained in the
final section.
Referenced documents appear as thumbnails at the bottom of the page throughout
the text. To access the content of these documents, double click the thumbnail
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INTRODUCTION
The Internationally Educated Health Professionals (IEHP) Atlantic Connection
emerged in 2005 as a response to one of the most critical issues in Canadian health care
provision: the inadequate supply of health professionals to meet the needs of a growing
and aging population. The number of domestically produced health professionals
continues to be insufficient to meet demand, particularly in rural and less populated areas
of the country such as Atlantic Canada. IEHPs have become a vital element in meeting
current and projected human resource shortages in health care provision in this region.
However, the integration of internationally educated health professionals into the
Canadian system has been impeded by multiple regulatory, institutional and cultural
hindrances. These challenges impede skilled immigrants in their path toward Canadian
licensure and employment, and the impact is manifold. Highly qualified IEHPs who are
unable to use their much needed skills face the human and social costs of low-waged
work or unemployment after immigration. Optimum access to expert medical care
continues to elude the Canadian population, and ongoing labour shortages daily push
health care employers to their limits.
Guided by a steering committee with representation from each of the Provincial
Departments of Health in Atlantic Canada, the IEHP Atlantic Connection developed a
regional plan to address these issues by helping to increase numbers and better support
IEHPs working or seeking work in Atlantic Canada’s health care system. The collaborative
work of the IEHP Atlantic Connection has developed much needed resources and built a
framework that models how communities and provinces can enhance IEHP access and
integration to professional and community life in Canada.
An array of highly successful initiatives followed the creation of the IEHP Atlantic
Connection. The previously submitted Interim Evaluation Report: IEHP Atlantic
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Connection Initiatives 2005-2011* describes the projects undertaken between 2005 and
2010. Atlantic Connection projects were mandated to build sustainability into work plans
so that successful initiatives could be continued beyond the funding window. A key
function of project management has been to identify ways of continuing the work of the
Atlantic Connection, including hosting the IEHP Atlantic Connection web page which has
become an essential resource for IEHPs and project partners. The current report
describes the most recent iteration of projects developed under the IEHP Atlantic
Connection umbrella, IEHP Projects 2011-2016.
EVOLUTION OF THE IEHP ATLANTIC CONNECTION

In 2005, representatives of Atlantic Canadian Departments of Health-Health
Human Resources (HHR), health educators from community colleges and universities and
health professional regulatory bodies were invited by the Department of Health Nova
Scotia (DoH NS) to discuss a call for proposals for funding under the Health Care
Strategies and Policy Contribution Program. The vision to emerge from these discussions
was one of an Atlantic-wide alliance with pooled IEHP funding to create synergy, reduce
redundancy, and more effectively and efficiently deliver services to IEHPs in the region.
From these discussions, Nova Scotia and Prince Edward Island agreed to
collaborate on joint projects with pooled funding to benefit both provinces and all of Atlantic
Canada. DoH NS agreed to hold the contribution agreement and provide financial services
for the undertaking. The two provinces signed a memorandum of understanding that
became the template for MOUs with partners who subsequently joined the initiative.
Momentum continued and a steering committee was formed with initial
representation from the NS and PEI Departments of Health. An Atlantic Network group
with government and non-governmental representatives was invited to drive
communication and to advise the steering committee. A project lead group was
Interim Evaluation
* Report IEHP Atlantic Connection Initiatives 2005-2011.doc
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established to link and support projects and to disseminate information. By 2007, the
Government of New Brunswick had committed IEHP funding to the alliance and a New
Brunswick representative joined the steering committee. A Newfoundland representative
joined the committee soon after, making the alliance truly an Atlantic Connection.
An Environmental Scan and Gap Analysis indicated that a coordinated plan was
needed to focus on long-term outcomes of the IEHP activities. The Atlantic Integration
Framework project was undertaken as one initiative to achieve this goal through
development of an IEHP integration model for Atlantic Canada.
Discussions with the Atlantic Advisory Committee on Health Human Resources
(AACHHR) led to a decision in 2010 to make the IEHP Atlantic Connection a working
committee of AACHHR. This relationship helped sustain and expand the work of the IEHP
Atlantic Connection and helped AACHHR address an important strategic objective to meet
health human resources needs in Atlantic Canada. The Health Care Human Resource
Sector Council was engaged by AACHHR to act as their agent; to hold the Contribution
Agreement with Health Canada and administer the projects on behalf of AACHHR. The
IEHP Atlantic Connection Steering Committee continued to guide Atlantic IEHP initiatives
as a working committee of AACHHR. The steering committee built its work on the Atlantic
Integration Framework, discussed below, and the AACHHR Strategic Framework. The
following diagram outlines the relationship structure of the various stakeholders in the
2011-2016 Atlantic Connection projects.
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5
THE ATLANTIC INTEGRATION FRAMEWORK

The goal of the Atlantic Integration Framework was to provide a model for the
attraction, integration and retention of IEHPs in the Health Care System in Atlantic Canada
that is collaborative, evidence-based, and IEHP-centred. The framework allowed new
opportunities to be identified, developed and evaluated to continuously meet the needs of
IEHPs as they follow their paths to professional and social integration in Canada.
Vision
Atlantic Canada will be the flagship region for Internationally Educated Health Care
workers immigrating to Canada.
Mission
To attract, integrate and retain IEHPs to the health care system in Atlantic Canada by
building on the accomplishments of the Atlantic region projects and by unifying the projects
under an evaluation system that measures global progress and achievement of outcomes.
Core Values
1. Transparency
2. Involvement of IEHPs in decision-making: an IEHP on every Pillar Advisory
Committee
3. Intercultural inclusiveness that values IEHP experience
4. Equitable service for IEHPs
5. Intergovernmental collaboration
6. Long-term sustainability
Development of the Atlantic Integration Framework

The Atlantic Integration Framework was designed with input from stakeholders
including the IEHP Atlantic Connection Steering Committee and IEHP Atlantic Connection
project leads. The model depicts six foundational blocks supporting the achievement of
IEHP outcomes through a five-pillared continuum of service. The foundational blocks are
6
the essential elements required to ensure a successful progression along the IEHP
integration pathway.
Foundational Blocks of the Atlantic Integration Framework

IEHP Involvement: Consult with the people who have directly experienced the barriers
facing IEHPs seeking licensure and employment.
Language Development: Support language skill development in English and French for
IEHPs whose first language is other than one of Canada’s official languages. Supports
can begin at pre-entry and must respond to a spectrum of language acquisition needs
ranging from basic skills to profession-specific language and communication skills that
support work place integration.
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Portfolio Development: Begin IEHP portfolio development assistance at pre-entry via

competency self-assessment. Continue supports to develop a completed portfolio that
clearly demonstrates prior learning to Canadian regulatory bodies and employers.
Pathways: Support individual pathways into the Canadian health care system by
providing IEHPs with the education and training they need to fill identified health care
human resource gaps.
Partnerships: Collaborate and coordinate efforts between stakeholders and IEHP

Atlantic Connections projects to reduce redundancy and increase efficiencies in service
delivery.
Measurement and Evaluation: Measure progress and achievement of outcomes against

a predetermined and standardized set of evaluation criteria to validate the efficiency,
effectiveness and relevancy of projects and to provide accountability to participants,
service recipients and funders.
A Five-Pillared Model for IEHP Integration

The parameters of the Atlantic Integration Framework for IEHP integration
continued to expand as knowledge from the Atlantic Connection Projects was gathered,
evaluated and applied. The model is dynamic and continuously reflects the emerging
needs of IEHPs on their path to professional and social integration in Canada.
The pathway to full integration is envisioned as a five-pillared continuum of service that
supports individuals in their progression through the system from pre- to post-entry to an
ideal outcome of successful settlement. Originally conceived as a four-pillared model,
this conceptualization was modified in 2013 to reflect a growing understanding of IEHP
integration needs. Ongoing project evaluation indicated that a more holistic approach to
retention support was needed: social network, familial and community supports for IHEPs
emerged as a critical factor in the successful retention of IHEPs within the Atlantic region.
The five pillars supporting the IEHP continuum of service, described below,
represent the interrelated components that support responsive, accessible and efficient
approaches to attracting, integrating and retaining IEHPs.
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THE FIVE PILLARS OF IEHP SUPPORT STAGE

Pillar 1: Comprehensive Information
 addresses IEHP needs for pre-entry information on
requirements for licensure and professional practice in Canada
 includes self-assessment and other electronic/print resources Pre-Entry
and tools that provide language-appropriate, profession-specific
information
 supports increased knowledge of career options in Atlantic
Canada, timelier decision-making and, ultimately, increased
requests for licensure from IEHPs
Pillar 2: Profession-Specific Assessment/Gap Analysis

 targets the post-entry need for assessment of knowledge, skills
and competencies for the IEHP’s current profession
 identifies educational gaps that may require bridging to meet
Canadian requirements Post-entry
 may allow for assessment against alternate professions as well
as targeted career
Pillar 3: Education/Bridging
 incorporates a variety of educational models to address
knowledge, skill and competency gaps
 helps IEHPs prepare for professional examinations and/or obtain
licensure in their profession of choice
Pillars 4 and 5: Workplace, Family and Community Integration

 focus on supporting IEHP entrance into the workforce
 supports work-place integration outcomes to allow easier Settlement
integration to the health care work place for the IEHP, the
employer and existing employees
 addresses IEHP and family social integration to support long-
term retention
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IEHP ATLANTIC CONNECTION PHASE II PROJECTS

The objective of the Atlantic Connection-Phase II initiative was to build on the
knowledge, practices and outcomes achieved in the initiatives undertaken through earlier
Atlantic Connection project streams. Phase II formed part of the evolving response to
IEHP needs identified through the Atlantic Integration Framework. The 2011-2016 suite
of sub-projects, listed in the table below, supported the AACHHR Priority Framework, the
priorities of the Health Care Policy Contribution Program (HCPCP) and those of the Pan-
Canadian Framework for the Assessment and Recognition of Foreign Qualifications. Six
sub-projects were approved under the Internationally Educated Health Professionals
Initiative (IEHPI) Health Canada funding from April 1, 2011 to March 31, 2016.
ATLANTIC CONNECTION PHASE II (2011-2016) SUB-PROJECTS

Sub-project Sub-project name
number
1 Program Management and Support
2 Leadership Development PEI
3 Bridging for Internationally Educated Medical Laboratory Technologists

(IEMLTs)
4 Bridging for Internationally Educated Nurses (IENs)
5 Self-Assessment Readiness Tools (SART™)
6 Regional Integration of IEHPs-Midwifery in Atlantic Canada*
*
The project was discontinued in year one when Atlantic Canadian Governments and other
stakeholders decided they were not in a position to currently support the initiative. The IEHP AC Steering
Committee made a decision to suspend the sub project pending changes in Government health human
resource priorities. Project Funds were re-distributed to other sub-projects after consultation with Health
Canada IEHPI program staff.
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The chart below describes how each of the sub-projects aligned with the Five-Pillared
Pathway to IEHP Integration model. As a result of the ongoing IEHP Atlantic Connection
work, project leads, provincial and regional stakeholders, steering committee
representatives and their colleagues in provincial governments developed a better
understanding of the issues affecting IEHPs in Atlantic Canada. Our regional partners
were dedicated to providing and continuously enhancing services to better support the
integration and retention of IEHPs in the region.
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PROJECT DESCRIPTION
Price-MacDonald and Associates Consulting Inc. “PMA Workforce Development
Solutions” (PMA) were contracted by Nova Scotia’s Health Care Human Resource Sector Council
(HCHRSC) to provide Program Management and Support for this initiative. HCHRSC is the agent
for the Atlantic Advisory Committee on Health Human Resources (AACHHR).
PMA ensured the consistent application of processes to promote sustainability and a
regional approach to developing supports for IEHPs. This project managed the evaluation and
reporting activities of the individual sub-projects as well as a cross-project cluster evaluation that
measured the impact of all projects over the funding cycle. This project supported the
infrastructure for the overall program and was regarded by the Atlantic Connection Steering
Committee as critical to success of the IEHP Atlantic Connection initiative.
Rationale
The IEHP Atlantic Connection Initiatives 2005-2011 report demonstrated that the
sustainability of accessible and continuous IEHP services could best be achieved through a
regional model. Recommendations from the report urged the continuation of a regional approach
in order to:
 provide global project management and communication to build and maintain cohesion
and alignment with overarching objectives
 review the integration model and develop a regional consensus on future goals to help
extend the work of the IEHP Atlantic Connection
 facilitate knowledge transfer between existing and new partners to permit review and
revision of the conceptual framework and incorporation of new learning and evaluation
findings
 provide outreach and support for new partners and stakeholders that is beyond the
current scope and mandate of individual organizations
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Role of Program Management Team

The program management team provided five major avenues of support to the regional IEHP
program on behalf of the Atlantic Connection Steering Committee: program governance,
program management, financial management, infrastructure and program planning.
Program governance
Program governance supported both the structure and practices guiding the program and
provided support to senior leadership of the IEHP Atlantic Connection Steering Committee
(ACSC). The program management team provided the link between ACSC oversight and the
individual projects and project leads. Program management supported all decision-making
involved in executing the regional program, was responsible for day-to-day direction, and ensured
that all deliverables aligned with IEHP goals and outcomes as defined by Health Canada. The
specifics of the program management team’s relationship and responsibilities to the ACSC are
outlined below.
PROGRAM MANAGEMENT TEAM RESPONSIBILITIES TO ACSC

Accountable for schedule, budget, and quality of all program elements:
 led high-level sessions for program planning and schedule development
 reviewed and approved project plans for conformance to IEHP program strategy,
program plan and schedule
 reviewed program progress and interim results to ensure alignment with the overall
vision of the AIF and targeted outcomes
 developed and managed an Atlantic-wide communications plan
 liaised directly with ACSC and regional inter-governmental affairs representatives
 acted as communications conduit to ACSC and AACHHR, providing regular status
updates on funding consumption, resource utilization and delivery of interim work
products
 forwarded decisions to ACSC as necessary
 provided and interpreted policy
Program Management
The program management team was responsible for the allocation, utilization, and
direction of all resources for sub-project leads and overall deliverables of the IEHP initiative.
Program management ensured that the work performed achieved the outcomes specified in the
approved project proposals and Contribution Agreement. This involved reviewing sub-project
2
objectives, coordinating activities across projects and overseeing the integration and re-use of
interim work products. Program management also provided ongoing oversight of the cluster
evaluation process.
Financial management
Financial management of the IEHPI program included use of IEHP program-specific
procedures for making and reporting expenditures. All costs and expenditures followed Treasury
Board of Canada guidelines. The responsibilities associated with authorizing, recording, and
reporting IEHP program expenditures exceeded those typically carried by an individual project
manager. Although PMA handled bookkeeping and regular cash flow maintenance, the financial
accountability for the Contribution Agreement fell to the Health Care Human Resource Sector
Council.
Program Infrastructure
Program infrastructure encompassed the roles, tools and practices developed by the
program management team to provide services and support for sub-projects. The program
management office (PMO) model employed by Price-MacDonald and Associates was utilized to
support the infrastructure of this project. This model included:
. program office, communications, status reporting and issues management

. resources coordination
. budget administration and procurement in support of the Health Sector Council
. risk assessment
. project tracking and review
. contracts administration
. technical support liaison
. methodology and process support
. evaluation (process and overall)
The PMO model enabled all the sub-project teams to be productive, effective and
accountable to the overall expectations of the Contribution Agreement.
3
Program Planning
The program management team applied a bottom-up approach to program planning. Each
sub-project lead, supported by program management, created a project plan that estimated and
allocated the resources required to deliver the sub-project's objectives. Working with individual
sub-project plans, the program management team identified connections and dependencies
among the program's projects, and refined and reworked sub-project plans to integrate them with
others. The program management team also coordinated regional consultations and exchanges
through planning and delivering stakeholder symposia and conferences.
The program management team’s ability to continuously manage and adapt to inter-
project dependencies was a significant determinant of program success. Program management
planning involved a dynamic series of reviews and adjustments to individual sub-project plans in
order to maintain and document a current, cohesive, concise and accessible profile of all program
work, time frames and objectives. As sub-projects proceeded, the program plan evaluation
component integrated research findings to demonstrate their collective impact. This live window
into the cumulative work effort permitted clear and up-to-date communication with the ACSC, the
Health Care Sector Council and sub-project leads.
Objectives
The objectives of this project were to:
1. Provide program management support to build capacity for the Atlantic Connection
Steering Committee and sub-project leads on a regional basis. This included:
 training and support for sub-project leads in completing the RRET
 management of progress and cash flow reporting
 process monitoring and documentation
 document preparation and archiving
 providing meeting facilitation and management for the ACSC and sub-project leads
 making travel arrangements for ACSC
 communication with the Atlantic Network community, Health Canada and other
stakeholders
2. Support and manage the IEHP Atlantic Connection web page as an entry portal for IEHPs
to the Atlantic Region and as a program communications tool.
3. Guide and provide supports for sub-project evaluation.
4. Implement a cross-project cluster evaluation for the program.
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Alignment with HCPCP

This project contributed to HCPCP objectives, outputs and outcomes by
 disseminating information and fostering increased collaboration and co-ordination of
responses to health care system priorities in Atlantic Canada, as they relate to IEHPs
 enabling the ACSC to identify, assess and promote new approaches, models and best
practices that respond to identified health care system priorities
 increasing knowledge and application of evidence and best practices, leading to improved
health care system planning and performance
 contributing to improvements in the accessibility, responsiveness, quality, sustainability
and accountability of the health care system
Target Audiences and Beneficiaries

Target audiences and beneficiaries for the project are outlined below.
Scope Target Audiences Beneficiaries
Local  ACSC and IEHP sub-project Public and private health:

leads  professionals who currently or may in
 Atlantic Network participants future work with IEHPs
 IEHPs accessing web-based  health care institutions and
tools on the IEHP Atlantic web management organizations, including
page Health Authorities
 health care leaders receiving  long-term care facilities and
IEHPS into their workplaces community-based service providers
 communities receiving and  communities and municipalities
integrating IEHPs
Provincial/  provincial governments through  government health policy decision

Territorial AACHHR and the Atlantic makers
Network  professional licensing and
 regulatory bodies and certification authorities
professional associations in the
Maritimes
Federal  Health Canada through  Federal Departments and federal

evaluation and reporting government health policy decision
mechanisms makers
 professional licensing and
certification authorities
 all Canadians through knowledge
transfer and sharing
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PROJECT SUMMARY
Project Activities
Activities of the program management team throughout the project were fluid and flexible in
response to the needs of the sub-projects and the evolving relationships with stakeholders.
Regular project management activities encompassed ongoing review and updates of routine
administrative protocols, budget planning sessions, conference and travel planning and
arrangements, contract management for sub-projects, and cash flow oversight and reporting. The
project involved continuous knowledge production and dissemination through regular meetings
with sub-project leads and the steering committee, RRET reviews and submissions, sub-project
support for data collection and ongoing cluster evaluation processes along with monitoring and
maintenance of the Atlantic Connection web portal. All project activities as outlined in the work
plan were met for this initiative.
Year One
In the first year of the project, considerable effort was devoted to providing support for
new sub-project leads who generally had limited experience working with logic models within an
evaluation framework. A key focus was facilitating a common understanding among the steering
committee, sub-project leads and stakeholders.
The planned sixth sub-project of the Phase II initiative, A Sustainable Model and Support
Materials for the Regional Integration of IEHPs-Midwifery was discontinued in the first year after
stakeholders withdrew their support. Funding for the sixth sub-project was re-distributed to
remaining sub-projects for 2012-2013.
Year Two
Year two saw development of a project communications plan and a focus on maintaining
stakeholder momentum, achieved in part by modifying the steering committee’s Terms of
Reference*. A cross-country scan of online courses for IEHPs was carried out, and the 2007
Environmental Scan of IEHP services was updated. The first interim Cluster Evaluation report
was also produced.
Steering Committee
* Terms of Reference.doc
6
Year Three
The Atlantic Integration Framework model was expanded to include a fifth pillar
representing the emerging importance of family and community integration supports for IEHPs.
A new relationship model was conceived for the Atlantic Connection and received a positive
response when presented at our stakeholder symposium.
Year Four
Key activities in the fourth year centred on project sustainability, which included providing
training and support for developing sub-project sustainability plans. The steering committee
focused on developing strategies for continuing the working group activities, maintaining the web
portal, and engagement in the Atlantic Network. Planning for the upcoming
Showcasing the Legacy conference included discussions about moving forward with the initiative
through facilitation of a stakeholder sustainability workshop at the conference.
Activities unique to each year of the project are highlighted in the following table.
Year Five
Highlights from year five included planning and delivery of the Showcasing the Legacy
conference in Moncton, a stakeholder network survey to gather input on program sustainability,
and production of the projects final report, Atlantic Connection Phase II IEHP Projects (2011-
2016). The English and French pages of the web site were reviewed and updated in preparation
for archiving the site and handover to the Health Care Human Resource Sector Council
(www.atlanticcanadahealthcare.com). The info@iehpatlanticconnection.com link has been re-
routed to the HCHRSC office for future follow-up responses. Links to self-assessment readiness
tools were also revised to point to the new site, www.assesshealthcareers.ca.
Sustainability
A stakeholder survey was developed in February 2016 to gather feedback from network
partners on how to move forward with the work accomplished through the Atlantic Connection
initiative. While response was low (nine respondents), the received commentary is informative.
The following table contains the survey questions and responses.
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What value have you found in being part of a regional network of individuals and
organizations focused on the attraction, integration and retention of IEHPs in
Atlantic Canada?
 It was a great opportunity to meet people, organizations and other stake holders
involved with IEHPs and programs. I learned lots of best practices, service delivery
and interesting projects over the last couple of years. It is also great to have a regional
body to coordinate, monitor and evaluate Atlantic regional initiatives.
 Working with individuals and organizations focused on IEHP's has enhanced
knowledge around availability of services/ funding/education available for IEHP's;
provided opportunities to share issues/concerns to be communicated to relevant
stakeholders to influence change.
 By coming together, we share resources and ideas. It is an advantage to come
together.
 Ongoing sense of what are the issues and successes of funded projects and some
unfunded ones.
 Networking, ideas sharing
 A forum for discussion and learning from one another, best practice and resource
sharing.
 Being informed of ongoing initiatives, especially ones focused on providing the right
information at the right time to IEHPs before they relocate was of interest.
 The last ten years have allowed for much collaboration and work to be done with
regards to the attraction, integration and retention of IEHPs. It has allowed
professional associations to build on each other’s successes and build capacity in the
Atlantic provinces. It also allowed for valuable information sharing between
jurisdictions.
 Learning from fellow administrators and managers who actually went through, or still
in progress of, how to facilitate this process. It is not simple nor consistent in all
jurisdictions. Thus, learning what works and what doesn't is PRICELESS for all of us.
Do you think it is important that this network continue post IEHPI funding? (Yes/No)
7 Yes; 2 No
8
If yes, can you offer some strategies for continuation of the network as the
community of stakeholders? i.e. discussion area on the webpage; a new
network lead, etc.
 There should be DIRECT benefits to IEHPs. Allocating funding for (some) organizations
will only benefit their own survival and to cover their costs such as salaries, insurance,
admin costs etc. I personally know most of the IEHPs living in PEI and heard that they
should have direct benefits through the project.
 A web discussion may be one opportunity for continued connection but it does not
replace the rich conversations that occur with face to face communication. Is it possible
to work through professional bodies to maintain the connection at AGM's for example?
 a newsletter via email
 Can have various topics up for discussion where we attend the discussion through
phone, WebEx, or skype.
 non-governmental led webpage discussion
 A webpage might work...or collaborating with health care professional regulators?
 Although comments are only if we say "yes", my sense is that given some of the new
Tools developed, increased awareness and partnerships amongst other interested
groups, namely those responsible for population growth, immigration and multi-cultural
associations, maintaining gains made should be possible, as many of the initial
challenges expressed by IEHP was the lack of such Tools to assist with their decision
and manage expectations.
 This group has a common goal that benefits ALL jurisdictions. Their efforts and
experience need to be shared in one form or another. Meeting once a year to exchange
new ideas and actions is the least I would vote for. We just registered 2 IEHPs in NB,
one from Australia and the other from USA. I am sure others would love to know how
we accomplished this task. And we would love to know how to retain them from others
who can help.
9
PROGRAM MANAGEMENT AND SUPPORT: ACTIVITIES 2011-2016

YEAR One Two Three Four Five
OUTPUTS
Collaborative  Atlantic Connection Steering Committee
working  Atlantic Advisory Committee on Health Human Resources (AACHHR)
arrangements  Health Care Sector Council of PEI
 Nurses Association of New Brunswick
 New Brunswick Society of Medical Laboratory technologists
 Le Consortium national de formation en santé (CNFS)
 New Brunswick FQR Steering Committee
 Prince Edward Island Association for Newcomers to Canada (PEIANC)
 Nova Scotia Community College (NSCC)
 Affinity Consulting – Evaluation
 ImmediaC worldwide -IT Support
 Nova Scotia Department of Health & Wellness
 New Brunswick Department of Health
 Prince Edward Island Department of Health
 NL Department responsible for Health & Wellness
 Saskatoon Regional Health Authority, Saskatchewan
 Immigrant Settlement Association of Nova Scotia (NS)
All relationships developed and maintained during the course of this initiative formally ended March 31, 2016 with completion
of the project. Our partnership with the Health Care Human Resource Sector Council was modified at the conclusion of the
project. The Sector Council has assumed responsibility for the Atlantic Connection webpage and will respond to related
inquiries.
 some projects  with no current  ongoing concerns  Provincial
Barriers and
challenged to nursing shortages in Government
enablers: re: sustainable
complete evaluation Atlantic Canada and funds committed
response funding for IEN
frameworks: provided public spending Bridging and signing of
more support and under scrutiny, programs in contract in
sustainability for the Atlantic province; progress to
10
PROGRAM MANAGEMENT AND SUPPORT: ACTIVITIES 2011-2016

YEAR One Two Three Four Five
guidance for project nursing bridging intergovernmenta sustain the IEN
leads programs is a l IEN Forum Bridging program
 high participation rate concern: AACHHR scheduled to in both official
and satisfaction level initiates dialogue discuss issue languages for the
with Making the with stakeholders to Maritime
Connection pursue sustainable provinces
roundtable: renewed resources  on-going support
interest/awareness of  challenge to from HCHRSC,
AC’s work maintain a high level Sub-Project
of stakeholder Leads enhanced
engagement: active communication
membership on among diverse
steering committee entities working
supports ongoing to address IEHP
network expansion needs in Atlantic
Canada
Reports/publications Presentations/ Training/education Reports/publications

Knowledge Training/education
products and  Interim IEHP conferences  online RRET  final report,
 Cluster Evaluation
dissemination Atlantic Connection  Maintaining the training Atlantic
Framework
mechanisms Cluster Evaluation Connections  webinar: Connection
consultations with
Report stakeholder program Phase II IEHP
sub-project leads
Presentations/ symposium sustainability Projects (2011-
completed; cluster
conferences Tools Presentations/ 2016)
objectives and
learning conferences
11
goals/activities  PEI Health Sector  AIF model  Connecting  revised Atlantic

identified and Council Annual redesigned and Island Integration
documented General Meeting published Communities Framework and
Presentations/  Dr. Tom featuring new conference Pathways
conferences MacDonald, UNB Pillar 5: Family documents;
Research Lead for  Atlantic
 organized and hosted and Community Intergov’tal IEN shared through
International
Making the Integration, Forum AC webpage and
Research project
Connection roundtable includes new Conference/
 Medical Laboratory  HCHRSC,
Program promotion Technology video posted on Meeting
PEIHSC
web page presentation
 held project launch Working Group
 17th National
 Pharmacy Working  new relationship  Quarterly audit of
meeting Metropolis
Group chart developed Sub-Project P1:
Conference
 IEN Working Group for Atlantic Management and
Tools Connection  Canadian Support
Network of performed by
 updated Terms of
National HCHRSC ED
Reference for
Associations of
Steering Presentations/
Regulators
Committee to conferences
reflect current  The Canadian
Association for  Management/
mandate to re-
Prior Learning planning 2015
engage
Assessment Showcasing the
stakeholders and
Legacy
expand network Tools
conference
 updated sub-  conducted
Tools
project lead Terms planning
meetings for  Reviewed and
of Reference
Atlantic updated Terms of
 communication
Connection: Reference,
plan devised for Project
Showcasing
2013-2016 Measurement
the Legacy
 updated 2007 Plan
conference
Environmental
2015
12
Scan for IEHP  Completed  Revised

services three sub- navigation of the
 conducted cross- project site IEHP Atlantic
country scan for visits: Connection web
online courses Leadership PEI site
offered to Allied and IEMLT
Health Bridging
professionals program
 consulted with
nursing regulators/
educators to
compose
background paper
on sustainability
needs for RN and
LPN bridging
programs
OUTCOMES
Increased  regular monitoring of  website traffic  new relationship

awareness: webpage for hits, reports model presented
methods used geography of visitors, demonstrate at stakeholder
time on pages, continued usage of symposium;
to assess
bounce rates the site: feedback positive feedback
impact
 90% satisfaction rate documented and from attendees
reported from Making changes made as
the Connection appropriate
roundtable attendees
13
Unanticipated  AIF influencing

results National IEHPI
Framework
 greater
collaboration
among regional
stakeholders
(example: former
funding recipient
RN PDC partners
with currently
funded NANB to
facilitate IEHP
accessibility)
 individuals from
Atlantic region
recognized by
regional and
national peers for
excellence in IEHP
services
Lessons  stakeholders need

learned constant, active
engagement:
continuous
communication is
key
Sustainability  steering
committee
addressing
continuation of
14
AACHHR
working group,
sustainability
plan for web
portal,
Community of
Interest
 sub-projects in
different stages
of
implementing
sustainability
plans; most
moving to pay
for service
models.
 sustainability
workshop
planned for
October
conference to
engage
stakeholders in
sustainability
discussions
15
Evaluation
The following questions informed the evaluation of this project:
1. How successful was the project in creating outputs identified in the work plan as
evidenced by documents on file?
2. How satisfied were customers with the processes and supports provided, as
evidenced by customer satisfaction surveys indicating 90% satisfaction with
administrative work?
3. How engaged were regional stakeholders as evidenced by records of attendance
at meetings and use of the partner area of the IEHP Atlantic Connection web page?
4. How successful was the project in managing administrative tasks as evidenced by
progress reports and cash flow reports being submitted on time?
Data Collection
The IEHP Atlantic Connection Steering Committee continuously sought feedback from
stakeholders about the activities of the Atlantic Connection initiatives. Information was collected
from multiple sources, including surveys, environmental scans, formal evaluations, tracking
webpage data and informal discussions. Every two years, the steering committee hosted a
broader regional consultation through the Making the Connections symposium. Stakeholder
consultations were held in Moncton, New Brunswick in 2012 and Dartmouth, Nova Scotia in 2014.
Feedback from the 2012 session sent a strong message that this type of meeting is vital to sharing
and networking among the four Atlantic Provinces.
2014 Making the Connections Symposium

The objectives of the 2014 symposium were to
 promote sharing of regional initiatives
 foster networking among stakeholders
 provide opportunities to renew old connections
 facilitate opportunity for new liaisons and partnerships
Sixty-seven stakeholders participated in the symposium, exploring definitions of success and

sharing in discussions about the value of partnerships in sustaining successful initiatives.
16
Evaluation forms were distributed on the final day of the conference and responses were
anonymous. Of the 67 participants, 49 provided feedback about symposium processes and
activities. Seven attendees were steering committee and support staff who did not respond to the
evaluation in order to maintain integrity of the results. The overall reporting rate was approximately
81%. Most participants reported being satisfied or very satisfied with the conference, and agreed
or strongly agreed that the content of the symposium was appropriate.
Lessons Learned
The Atlantic Connection Steering Committee obtained valuable information from
participants that will help focus their work in supporting and facilitating the IEHP Atlantic
Connection Network. Recurring themes throughout the conference included:
 obtaining greater involvement from IEHPs
 increasing engagement of employers
 enhancing utilization of the website
 using social media to enhance distribution of website information
Summary of Formal Evaluation Feedback

Notes from symposium roundtable discussions were reviewed to identify themes and
possible future directions for the work of the steering committee. The review indicated that
collaboration is a common practice and the value of collaboration in building sustainable programs
is recognized. Participants identified networking as a valuable means of sharing ideas, discussing
challenges and developing solutions to common issues. Examples of collaboration and
partnerships to create and deliver programs for IEHPs were identified from policy through program
levels.
Stakeholders described the methods they currently employed to contribute to the
attraction, integration and retention if IEHPs. Key strategies included:
17
STAKEHOLDER-IDENTIFIED CONTRIBUTIONS TO THE ATTRACTION AND

RETENTION OF IEHPS
 direct education
 support and advocacy for IEHPs
 provision of pre-arrival information
 workplace integration activities
 building assessment and bridging pathways
 mentoring of IEHPs both in the workplace and community
 responsive leadership training for front line managers in workplaces
 development of transferable models and processes
 online courses to increase access
 community involvement in welcoming activities for IEHPs and their families
 engaging stakeholders, especially regulators, educators and employers, in problem
solving IEHP issues
Participants identified a number of “reality challenges” impacting their ability to attract, integrate
and retain IEHPs.
FACTORS IMPACTING STAKEHOLDER CAPACITY TO ATTRACT AND

RETAIN IEHPS
 funding
 sharing to prevent reinventing the wheel
 communication and awareness of potential partners
 sustainability of programming after current funding expires
 system level supports
 demands outside of mandates
 policy and procedures that need to change to include IEHPs
 engaging employers and developing their capacity to support IEHPs
 lack of PLAR between professions
 geographic issues with travel
 supports for rural communities
 educating communities about acceptance and integration of newcomers
 lack of public attention regarding plight of IEHPs
 IEHPs caught in the middle of professional conflicts between professions
 consistent messaging to IEHPs and the Canadian public
 understanding and valuing cultural diversity in Atlantic workplaces and communities
 including IEHPs in devising solutions
18
FACTORS IMPACTING STAKEHOLDER CAPACITY TO ATTRACT AND

RETAIN IEHPS
 labour market issues
 entry level exams for experienced professionals can be a barrier
 organizational and legal limitations on regulators and employers to change standards,
policies and practices
 lack of awareness of models from abroad
Formal evaluation and unsolicited feedback indicated that the objectives of the symposium
were met. Participants reported appreciation for hearing about different initiatives, found value in
networking, renewed former connections and made new contacts.
The AC Steering Committee was able to support the Atlantic Connection stakeholders in
their need to network and share. Attendees were engaged in the discussions and were able to
broaden and strengthen their “connections”. The symposium helped Atlantic Connection Network
members value their linkages and consider how partnerships and connections, both formal and
informal, will help sustain their initiatives and programs.
2015 Showcasing the Legacy Conference

In October 2015, Atlantic Connections hosted a Showcasing the Legacy conference in
Moncton. The conference was a celebration of collaborative efforts to achieve the goal of
attracting, integrating and retaining IEHPs in the healthcare systems of Atlantic Canada. The two-
day conference allowed network members to focus on progress made and share information
about the planned and unplanned outcomes of their work over the past ten years. Multiple plenary
sessions addressed a variety of topics reflecting the five pillars of the Atlantic Integration
Framework. Sixty-eight participants attended the conference, with thirty-eight attendees (56%)
providing feedback on the following issues:
Sustainability
A number of participants commented on the strength of the network now in place in the region,
noting Atlantic Canada’s enhanced capacity to meet IEHP needs as a result of this initiative.
Some attendees expressed concern about continuance of the work accomplished, commenting
there is “still a long way to go” in ensuring projects are not “abandoned”.
19
Widening the network

Attendees commented on the variety of associations, agencies, and government departments
represented at the conference. A few respondents felt that Citizenship and Immigration Canada
(CIC) should also have attended, citing a need for better links with CIC to help IEHPs become
established in the community.
The importance of collaboration

Multiple participants affirmed the critical importance of collaboration and partnerships in this
endeavor and felt that the conference provided new opportunities for continued work together.
20
LEADERSHIP DEVELOPMENT FOR PRINCE

EDWARD ISLAND
PROJECT DESCRIPTION AND OBJECTIVES

Leadership Development for Prince Edward Island was led by the Prince Edward
Island Association for Newcomers to Canada (PEI ANC) and the PEI Health Sector
Council with support from the Government of Prince Edward Island. The focus of this sub-
project was to better prepare health care workplaces and communities in PEI to accept,
integrate and retain IEHPs. To achieve this goal, the following overarching project
objectives were defined:
1. Facilitate implementation of the Responsive Leadership model for health care
leaders on PEI who will be working with collaborative models of care that include
IEHPs. This objective was achieved through implementation of sub-project 2a,
Responsive Leadership for a Diverse Workplace.
2. Facilitate the expansion of the IEHP Community Navigator model from the current
Summerside IEHP Newcomer Retention Toolkit pilot to an island-wide IEHP
support network. This objective was achieved through implementation of sub-
project 2b, the IEHP Program.
Responsive Leadership for a Diverse Workplace

The Responsive Leadership for a Diverse Workplace program is a training
program for frontline leaders within PEI’s health sector. The focus of this program was to
improve the leadership skills of frontline leaders to positively impact the integration and
retention of IEHPs. The Responsive Leadership for a Diverse Workplace program was the
result of extensive research and consultation with IEHPs, focus groups and stakeholders
in PEI.
The program contained four one-day modules with a focus on leadership
attributes, cultural competency, diversity and a self-awareness assessment. Each module
engaged a subject-matter expert to lead exploration of the module material. Throughout
the program, participants were encouraged to connect learning with their workplace
1
experiences and to share their insights at each session. In the final workshop, participants
gave a presentation as a personal reflection of what they had learned. Between 2011 and
March 2015, 44 health care frontline leaders completed the program over three offerings.
Responsive Leadership for a Diverse Workplace objective and outcomes

The objective of the project was to facilitate the development of a responsive leadership
program for PEI health care employers who lead or may lead collaborative teams with
IEHP members. The expected outcomes from the delivery of this program were improved
leadership skills, attitudes and actions in relation to the needs of IEHPs, thus improving
the integration and retention of IEHPs in PEI.
IEHP Program
The focus of this project was to establish integration and retention services for
IEHPs in each of the five health regions on PEI. Led by the Prince Edward Island
Association for Newcomers to Canada (PEI ANC), the IEHP Program provided
individualized client support to meet the integration and retention needs of IEHPs and their
families. The IEHP program was supported by an array of tools developed during this
program, including
 an IEHP Community Development Officer (formerly “Navigator”) model
 a Responsive Leadership for a Diverse Community program
 Retention and Integration Committee for Health (RICH Committees) in each health
region, comprising community leaders who provided oversight and direction to
local IEHP integration and retention programs
 a strong network of community volunteers
This initiative built on the successful 2010-2011 IEHP Newcomer Retention Toolkit
project piloted in Summerside, PEI, Truro and Halifax by ACSC, the Health Care Human
Resource Sector Council of Nova Scotia and Price-MacDonald and Associates Consulting
Inc., with funding from the Atlantic Population Table.
IHEP Program objectives

 provide IEHPs with one-on-one support and clear, timely information about paths
to licensure
2
 enhance the 2010 IEHP Newcomer Retention Toolkit and promote regional
collaboration among health networks across PEI to maximize the impact of
available resources
The objectives, activities, outputs and outcomes of the project addressed a number of
HCPCP objectives as outlined in the project work plan. The initiative also supported Pillar
Four and the newly-defined Pillar Five of the Atlantic Integration Framework.
Local  health professionals (including  public and private health

IEHPs) professionals who currently
 health care leaders who receive work with or who may in
IEHPS into their workplaces future work with IEHPs
 communities that receive and  health care institutions and
integrate IEHPs management organizations
 long-term care facilities and
community-based service
providers
 communities and
municipalities

Provincial/  provincial governments through government health policy
Territorial AACHHR and the Atlantic decision makers
Network  professional licensing and
 regulatory bodies and certification authorities
professional associations in the
Maritimes
Federal  Health Canada through  Federal Departments and
evaluation and reporting federal government health
mechanisms policy decision makers
certification authorities
National/  all Canadians through

knowledge transfer and
Pan- sharing
Canadian
3
SUB-PROJECT A: SUMMARY
Over the course of this project, there was a consistent increase in IEHP support
across PEI through program initiatives, other PEI ANC work and a significant network of
volunteers and stakeholders. Support for IEHPs continues to be enriched through the
efforts of community leaders and multiple PEI ANC departments.
Year One Activities

The first year of this initiative comprised the development phase in preparation for
program delivery in the second year. Activities included a review of existing cultural
diversity and leadership development programs, partner and sector consultations, as well
as interviews with IEHPs and focus groups with sector managers. From the research and
consultation process, a draft curriculum was developed which was reviewed by
stakeholders in preparation for launch of a pilot program in the second year.
During this period, the PEI Health Sector Council strengthened established
relationships with stakeholders. The growth in relationships was evidenced through the
continued collaborative working arrangements with Health PEI, the private long-term care
sector, Department of Health and Wellness, PEI Public Service Commission and the PEI
ANC. During this reporting period, the Responsive Leadership for a Diverse Workplace
was professionally branded.
YEAR ONE OUTPUTS SUB-PROJECT A
Collaborative working arrangements
 HCHRSC
 Department of Health and Wellness
 PEI ANC
 PEI Nursing Home Association
 Health PEI
Barriers and enablers Impact and response
Difficult to get participants to attend focus  networked at Health PEI Leadership

groups due to time restrictions and Development Planning workshop to
competing priorities gain support
4
Challenged by delay in funding: time  determined that targeted audience for

pressures on steering committee and pilot delivery session already well
stakeholders already engaged engaged in the development process.
Opted to provide stakeholders with
final details of program and get
feedback as the project moved from
development to delivery phase
Knowledge products and dissemination mechanisms
Training/education
 developed modified (95% completed) Responsive Leadership for a Diverse
Workplace program
Tools
 completed Inventory of Literature Review on Leadership Development and
Diversity in the Workplace Report4
 hosted focus group sessions with front line managers to consult on draft curriculum
Presentations to:
 Health PEI Advisory Committee on Organizational Development
 Health PEI Leadership Development Planning Workshop
 PEI Nursing Home Association
 ACSC
Influence on policy/ practice
 program could impact how senior leaders in the private and public sectors design
communication and orientation policies and procedures related to recruitment and
retention of IEHPs
Inventory of
4 Literature Review on Leadership Development and Diversity in the Workplace.pdf
5
Year Two Activities

The first iteration of the Responsive Leadership for a Diverse Workplace program
was delivered in four modules to sixteen participants. Positive feedback was received from
the participants on all four modules with suggestions for further enhancing the course. The
curriculum was revised based on lessons learned from the pilot delivery and participant
feedback.
In the second year, the PEIHSC began planning development of a second program
focusing on creating a welcoming environment for IEHPs in the community. The goal of
this program was to provide community champions with the leadership attributes and
knowledge necessary to become effective advocates for diversity in their communities.
YEAR TWO OUTPUTS SUB-PROJECT A
New collaborative working arrangements
 Departments of Community Services and Seniors, Innovation and Advanced

Learning, Health and Wellness (Government of PEI)
 PEI Public Service Commission
 Department of Health and Wellness
PEIHSC informed by its primary  decision eventually reversed, and

funder that the organization would no the organization secured funding
longer receive core funding as of for the remainder of the 2012 fiscal
September 30th. period
 a contract employee was not hired
during this period as planned due
to uncertainty about the
organization’s future. The
Executive Director picked up the
extra work so the work plan was
completed as scheduled.
Good working relationship between  supports program development
facilitators and subject matter experts
Good depth of feedback from  enhances knowledge product
participants
6
Reports/publications
 Responsive Leadership for a Diverse Workplace Program: Summary Report*
Training/education
 delivered first iteration of Responsive Leadership for a Diverse Workplace
program
Program promotion
 Responsive Leadership for a Diverse Workplace brochure†
YEAR TWO OUTCOMES SUB-PROJECT A
Increased awareness: methods used to assess impact
 inferred high level of awareness among target audience: all 16 seats filled
 evaluation information collected from program participants after each module;
an overall program evaluation was completed at the end of the four module
delivery, and a post-program impact evaluation was conducted multiple weeks
after final delivery
 to assess knowledge intake, participants were required to complete a final
project that demonstrated their learning
Application of knowledge products
 Responsive Leadership for a Diverse Workplace training received by frontline

managers of Health PEI and the private health sector
Year Three Activities

The second workshop series of the Responsive Leadership for a Diverse
Workplace program was delivered in the third year. All sixteen seats were again filled with
Responsive
* Leadership for a Diverse Workplace Program - Summary Report.pdf
Brochure Responsive
† Leadership for a Diverse Workplace.pdf
7
a total of thirteen participants completing the program. Ten of the participants were from
the public health sector and three from the private sector.
The third year also included development and delivery of the Responsive
Leadership for a Diverse Community program, a partnership engaging PEIHSC, PEI ANC
and The Health Care Human Resource Sector Council (HCHRSC) of Nova Scotia.
HCHRSC was contracted by the PEIHSC to conduct research and develop the curriculum.
Through collaboration with the PEI ANC, stakeholder consultations were held across the
province, leading to the creation of a customized delivery model and learning plan. The
four-module training program focused on building skills and attributes identified as
essential characteristics for leaders in diverse communities.
YEAR THREE OUTPUTS SUB-PROJECT A
 Summerside RICH Committee

 PEI ANC
Training/education
Responsive Leadership for a Diverse Responsive Leadership for a Diverse

Workplace Community
Second four-module program delivered  met with 16 stakeholders to review

curriculum: customized delivery to
meet identified needs
 pilot delivery of four module program
complete
 completed train-the-trainer education
for PEI ANC facilitators to deliver
future workshops
Tools
Responsive Leadership for a Diverse
Community program curriculum
8
Responsive Leadership for a Diverse Responsive Leadership for a Diverse
Workplace 2013/2014 Final Report* Community 2013/2014 Final Report †
YEAR THREE OUTCOMES SUB-PROJECT A
 Responsive Leadership for a Diverse Workplace/Community programs:

completed follow-up questionnaires with participants and amended curriculum
according to feedback
 program delivery of 2 four-module workshops
 Responsive Leadership for a Diverse Community could support community

leaders across PEI in retaining IEHPs in their communities. Participants have
developed awareness of new tools for developing community welcoming
packages, policies and program offerings for IEHPs.
Year Four Activities

The PEIHSC received an additional year of funding which allowed for the program
to be delivered a third time. All sixteen seats were again filled, with fifteen participants
completing the course. During this period, an in-depth sustainability strategy for the
program was developed. One of the first activities was a needs analysis focusing on
employers, to ensure that the program continues to be responsive to a constantly
changing work environment and demographic.
Responsive
* Leadership for a Diverse Workplace 2013 2014 - Final Report.pdf
Responsive
† Leadership for a Diverse Community 2013 2014 - Final Report.pdf
9
YEAR FOUR OUTPUTS SUB-PROJECT A
 private community care facilities: Park Hill Place and The Mount Community
Care
 Responsive Leadership for a Diverse Workplace 2014/2015 Final Report
 Responsive Leadership for a Diverse Workplace Program Sustainability Study*
Training/education
 third delivery of Responsive Leadership for a Diverse Workplace program
 re-designed program to provide a three-day and two-day offering
 HCHRSC adapts components from PEI program to their newly developed
Responsive Leadership for a Diverse Workplace program
Presentations/conferences
 Nursing Leadership Education Day
 Health Care Human Resource Sector Council AGM
 National Metropolis Conference
Program promotion
 Responsive Leadership for a Diverse Workplace promotional bookmark
 Ontario Fairness Commissioner recognizes program model as promising
strategy
YEAR FOUR OUTCOMES SUB-PROJECT A
 course registration expectations surpassed

 module and overall program evaluations conducted
 Responsive Leadership for a Diverse Workplace 2014/2015 Final Report
contributes to cluster evaluation
 program evaluations to continue as part of the sustainability plan
Responsive
* Leadership for a Diverse Workplace Program Sustainability Study.docx
10
Human resource development
 the program provides front-line leaders with the skills and knowledge to lead a
diverse workplace, which positively impacts the integration and retention of
IEHPs
Evaluation
In October 2012, an independent consultant was contracted by the PEI Health
Sector to summarize the activities, evaluations and lessons learned from the Responsive
Leadership for a Diverse Workplace Program*. Assumptions underlying the project were
that a responsive leadership program would improve the leadership skills of frontline
leaders which in turn would directly impact the integration and retention of IEHPs. The
expected outcomes from the delivery of this program were improved leadership skills,
attitudes and actions related to IEHPs to improve their integration and retention in PEI.
Evaluation Design and Methodology

The evaluation process was participatory, with a focus on both process and
outcomes. Collected data was analyzed to determine success in meeting the project
objective of developing a responsive leadership program for PEI health care employers
who lead or may lead collaborative teams with IEHPs. The evaluation questions focused
on two critical components: partnerships and program development.
The key data collection methods used were interviews, project monitoring,
evaluations, focus groups, and document reviews. The review of year one focused on the
development of the project; in subsequent years, the focus was on program delivery and
outcomes. The evaluation process for the second and third workshop deliveries was not
as extensive as that conducted after the first series when formal interviews with the sub-
project lead, subject matter experts and sub-project lead facilitators were carried out.
Responsive
* Leadership for a Diverse Workplace Program - Summary Report.pdf
11
Findings Year One
At the outset of this project, a needs analysis was conducted through interviews
with six IEHPs to better understand their workforce issues. The interviews focused on the
IEHPs’ experience of how leadership attributes impacted the quality of their work life in
the PEI health sector. The results of the study were used to fine tune the literature search
and support the development of the program curriculum.
The literature search provided an overview of accepted leadership programs
relevant to the topic areas and was used to inform the development of the Responsive
Leadership for a Diverse Workplace project.
A draft curriculum was developed from both the needs assessment and the
literature review using the Nova Scotia Health Care Human Resource Sector Council
Responsive Leadership model as a foundation. To gain feedback on the draft curriculum,
three focus groups were conducted with frontline managers in the public and private
sector. The draft curriculum was amended to reflect input from the focus groups.
In the first year of the project, only the process was evaluated. The work plan for
year one identified the overall outcome as being the development of a program promoting
the workplace integration of IEHPs, and this goal was attained. Lessons learned included
recognizing the value of engaging IEHPs in the development and design phase of the
project, and the importance of engaging all partners early in the process.
Findings Year Two

Year two focused on the pilot delivery of the project. Evaluations were completed
by participants after each module. The module evaluations comprised six questions; not
all participants responded to every question. An overall program evaluation was also
conducted. The post-module and post-program evaluation questions are presented in the
table below.
An e-mail was sent to participants twelve weeks after completing the program
asking about its impact on their leadership role. While the number of returns from the
impact evaluation was small (six out of sixteen), the overall response to the program was
positive.
Lessons learned for future deliveries included use of an experiential design,
ensuring communication among subject matter experts to prevent duplication of material,
long-term follow up with participants to measure program impact and the inclusion of a
12
first voice by inviting IEHPs to speak about their experiences in the PEI health care
system. The pilot program met the goals of this project by developing a responsive
leadership program for PEI health care employers who lead or may lead collaborative
teams with IEHP members. The data collected indicated that the intended outcomes of
improved leadership skills, attitudes and actions in relation to the needs of IEHPs had
been met.
Findings Year Three and Four

The second and third deliveries of the Responsive Leadership for a Diverse
Workplace program again met project objectives and received positive feedback. The
evaluation process applied in the second year (post-module and post-program delivery
evaluations with a follow-up impact assessment multiple weeks out from program
completion) was applied for both program iterations.
RESPONSIVE LEADERSHIP FOR A DIVERSE WORKPLACE

EVALUATION QUESTIONS
Post-module
Q1. How satisfied are you with what you have learned as a result of the module?
Q2. How effective were the facilitators in leading the module?
Q3. How useful did you find the module?
Q4. What is the likelihood that you will use something you learned in the module when
you return to work?
Q5. What will you try to do differently as a result of this workshop when you return to
work?
Q6. What changes, if any, would you recommend be made to the module?
Post-program
Q1. How satisfied are you with what you have learned as a result of the Responsive
Leadership for a Diverse Workplace program?
Q2. Did the program enhance your understanding of cultural competency and diversity
in the workplace?
Q3. Do you believe your leadership skills have been enhanced as a result of
participating in this program?
Q4. Did the program enhance your awareness about how your leadership struggles are
not isolated to you or your position?
13
Q5. Did the program enhance your self-awareness and provide insight into others that
has positively impacted you as a leader?
Q6. Did the program enhance your understanding of how to champion a diverse and
inclusive workplace?
Q7. Did the program enhance your understanding of the responsive leadership
attributes: authenticity, humanistic, self-aware, and transparency, and how they relate
to leading a diverse workplace?
Q8. Have you or do you feel you will apply the knowledge gained from the program to
your leadership role?
Q9. How effective were the facilitators in leading the program?
Q10. How effective were the Subject Matter Experts in leading their component of the
program?
Q11. Would you recommend this program to a colleague?
Q12. Is the September to December timeframe the best time of year to deliver the
program?
Q13. Are Tuesdays the best day of the week to deliver the program?
Q14. What changes, if any, would you recommend be made to the program?
Findings Year Five
Sustainability
The robust partnerships formed with subject matter experts and employers created
a solid foundation for continuing this initiative. In 2015, the PEI Health Sector Council
developed a sustainability plan to map out the road ahead. After consultations with
previous participants, subject-matter experts and stakeholders, a financial analysis and a
curriculum review, the Council identified an affordable fee for service model as the way
forward with this project.
Participant Feedback
Mindful that there has been no fee charged to date for this program, the Council
felt it was important to gauge participant response to a fee for service structure. Participant
feedback was positive with five out of six respondents stating they would recommend the
program to colleagues even with the proposed registration fee.
Stakeholders
Stakeholders recognize the value of the program and are willing to offer their
support in promotion, endorsement and/or in-kind contributions.
14
Curriculum Review
After analysing past deliveries and looking towards a sustainable model, the sub-
project lead and program developer determined that modifying the program from a four-
day to a three-day delivery would be a sound, cost-effective measure that would not impact
the overall outcomes of the program.
Financial Analysis
The council reviewed 2014 delivery expenses to obtain a baseline for program
costs. The program cost per participant at that time was $1193. By transitioning to a three-
day module program, making some adjustments to content delivery and obtaining greater
in-kind contributions from stakeholders, the cost per participant will be reduced to $380
per person for 2015 and $225 per person for 2016 and beyond.
15
SUB-PROJECT B: SUMMARY
From 2011-2016, the IEHP program found and supported more than 370 IEHPs
and family members, engaged 940 volunteers and stakeholders, consulted with almost
450 community leaders, created four Retention Committees, established community-
based offices within PEI municipalities, and initiated Navigators to support clients outside
Charlottetown. Improved recruitment practices, linkages with existing settlement services
and mobilized communities have led to improved integration and retention of employed
IEHPs and their families. During the course of the project, improved integration and
retention was evidenced through physician retention, which grew from 25% to 85%.
Project Sustainability
Much of the IEHP work will continue past March 2016 through new funders and
existing PEI ANC departments. Local and provincial governments are aligned with the
integration and retention priorities of this project, and new provincial and municipal
strategies are on the horizon. The PEI ANC will maintain support for IEHPs and their
families through existing programs, will continue some portions of the Navigator work
(through provincial funding), and will sustain and expand the integration and retention work
(through IRCC).*
This work will sustain the collaborative network of nearly a thousand people from
across PEI who support IEHPs and other employed newcomers, and will provide direct
client services, including employment and licensing assistance. By working together and
continuing the effort that was initiated by Health Canada and the Atlantic Connection, PEI
will continue to see increasing levels of integration and retention of IEHPs and other
newcomers living in communities across PEI.
From our years of advocacy work across PEI, Newcomer/IEHP Integration and
Retention has been firmly fixed as a priority at the provincial and municipal level. We are
no longer telling people that integration and retention strategies are needed: key leaders
and influencers are telling us that the work is important.
Future workplan for

* sustainability through IRCC and Prov govt following March 2016 event.pdf
16
Goals for moving forward
As we move past 2016 through new funding agreements, the integration and
retention initiative will continue and be anchored firmly under the following goals:
 collaborating broadly for increased attraction, integration and retention of
newcomers
 sharing knowledge across PEI
 facilitating conferences, meetings, and other partnership opportunities
 advocating for the needs of immigrant residents and employees in communities
and workplaces
 identifying common priorities among stakeholders and building capacity through
partnerships
 expanding the workplace focus for improved integration and retention of newcomer
employees in partnership with existing programs and organizations
Year One Activities
Charlottetown
In the first year, Charlottetown served as the program hub for this project. In
addition to providing direct services for IEHPs and their families, the Charlottetown office
supported Kings and Prince Counties in program start-up and development. Significant
accomplishments for the Charlottetown office included:
 supporting increased numbers of IEHP clients accessing employment
assistance, education, licensing requirements, documentation assistance and
orientation sessions
 overseeing and supporting the new IEHP initiatives in Prince and Kings
counties, including hiring a Navigator in Kings to act as an IEHP Community
Support Worker
 facilitating an information session and sign-up for 13 non-licensed IENs to
participate in a “Pathway to Success” class, receive PN study material and take
the PN exam free of charge
Kings County
The Department of Health, Recruitment and Retention Secretariat and the PEI
Association for Newcomers to Canada collaborated in a community development
approach to begin the IEHP integration and retention project in Kings County. Work in the
first year focused on planning and project initiation, which included community
consultation and engagement with 125 stakeholders before the program officially
17
launched in November. A Kings County Retention and Integration Committee for Health
(RICH) was formed to support the initiative and began monthly meetings.
Prince County
Prince County was the site of the PEI pilot program upon which the current project
was built. During year one, Prince County’s part time IEHP Navigator in Summerside
became full-time and secured office space within Summerside City Hall—an in-kind
contribution that was a testament to the high level of local support this project received.
YEAR ONE OUTPUTS SUB-PROJECT B
 PEI Health Sector Council

 East Prince Senior’s Initiative
 City of Summerside, Town of Souris, Town of Montague
 CIFF-Francophone Settlement Agency
 Islander By Choice Alliance
 Go PEI
 QEH Volunteer Services
 Department of Health, Recruitment and Retention Secretariat
 Rural Action Centre
IEHP needs exceed project capacity  engaged other PEI ANC programs to
help support employed IEHPs and
their families
Limited opportunities for IEHP  assisted IEHPs with entry level or
employment in health care prior to volunteer work in areas similar to
licensure their former professions
Part-time status of Navigator position  PEI ANC sought and received
negatively impacts accessibility additional funding to create fulltime
position, shortening wait times and
providing better access to services
Need for orientation, multi-cultural  health sector leadership critical in
education and advocacy exceeds creating more health care leaders
demand who are responsive to their IEHP
staff and who lead the way for
18
increased support, cultural sensitivity
and retention
A strong network of support and  supports successful outcomes
advocacy within Summerside City Hall
Training/education
 Completed 9 orientation workshops with new internationally trained
professionals beginning work in the health system
Tools
 Summerside toolkit: includes Navigator role, newcomers corner/resource
center, community pamphlets, welcome package, community and workplace
mentorship
YEAR ONE OUTCOMES SUB-PROJECT B
 monthly data review, daily data collection

 internal data collection tools updated and refined for quicker sorting and to
gather additional details on clients in each health network
 evaluation of the Summerside work allowed transfer of tools and lessons learned
into Kings County
 welcome packages changed based on survey recommendations
 retention tools developed in Summerside applied to other developing projects
 multiple departments of PEI ANC have increased services to IEHPs and other
newcomers in communities outside of Charlottetown: there has been a shift at
PEI ANC towards increasing services outside the capital
 the practice of how we support IEHPs has changed to respond to the needs of
both IEHPs and their families during client intake stage
 the practice of maintaining a client relationship and supporting the client after
employment is a new approach to managing clients that is now well established
19
Unanticipated outcomes
 new partnerships with the Department of Health, Recruitment and Retention

Secretariat have allowed us to host new physician orientations at our office. The
significance of meeting the physicians one-on-one was unanticipated: it
provided an opportunity to begin helping immediately.
 the buy-in, engagement, and commitment from rural PEI communities
surpassed our expectations
Lessons learned
 the significance of the role the settlement associations can play in facilitating the
integration and retention of IEHPs and all newcomers: most needs identified
through this project can be supported through the settlement association. This
includes: settlement and employment assistance, community connections, and
the multi-cultural education program
 recognized the immensity of support needed for IEHPs in outlying communities.
This has created increased workloads and necessitated support from many at
the PEI ANC
 it is essential to connect with the priorities and agendas of community leaders
and agencies in order to achieve community buy-in
Human resource outcomes
 24 of our IEHPs are filling shortage positions as nursing assistants in private

nursing homes and long-term care facilities
 several pharmacists have gained work as Pharmacy Technicians, are finding
professional mentors and seeing greater success in their PEBC licensing exams
 six new English tutors trained in Summerside and 10 more community
volunteers engaged in supporting IEHPs
 The Navigator role in Summerside has expanded from part time to full time
through a separate funding source that allows her to provide more services to
IEHPs and other newcomers
20
Year Two Activities
Having established this project in two out of the five PEI health regions (Prince and
Kings Counties), year two included the beginning of community mapping and
consultations to develop the program in the third health region of West Prince.
Prince County
The Navigator continued to work full-time hours through a combination of Health
Canada and Citizenship and Immigration funding, and maintained full-time office space
through in-kind support from the City of Summerside. The client base continued to grow
and the corresponding community-based integration and retention project matured into
seamless services out of Summerside City Hall. Work in this region involved client intake
and support, IEHP and settlement services, consultation and referrals, welcome
receptions, orientations, and a number of community events.
Kings County
In Kings County this year, offices in Souris and Montague were provided through
in-kind support from Active Communities/ Rural Action Centre. A contractor was hired for
the Navigator role three days per week. IEHP program staff and the RICH Committee
developed a number of new tools and services to support IEHPs.
YEAR TWO OUTPUTS SUB-PROJECT B
 UPEI RN Department
 Access PEI
 Rotary Club, Banks, Real Estate Companies
 Kinsmen Club
 Grandmothers to Grandmothers
 Kings County Chamber of Commerce
 Downtown Summerside
 Department of Education, Kings County and Prince County Schools
21
Newcomer professionals tend to be  developed a specialized intake and

reserved in asking for help. counselling approach to elicit all
necessary information
Early challenges in Kings County due to  obtained better community buy-in by
a loss of funding for several key speaking to stakeholders at
stakeholders and also a perceived lack municipal and community meetings.
of buy-in from key communities in this Through one-on-one contact, we
area have seen a complete turnaround in
Kings.
Experiencing increasing workloads as  developed strategic team approach
the reach of this project extends across to assist in prioritizing, planning and
PEI scheduling work
City of Summerside proclaims this work  paves the way for sustainability in
as one of their strategic priorities Prince County
Communities in West Prince reportedly  located a neutral West Prince venue
do not work together or share resources to hold meetings
 IEHP project staff established a
partnership with another local
organization and employed their
staff member to work as Navigator
Newcomers taking a leadership role in  increased community capacity
supporting others: Summerside
newcomers created their own Facebook
page, which continues to grow
Training/education
 delivered client sessions to educate IEHPs on paths to licensure, provide
employment and education assistance, and to assist IEHPs and their families in
settling and integrating
 Welcoming Communities
Tools
 Prince County and developing Kings County IEHP integration and retention tools
continue to be used and refined; will produce models that funder and other
provinces can use
22
YEAR TWO OUTCOMES SUB-PROJECT B
 ongoing data review of the program to make necessary adjustments, daily data
collection, provided Kings Navigator with data collection tool
 held focus group of established IEHPs to seek solutions to challenges facing
new IEHPs
 all available knowledge products continued to be deployed in all project health

networks
Prince County
 The City of Summerside stated IEHPs/newcomers are part of their strategic
priority and they remain in full support of project work
Kings County
 municipalities have moved from neutrality to buy-in for this work, and have
adopted new practices supporting integration and retention of
IEHPs/newcomers
Broader community
 positive change around the practice of supporting and valuing IEHPs, increased
ownership of community events, increasing support from key community leaders
 the level of appreciation from IEHPs: this project is making a huge difference in
their lives
 outpouring of support from volunteers and stakeholders
Lessons learned
 settlement associations can’t fulfill an IEHP’s sense of belonging in the

community, and associations are limited by the services the organization can
offer. The support of many is critical in the overall integration and retention of
IEHPs and their families in the community, workplaces, and school system.
 rural communities are ready and willing to adopt new programs to support the
retention of IEHPs; greatest success is seen in communities that recognize
the need to reverse population decline
23
 three IENs moved from nursing assistant jobs into government health positions
and secured specialized employment in the nursing field
 five IEHPs who were not successful in licensing are now in their final year of
the Holland College LPN program or in the final two years of the UPEI RN
program
 excellent attendance for a new LPN study program and subsidized exam
through the LPN Association: of eleven internationally trained LPNs who
attended, six registered for the PN exam, six passed the exam, and one
continued on to write and pass the CRNE

Work in the third year included expansion of the program into West Prince, the
third health region to adopt and implement the community-based IEHP integration and
retention initiative. Final work began on the publication A Manual for Newcomer Integration
and Retention: A Collection of Recommendations from the IEHP project for document
release in 2014.
YEAR THREE OUTPUTS SUB-PROJECT B
 Charlottetown Chamber of Commerce, City of Charlottetown

 Women’s Institute
 Town of Alberton, O’Leary, Community of Tignish
 PEI Government, Office of Immigration, Settlement and Population
Increasing workloads  sought and obtained additional

funding for more staff hours to
support non-employed IEHPs
Partnership with West Prince and  municipalities positively impact our
Queens municipalities strengthened work in health networks; all
municipalities where our offices
reside consider IEHPs/Newcomers a
strategic priority
24

 A Model for Newcomer Integration and Retention: A Collection of
Recommendations from the IEHP Project: final revision underway for release
April 2014
Training/education
 Queens County municipal leaders attend Responsive Leadership for a Diverse
Community training
 presentations to municipalities in Queens Network complete
Tools
 local integration and retention committees in place in three health regions
YEAR THREE OUTCOMES SUB-PROJECT B
 PEI ANC databanks are enhanced to include IEHP workplace retention data:
indicate increased client numbers and significant retention
 feedback from clients positively reflects a sense of being welcomed and
supported
 community evaluations show increased awareness and commitment to
supporting IEHPs
 West Prince using knowledge products that originated in Prince County
West Prince
 we were informed that the communities of West Prince wouldn’t come together,
but found there a powerful commitment to change
 feel fortunate to have been the first to orchestrate a successful cross-region
initiative
-
 the large number of people in communities across PEI willing to give their time
to make a difference in the lives of IEHPs
25
Lessons learned
 the power of partnerships to move mountains: the most significant partnerships

we have found are those that are a natural fit to our work: service groups and
municipalities
 across groups, sectors, and communities there are shared challenges and
common priorities. If you find this commonality, diverse organizations and
people will work well together
 leaders from each of the three RICH committees took part in Responsive
Leadership for a Diverse Community program to build their leadership skills to
support increasingly diverse populations

From 2014 to 2015, the IEHP project expanded into the remaining communities
within the five health networks. Community-based committees, events, receptions, and
outreach efforts continued in support of finding, settling, integrating and retaining IEHPs
and their families. Work this year included operating satellite offices across PEI, organizing
a province-wide Connecting Island Communities conference, IEHP and municipal focus
groups, Responsive Leadership for a Diverse Community program delivery, and ongoing
one-on-one meetings with new IEHPs.
IEHPs across PEI were supported by two full-time and two-part time Navigators,
three regionally-based RICH Committees, in-kind office space in three locations, in-kind
support from multiple PEI ANC departments, and an extensive network of volunteers,
stakeholders and community leaders. Year four also saw publication of PEI ANC’s A
Model for Integrating and Retaining Newcomers.*
A Model for
* Integrating and Retaining Newcomers.pdf
26
YEAR FOUR OUTPUTS SUB-PROJECT B
Project staff have initiated two satellite  support from other PEI ANC
offices since 2012; offices are located at departments has meant most
municipalities where some of this work overhead costs are covered and will
can be sustained. ensure settlement needs of IEHPs
will be addressed
In-kind support and donations  have sustained IEHP events and
some projects
 A Model for Newcomer Integration and Retention: A Collection of
Recommendations from the IEHP Project
Training/education
 Planned and organized a second offering of the Responsive Leadership for a
Diverse Community workshops
 Presentations and knowledge sharing with RICH committees
YEAR FOUR OUTCOMES SUB-PROJECT B
 contributed data to the cross project cluster evaluation

 focus group and survey of established IEHPs confirms that direct IEHP
services through a Navigator are beneficial, that the Responsive Leadership
Program is needed, that our partnership with PEI ANC is important, and that
there is much work to be done to ensure IEHPs have a network of support
available to them
Year Five Activities

The IEHP integration and retention project is established in five of five health
regions in PEI: Prince County (Summerside base), Kings County (Souris and Montague
base), West Prince (Alberton and O’Leary base), and Queens County 1 and 2
(Charlottetown base).
27
This year the focus was on growing Queens County while maintaining existing
networks and continuing to seek PEI-wide collaboration within all health regions. Standard
services offered to IEHPs across PEI, in partnership with various PEI ANC departments,
include the following:
 providing one-on-one assistance to IEHPs and their families through Navigators

 supporting needs assessments, referrals and Physician orientations
 customizing support to ensure all needs are met through our office and through
external networks
 delivering information on professional associations and paths to licensure
 ensuring community leaders are in place to support new IEHP residents
 ongoing follow-up with IEHPs
YEAR FIVE OUTPUTS SUB-PROJECT B
Relationships maintained throughout project

 Department of Health, Recruitment and Retention Secretariat, Rural Action
Centre/Active Communities, Georgetown, Access PEI
 Kinsmen Club, Wyse Service Club, RDEE, Grandmothers to Grandmothers,
Kings County Chamber of Commerce, Downtown Summerside,
 Go PEI, QEH Volunteer Services, EPSI, Rotary Clubs (Prince County and Kings
County), Local Banks, Local Real Estate Companies, Summerside Chamber of
Commerce, Charlottetown Chamber of Commerce
 PEI, RN Department, CIFF-Francophone Settlement Agency, RDEE
Francophone Economic Agency
 NS Health Care Human Resource Sector Council
 Rotary
 Wyse Service Club
Modified relationships
 PEI Government, IRCC, Skills PEI: strengthened partnerships, direct collaboration
and new funding opportunities secured
 City of Charlottetown, Town of Alberton, Town of O’Leary, Community of Tignish,
City of Summerside, Summerside Chamber of Commerce, Connectors Program,
Charlottetown, Town of Montague, Town of Souris: all of these relationships were
strengthened through collaboration on jointly-shared initiatives (IEHP client
services, community outreach, receptions, events, capacity building, and/or IEHP
recruitment efforts). In-kind support or sponsorship continues and increases each
year through these partners.
28
Ended relationships: PEI Health Sector Council dissolved
PEI government has attended focus  funding

groups/conferences. Ministers and
Deputy Ministers under two provincial
files have shown increased support and
interest.
Directors overseeing PEI attraction and  IEHP initiative will inform Provincial
immigration efforts have consulted with Strategy, which will lead to future
IEHP staff. Ministers have mandated program and a sustained focus and
new partnerships with our organization. priority placed on integration and
The IEHP initiative and publication is retention efforts
being used to inform their upcoming
immigration and retention strategy
Municipal Government (Mayors and  continued in-kind support.

Deputy Mayors) have worked with us  beginning stage of a Mayoral
and joined focus groups and working group for PEI collaboration
conferences. Several municipalities are  opportunity to leverage and
sourcing funding for Navigators. Interest advocate for Municipal Strategies,
demonstrated through 75% particularly when the Provincial
representation of Mayors from PEI strategy is released.
Towns and Cities – as they sought more  Development and continued work
information, new partnership with those who can influence
opportunities municipal direction; our key points of
advocacy are Navigators and
establishment of Diversity
Committees under Municipal
leadership
Ongoing sustainability work, finding  Funding

IRCC priorities that complement the
work completed within the IEHP initiative
29
YEAR FIVE OUTCOMES SUB-PROJECT B
 the number of people in communities across PEI willing to give of their time–
year after year, event after event
 in-kind municipal office space continues, with the City of Summerside opening
up a suite at City Hall
 thousands of dollars in donations, support and sponsorships for events and
clients continue unabated
 ever-increasing buy-in and commitment from volunteers and stakeholders
Lessons learned
 settlement associations have a key role in training and leading communities

through IEHP/Newcomer attraction, settlement, integration and retention
 the importance of partnerships: one organization can’t move mountains alone
 finding commonalities across organizations, government departments, sectors
and communities enhances collaboration
 collaboration and buy-in is needed to fully integrate IEHPs. This buy-in can take
years, but with time and sustained effort significant change and improvement is
possible
 the critical importance of IEHPs across PEI, particularly with the Physician
population.
 we did not have to do the work alone: we tapped into shared community priorities
Evaluation
Final program numbers

The following tables summarize the IEHP Program Outreach outcomes and
numbers of IEHPs and families supported during the course of this project. The numbers
represent cumulative totals from March 2011 to March 2016.
30
TOTAL IEHP STAKEHOLDERS AND VOLUNTEERS

Health Region Stakeholders Volunteers Total
Prince County 143 46 189
Kings County 258 79 337
West Prince 73 26 99
Queens County 245 70 315
PEI Total 719 221 940
TOTAL INDIVIDUAL IEHPS
Year Queens Prince Kings Total IEHPs

2011 118 23 141
2012 147 33 9 189
2013 174 36 15 225
2014 182 38 18 238
2015 216 42 18 276
TOTAL IEHPS AND FAMILY MEMBERS

Queens Prince (IEHP and Kings (IEHP and IEHPs and family
(IEHP only) family) family) members
2013 158 106 27 291
2014 182 110 42 334
2015 216 114 42 372
31
Performance Measurement Plan
A summary of the project’s performance measurement plan for 2015-2016 is
provided in the link below.*
Focus groups
An information session and focus group was held before program launch in each
project community to gather input on strategies for attracting and retaining newcomers
and IEHPs. Summaries of these sessions are provided below.
Kings County Focus Group

In preparation for the 2011 program launch in Kings County, a focus group and
information session was held to identify community strategies for integration and retention
of newcomers. Stakeholders were asked to consider the question, “If there were limitless
resources and you could create a solution for the needs of every newcomer in Kings
County, what would be the first three services you would set in place?”
Stakeholders identified a newcomer resource centre, support for newcomers’
families, social events, networking and welcoming activities, English-language supports
and volunteering opportunities as important elements in community integration. In an
information session follow-up survey of the Kings County RICH Committee, all
respondents reported greater awareness of newcomer/IEHP issues and better
understanding of what is required to attract and retain newcomers in the community.
Respondents gave high ratings to project tools (Navigator, brochures and other supports)
and identified continuance of the tools as a high priority. The majority of respondents
believed their community had become more welcoming to newcomers since the inception
of the committee.
West Prince Focus Group

Participants in two focus groups and information sessions conducted in 2013 to
support program development in West Prince similarly reported greater awareness of
Performance
* Measurement 2015-16, Results.docx
32
IEHPs and newcomers in PEI after the meeting. During the first session when asked,
“What programs and strategies would you use to welcome and integrate
IEHPs/newcomers into your community?” respondents provided a range of answers
including community inclusion, making connections with other newcomers, language
supports, one-on-one mentorship, welcoming events and employment assistance.
Participants at the second session also identified a number of strategies for
integrating newcomers. These included marketing the idea through project branding to
motivate and inspire support, family mentoring, the development of communication tools
to reach new residents and facilitate mutual support, community welcoming activities,
language and employment supports.
Queens County Focus Group

A number of recommendations for supporting IEHPs/newcomers emerged from a
focus group and information session conducted in Queens County in May 2015.
Participants identified potential workplace and community responses, including the
establishment of a workplace champion or “buddy system” to support newcomers and
increase cultural diversity awareness. Suggestions for community actions included
inclusive social events targeting newcomers and providing supports for day-to-day
activities such as banking or locating housing.
IEHP Survey
In 2014, sixteen IEHPs established in the Charlottetown area were surveyed about
their experience as newcomers. Respondents identified community supports providing
information on professional and social integration as particularly helpful on arrival. They
suggested that the community could do more to help newcomers feel welcome, could
provide more help with settlement services such as obtaining health cards, and should
better recognize professional qualifications. Connecting newcomers with established
immigrants in the community was also identified as an area for improvement.
33
Development of an Integration and Retention Model
The PEI ANC provided detailed recommendations for IEHP and newcomer
integration and retention through its 2014 publication, A Model for Integrating and
Retaining Newcomers. The publication describes the integration model which was
developed based on lessons learned from this project. The model identifies the
components and linkages needed to support IEHP and newcomers in settling and
remaining in the community. The model, shown below, is built on four key support areas
identified through this project: community, workplace, school and language assistance.
The table below outlines how this project addressed each component in the integration
and retention model.
34
IEHP SUPPORTS PROVIDED THROUGH THIS PROJECT

Community
 Navigator/IEHP Community Development Officer role
 RICH Committees
 welcome packages and events
 community orientations and information
 Newcomers’ Corners at libraries
 community mentorship for IEHPs
 enhanced multicultural education opportunities
 Responsive Leadership for a Diverse Community program
 establishment of volunteer and community stakeholder networks
Workplace
 workplace orientation and mentorship for IEHPs
 expanded diversity training
 Responsive Leadership for a Diverse Workplace program
School
 PEI ANC Program for students, Immigrant Student Services
 school orientations, peer mentorship programs and activities
 Newcomers’ Corners in school libraries
Language Training
 adult language training (pre-existing)
 training for ESL tutors/programs for IEHPs across PEI
 English tutoring program through the PEI ANC expanded to support IEHPs
across PEI
External Review
A review of sub-project 2B was conducted in August 2015 by an independent
consultant. The review of work spanning 2011 to 2014 found evidence of significant
community engagement in the initiative, notably that in:
 2013-14, 73 project events were attended by 4,346 people
 2014-15, 79 events were attended by 8,872 people
The following table provides a detailed profile of community capacity building activities for
this period.
35
PARTICIPATION IN ACTIVITIES AIMED AT BUILDING CAPACITY
Type of Event 2013/14 2014/15
Events Participants Events Participants
Responsive Leadership 6 111 7 126

Training
Knowledge Sharing 7 434 22 1067

Presentations
Community Leader Meetings 2 31
Partnership Development 14 584

Meetings
Volunteer Management 1 25
Activities
Community Led Integration 6 793 3 82

Events
Culture Events 8 1500 5 6710
Community Welcoming 8 446 3 185

Events
Retention and Integration 11 167 22 319

Committee (RICH) Meetings
One-On-One 6 159 2 45
Consultations
Project Planning and Launch 4 96 15 338
Lessons Learned
The review also highlighted lessons learned along the path to promote IEHP
integration and retention in the community. These include:
 the importance of citizen engagement
 an emphasis on leadership and involvement from the municipal government and
from both elected and appointed municipal leaders
 the need for an actively engaged RICH committee
36
 a complete planning phase that involves stakeholder consultations
 attractive and inviting tools such as welcome packages that contain useful local
information
 careful planning and attention to site visits for each of the IEHPs
 an appropriate community event such as a welcoming reception for those who
have chosen to move to and work in the community
 community events that provide opportunities for local residents and newcomers to
meet and develop relationships
 the use of libraries as a resource for newcomers to meet their learning needs about
the community
Findings of the review were based on discussions with the sub-project lead, volunteers
and staff, attendance at the Connecting Island Communities Conference, and a review of
project documents.
37
BRIDGING PROGRAM FOR INTERNATIONALLY EDUCATED MEDICAL
LABORATORY TECHNOLOGISTS (IEMLTS)
BRIDGING PROGRAM FOR

INTERNATIONALLY EDUCATED MEDICAL
PROJECT DESCRIPTION
This project, led by the New Brunswick Society of Medical Laboratory
Technologists, was initiated in August 2011 with grant funding from Health Canada and
the Foreign Qualification Recognition Program of the Province of New Brunswick. The
New Brunswick Society of Medical Laboratory Technologists (NBSMLT) is the regulatory
body and professional society for almost 700 Medical Laboratory Technologists (MLTs) in
the province of New Brunswick.
The project was designed to address the growing shortage of MLTs in New
Brunswick by supporting internationally educated Medical Laboratory Technologists
(IEMLTs) in obtaining the qualifications needed to practice their profession in New
Brunswick. To achieve this aim, the program helped bridge the knowledge and skills gaps
for MLTs trained abroad and those trained in Canada wishing to return to practice.
The program supported individual training pathways based on gaps identified
through Prior Learning Assessment, providing both theoretical and practical skills training,
including courses in the five major technical disciplines. IEMLTs learned about the
Canadian health care system and were supported in acquiring the soft skills needed to
integrate successfully into multidisciplinary health care teams. The project additionally
provided a mentoring program to help IEMLTs move further along their pathways to
integration. The program was delivered through a hybrid model offering in-person and
online instruction, simulated lab experience and clinical placements.
Recognizing that the Canadian professional community also needs support in
integrating newcomers, this program provided cultural diversity training for New Brunswick
MLTs to help create a more welcoming workplace for their internationally-trained
colleagues. This project was designed to provide a sustainable bridging program in New
1
Brunswick in both official languages that could be used as a model for replication in other
Canadian provinces. The program is the first bilingual MLT Bridging Program in the
country, providing Canadian and international students with the opportunity to study in the
official language of their choice.
Objectives
This project contributed to the achievement of the HCPCP objectives, outputs and
outcomes as outlined in the work plan. The specific objectives supporting this aim were
to:
1. Establish and build strong partnerships, especially with employers.
2. Provide the IEMLT bridging program in both official languages.
3. Address the growing shortage of Medical Laboratory Technologists in the
province of New Brunswick.
4. Help IEMLTs to work within their profession and integrate into the Canadian
workforce sooner.
5. Train a total of 10-15 IEMLTs over the course of the project.
Rationale
Canadian health care is experiencing a growing shortage of Medical Laboratory
Technologists at the same time that IEMLTs are facing challenges entering the field.
Forecasts in 2011 estimated that at least 50 percent of practicing New Brunswick MLTs
would be eligible for retirement within ten years. The Snapshot of Medical Laboratory
Technologists in New Brunswick * confirms that the percentage of MLTs over the age of
45 has been rising at a steady rate. While immigrants are increasingly regarded as
significant contributors to the Canadian labour market, they continue to be under-
represented in the workforce. Currently, less than 2% of the New Brunswick Society of
Medical Laboratory Technologists membership was trained in a foreign country.
Snapshot of Medical
* Laboratory Technologists in New Brunswick.pdf
2
Being prepared to work in the Canadian system is key: the Canadian Society for
Medical Laboratory Science (CSMLS), the national certifying body for Medical Laboratory
Technologists, receives applications from over 300 IEMLTs per year. Currently, over 90
percent of IEMLTs who apply to CSMLS for prior learning assessment are found to
possess skills deemed not equivalent to Canadian standards.
Local  health professionals (including  public and private health

IEHPs, IEMLTs) professionals and providers
 health care leaders who receive  MLTs who currently work
or will receive IEMLTs into their with or who may in future
workplaces work with IEHPs
 communities who receive and  health care institutions and
integrate IEMLTs management organizations,
including Health Authorities
Provincial/  provincial governments through  government health policy

Territorial AACHHR and the Atlantic decision makers
Connection  professional licensing and
 MLT regulatory bodies and certification authorities, MLT
professional associations in the regulatory bodies and
Maritimes associations in the Atlantic
region
Federal  Health Canada through  Federal Departments and

evaluation and reporting government health policy
mechanisms decision makers
 The Canadian Society of
Medical Laboratory Science
(CSMLS)
certification authorities in all
jurisdictions
 all Canadians through
knowledge transfer and
sharing
3
PROJECT SUMMARY
Year One Activities
The first year of this project focused on research for the development of a
sustainable model to meet the needs of IEMLTs, engagement of key stakeholders, and
raising awareness among New Brunswick MLTs about the need for a bridging program.
Development of cultural diversity and integration training for each hospital offering clinical
placements for IEMLTs, originally scheduled for the third year of the project, began this
year due to funding received from Population Growth.
The key activities of this project are outlined in the table below.
YEAR ONE OUTPUTS

 agreement signed between NBCC, CCNB and NBSMLT and curriculum
development plan drafted
 NBSMLT and Consortium national de la formation en santé (CNFS) sign
agreement to develop and deliver sensitivity training
 international contacts established in France
 ongoing relationships with Horizon Health Network, Réseau de la santé Vitalité,
Population Growth Division, Canadian Society of Medical Laboratory Science
Barriers/enablers Impact/response
CSMLS increase in professional liability fee  discussed fee arrangement with

for non-certified MLTs may discourage CSMLS
IEMLTs from applying for temporary
licenses
Higher than anticipated cost for curriculum  NBCC and CCNB agree to shared
development curriculum to significantly reduce
costs
 NBSMLT seeks additional funding
 CSMLS Self-Directed Bridging
program blueprint used by NBSMLT
to minimize costs and duplication of
efforts
4
 New Brunswick MLT Bridging Program Initial Report*
 Snapshot of Medical Laboratory Technologists in New Brunswick: demonstrates
need for a bridging program to address forecasted shortage of MLTs
 “Representing Health Professionals Internationally” published in Canadian
Journal of Medical Laboratory Science
Training/education
 Development of cultural diversity training workshops in French and English
YEAR ONE OUTCOMES
 Destination Canada Survey helps establish international contacts and identify

differences between Canadian and French programs
 feedback survey from attendees of sensitivity training rates program from good
to excellent
 online Cultural Diversity in the Laboratory survey indicates New Brunswick
MLT awareness of cultural diversity and openness to working with IEMLTs
 New Brunswick Medical Laboratory Technologists Bridging Program-Initial

Report used by NBCC and CCNB for program development
 Snapshot of Medical Laboratory Technologists in New Brunswick used by CCNB
to inform decision-making
 draft discipline-specific temporary licenses for IEMLTs approved

 CCNB to develop bridging programs for other allied health professions using
MLT bridging program model
 settlement agencies refer clients to CSMLS PLA and NBMLT bridging program
New Brunswick MLT

* Bridging Program Initial Report.pdf
5
Evaluation overview
An evaluation was conducted at the conclusion of each year of this project to
determine how well the pre-identified program outcomes and objectives were met during
the course of the project.
At its conclusion, this project had met all its stated objectives. A full assessment of
the project’s effectiveness in achieving Objective 3 (addressing the growing shortage of
MLTs in New Brunswick) will only be possible in the long run as graduates of the program
choose to remain in the province or seek work elsewhere.
NBSMLT exceeded project objectives in being selected by the Department of
Citizenship and Immigration Canada as one of 14 Canadian organizations recognized
as innovators for their work in foreign credential recognition.
A snapshot of how project objectives where achieved on a yearly basis is shown
in the chart below. Detailed summaries of each year’s evaluation processes are provided
in the following project summary.
PROJECT EVALUATIONS: SUMMARY OF SUB-PROJECT

OBJECTIVES ACHIEVED BY YEAR
Year 1
Year 2
Year 3
Year 4
Objective
1. Establish and build strong partnerships, especially with

employers.
2. Provide bridging program in both official languages.
3. Address growing shortage of MLTs in New Brunswick.
4. Help IEMLTs to work within their profession and integrate into

the Canadian workforce sooner.
5. Train a total of 10-15 IEMLTs over the course of the four year
project.
Data collection methodologies

The methodology used in the evaluation contained multiple components, chiefly
comprising documents produced by NBSMLT. The evaluation tools, developed in-house
and collected by NBSMLT staff, included the following qualitative and quantitative data:
6
 Health Canada quarterly reports

 stakeholder attendance records and meeting minutes
 stakeholder surveys
 interviews/surveys of licensed IEMLTs in the province
 various publications, promotional tools, and presentations
 project documents and data collected by the NBSMLT
Year One Evaluation

The main objective of the first year evaluation* was to assess how effective and
efficient NBSMLT was in planning, implementing and monitoring project activities in
relation to stated objectives.
Activities in the first year were found to be in alignment with objective one, signalled
by attainment of the desired outcome of improving collaboration and coordination among
stakeholders. Objective two was met through the inclusion of Anglophone and
francophone participants at the discussion tables.
Evaluation Questions
Based on program objectives and first year activities, the following evaluation
questions and results were compiled:
1. How engaged are stakeholders in the consultative process as identified by

the level of attendance at consultation meetings?
Pre-project stakeholder assessment meeting

 93% attendance rate; 100% of participants provided in-kind support for project
 in a survey conducted to determine the interest in hiring IEMLTs, 78% of

respondents reported having hired or worked with an IEMLT in the past. 56%
indicated their organization had an interest in hiring and/or working with an IEMLT
Stakeholder-identified project benefits
 labor market attraction, integration and retention of IEMLTs
New Brunswick MLT

* Bridging Program First Year Evaluation.pdf
7
 having a bridging program in Atlantic Canada

Stakeholder-identified project challenges
 clinical placement and workplace integration
 sustainability
 finding an appropriate number of IEMLTs to successfully implement the project
 availability of key stakeholders/organizations for the development of the project
Project Working Group (PWG) survey results

Baseline surveys distributed to the six-member PWG found that:
 92% of participants believed that certified IEMLTs will help address current/future
shortages of MLTs in New Brunswick
 96% of participants indicated an increased understanding of the Prior Learning
Assessment (PLA) process and the common gaps
 85% expressed an understanding of the essential role of the bridging program
PWG-identified key challenges

 getting employers to recognize IEMLTs as a solution to HHR shortages
 acceptance of cultural diversity
 practicum placements/hospital involvement
 integration of bridging program in community colleges
 cooperation of key partners
 access to required information
 recruiting and retaining French-speaking IEMLTs
The Project Working Group’s New Brunswick Medical Laboratory Technologists

Bridging Program-Initial Report highlights the observations and challenges noted from the
research.
2. Were English and French speaking stakeholders consulted?
 English and French key partners were invited to stakeholder meetings

 The Project Working Group comprised both francophone and Anglophone partners
8
3. Were collaborative relationships with Immigration Canada, Population

Growth and employers for the recruitment of IEMLTs established?
Immigration Canada, Population Growth and employers were present in the

above-mentioned stakeholders meetings.
4. Was information gathered on international MLT programs to determine if

some countries have programs that are close to Canadian standards?
The New Brunswick Department of Post-Secondary Education, Training and

Labour Population Growth Division were consulted regularly to discuss current
immigration programs and to establish international contacts. The department arranged a
meeting with a French MLT program in Lyon, France and provided support for NBSMLT
to attend Destination Canada in Paris to establish international contacts and help identify
differences between Canadian and French programs.
Twenty-two French MLTs were interviewed in France to gather background
information and baseline data for further reports. Candidates were asked if the education
received in each of the major MLT disciplines was covered by their program, and to specify
if it was covered in theory and/or clinical settings. The table below provides the results of
this interview.
MLT Discipline Theory % Clinical %
Clinical Chemistry 95 82
Hematology 95 95
Histotechnology 91 59
Transfusion Medicine 82 59
Microbiology 100 100
Quality Assurance 91 59
9
5. Was information gathered on current MLT programs in Canada?
NBSMLT conducted the first provincial regulatory meeting for all medical
professions. This meeting acknowledged the need for bridging programs in all health
professions, and confirmed that meeting participants were looking forward to using this
program as a model for their professions. Additionally, individual consultations were held
with Canadian MLT bridging program coordinators and program directors.
6. Were collaborative relationships with one bridging program established?
NBSMLT did not identify a current program model that would work for the Atlantic
Provinces. The project working group instead recommended a flexible program that was
based on CSMLS Prior Learning Assessment. The group recommended that the program
be offered through a mix of distance education and weekend courses in a continuing
education format. The group also recommended that the program be developed in three
units:
 soft skills and non-discipline-specific courses (for all students)
 a discipline-specific unit to cover gaps identified in the PLA (customized learning
plan)
 clinical rotation
7. Did NBSMLT meet with colleges to share best practices and establish
contract agreements?
NBSMLT met with the colleges several times during the year and a Memorandum
of Understanding (MOU) was established with CCNB and NBCC. The MOU is a three-
party agreement between both colleges and the NBSMLT which will minimize duplication
of efforts for curriculum development and ensure a standardized curriculum for
francophone and anglophone programs.
10
8. Was the Saskatchewan Society of Medical Laboratory Technology (SSMLT)

consulted for provisional license requirements?
The NBSMLT Executive Director met with the Executive Director of SSMLT to
obtain information on the development of provisional licenses. Three meetings were held
with the NBSMLT legislation committee for which 100% attendance was achieved.
Legislation changes were drafted in December 2011 for temporary licenses.
9. Did NBSMLT meet with NBCC and CCNB to review their curriculums to
accommodate IEMLTs?
NBSMLT conducted four meetings with NBCC and CCNB to conduct research and
develop a curriculum work plan for the project.
10. Did NBSMLT conduct meetings with the Advisory Committee on Regulation
and Professional Practice (ACR and PP) to determine criteria for
credential assessment and for eligibility of provisional licenses for
IEMLTs?
NBSMLT did not have to meet with ACR and PP to determine the criteria for
credential assessment because a MOU was signed with CSMLS to do the prior learning
assessment that will determine the provision of temporary licenses.
11. Was the NBSMLT website content updated to provide information to IEMLTs?
NBSMLT began redevelopment of its website to provide information on the

bridging program to potential candidates. In order to determine the level of interest and
knowledge among New Brunswick MLTs about cultural diversity and IEMLTs, the first of
two online surveys was sent out to NBSMLT membership. 118 responses were received
for the English survey and 22 responses for the French survey. 24% of members with
11
available email addresses responded to the survey. The majority of those members were
in favor of participating in a training session. Survey results further demonstrated that:
 the majority of MLTs know what constitutes cultural diversity
 82.9% of respondents were open to working with IEMLTs
 90.7% felt that IEMLTS should be supported by their peers to fully integrate into
the Canadian medical laboratory workforce
There was no clear consensus from MLTs on whether IEMLTs are now sufficiently
prepared to work in Canadian labs. 56.4% have never worked with IEMLTS and 63.6% do
not know what IEMLTs must go through in order to become licensed to work in Canada.
There were mixed results among the 38.6% of MLTs who had worked with IEMLTs in the
past: some MLTs reported positive experiences, identifying IEMLTS as dedicated
workers; others felt that IEMLTs lacked confidence and were difficult to train. NB MLTs
cited language and cultural differences as being the most challenging aspects of working
together in Canadian labs.
Year Two Activities

The focus of year two was to continue building on stakeholder relationships,
developing the program in both official languages and communicating the model to the
community of interest. NBSMLT collaborated extensively with the New Brunswick
Community College (NBCC) and Collège communautaire du Nouveau-Brunswick (CCNB)
for curriculum development. NBSMLT was successful in securing additional funding from
the Province of New Brunswick to help cover the high development cost of synchronous
courses in both official languages. Other activities in year two included delivery of cultural
diversity training, the mentorship program and the introduction of new restricted temporary
licensing criteria to help expedite IEMLT pathways into the Canadian workforce. Year two
also saw enhancements to the website and development of a marketing plan.
12
YEAR TWO OUTPUTS
 NBSMLT promotes Self-Assessment Readiness Tools developed by NSCC to

IEHPs
Meetings with
 CSMLS to evaluate curriculum changes
 Canadian Medical Association (CMA) to discuss accreditation of bridging
programs
 CNFS to discuss options for sharing information with settlement agencies
 Population Growth, Vitalité, CCNB and CNFS to discuss international
partnerships for recruitment of francophone candidates
High cost of online course development  NBSMLT sought and received

and limited resources at community additional funding from Population
colleges hinder the creation of knowledge Growth New Brunswick
products  Mohawk College shares course
profiles to reduce curriculum
development time/cost
Increased cost of Prior Learning  engagement of NB Multicultural
Assessment Council; micro loans made available
to students
Nova Scotia and Saskatchewan interested  supports sustainability
in referring IEMLTs to the program
NB bridging program receives honourable  increased visibility and credibility
mention at the IQN awards
Training/education
 70% of online courses developed
 flow chart created for responding to clinical rotation requests from IEMLTs
 provided cultural diversity training workshops in French and English: 136 MLTs
attend
 mentorship program goals and objectives established, manager identified and
10 volunteer mentors recruited. Produced supporting documents in French
13
 and English: Mentorship Fact Sheet*, Policy Book, Mentor–Mentee Handbook,

application and agreement form in French and English
 CSMLS conference, LABCON, Destination Canada, Maritech
 Canadian Alliance of Medical Laboratory Professionals, New Brunswick
Multicultural Annual Provincial Conference, Atlantic Settlement agencies,
National FQR committee
Tools
 NBSMLT website updated to be more accessible for IEMLTs; microsite for
bridging program designed
 Frequently Asked Questions document developed for MLTs in NB, NS and PEI
to raise awareness of need for bridging programs and to explain PLA process
Program promotion
 developed marketing brochure†
 bridging program update published in NBSMLT newsletter and emailed to
members
 publication of press release highlighting program and IQN honourable mention
YEAR TWO OUTCOMES
 year one evaluation report measures project alignment with pre-identified

outcomes and objectives
 evaluations of cultural diversity training, Maritech presentation, knowledge level
of Program Advisory Committee‡ and Atlantic settlement agencies
The New Brunswick

* MLT Bridging Mentoring program.doc
MLT Bridging
† program pamphlet.pdf
Maritech PAC Meeting

‡ Evaluation.doc Survey.pdf
14
 began tracking website activity; first report provides baseline data
 bridging program brochures used by CNFS, employers and settlement agencies

to inform decision-making
 mentorship information sheets and FAQ document used by NBSMLT
Influence on policy/practice
 discipline-specific temporary licenses for IEMLTs received final approval by the

NBSMLT Board of Directors. NBSMLT rules amended to allow IEMLTs to
practice in area of expertise if they meet requirements of restricted temporary
licenses; temporary licenses will allow employers to hire IEMLTs
 other health regulators could explore temporary licenses for IEMLTs to expedite
hiring
Year Two Evaluation

The first three project objectives were addressed in the second year*. The
questions guiding assessment of year two work and responses to them are summarized
below.
YEAR TWO OUTCOME EVALUATION QUESTIONS
1. Were potential challenges and solutions identified?
A series of meetings took place with the project advisory committee, project
working group and key stakeholders to identify potential challenges and solutions as the
program evolved. Eleven challenges were identified along with strategies to address them.
A noteworthy development to emerge from these discussions was the concept of a
mentorship program to respond to concerns about workplace resistance to cultural
differences. The mentorship component was not originally conceived as part of the project
design.
New Brunswick MLT

* Bridging Program Second Year Evaluation.pdf
15
2. Has NBSMLT identified recruitment strategies?
Seven stakeholder meetings were held to discuss recruitment strategies for

IEMLTs both within and outside of Canada. Strategies for within Canada included building
links with settlement agencies, delivery of presentations and information sharing about the
program, as well as project promotion via stakeholders. International recruitment focused
on identifying countries offering MLT programs similar to Canadian programs, and
networking at selected international events. Dialogue was also begun with the Foreign
Qualification Recognition (FQR) Initiative, an IEMLT Task Force comprising employers,
regulators, and government officials from New Brunswick, Nova Scotia and Saskatchewan
to help identify attraction strategies.
3. Was an employer orientation manual developed?
After consultation with stakeholders, development of a manual was found to be

unnecessary. It was determined that employers would derive greater benefit from a
centralized database of IEMLT resources posted on the NBSMLT website.
4. Was the bridging program curriculum submitted to the ACR and PP

committee and CSMLS for review before March 31, 2013?
The course profile was reviewed, revised and returned to the working group for
approval, then passed on to NBSMLT and subsequently endorsed by CSMLS. CSMLS
noted the multiple delivery streams (online, face to face, clinical training and part-time
option) as an asset. ACR and PP did not review the curriculum; going forward, they will
manage the review of the mentorship program and the bridging program. This will allow
NBSMLT to sustain the program once the funding ends.
16
5. Did NBSMLT create promotional materials to increase awareness of the

IEMLT initiative?
NBSMLT prepared a marketing brochure for IEMLTs and developed a new

NBSMLT website and micro-site for the bridging program.
6. Did CSMLS evaluate the curriculum and did it meet CSMLS standards?
CSMLS was given the course outlines to review, but explained that a review of the
program could not be completed because there was not enough information yet available.
CSMLS requires course profiles, text books, exams and other assessment tools. This
review could be completed within sixty days once the full course content is developed.
7. Did meetings with settlement agencies take place and do they have a
better understanding of the program?
The bridging program was presented to the New Brunswick Multicultural Annual
Provincial Conference. Pre-and post-participation surveys were conducted to assess
participant knowledge of the bridging program. Results indicated that at the end of the
presentation, most participants who responded were more knowledgeable about the
project. Additionally, one hundred and twenty participants including settlement agencies,
embassy and government representatives attended an information session in the fourth
quarter.
8. Did NBSMLT amend regulations to allow for provisional licenses and did
the Lieutenant Governor in Council approve the bylaw changes?
Changes to NBSMLT regulations to allow provisional licenses were approved by

the Board of Directors in June 2012.
17
9. Did NBSMLT conduct activities to improve employers’ awareness and

understanding of provisional licensing criteria and restrictions?
NBSMLT sent letters and hosted a teleconference in September 2012 with lab
directors and Human Resources representatives from Vitalité and Horizon to inform them
of the temporary licenses. These stakeholders supported the development.
10. Did NBSMLT conduct activities to increase integration of IEMLTs in the

workplace such as the creation of a mentorship program?
NBSMLT created a mentorship program that will partner NBSMLTs with IEMLTs
to help them adjust to their new workplace and cultural environment. A “train the trainer”
session was provided to the mentors and a contract outlining the mentor and mentee’s
responsibilities was prepared.
11. Was the final curriculum approved by June 30th, 2013 as stated in the work
plan?
The course profile and structure of the program was approved by the NBSMLT
project working group in June 2013 and endorsed by CSMLS.
11. Did NBSMLT increase national awareness of the program?
NBSMLT made a presentation at Maritech to update MLTs on the bridging

program. Maritech is a scientific conference that is held every second year by all MLT
associations in the Maritimes. Twenty MLTs attended the presentation. Pre- and post-
attendance surveys found a 45% increase in knowledge about the NBSMLT bridging
program by the end of the presentation. There was a 35% increase in participant
agreement that the project would help IEMLTs integrate better in the Canadian health care
system.
18

NBSMLT successfully launched the program into pilot phase, making it available
in both official languages to IEMLTs in mid-November, 2013. Although the program faced
some barriers related to subject matter expert availability and delays in content
development and evaluation, the program was launched within the prescribed timeframe
defined in the initial work plan. The program attracted six IEMLTs who were supported by
the mentorship program, which was also launched this year.
NBSMLT modified their regulations to offer discipline-specific temporary licenses
to IEMLTs who had received equivalency in one or more disciplines from the CSMLS,
helping them integrate into the Canadian workforce sooner.
YEAR THREE OUTPUTS
 NBCC withdraws from further development and delivery of the program,

continues in advisory role and provides in-kind support
 CCNB agrees to develop online portion of the program in both languages
 external evaluators for course content recruited and begin review
 NBSMLT consults with stakeholders to seek ideas for promoting program; link
to bridging program web portal sent to all stakeholders for distribution within their
networks
NBCC withdrawal from program  program attachment to one institution

development (CCNB) will lower costs to maintain
online courses, accelerate
development and simplify admissions
process
Clinical placements remain a  NBSMLT provides support to CCNB
challenge for students by discussing clinical placements with
employers
 by offering program in a continuing
education format, CCNB and NBCC
will be able to better accommodate
19
employers’ preferred time frames for

clinical placements
Decrease in applicants to CSMLS for Prior  focus on marketing program to
Learning Assessment IEMLTs already in Canada who have
completed PLA
NB health care cutbacks result in job cuts  Snapshot of Medical Laboratory
and few permanent positions being offered Technologists in New Brunswick
provides perspective: cites evidence
that jobs will be opening in near future
Tuition for bridging program higher than  NBSMLT working with CCNB to find
expected formula allowing reduced tuition for
MLTs; practicum component split to
reduce cost
 additional funding from Population
Growth Division NB continues to
support development of online
courses
 second year evaluation report
Training/education
 English cultural diversity training for Canadian MLTs
 workshops held in 7 laboratories across province to explain bylaw changes
allowing NBSMLT to issue restricted temporary licenses to IEMLTs
 mentorship program expanded to Nova Scotia and PEI; training sessions
scheduled
 Canadian Association of Medical Laboratory Educators, Atlantic Connection
Maintaining the Connections symposium, Saskatchewan IEMLT working group,
Health Care Human Resource Sector Council of NS annual meeting
 discussion at Professional Standards Council (national meeting with all MLT
regulators and professional associations)
 Destination Canada
Tools
 NBSMLT Survey on Intercultural Diversity Training Part II

20
 web portal finalized in both official languages: simplified for easier navigation;
forums for mentors and mentees in development
Program promotion
 press release announcing official launch of the program
 program updates in NBSMLT newsletter, website and email to members
YEAR THREE OUTCOMES
 found increased interest in the program among MLT provincial regulators based
on the number of participants and verbal feedback at the Canadian Association
of Medical Laboratory Educators conference
 survey at mentorship workshop* demonstrates satisfaction with training provided
 questionnaire for IEMLTs at Destination Canada showed increased awareness
of Prior Learning Assessment process and provincial regulations for health
professionals
 almost 4-fold increase in IEMLT inquiries since program launch
 survey sent to NB MLTs indicates increased level of awareness/openness to
cultural diversity and bridging program
 social media post re: program launch press release received 937 views, 25 likes
and comments
 high attendance at official launch of program (33 of 47 invited take part)
 web portal program link on websites of 13 key stakeholders; number of hits on

the IEMLT tab increasing
 online communication forum for IEMLTs and mentors
MLT Mentor training

* evaluation 2013.pdf
21
 Nova Scotia College of Medical Laboratory Technologists has modified their

criteria for temporary licenses to include restricted temporary licenses for
IEMLTs
 support and increased interest in the NB bridging program from MLT regulators
in Canada and from the CSMLS
 restricted temporary licenses now available for IEMLTs in Nova Scotia
 MLTs from Nova Scotia, Prince Edward Island and Ontario desiring to become
mentors for the NB bridging program
Year Three Evaluation

The third year evaluation* considered the project through the dual lens of a process
and outcome analysis. The process evaluation focused on the specific strategies and
effectiveness of tools used for program launch and awareness, recruitment and
enrollment, and the development of the mentorship program. The outcome evaluation
examined the specific results of the objectives stated in the work plan submitted to Health
Canada. Findings from this research indicated that the project successfully met objective
one through a growing, collaborative network of stakeholders beginning to extend outside
the Atlantic region. Objective two continued to be met through attraction of six IEMLTS to
the project.
NBSMLT began to address objective three through the revision of its bylaws to
provide IEMLTs with access to temporary licenses and through provision of the
mentorship program.
Questions for both process and outcome evaluation were developed based on the
project objectives stated in the initial work plan. The key findings from the third year
process and outcome evaluations are summarized below.
NBSMLT Bridging
* Program Year 3 Evaluation Report.pdf
22
YEAR THREE PROCESS EVALUATION FINDINGS
Research question Results
How did you raise  bridging program link sent to all stakeholders
awareness of the  participation in Destination Canada employment forum
program?
 official program launch, press release
 CSMLS article publication

 online mentorship forums
How were IEMLTs  micro-site to attract IEMLTs linked to NBSMLT website
recruited?  Destination Canada attendance
 mass email to candidates
 posting program link on stakeholder websites
What is the admission  three admission stream options depending on applicant
process for applicants location and background
to the program?  registration process defined to include application
assessment, candidate registration before training
Are stakeholders  70% of stakeholders attend official project launch
supportive of the  16 LABCON attendees, including five CEOs of
program? regulatory bodies/MLT associations attend bridging
program information session
 Canadian Association of Medical Laboratory Education
invites NBSMLT to present program at national meeting
 ongoing support, referrals from Canadian Society of
Medical Laboratory Science
 13 key stakeholders post program link on websites
 ongoing contact and support from settlement agencies
 94% of NBSMLT members know what cultural diversity
is; 74% feel prepared to work with an IEMLT
How were mentors  NBSMLT newsletter ads, mass emails to members,
recruited and matched outreach to counterparts in NS, NL, PEI
with mentees? Were  10 volunteers recruited, six matches made: all but one
the mentor/mentee reporting positive outcome (subsequent re-match leads
matches successful? to improvement)
23
YEAR THREE OUTCOME EVALUATION FINDINGS

A series of questions designed to assess the outcomes of year three activities produced
the following data:
1. Were training sessions for employers and staff in hospital laboratories

developed and implemented?
Additional funding from Health Canada permitted a second round of cultural

diversity training for MLTs in New Brunswick in 2014. A 2013 electronic survey sent to
NBSMLT members in advance of training indicated interest in participating in the
workshop. 22% (127) of NBMLT members responded to the survey, which, when
compared to 2011 results, indicated an increased level of awareness of cultural diversity
(+ 7%); greater openness to working with IEMLTs (+11%) and better understanding of the
bridging program’s purpose (+24%).
2. How many students were admitted to the bridging program? Were they
admitted to the French Program or English Program?
Student status Total Province/country Program language

of origin
Registered 3 France French

Ontario English
Alberta English
Applied 3 BC English
Alberta English
England English
24
3. Were the bridging program courses evaluated by external subject

matter experts?
The bridging program courses were evaluated by internal (CCNB) and external subject
matter experts (SMEs) appointed by NBSMLT. SMEs were selected based on the
following criteria:
 member in good standing with NBSMLT
 minimum of 5 years of experience
 clinicians or educators considered; preceptors given first priority
 computer access and basic knowledge of computers
 able to make time commitment of 10-30 hours between August and October 2013
SMEs were intended to review five online MLT courses: Transfusion Medicine,
Histotechnology, Hematology, Clinical Chemistry and Microbiology, as well as Quality
Assurance. Selected SMEs were experts in the clinical field and were asked to evaluate
courses from a clinical perspective. CCNB instructors in the full-time program were also
involved in the evaluation and provided feedback from an educator’s perspective. CCNB
incorporated its own evaluation standards in assessing the online material, including a
review of:
 techno-pedagogical design and supervision of the SME developing the course
 validation by the techno-pedagogical team
 evaluation by the multimedia team
 integration of the content into the BlackBoard online course platform
The CCNB evaluation also included a final review by the techno-pedagogical team to
ensure course quality. Course content was evaluated using course profiles and the
national competency profile for general MLT. Recommendations from the SMEs were
submitted to CCNB for review and approval before content changes were made.
Results of External Evaluation

SMEs were asked to provide an overall rating of the course they evaluated. Choices were:
Very Poor, Poor, Good, Very Good, and Excellent. Two of the courses were rated Very
Good, one course was rated Good and one course was rated Good/Very Good.
25
Microbiology and Quality Assurance still needed to be evaluated by SMEs. The table
below reports results to the end of year three.
Course Review outcome
Transfusion Medicine,  over 90% of content acceptable: slight modifications

Histotechnology, suggested and implemented
Hematology
Clinical Chemistry  some additional course content proposed; SME
recommendations reviewed by CCNB and
incorporated as required
Microbiology  developed, but not packaged in appropriate format
so could not be evaluated
 difficult to find suitable SME to repackage course;
CCNB actively recruiting for this work
 after consultation with CCNB SME, course profile
slightly modified
1. Did the NBSMLT establish contact with IEMLTs prior to the

commencement of the bridging program and was support offered?
NBSMLT made initial contact with all students who registered or applied to the program.
NBSMLT is often the first point of contact for IEMLTs interested in the bridging program.
If they contact CCNB before contacting NBSMLT, CCNB will refer the student to NBSMLT
for any licensing or regulatory questions. Students are referred to CSMLS if they have not
yet begun the Prior Learning Assessment process.
Once NBSMLT establishes contact with IEMLTs interested in the program, a
mentor is assigned to those IEMLTs who register or who express serious interest in the
program. Online forums are also used by mentors and mentees as an information
exchange mechanism.
26
2. Did NBSMLT meet with the bridging program director to discuss

challenges and barriers?
Five in-person meetings with CCNB and NBCC were held to discuss issues that
arose during the development and pilot phases of the program. The Deans and Directors
of online learning at NBCC and CCNB were present at these sessions.
Numerous exchanges through email and phone also took place and CCNB
dispatched regular progress reports. Following the launch of the program, there was
constant communication between CCNB and NBSMLT to discuss emerging challenges
and potential barriers. A calendar of weekly meetings was developed in 2014 to ensure
effective communication between all parties.
3. Was training provided to the mentors in both official languages?
In an effort to expand the mentorship program to the other Atlantic provinces, a

request to attend a mentorship workshop was sent to regulatory bodies in PEI, NS and
NL. Five individuals from PEI and Nova Scotia expressed interest; two of the five (both
from Nova Scotia) took part in the online webinars. The NBSMLT was also in attendance,
because the society will eventually manage the Mentoring Program. No formal evaluation
was given to participating MLTs, but feedback was positive.
4. Were online forums developed on the NBSMLT website?
An online mentorship forum was created on the NBSMLT website. All mentors
and mentees have been given access to the forum; only one mentor and one mentee have
taken advantage of this tool to date. Forums are being monitored internally by NBSMLT.
27
5. Did the Program Coordinator meet with the NBSMLT Professional Practice
and Regulation Committee to discuss the mentorship program?
The Bridging Project Coordinator met with nine members of the committee to
familiarize them with the mentorship program. Prior to the meeting, members received
supporting documents developed for the program. The group decided to create a work
plan to meet targets for the program, which will be managed by the committee at the end
of the project. Terms of Reference of the committee have been modified to include the
Mentorship Program.
6. Did meetings with employers take place to discuss placement of

IEMLTs?
Four meetings with employers were held to discuss clinical placement challenges
for MLTs in New Brunswick and to share ideas for addressing these challenges. The
employers who took part suggested that offering the program in a continuing education
format would better enable employers to accommodate placements.
7. Were meetings with stakeholders and NBSMLT committees held to

develop and implement sustainable communication and recruitment
strategies for the program and licensure path for IEMLTs?
NBSMLT consulted with multiple stakeholders in 2013 to discuss marketing and

promotion of program activities, including:
 NBSMLT Public Relations Committee
 Collège Communautaire du Nouveau-Brunswick (CCNB)
 Government of New Brunswick, PETL Population Growth Division
 Nova Scotia IEMLT working group
 Boutique Pro Web Marketing firm
 settlement agencies, provincial colleges and societies
 CSMLS and international contacts
28
A promising recruitment strategy to emerge was the development of partnerships

between a Canadian and international MLT programs. CCNB and NBCC both expressed
interest in seeking more partnerships similar to the one developed with l’Institution de
formation en technique de laboratoire médical in Lyon, France.
8. Were students interviewed to discuss progress and challenges? How

were the challenges addressed?
It was too soon to formally interview students on their experience in the program;
however, NBSMLT did follow up informally with the students enrolled in the program.
Generally, the students seem happy with the course content. Should challenges arise,
students enrolled in the program were encouraged to seek support from the Human
Resources Department of CCNB, program tutors and mentors.
9. Was a policy manual for program requirements developed by the

Committee on Regulation and Professional Practice? Was this manual
submitted for approval to the NBSMLT Committee on Professional
Practice and Regulation?
This activity was not completed because it was not required. Credential
assessment of IEMLTs for the bridging program is based on CSMLS Prior Learning
Assessment, as well as standard admission criteria determined by CCNB. NBSMLT has
instead invested its time and expertise to ensure CCNB admission requirements meet the
NBSMLT standard.
2013 NEW BRUNSWICK MLT PART II SURVEY RESULTS

The second of two online surveys conducted to determine New Brunswick MLTs’
cultural diversity awareness level was posted for NBSMLT members between June and
September 2013. The results of these surveys informed development of more effective
cultural diversity training.
29
127 of 699 members responded to the survey. 623 out of 699 members have
provided the NBSMLT with an email address, meaning 20% members with available email
addresses responded to the survey.
Survey results comparison

When compared to Survey Part 1 (administered in year one), responses were
down by 9%. However, the data again indicated that the majority of MLTs know what
constitutes cultural diversity. There was a sharp rise in MLT reported insight into what
IEMLTs must go through in order to become licensed and employed in their field in
Canada. A comparison of Part 1 and 2 of the survey is provided below.
Part 1 Part 2 Difference

Question
survey survey (%)
results results
(%) (%)
24 20 -4
Response rate
Do you know what cultural diversity is? 91 98 7

Would you say that you are open to working 83 94 11
with an IEMLT?
Do you know what bridging programs are? 64 88 24
If the NBSMLT was to provide a one hour 78 80 2
workshop on cultural diversity in labs, do
you think you would participate?

At the end of the fourth year, the program was being housed and managed by
CCNB, which also offers a full-time MLT program. The bridging program was being
sustained through tutors who were hired based on program enrollment and a tuition fee
paid by the students of the program.
The MLT refresher courses that were developed were also open to Canadian
MLTs needing an update on skills. At the end of year four, two Canadian MLTs were
registered in a refresher course. NBSMLT will continue to provide orientation training for
MLTs who will mentor IEMLTs in New Brunswick workplaces.
30
NBSMLT and CCNB also agreed to explore the possibility of accreditation for the
bridging program. There is currently no accredited program of this type in Canada.
Accreditation would ensure that the bridging program is providing Medical Laboratory
Technologist education of the highest Canadian standards to IEMLTs and would receive
Canadian Medical Association (CMA) approval. The CMA is the accrediting body for all
full time MLT programs in Canada. No funding has been secured so far for carrying out
this activity, and accreditation would require an additional year of coordination and
preparation.
YEAR FOUR OUTPUTS
 Saskatchewan Institute of Applied Science and Technology (SIAST) interested

in referring IEMLTs from Saskatchewan to the NB Bridging Program, then
offering clinical placements in Saskatchewan
 key strategies for sustainability identified in collaboration with CCNB and NBCC
 bridging program model for stakeholder engagement adopted by provincial
government for recruitment of talent in New Brunswick; NBSMLT partnering with
government for this pilot
 communication with national MLT association in France and Switzerland,
dissemination of brochure and link to bridging program; meeting with lab
representative from Switzerland scheduled for June 2015
 University of Maine met with NBCC to discuss international accreditation and
possible partnerships
Changes to immigration system (express  meeting with CCNB registrar to

entry) may cause visa delays for discuss; concerns to be raised also
international students completing the with Department of Post-Secondary
clinical portion of program in New Education Training and Labour
Brunswick
Funding from the Province of New  supports opportunities for marketing
Brunswick (FQR) to develop international the MLT Bridging Program and
partnership agreements and to cover attracting IEMLTs to New Brunswick
travel time to deliver Cultural Diversity
training - Part II
31
Training/education
 Cultural Diversity Training for MLTs Part II

 completion of self-paced learning programs will be credited by NBSMLT for
Professional Development Program
Tools
 French and English videos under development for mentor refresher and cultural
diversity training to be archived and preserved on the NBSMLT webpage
Program promotion
 NB bridging program for IEMLTs Information session draws 21 attendees
YEAR FOUR OUTCOMES
 student survey finds that students are satisfied with the bridging program
courses, assessment and teacher support
 mentorship program follow-up report outlines current numbers of mentor/mentee
relationships and provides feedback
 4 IEMLTs enrolled in the full time MLT Bridging Program. 1 residing in France,
1 from Alberta, 1 from Ontario and 1 from British Columbia. Also, 2 New
Brunswick MLTs enrolled in the Chemistry online refresher course.
 number of IEHPs hired or retained: 2
 number of IEHPs licensed: 2
 Saskatchewan’s interest in a formal partnership with the colleges to deliver face-

to-face training and clinical practicum in Saskatchewan
Lessons learned
 online course development is expensive and time consuming; to be sustainable,

it had to be offered in a continuing education format: problematic for evaluation
because students will take over a year to complete the program
32
Year Four Evaluation*

The following four questions were considered to determine if the project met its
program objectives for year four:
1. Did NBSMLT develop strategies to sustain the bridging program once

grant funds are finished?
The project is now a sustainable program that is entirely managed and delivered
by CCNB. The college maintains a relationship with the NBSMLT via monthly
teleconference progress reports. The progress reports are compiled in a yearly evaluation
report by the NBSMLT Executive Director and submitted to respective committees.
The NBSMLT has created various volunteer working groups and committees to
ensure stakeholder inclusiveness and to produce tangible, valuable resources to support
the work of this project. These groups include:
Project Working Group (PWG)

The PWG consists of six MLTs from varied backgrounds. The PWG’s function is
to help ensure a process that is technically sound, receives broad public and expert
support, and leads to the development of a sustainable strategy.
Program Advisory Committee

Responsible for monitoring the development of the project and providing guidance
and feedback to the PWG and the NBSMLT Board of Directors, this committee also
determines strategies to help address barriers, thus ensuring sustainability.
Advisory Committee on Professional Practice & Regulation (PP&R)
MLT Bridging
* Program Fourth Year Evaluation.pdf
33
The PP&R addresses issues of Regulation and Professional Practice raised by the
Board of Directors. PP&R is composed of ten MLTs who manage the program’s
mentorship component, which has been incorporated into the policies and structure of
NBSMLT. The PP&R committee and employers agreed that the mentorship component
should be extended to include students and/or initial registrants to the NBSMLT in addition
to international students.
Legislation Committee
Under the direction of the Board of Directors, this committee is responsible for
reviewing the bylaws, rules, standards of practice and other official documents of the
NBSMLT. The Legislation Committee engages six MLTs who meet four times a year.
Working Group for the Recruitment and Integration of Francophone MLTs

This informal working group comprises representatives from francophone
employers, settlement agencies, educators, immigration and regulators. This group meets
three times a year to discuss recruitment and retention strategies for French-speaking
MLTs.
2. Did NBSMLT increase regional collaboration to maximize the impact of

available resources?
NBSMLT has not only promoted regional collaboration, but has also expanded its
network beyond provincial boundaries. NBSMLT’s Executive Director conducted
workshops and gave presentations to a variety of organizations, including the
Newfoundland and Labrador Council of Health Professionals, NB Health Regulators, NB
Council on Articulation and Transfer, Saskatchewan IEMLT Working Group, Professional
Standards Council, Vitalité, the Professional Standards Council and the University of
Maine, Presque Isle.
The Saskatchewan IEMLT Working Group provided feedback on the NB Bridging
Program, noting that the program’s tuition fee of $7,000 is reasonable and comparable to
other professions and thus is unlikely to present a barrier to potential students.
34
The Newfoundland and Labrador Council of Health Professionals (NLCHP), an

independent body responsible for governing seven health groups (including Medical
Laboratory Technologists) approached NBSMLT to broker some courses and student
practicums. The Nova Scotia Diabetic Association also approached NBSMLT to discuss
possibilities for adapting the mentorship program for their program and students.
3. Number of students in the program as of the end of the grant period

March 2015?
At the end of March 2015, a total of 11 students were in the program. These
included eight full-time international students, two Canadian students taking refresher
courses, and one French student.
Candidates who are interested in enrolling in the Bridging Program must meet the
entrance requirements. The program is designed for three streams of students:
 People living outside of Canada who have completed a Medical Laboratory
Technology program in their country and who wish to complete this learning
program in order to obtain the equivalency and be able to challenge the national
certification exam.
 Canadian citizens or permanent residents of Canada who have completed a
Medical Laboratory Technology program outside of Canada and who wish to
complete this learning program in order to obtain the equivalency and be able to
challenge the national certification exam.
 Certified MLTs who want to reintegrate into this profession or who want to pursue
courses through continuing education.
4. Did NBSMLT conduct research on other project opportunities that

complement the NB IEMLT bridging program?
In December 2014, NBSMLT submitted a proposal entitled “Foreign Credential

Recognition Program (FCRP)” to Employment and Social Development Canada. NBSMLT
intended to use the funds from this grant program to seek CMA accreditation.
Unfortunately, the application was not successful.
35
BRIDGING FOR INTERNATIONALLY

EDUCATED NURSES (IENS)
PROJECT DESCRIPTION
This project, led by the Nurses Association of New Brunswick (NANB), was
designed to enhance NANB's capacity to provide a comprehensive, sustainable process
for the assessment and successful integration of anglophone and francophone IENs into
the provincial workforce. Enhanced preparation of IENs to enter the New Brunswick health
care system will help address current and future shortages of RNs in the province.
The Nurses Association of New Brunswick is the regulatory body and professional
association representing 8,900 registered nurses. NANB is responsible for advancing and
maintaining the standards of nursing in the province, governing and regulating those
offering nursing care, and for providing for the welfare of the public and the profession.
NANB is mandated to assess all candidates applying for registration to practice nursing in
New Brunswick, including internationally educated applicants.
Specific objectives attached to each phase of this project led to the development
of a comprehensive and sustainable solution for anglophone and francophone IENs
applying for registration to practice in New Brunswick. The project focused on developing
and strengthening partnerships and enhancing Atlantic Canada's capacity to successfully
recruit and retain IENs by
 providing IENs with offshore access to web-based resources, including a
competency based self-assessment tool to support decision-making in applying
for assessment for registration to practice in New Brunswick
 creating best practice competency assessment and bridging programming in
both official languages for New Brunswick IEN applicants
 delivering consistent and ready access to mentorship resources to enhance IEN
potential for successful registration and integration into the workforce
 contributing to knowledge transfer and sustainability within the Atlantic region
and other parts of Canada
1
Rationale
New Brunswick is one of the few provinces in Canada currently without an
established infrastructure to provide formal competency assessment and/or bridge
programming for IENs applying for registration to practice in this province. Access to both
of these resources, recognized as best practice standards across the country, is
considered a critical component in the pathway to successful registration. Representing
the only officially bilingual province in Canada, NANB has the unique requirement to
provide accessible competency assessment and bridging programming for IENs in both
official languages.
This project upheld the Pan-Canadian Framework for the Assessment and
Recognition of Foreign Qualifications by providing international applicants offshore access
to reliable, accurate information and assessment services. The proposal also
strengthened NANB's alignment with the operations of a national nursing assessment
service proposed by the national project Moving Ahead: Assessment of Internationally
Educated Nurses Part 2.
Collaboration with the IEN Assessment program through the Registered Nurses
Professional Development Centre (RN PDC) in Nova Scotia and with La Cité Collégiale
d’Ottawa helped ensure that the program in New Brunswick built on past investments and
enhanced, rather than duplicated, previous IEN bridging programs.
Objectives
Phase 1: Establish Accessible Competency Assessment and Bridging Programs

for anglophone and francophone IENs
The goal of Phase 1 was to implement the findings in the IEHP Project Assessment and
Bridging for IENs in New Brunswick report to ensure equivalent program content was
made available in both official languages.
Phase 1 objectives
1. Address any gaps in the bridging program delivered by La Cité Collégial d’Ottawa
relative to the RN PDC bridging program in Nova Scotia, including adapting the
program to include NB-specific content.
2. Translation of the final bridging program content as required.
2
3. Translation of the RN PDC competency assessment program to meet the needs

of francophone applicants.
4. Make competency assessment and bridging programs accessible to anglophone
and francophone IENs applying to NANB by modifying program delivery modality
to include online access and access through NB based assessment centres.
Phase 2: Enhance Remote Access for IEN Applicants to Facilitate a

Transparent and Seamless Assessment Process
Phase 2 objectives
1. Develop and pilot a new online competency based self-assessment tool in both
official languages to help international applicants determine early in the process if
they have the competencies required to apply for an assessment for registration
to practice as an RN in New Brunswick.*
2. Develop comprehensive and user-friendly online information and resources to
increase IEN applicant accessibility to requirements for application for registration
to practice in New Brunswick.
Phase 3: Enhance IEN Transition and Integration to the New Brunswick

Workforce
Phase 3 objectives
1. Develop, test and launch a web-based mentorship program in both official
languages to support IEN pathways to registration: the clinical component of
assessment, workplace transition and integration.
2. Provide IENs with access to CRNE preparatory workshops within New Brunswick.
* This resource was a critical missing component in an IEN's pathway to registration in New
Brunswick. It differed from the self-assessment tool provided online to applicants by other regulatory nursing
bodies such as the College of Registered Nurses of British Columbia (CRNBC), in that it was a competency-
based assessment tool. CRNBC's self-assessment tool helps IENs determine if they meet CRNBC's
requirements for application to that province. It does not identify whether IENs have the required
competencies for practice in that province.
3
Phase 4 Revise Data Collection and Reporting to Optimize Regional HHR

Planning
Phase 4 objectives
In view of the move to automate NANB's IEN assessment for registration process, this
phase of the project involved collaboration with counterparts in Atlantic Canada to
establish an Atlantic-wide minimum data set to support consistent statistical reporting of
international applicant data.
Target Audiences
This project targeted four main local/provincial audiences:
 Internationally Educated Nurses applying to New Brunswick for registration to
practice
 Regional Health Authorities (primarily Human Resources and Nursing
Departments) that provide clinical preceptor experience and/or employment for
IENs who successfully register
 RN preceptors/mentors who are an integral part of the IEN pathway to
registration and successful integration into the NB workforce
 University faculty/clinical instructors
Project Beneficiaries
Local
 patients
 IENs
 Regional Health Authorities /employers
RNs (IEN peers)
Provincial/Territorial
 Employers
Federal
 Provincial nursing regulatory authorities
4
PROJECT SUMMARY
Phase One Activities
Activities in the first year of this project focused on identifying gaps in existing
bridging programs and making competency assessments available in English and French.
To achieve this outcome, partnerships were developed with post-secondary institutions
and the Registered Nurses Professional Development Centre in Nova Scotia. The IEN
pages on the NANB website were re-designed to better support IENs seeking information
about applying for registration.
PHASE ONE OUTPUTS
 negotiations with Université de Moncton to serve as satellite to conduct

competency assessments for francophone IEN applicants
 formal MOU between NANB, RN PDC and NB Satellite Coordinator
 meetings with UNB and U de M to identify roles in providing access to physical
space and clinical lab resources
 negotiated agreement with RN PDC to provide anglophone IEN applicants from
NB with access to competency assessment
 worked with Nova Scotia Community College (NSCC) in collaboration with RN
PDC to design and post on-line materials in French
Tuition fees charged for assessment  in discussions with NB

bridging components insufficient to cover Government to seek funding
operating costs of satellite program in NB support
Pilot testing of francophone IENs not  discussions continue with RN PDC
possible due to lack of eligible and U de M to prepare for pilot
francophone applicants
UNB and U de M have limited excess  identify need for flexibility from RN
capacity in their clinical labs PDC NB Satellite operations and
IENs in accessing lab space.
NANB also seeking access to
NBCC lab space
5
RN PDC behind schedule in releasing  NANB engages translators to

materials for translation complete the work; NANB able to
reallocate project funds to assist
Unanticipated requirement to contract a  funding received from Population
bilingual nurse educator to assist NSCC Growth Division but no qualified
conversion of RN PDC bridging program candidate found until January
to online delivery 2012. This was a barrier to
meeting timely project outcomes.
Training/education
 RN PDC training completed for assessors to administer program for
francophone applicants
Tools
 all IEN competency assessment and bridging/re-entry materials available in
French for the first time
 IEN pages on NANB website redesigned and updated to give IENs more
complete information on application for registration process
PHASE ONE OUTCOMES
 satisfaction survey developed for exit from IEN pages of NANB website provides
feedback on website utility/usefulness
 NANB policy changes: new screening criteria developed that trigger IEN
referrals for competency assessment
 relationship with RN PDC creates new policy and processes: new package of
communication materials, changes in registration process (IENs previously
requiring six week clinical experience to assess equivalence now referred to RN
PDC for competency assessment and potential remedial bridging programming)
 NANB registration database modified to accommodate IENs tracking their
application status online
6
Lessons learned
 collaboration among Atlantic provinces lacking in planning and execution of a

sustainable system to support the assessment and integration of IEHP
applicants
Phase Two Activities

The second year of the project focused on developing and piloting online
competency based self-assessments in both official languages for IENs. Formal
contracts were drawn up with key project partners and the self-administered readiness for
application tool went live in August 2012. Due to a persisting absence of French IEN
applicants, pilot testing could not be conducted on all the competency assessment tools
developed.
PHASE TWO OUTPUTS
 move from informal to formal contractual agreements between RN PDC and

various NB partners involved in program delivery due to financial and liability
issues; includes formal contract with U de M to serve as a satellite for French
program
 new contract with NSCC to develop competency self-assessment tool with
NANB subject matter expert using NSCC’s SART methodology and platform
 partnering with NBCC to access clinical lab space, NB for access to classroom
space
Translation work not completed in year  secured agreements with translators

one: some specialty modules still in to expense work by end of fiscal
translation/revision and therefore 2011-2012 but complete the work
program not yet tested after March 31, 2012
RN PDC willingness to share in moving  supports project outcomes
project forward: providing considerable
in-kind staff support to NANB
7
Sustainable funding discussions for  puts awareness of sustainable

regional IEN assessment and bridging funding model on government radar
programming among stakeholders
Tools
 all IEN competency assessment materials in French completed
 IEN Readiness for Application online tool developed and tested
 IEN online application tracking tool through password-enabled portal
PHASE TWO OUTCOMES
 self-administered readiness for application tool went live August 2012

 satisfaction survey triggered at exit from IEN pages of the NANB website went
live in September 2012; no reports yet available
 outputs still being beta tested inside NANB and not yet produced for IEN use
 number of IEN applicants has dropped: there have been no eligible French
applicants in the past 18 months so unable to pilot test the competency
assessment products produced
Phase Three Activities

In this phase, a review and assessment of best practice preceptor/mentor program
models in Atlantic Canada and elsewhere was carried out to identify reusability or
adaptability of existing material. A review of regional health network in-house development
materials, information/tools and other resources used to support preceptors and mentors
of IENs was also conducted. Through the review, opportunities for enhancement and
further development of resources for preceptors and mentors were identified.
While the infrastructure to pilot test RN PDC’s New Brunswick Satellite IEN
Assessment and Bridging program was in place and ready for use, there were at the time
no IEN applicants available to use it.
8
PHASE THREE OUTPUTS
 received permission from the Government of Newfoundland and Labrador to

adopt and/or adapt their IEN materials
 consulted with NB Regional Health Authorities to identify gaps between their
current in-house preceptor development materials and the resource
requirements for preceptoring IENs enrolled in the RN PDC bridging program
 signed contract with NSCC to develop and host a bilingual cultural awareness
and sensitivity e-learning module
Lack of French IEN applicants  contact between CFNS and the

Atlantic Connection Steering
Committee to explore accessing
francophone IENs from other areas
of Canada
Current downsizing of nursing workforce
in NB: no IENs preceptored for the past
number of months; not seen as current
high priority for RHAs
Time slippage in meeting production
deadline for toolkits due to change in
direction from workshops (and planning
effort) to development of new product,
format and distribution channels
Representatives on recent government
mission to France promoted Atlantic
Connection project materials and the RN
SART for NB to French Nurses
Tools
 RN Self-Assessment Readiness Tool made accessible through link from NANB
IEN web page
9
 decision tool to help IENs determine readiness to apply for registration: Are you
Ready to Apply?
 bilingual online and text copies of toolkit for RHAs to provide nurse
preceptors/mentors with improved understanding of needs/ contributions of
IENs
 bilingual e-learning module on Cultural Awareness and Sensitivity for
Preceptors and Mentors of IENs
 NANB website operational at the Multicultural Association of Fredericton office
PHASE THREE OUTCOMES
 Google Analytics reports from NSCC on users of the SART tool

 Google Analytics to track and characterize visitors to NANB IEN web page
 NANB staff tracking IEN activity: referrals to RN PDC for assessment, bridging,
completion rates, new IENs
 four anglophone applicants completed competency assessment; one

successfully completed bridging program
Phase Four Activities

By the final phase of this project, the infrastructure was fully in place to carry out pilot
testing of RN-PDC’s Satellite IEN Assessment and Bridging Program in both English and
French. The programs were being used for competence assessment and bridging/re-
entry for Canadian-educated as well as IEN candidates, contributing to the long-term
sustainability of the initiative. Phase four also involved development of an Atlantic-wide
minimum dataset to support consistent statistical reporting of international applicant data.
10
PHASE FOUR OUTPUTS
 new partnerships with four RN Atlantic Regulatory organizations: Registered

Nurses Professional Development Centre, College of Registered Nurses Nova
Scotia, Association of Registered Nurses of Newfoundland and Labrador,
Association of Registered Nurses Prince Edward Island
 ongoing partnerships were maintained with: Université de Moncton, RN-PDC,
Vitalité and Horizon Health Networks, NBCC and NSCC
Although no Francophone IENs were  use of competence assessment and

referred to RN-PDC during this reporting bridging programs for Canadian
period, NANB did refer Canadian educated applicants contributes to
educated candidates in both official sustainability of the programs in the
languages. This contributed to the short and long term.
sustainability of the programs. PEI also
referred Canadian educated
*
candidates.
The numbers of Francophone and  NANB’s use of the competence

Anglophone IEN applicants remain too assessment and bridging/re-entry
low for a project evaluation. programs for Canadian educated
applicants is contributing to the
sustainability of the programs. Also,
the provincial government has
agreed to a proposal from NANB to
provide funds to contribute to the
sustainability of the programs for a
two year period (2016-2018).
2015-2016
* Canadian Educated-ReEntry stats NB-PEI.xls
11
Tools
 Atlantic IEN Minimum Dataset produced from partnership among four Atlantic
RN regulatory bodies ensures collection of standard, consistent and comparable
demographic, registration, geographic, educational and employment information
from IEN applicants
 Terms of Reference for Atlantic RN Regulators Working Group on IENs
PHASE FOUR OUTCOMES
 Google Analytic reports from NSCC on users of the SART tool*

 NANB staff tracking of IEN activity: referrals to RNPDC for assessment,
bridging, completion rates†
 IEN online application tracking tool (NANB website) under revision due to
introduction of National Nursing Assessment Service
 decision tool to assist IENs determine readiness to apply for registration— under
review due to introduction of National Nursing Assessment Service
 in NB, one Anglophone IEN applicant was referred for a Competence

Assessment
 two Anglophone IENs were referred for bridging and two Anglophones were
enrolled in bridging courses
RN Analytics RN Analytics RN Analytics

* Jan-Mar 2016.pdf Jan-Mar 2016-2.pdf Oct-Dec 2015.pdf
2015-2016 IEN stats

† NB-PEI.xls
12
 resource manual on Cultural Awareness for Preceptors and Mentors distributed

through intranets and library services of NB Regional Health Authorities *
Lessons Learned
 the application of a consistent minimum dataset by each of the RN regulatory

bodies will ensure consistent reporting of IEN data for HHR planning purposes
 in the absence of French IEN applicants, NANB has used the competency
assessment and bridging program for professional conduct review; as the re-
entry program for both domestic and international RNs; and also for domestic
and international graduates who were unsuccessful on the national registration
exam
Evaluation
A number of questions were considered in evaluating the how effectively this
project met its goals:
1. Was the program accessible to Anglophone and Francophone IENs?
The table below indicates the number of IENs (referred by NANB) who enrolled
in/completed the RN PDC English and French competency assessment programs.
New Referred to Completed Completed Passed

applicants RNPDC RNPDC Bridging Registration
Assessment Exam
12 4 (E) 7 (E) 4 (E) 4 (E)
2013
2 (F) 1 (F)
10 6 (E) 3 (E) 3 (E) 2 (E)
2014
1 (F)
6 2 (E) 1 (E) 1 (E) 1 (E)
2015
IEN IEN
* Preceptor-Mentor Resource
Preceptor-Mentor
Manual English
Resource
FINALManual
16 JuneFinal
2014.pdf
French.pdf
13
2. Have there been any changes to knowledge, attitudes and skills?
The Cultural Awareness for Preceptors and Mentors Manual was distributed
through intranets and the library services of New Brunswick Regional Health Authorities
in July 2014. In August of that year, the National Nursing Assessment Service began a
one year pilot which officially opened in August 2015. During this period only two IENs
have been preceptored, making the number too low for evaluation of the program’s
systemic impact.
3. Is the program sustainable?
While the volume of IENs we receive would not sustain the program, the NANB is
utilizing the competence assessment and bridging programs for Canadian applicants (re-
entry program, professional conduct review) which will support sustainability.
4. What is the impact of the Atlantic IEN Minimum Dataset?
Because the dataset was finalized recently (March 2015), it is too early to measure results.
Online competency-based self-assessment tool

The following questions were developed to lead IENs through the online self-
assessment process.
QUESTIONS: 'ARE YOU READY TO APPLY TO NANB FOR

REGISTRATION?'
1. Were you educated as a Registered Nurse?
2. Is English or French your first language?
3. Select the statement below that best applies to you:
 You have never changed your name, spelling of your name or any other
identity information
 Your name or other identity information has changed and you know that
it will not appear the same on all your documents (birth certificate,
passport, transcripts, nursing registration etc.)
 No answer
14
4. Pick the statement that best applies to you:

 You completed a baccalaureate (bachelor) degree in nursing
 You took your nursing education at the secondary or high school level
 You have a diploma or an associate degree in nursing
 No answer
5. Select the description below that best applies you.
 Your program prepared you to work with people of all ages with a range
of health and illness issues, regardless of the setting
 Your program did not include theoretical as well as clinical education in
areas such as pediatric (child health), obstetrics (maternal/newborn) or
psychiatric (mental health) nursing
 Your program prepared you for a specialized area of nursing such as
pediatric (child health), obstetrics (maternal/newborn) or psychiatric
(mental health) nursing
 No answer
6. We require that an official verification of your initial registration be sent to
NANB directly from the regulatory body where you obtained your nursing
education. Can you arrange to have this done?
7. Have you ever had any disciplinary issues related to your nurse registration in
any location?
8. Have you ever been charged with or convicted of a criminal offence?
9. In the past FIVE YEARS have you done one of the following:
 Worked at least 1125 hours as a registered nurse
 Graduated from a registered nurse education program
 Completed a registered nurse re-entry program
10. Have you undergone a competence assessment as part of your application to
practice in another Canadian province or territory?
11. Have you already written the Canadian Registered Nurse Examination (CRNE)
in another province or territory?
15
SELF-ASSESSMENT READINESS TOOLS (SARTS) FOR IEHPS
SELF-ASSESSMENT READINESS TOOLS

(SARTs) FOR IEHPS
PROJECT DESCRIPTION
This project, led by the NSCC and supported by Price-MacDonald & Associates
Consulting Inc., enhanced the available set of online Self-Assessment Readiness Tools
(SARTs) to create a continuum of competency for IEHPs.
The project had a dual focus that produced two types of readiness self-
assessment tools. The first focus was to expand existing tools to provide information about
related, alternative health care careers for IEHPs who may not be ready or able to quality
for their current profession in Canada. The targeted professions were those identified as
priority professions either by the IEHP initiative or through specific Atlantic region HHR
needs analyses.
The second focus of this project was development of a Self-Assessment
Readiness Tool for Soft Skills (reframed mid-project as Interpersonal Skills for the
Canadian Healthcare System) to support IEHPs in becoming familiarized with the range
of expected behaviours and communication approaches needed to function successfully
in the Canadian health care system. These interpersonal skills include Canadian-specific
oral and written communication standards, problem solving strategies, interpersonal
relations and other personal capacities that support social and professional integration in
Canada. IEHPs lacking these culturally-specific tools face a disadvantage in the
competitive Canadian labour market. The development of a soft skills tool was designed
to support IEHPs in understanding these behaviours by providing access to online pre-
arrival information.
The creation of profession-specific SARTs, developed in partnership with the
regulatory bodies/associations and educators, provides IEHPs with an easy to use
resource that helps them decide whether to pursue a Canadian credential in their health
discipline. SARTS are available in both English and French.
1
SELF-ASSESSMENT READINESS TOOLS (SARTs) FOR IEHPS
In the final year of the SARTs project, it is encouraging to report that the tools have
met their prime objective. They have provided pre-arrival, profession specific information
to potential immigrants. The tools have been recognized as good practice by the
Canadian Association for Prior Learning Assessment and are included in the association’s
new manual published in 2015. SARTs that have been actively supported by regulators
and professional associations have much greater potential to reach the desired audience
of IEHPs. These bodies are hopeful that the tools will remain available beyond the end
of the project funding.
IEHPs, however, still struggle to find work in their profession after immigrating to
Canada. They may find employment in this country at an assistant level while completing
academic upgrading or bridging programs, or they may choose permanent employment
at the assistant level. Provision of career option information and further promotion of
SARTs for non- regulated professions will continue to be a focus of future work.
Options are presently being reviewed to determine how best to continue to offer
SARTs to their targeted audiences. This may include a fee for cost recovery.
A research component of the project will continue to evaluate the tools developed
between 2009 and 2015. Research is expected to lead to increased knowledge, the
application of evidence-based best practices, as well as improved health care system
planning and performance. The tools will also contribute to improving the accessibility,
responsiveness, quality, sustainability and accountability of the health care system.
A complete list of all tools developed during the course of this project is contained
in the SARTs Tools Development Tracking Sheet*. All completed tools may be accessed
on the public page of IEHP Atlantic Connection (www.atlanticcanadahealthcare.com) and
on web pages of the appropriate professional association or regulators. Tools are also
available on some settlement agency sites and have been added to the career maps of
clients of the Canadian Immigrant Integration Program with offices in UK, Philippines,
China and India.
SARTs Tools
* Development Tracking Sheet.doc
2
Rationale
SARTs support Pillar 1 of the Atlantic Integration Framework (AIF) and the FQR
Framework-Preparation and Pre-Arrival Support requirements by giving IEHPs access to
accurate and timely information. These tools also support IEHPs in exploring career
alternatives that allow entry into the health care system while they prepare for licensure in
their preferred area of practice. This flexibility allows IEHPS to be employed in the health
care system while developing the knowledge and language skills needed to successfully
integrate into a work environment related to their field of practice.
Objectives
Profession-specific tools
For the profession-specific tools, the overall goals of this project were to:
1. Provide an easy to use tool that IEHPs can complete to determine if they want to
pursue a Canadian credential in their health discipline.
2. Supply accurate and appropriate information about the profession and practice in
Canada.
3. Provide a practice reference point by demonstrating a day in the life of the
professional in Canada.
4. Ensure that all information provided is current, relevant and reviewed extensively
by practitioners and regulators in the discipline prior to release and publication on
any website.
5. Complete Self-Assessment Readiness Tools in both official languages for 15
allied health professions and assistive professions.
6. Provide completed tools to professional associations/regulators for their use
7. Provide information on alternative career choices for health care professionals
who may not be ready or who are unable to qualify for their current profession
Soft Skills Tools

The goals of the Self-Assessment Readiness Tools for Soft Skills project were to:
1. Create an awareness of the range of expected behaviours/communications that
Canadians are accustomed to when interacting with health professionals.
2. Help IEHPs understand the professional-client relationship and ways of
interacting with patients in the Canadian context.
3
3. Provide the IEHP with an appreciation of the range of soft skills needed to be
able to progress in their careers and contribute to teams.

There were three primary targets for these tools:
 IEHPs wishing to immigrate to Canada
 regulatory bodies and professional associations
 educators looking at assessment for bridging programs
The following were project beneficiaries:
Local/Provincial
 IEHPs already landed in Atlantic Canada
 provincial regulatory bodies
 regional health care educators
National
 regulatory bodies and professional associations
PROJECT SUMMARY
Year One Activities
Three Self-Assessment Readiness Tools were developed in the first year of this
project: Occupational Therapy Assistant, Physical Therapy Assistant and Developmental
Interventionist. Partnerships were established with regulatory bodies and other
stakeholders to develop and review the tools, and promotional materials were produced
to support dissemination of these knowledge products.
YEAR ONE OUTPUTS
 partnership agreements developed with CLPNNS, CAOT, CPA, CMSLS and

CAMRT for research cooperation
 College of Early Childhood Educators of Ontario agrees to assist in Beta Testing
CDS Tool
 NSCC approves a review of LPN Tool and collection of individual evaluative
responses from Practical Nursing students
4
Changes to the Competency profiles for  delays tool development. Maintained

OTA/OPST and PTA professions contact with bodies responsible for
new profiles.
 CNNAR
 Atlantic Connection AGM
Tools
On-line Self-Assessment Readiness Tools for:
 Occupational Therapy Support Personnel
 Physiotherapy Assistant
 Childhood Development Specialist
Program promotion
 bilingual brochures and post card to promote tools*
YEAR ONE OUTCOMES
 NSCC collects evaluation responses to LPN Tool to provide information about the
tool’s content and use
 SART Brochure dissemination

 SART Tools accessed by IEHPs online
SARTs Brochure SARTs Brochure SARTs Postcard

* English.pdf French.pdf Bilingual.pdf
5
Year Two Activities

Tools for Medical Laboratory Technologist, Medical Laboratory Assistant and
Registered Nurse for NANB were developed in the second year. The order of tools
proposed for development between 2012 and 2015 was changed to focus on occupations
identified as having a higher priority for employment in Canada. The Paramedic and
Mental Health Worker tools will be developed in 2013-2014 and the Respiratory Therapist
and Ultrasound Technologist tools will be developed in 2014-2015. It was decided that
Interpersonal Skills for the Canadian Healthcare System would replace the name “Soft
Skills” and will be developed from 2014-2016. A literature review of self-assessment tools
and their application was conducted in the second year to evaluate the tools developed
between 2009 and 2011.*
YEAR TWO OUTPUTS
 contracts signed with Alberta College of Paramedics, NSCC’s School of Health

and Human Services to produce Paramedicine and Mental Health Worker tools,
CSMLS for the MLT and MLA Tools and NANB for the RN Tool
 Canadian Immigration Integration Project (CIIP) offices in London, New Delhi,
Manila, and Guangzhou agree to participate in research and provide tool
information to clients
 College of Occupational Therapists of British Columbia and College of
Midwives of Manitoba agree to participate in the research survey work
 membership in International Qualifications Network (IQN) offers opportunity to
expand tool dissemination and engage potential research partners
The number of responses to requests for  presentations at conferences,

research partnerships sent to regulators meetings will continue to promote
A literature review of
* self assessment tools.doc
6
and professional associations less than the tools and generate new
anticipated research partners
Partnership with CIIP Officers  will lead to increased awareness
about the project, further tool usage
and potential research partnership
Lack of funding for midwifery projects and  continued effort will be made to
few practicing midwives in Atlantic source regional and national MW
Canada have hampered significant participation
response to the request for participation
 literature review of self-assessment tools
 Metropolis Conference, OT Atlantic conference, Canadian Association of
Practical Nurse Educators AGM
 webinar presentation to CIIP
 NSCC Online Learning to broad spectrum of educational institutions at the
Atlantic Dream Festival
Tools
 SARTs for Medical Laboratory Technologist, Medical Laboratory Assistant and
Registered Nurse for NANB
 web link added to Association of Canadian Occupational Therapy Regulatory
Organizations website; Nurses Association of New Brunswick promotes tool
through website hosting
 survey for research partners
YEAR TWO OUTCOMES
 data being collected for online tools developed to date through the online tool
survey
 SART Tools, brochures, bilingual postcards used by IEHPs/project

partners/stakeholders
7
Tool development continued in year three with the completion of SARTs for Mental
Health Worker and Primary Care Paramedic in both official languages. Project evaluation
reports for the first two years of the initiative were produced and the assessed tools were
found to be meeting the goals of the project. The tools were accessible online worldwide,
and tool uptake was promising. Viewers identified the tools as useful to their decision
making about career options and immigration to Canada.
Progress was slowed this year due to challenges in locating committed testers for
newly developed tools. Some professional organizations were not inclined to participate
in research. Continuous outreach to potential partners through national and regional
presentations and attendance at conferences helped increase awareness about the
importance of the project.
YEAR THREE OUTPUTS
 National Alliance of Respiratory Therapy Regulatory Bodies, College of

Physiotherapists of New Brunswick, Alberta College of Medical Diagnostic and
Therapeutic Technologists, Nova Scotia Association of Medical Radiation
Technologists, Sonography Canada signed MOUs to participate as research
partners, link the tool to website and encourage IEHPs to view tool
Deadlines slipped for development of  difficult to find committed beta

some tools (Mental Health Worker) testers: search expanded to include
broader spectrum of mental health
organizations and agencies
Some professional organizations not  efforts continue to contact/inform
inclined to participate in research them through national and regional
presentations, symposiums
Attendance at regional and national  leads to increased awareness about

conference/meetings the project, further tool usage and
potential research partnerships
8
Reports/publications*
 SARTs Year One Research Report 2012-2013
 SARTs Year Two Research Report 2013-2014
 CNNAR, CAPLA, HCHRSC and HC IEHPI conference/meetings
 Atlantic Connection Symposium, Metropolis conference
 presentation to Student Services Team, Fleming College, Peterborough
Tools
 completed tools: Mental Health Worker, Primary Care Paramedic
 SARTs Facts and Features Guide†
YEAR THREE OUTCOMES
 Google Analytics, online surveys and stakeholder surveys used to generate first
and second SARTs research reports
 Ongoing use of SART Tools by IEHPs online, SART brochure in both official
languages, bilingual postcard, Facts and Features Guide disseminated

Two SARTs were developed in the fourth year: Respiratory Therapy and Medical
Sonography. The LPN tool was taken down from the website for revisions that included
changes to national competencies and the application process. Completed tools are
revised as necessary for changes in professional competencies or other profession-
specific information and the tools are monitored regularly for any broken links.
Year 1 SARTs Year 2 SARTs

* Accessibility, Uptake Accessibility,
and Utility Research
Uptake Report.pdf
and Utility Research Report.docx
SARTs Facts and

† Features Guide.pdf
9
An environmental scan and literature review was conducted in early 2015 to
support development of an IEHP SARTS tool for interpersonal (“soft”) skills*. The research
provided information about existing program approaches to soft skill development for
IEHPs and identified a number of essential elements for a soft skills online pre-arrival tool.
These elements are described in more detail in the following Evaluation section.
Sustainability options were under review this year. Early discussions focused on
how the tools may continue to be supported by regulators and/or professional
associations.
YEAR FOUR OUTPUTS
 Canadian Alliance of Physiotherapists

 Diagnostic Services of Manitoba
 Sonography Canada
 Annual Research Report of Tools' Accessibility, Uptake and Utility †
 The Case for Soft Skills (environmental scan, Jan. 2015)
 Canadian Health Workforce Conference, MB regulators and Professional
Associations, HCSC AGM Showcase, Atlantic Connection Projects' Showcase,
World Congress (CAMRT representatives included the SARTs in their
presentation), International Society of Radiologists and Radiological
Technologists
 Canadian Association of Allied Health Programs: Networked with Community
Colleges from across Canada
The Case for Soft

* Skills.pdf
SARTs Research
† Report Year 4.docx
10
 attended "Skills for Healthcare Employment"
Tools
 completed 2 SARTs: Respiratory Therapy and Medical Sonography
 video posted online: Health Professions in Canada: What Immigrants Need to
Know
YEAR FOUR OUTCOMES
 positive feedback from stakeholders and research partners; number of online

tool hits collected through Google Analytics; feedback from tools' online
surveys
 CSMLS published support for SARTs in its professional magazine
Year Five Activities

A Pharmacy Technician SARTs tool along with two non-profession specific tools
were developed in the final year of the project. One of these tools, Ten Steps to Improve
Your Career Opportunities, will educate IEHPs about the soft skills needed to improve
their career prospects in Canada. The Passport to a Diverse Workplace tool will provide
a learning program for health care employers to educate current staff about diversity and
workplace integration.
YEAR FIVE OUTPUTS
Collaborative working arrangements (project summary)
 National Alliance of RT Regulatory Bodies

 Student Services Team, Fleming College, Peterborough ON
 Alberta College of Paramedics
 College of PTs of NB
 Alberta College of Medical Diagnostic and Therapeutic Technologies
 NS Association of MRTs
 Sonography Canada
 Canadian Association of Continuing Health Educators
 Alliancept
 Canadian Association of Midwives
 Health Authority of NS
 CiCAN colleges and Institutes Canada
 Recruitment and Retention, PEI Dept. of H and W
11
 Saskatoon HA, IEHPI Project Managers
 NS Office of Immigration
 Early Childhood Development Association of PEI
 College of Early Childhood Educators of ON
 NSCC Research and Ethics Board
 OTEPP/CAOT, CLPNNS,CPA ,CSMLS,CAPNE, OT Atlantic,
CIIP,NANB,ACOTRO, COTBC,CMM,CMBC,IQN,CAPLA, Metropolis, CAMRT,
CSRT, Atlantic Connection Symposium Partners, CNAR
SARTs tool development: Some delays  Regular contact with all parties
encountered in content uploading due to helped to propel the project to
the work schedule of programmer. completion.
Securing of beta testers through

settlement agencies was slow due to the
Syrian refugee workload of those
agencies.
Attendance at regional and national  Dissemination of information leads

conference/meetings to increased awareness about the
project, further tool usage and
potential research partnership
 SARTs presented at Showcasing the Legacy conference, Moncton and during
a Conversation Cafe at the CNAR conference in Vancouver
Tools
 Pharmacy Technician SART
 Ten Steps to Improve Your Career Opportunities SART
 Passport to a Diverse Workplace, an interactive web based learning program,
introduced to educate current staff about diversity and workplace integration
12
YEAR FIVE OUTCOMES
 Online evaluation surveys attached to each tool provide valuable feedback as

does collection of Google Analytics for the tools
 Ten Steps to Improve Your Career Opportunities SART based on completed
research and focus group findings
 Passport to a Diverse Workplace based on stakeholder feedback and focus
group findings
 Data collection and Analysis for tools published in:
 2009-2010: MW and OT
 2010-2011: PT, LPN, MRT (Medical Radiation Technologist, Nuclear
Medicine Technologist, Radiation Therapist and Magnet Resonance
Technologist) PCP
 2011-2012: ECDS. OTA, PTA
 2012-2013: MLT, MLA and RN

SARTs Brochures- French and English versions, Facts and Features Guide Posted on
AC website, Distributed to CIIP offices and at 2 conferences noted above.
Evaluation
Yearly evaluation reports were prepared for this project to determine the
accessibility, uptake and utility of the Self-Assessment Readiness Tools. All tools were
made available online to users for at least one year before they were reviewed. This
allowed time for sufficient data to be collected, collated and analyzed before it was
incorporated into a yearly report.
Research Methodology
A mixed methodology was used to collect and analyze quantitative and qualitative
data related to the tools’ accessibility, uptake and utility. Methods included:
 compilation of a list of potential stakeholders; emails sent to seek their
participation in research data collection aimed at measuring stakeholder
awareness of SARTs. The research questions are listed in the table below.
 telephone survey calls with those who agreed to participate and compilation of
responses
13
 analysis of Google analytical data through tool usage
 analysis of responses to SARTs online evaluation surveys
 email correspondence with all users who volunteered their contact information
through completion of the online evaluation survey
STAKEHOLDER AWARENESS SURVEY QUESTIONS

1. Are you aware of the Self-Assessment Readiness Tools© for your profession?
2. Are the tool buttons/links available on your website? Are they easily accessible?
Have you experienced any technical difficulties? Have these been corrected to your
satisfaction?
3. Do you refer new international applicants to the Self-Assessment Readiness
Tools?
4. Do you perceive a difference in the understanding of your profession in Canada
after applicants have used the tools?
5. Are you using the tools as part of your pre-assessment for licensure?
6. Do the tools pave the way for easier discussion with international applicants, i.e.
are applicants bringing their copies of the completed tool to you for your review?
7. Do you believe the SARTs are effective in helping the IEHP manage their
expectations?
8. Will you continue to use them? How?
9. Have you found other uses or audiences for the tools?
Determination of Accessibility, Uptake and Utility

All SARTs were developed to provide accurate and current information in an easy
to view format that allowed users to self-assess their skills and knowledge in relation to
the national professional standards of each regulated profession. The tools were deemed
accessible if they were readily available to users via the internet worldwide. Tool
accessibility was determined through user completion of the online evaluation survey. Tool
uptake was measured through data collected from actual tool usage. Google analytics
gathered from online “hits” to the tool site provided information about the user’s country of
origin and the amount of time spent viewing the tool online. This measure, called the
“bounce rate”, indicated whether the user moved beyond the first page of the tool. An ideal
bounce rate for sites like the SARTs site is 70%.
Tool Utility (the usefulness of the tools to the user) was assessed through an online
survey and stakeholder feedback. Online users were queried about the helpfulness of the
tool in assessing their capacity for employment in Canada and its impact on their decision
14
to immigrate. Survey data collection began when the tool went “live” on the web. Each
tool’s online evaluation survey consisted of twelve questions. Respondents’ answers to
these questions provided information about the tool users, how they found the tool and
how they rated the tool against a number of parameters.
In general, the collected data indicated that the tools were well received, readily
understood and met targeted goals. Following are the key findings from each yearly
project evaluation.
Year One Findings

Between 2012 and 2013, two tools met the criteria for research. The Midwifery tool
was published in the fall of 2009, and the Occupational Therapy tool was published in
December of 2010. The year one evaluation process examined data and information
collected for both the English and French versions of these tools. Research showed that
both tools were well received by users. Additionally, a number of regulators and/or
professional associations and offshore career counsellors referred their clients to these
tools.
During this period, the online evaluation survey was revised several times to
ensure that the most appropriate questions were asked to satisfy the research parameters
and to address tool improvement. Among the changes made was a revision to the login
procedure. Users were no longer required to provide their names to open an account. This
information was not necessary for data collection and may have discouraged tool use. The
project team believed this change might improve tool bounce rates, which were still higher
than optimal.
Tool Use
Between 2011 and 2013, more than 1700 hits were recorded through Google
analytics for the Midwifery tool and more than 5000 hits for the Occupational Therapy tool.
The number of users to complete the online survey, provide favourable comments and
offer contact information confirmed the usefulness of the tools to potential immigrants.
An unexpected development for the project was the use of tools by Canadian
students. The tools were used by educators, regulators and professional associations who
saw merit in the tools for use in career counselling. While this is a positive development,
domestic use of the tools may skew the Google Analytics data collected for Canada. At
15
this point in the research, the project team had been unable to separate domestic from
international traffic. Login page changes were planned to help differentiate users.
Data Collected from the SART Online Evaluation Survey

An online evaluation survey was a component of each tool developed. Users were
encouraged to complete the survey to provide feedback for continued tool improvement.
In 2012, the tools were changed to promote greater survey completion: users were
required to complete the survey if they wished to print their results.
The survey underwent a number of revisions in order to provide the most relevant
information to the tool developers. Each time the survey was revised, previous data was
archived, resulting in four data sets from November 2009 through August 2013.
Year Two Findings

The year two evaluation provided an update on existing tools as well as analysis
of the data collected for the seven tools developed in 2010-2011. These included tools
for physiotherapists, licensed practical nurses, personal care providers and the four
disciplines of medical radiation technology: radiological technologists, radiation therapists,
nuclear medicine technologists and magnetic resonance technologists. Research
indicated that the tools were proving to be a well-received, beneficial resource for IEHPs
and others.
Bounce Rate
The bounce rate (time spent viewing the tool beyond the front page) was
approximately 70% or less for most tools, which was within an acceptable range. The rate
for OT was an exception to this finding, climbing to almost 78%. The outcome of changes
made to improve bounce rates (altering the login protocol for greater anonymity and the
addition of a toggle feature to simplify shifting from English to French versions) continued
to be monitored.
Year Three Findings

The year three evaluation provided an annual update for tools developed since
2009 as well as an analysis of data collected for the three tools developed during 2011-
2012: Physiotherapy Assistant, Occupational Therapist Support Personnel and Childhood
Development Specialist. The data collected indicated that the tools continued to be an
16
important resource for IEHPs and others: almost 58,500 user hits were recorded to the
tools reviewed in this year. Feedback from the majority of those who completed the online
survey indicated that users perceived the tools as easy to navigate with easily
understandable content and logical, well-organized questions.
The bounce rate continued at approximately 70% or better for most of the tools,
which was in the acceptable range. Previous changes made to the online survey in efforts
to improve the bounce rate had no discernable impact by the third year. The highest
bounce rates were for tools that had the fewest hits. A number of factors contribute to high
bounce rates such as poor or limited internet access, limited language ability, and
misunderstanding of the profession supported by the tool. Plans were set in place to more
descriptively name some tools receiving fewer hits to better attract users.
Other findings
 While the tools are intended to be accessed offshore, evaluation results show this
was not the case for most of the tools. Many IEHPs and others are accessing the
tools from within Canada.
 Uptake for the French tools is consistently low for all the tools. Statistics Canada
demographic data from 2011 lists Quebec as one of the four provinces receiving
the largest proportion of new immigrants. This demographic is not reflected in the
interest and uptake of the French SARTs.
 Tools that are actively supported and promoted by regulators and/or professional
associations have much greater potential for reaching target audiences.
 Finding the audience and stakeholders to support non-regulated professions
remains a significant challenge: IEHPs often find temporary or permanent
employment in Canada at the assistant level while completing academic upgrading
or bridging programs.
Year Four Findings

The Annual Research Report of Tools' Accessibility, Uptake and Utility from year
four examines data for the nineteen tools developed between 2010 and 2015. While
viewer comments collected through online surveys are generally favourable and
17
informative, they represent a small fraction of the total hits to the tools*. SARTs for
professions that are hosted and promoted by regulatory bodies or professional
associations have much stronger uptake than those with less exposure.
Tool Use and Uptake

Almost 89,000 user hits on the tools have been recorded, with more than 30,000
of those received between April 1, 2015 and February 24, 2016. The numbers alone
indicate interest in the information; comments offered through the online evaluation
surveys confirm that interest and provide very favourable feedback. A number of
regulators and professional associations continue to encourage potential applicants to
view their professions’ respective tools as a starting access point before beginning the
formal licensure process.
The relevance of the English SARTs to Canadian audiences is evident from the
data collected. The tools are used for self-assessment purposes in Canadian instructional
programs, bridging programs for IEHPs and career counselling. Uptake for the French
tools remains consistently low for all the tools at about 2,900 hits compared to more than
85,000 for the English Tools. The number of completed surveys is often negligible. It is
not clear why there is such low uptake. Statistics Canada demographic data from 2011
lists Quebec as one of four provinces to receive the largest proportion of new immigrants.
However, the Quebec Ministry of Immigration ranks immigrant healthcare workers to
Quebec between 2010-2014 at only 5%. Statscan also reports that unemployment rates
for immigrants in Quebec is at one of the highest levels in the country.
For a detailed summary SARTs uptake and use during the course of the project,
see the Annual Research Report of Tools' Accessibility, Uptake and Utility 2015-2016.
Performance Measurement Plan

A summary of the project’s performance measurement plan for 2015-2016 is
provided in the link below.†
*
In April 2016 the tools will move to a new server and the online survey will no longer be used.
SARTS Performance
† Measurement Plan 2015-16.docx
18
Environmental Scan and Literature Review
The environmental scan and literature review conducted in early 2015 supported
development of an IEHP SARTs tool for interpersonal (“soft”) skills for IEHPs. The tool is
in development to help build IEHP employability and workplace integration skills. The
research investigated existing program approaches to soft skill development for IEHPs
and identified a number of essential elements, outlined in the table below.
ESSENTIAL ELEMENTS IN SOFT SKILL DEVELOPMENT
Focus Strategy
Building a ‘personal Immigrants need to know how to promote their skills and
brand’ capacities in a competitive workforce. They also need to
consider an alternative career plan.
Understanding the Understanding the system before applying for

Canadian health care accreditation or license would support informed decision-
system making about the likelihood of success.
Developing strong oral The minimum requirement for accreditation is usually a

and written Canadian Language Benchmark score of 8. Newcomers
communication skills need to investigate and select appropriate language
training.
Creating a job-specific Applicants need to know how to write a resume that

resume and cover letter targets specific employment and clearly links an
individual’s skillset to the job.
Preparing for an Applicants need to know how to prepare for an interview

interview by researching the organization, preparing a list, and
practicing interview skills.
Finding beneficial Applicants are encouraged to volunteer to gain Canadian

volunteer activities experience knowing that not every volunteer activity will
lead to job prospects. Volunteering with settlement
organizations, professional organizations or health
related agencies would be a better choice than ethnic
community groups.
Finding a mentor Understanding what is involved in finding and securing an

appropriate mentor would be a particularly useful skill set
to develop.
Building a professional Newcomers need to be aware of how to build networks by

network attending professional meetings, participating in work-
related groups, volunteering, etc.
19
REGIONAL INTEGRATION OF IEHPS-MIDWIFERY IN ATLANTIC CANADA
REGIONAL INTEGRATION OF IEHPS-

MIDWIFERY IN ATLANTIC CANADA
PROJECT DESCRIPTION
A sixth project originally planned for Phase II, Regional Integration of IEHPs-
Midwifery in Atlantic Canada, was discontinued in year one when stakeholders decided
they were not in a position to support the initiative. Project Funds were re-distributed to
the remaining sub-projects for 2012-2013.
This initiative was intended to address the challenges of creating accessible and
sustainable assessment, bridging and post-entry integration for IEHPs in the Atlantic
region for professions where existing numbers were low but expected to grow. The
specific focus of this project was to explore and develop a sustainable model with support
materials for the regional integration of internationally educated midwives (IEMs) that
could be applied to other professions.
At the outset of this project, exploration and planning of university Midwifery
education programs had already begun in the Atlantic region. This initiative recognized
that the integration challenges of IEMs needed to be part of this development process.
While the national midwifery bridging program, MMBP (Multi-jurisdictional Midwifery
Bridging Program) offered access to assessment and bridging materials for some
international midwives, the program was restricted to midwives with near practice-ready
skills and did not fully meet the needs of the Atlantic Region. Our previous work had
identified a gap in assessment and upgrading opportunities for international midwives who
did not meet MMBP criteria. We had also identified the need for collaborative development
of employer-based preceptoring and integration/orientation programs for international
midwives that met their educational requirements, workplace systems knowledge, and
region-specific cultural competencies.
The chosen approach for this project was an employer-based preceptorship model
which was expected to make accessible the education and skills upgrading required for
MMBP and other Internationally Educated Midwifery (IEM) candidates in the Atlantic
Region. At project inception, such access was unavailable in Atlantic Canada, which
1
limited opportunities for the licensing and integration of IEMs. This project proposed using
midwifery as a demonstration project for an innovative model of university-based IEHP
professional education and integration that contributed to both IEHP and Canadian
opportunities for enhanced health education and professional development.
Capacity building for IEM integration into the Atlantic region was a key focus for
this initiative, which was scheduled to span 2011 to 2016. Targets included:
 Representing the IEM (French and English) integration perspective in
regional planning for midwifery and maternal newborn care
 Contributing experiences/lessons learned/resources developed to other
IEHP projects with a midwifery focus
 Sharing IEM assessment resources/expertise developed in previous Nova
Scotia and New Brunswick Projects with Newfoundland and Prince Edward
Island
 Exploration and model development for sustainable approaches to IEM
assessment that combined Canadian Midwifery education and IEM
integration (anticipating establishment of a formal regional multi-
stakeholder group)
 Research and development of IEM preceptoring and orientation models
with related training and support materials specific to employment models
of Midwifery. Such models would have potential for transfer to other IEHPs
entering employment based positions.
 Research and development of IEM professional development materials
addressing skills development for
o inter-professional relationships
o region-specific cultural competencies (primary targets being First
Nations, Francophone, and African Nova Scotian communities)
This project was based on the assumption that the challenges of creating
accessible, sustainable and regional assessment, bridging and post-entry integration for
IEHPs in professions where current numbers are low (but expected to grow, as was the
case for IEMs) can best be met by integrating such programs into Canadian health
professional education programs. We believed this approach would provide IEHPs with
Canadian credentials, address issues of equity, and meet the real sustainability
challenges facing all ‘stand-alone’ IEHP integration programs.
2
This project was intended to capitalize on previous Atlantic Connection initiatives
to support Midwifery in the Atlantic region, including the two-year IEHP Project Profession
Specific Assessment for Midwifery in 2007-2008, collaboration with the Nova Scotia
Department of Health and Wellness to develop assessment policies and review
applicants, and forging partnerships with stakeholders such as the National Assessment
Strategy working group of the Canadian Midwifery Regulators Consortium, Midwifery
Regulatory Council of Nova Scotia and other provincial regulators and Departments of
Health in Atlantic Canada. A further Atlantic Connection initiative in 2009-2010,
Profession-Specific Assessment: Midwifery explored models of regionally responsive
international midwifery and midwifery education.
Rationale
At the outset of this project, regulated midwifery in the Atlantic region varied across
the provinces. While Nova Scotia had introduced midwifery regulation in 2009, employers
determined the models of service delivery, meaning no consistent approach existed within
the province. New Brunswick had regulated midwifery in 2010 and had formed a Midwifery
Council, and Newfoundland and Prince Edward Island were taking steps towards
regulation of the profession. In Atlantic Canada, IEMs were regarded as crucial to growth
in midwifery: midwives had been identified as part of the health human resources primary
care approach to maternity-newborn care in Nova Scotia.
Nationally, Canada was continuing to rely on IEMs to meet demand for midwives.
There had been attempts at integration strategies for IEMs, notably through the MMBP
initiative and Ryerson’s International Midwifery Pre-registration Program (IMPP). These
programs conducted assessments via documentation and written and clinical
examinations, arranged clinical placements, and orientation to health care practice in
Canada. Formal mentorship was not offered as an option in any of the bridging programs.
The two programs were unable to meet the needs specific to midwifery in Atlantic
Canada. MMBP was facing sustainability challenges, and neither organization fully
addressed this region’s requirements for eligibility criteria, accessibility and the capacity
to serve a francophone population. The employer-based preceptorship program proposed
in this project was designed to address immediate health human resource needs while
paving the way for changes in policy and education to accommodate a longer-term
solution.
3
Objectives
The specific objectives for this project were as follows:
1. Increase educator and employer understanding and knowledge of the integration
needs of IEHPs/IEMs and inform and support their readiness for organizational
change to meet these needs.
2. Increase collaboration and coordination between government, educators, and
employers to meet the policy and systems change needed to implement IEM
integration in Atlantic Canada’s employer-based model of employment.
3. Develop, pilot and evaluate new preceptor tools and materials for offering
employer-based preceptorship in pilot employer sites to include skills upgrading,
systems knowledge; inter-professional and cultural competencies for working with
special populations.
4. Promote and support ongoing development of an innovative model of university-
based IEHP professional education and integration that contributes to both IEHP
and Canadian opportunities for innovative and flexible health education and
professional development support using midwifery as a demonstration profession.
5. Promote and support an innovative model of midwifery education that integrates
Internationally Educated Midwives in the Atlantic Region.
6. Develop generic/transferable inter-professional curriculum and training models
and materials to support professional entry and employment/career success of
IEHPs.
7. Increase transparent, equitable and sustainable access to the Canadian
healthcare professions for IEMs/IEHPs in the Atlantic Region by:
 fostering the development and implementation of health care system
policies and strategies to address identified health care system priorities
 increasing collaboration on, and co-ordination of, responses to health care
system priorities among federal, provincial and territorial governments,
other health care policy makers, service providers, users, researchers and
other stakeholders
 identifying, assessing and promoting new approaches, models and best
practices that respond to identified health care system priorities
4
 building collaborative relationships, such as those developed and
maintained among stakeholders (recipient organizations, professional
associations, governments and policy makers)
 identifying barriers and enablers related to creating/modifying knowledge
products, dissemination of knowledge, and use/adoption of knowledge,
health care system renewal and health care system innovation
 increasing awareness and understanding of knowledge tools/products,
approaches, models, innovations, and health system reform issues
 evaluating or piloting (through trial adoption) knowledge, approaches,
models, strategies or promising practices
 expanding or enhancing existing practices or models

There were three primary targets for this project:
 IEMs wishing to immigrate to /already in Canada
 Regulatory bodies and Professional Associations
 Educators, policy makers and employers considering assessment and
educational models for bridging programs for IEMs/IEHPs
The following were anticipated beneficiaries:
Scope Beneficiaries
Local/
 IEMs already landed in Atlantic Canada
Provincial/
Territorial  Provincial Midwifery Regulatory Bodies
 Regional Educators considering implementation of Midwifery
education program
 Employers of IEMs/IEHPs
 Provincial policy makers
National
 Regulatory Bodies and Professional Associations
 IEM/ IEHP educators and researchers
 IEHP policy makers and researchers
5
PROJECT SUMMARY
Year One Activities
A summary of activities carried out before project termination is provided below.
YEAR ONE OUTPUTS
 The Regional Midwifery Education Working Group: Regional Universities,

Midwifery Education Expert Consultant, Departments of Health, Education
 Midwifery Multijurisdictional Bridge Program
 International Midwifery Pre-Registration Program, Ryerson
 Consortium national de formation en santé (CNFS)
 Faculty of Health Sciences, Dalhousie University
 Initial consultations with employers to review proposed preceptorship-
integration model(s)

 Government representatives from NS  Meeting was held January 17 th 2012
requested we wait until January to and all four Atlantic provinces
schedule meeting. attended.
 Provincial midwifery programs in NB  Project has ended before work has

and NS are facing various challenges been completed.
which have led to government
 Hinders the creation or modification
decisions that further exploration of
of knowledge products and the
midwifery education and of capacity
dissemination of knowledge
building for internationally educated
midwives is premature.

In development before project terminated:
 Research review: IEHPs/IEMs and Inter-professional Competencies
 Preliminary Background Report on Midwifery Education
Approaches/ models/ best practices
6
 Draft of an employer-based model for orientation/preceptorship
YEAR ONE OUTCOMES
 Due to the early termination of this project, no assessment of our target

audience’s level of awareness of these knowledge products was conducted.
 Research review: IEHPs/IEMs and Inter-professional Competencies and

Preliminary Background Report on Midwifery Education were to be circulated
to regional working group; draft of employer-based model for
orientation/preceptorship planned to be distributed to employers. Project
ended early and these materials remained incomplete.
 This project had potential to impact policy on employment practices and

integration models for IEMs in Atlantic Canada.
Lessons Learned
 The primary lesson learned is that capacity building for IEHPs is difficult to
advocate for and move forward in provincial situations where the domestic
profession in question is currently facing internal challenges.
Evaluation
The early end to this project meant that the planned collection of qualitative and
quantitative data did not take place. The following tools had been designed to capture
information throughout the multi-year project in support of the following evaluation and
HCPCP outputs/outcomes:
Knowledge tools, products and innovations

Evaluation questions and indicators for employer-based preceptorship model and
supporting materials/modules to include systems level education, advanced
communication and cultural competency skills for Francophone, African Nova Scotian and
Aboriginal communities; and inter-professional competencies.
7
KNOWLEDGE TOOLS, PRODUCTS AND INNOVATIONS

PERFORMANCE MEASURES
Question Indicator
Does the employer-based model of  documentation of initial consultation

preceptorship and orientation meet the process
identified integration needs of  pre- and post- project survey and focus
IEMs/IEHPs and employers? groups with employers, IEMs and
preceptors
 IEM participant interviews during and
post pilot
What policy and organizational changes  pre-post survey, focus groups

facilitate/create barriers to adoption and  documentation of identified policy and
implementation of the model? organizational change
 documentation of barriers/challenges
and strategies for addressing
challenges as identified by
employers/IEMs/stakeholder group
 ongoing (bi-annual) documentation of
all policy changes, funding and
resource needs within organizations
Has the project identified and effectively  environmental scans based on review
modified/built on existing IEM/IEHP and analysis of existing resources
educational and integration through literature review and
materials/resources? consultations
 review of developed project modules in
context of scan and initial stakeholder
consultation
Are the preceptors training workshop  participant perceptions and feedback

and IEM/IEHP education modules from pilot collected through interviews
effective? and focus groups
How transferable are the IEM employer-  interviews with employers

based preceptor model and material for  regional stakeholder perceptions
the region/provinces outside the region/
other professions?  level of uptake/planned uptake of the
implemented model at project end
8
Does the employer-based preceptorship  documentation of increased capacity

model increase regional access to for IEM integration: policies
professional development and implemented, funding allocated,
upgrading opportunities for employer uptake, educator and other
internationally educated midwives? stakeholder engagement and actions
Collaborative relationships
Evaluation questions were developed to assess the process of facilitating
collaboration between stakeholders to explore and develop midwifery educational
models that include IEM integration, and to develop the employer-based preceptorship
model. The evaluation questions are provided in the table below.
COLLABORATIVE RELATIONSHIPS PERFORMANCE MEASURES
Question Indicator
Has the project successfully facilitated  documentation of the stakeholder

increased collaboration between representatives engaged by the
Universities, Colleges, Regulatory working group
Bodies, Policy makers, Professional  documentation (meeting minutes and
Associations and IEMs/ IEHPs to annual action plans) of actions
address IEM/IEHP integration needs in undertaken and results
the Region?  evidence of capacity building as
indicated by all stakeholders’ policy
development and implementation
 funding and resource allocation to
support education program
development
What barriers and enabling factors have  project reporting on challenges and
been identified for creating the successful actions to implement
organizational and systems change activities and policy
needed to develop and implement  strategies for addressing
IEM/IEHP education, upgrading and sustainability documented
workplace integration?  analysis of stakeholder working group
actions and results
 perceptions and level of engagement
of IEMs, employers, educators and
government representatives
9
CLUSTER EVALUATION OF THE ATLANTIC INTEGRATION FRAMEWORK
CLUSTER EVALUATION OF THE ATLANTIC

INTEGRATION FRAMEWORK
WHAT IS A CLUSTER EVALUATION?

Funders and policy makers regularly must make decisions about the direction that
broad, funded social initiatives should take, but the data provided by individual projects
within such initiatives are not easily aggregated. Discrete project evaluations within a
larger whole provide scant information to help policy makers understand the extent to
which individual projects are contributing to the goals and objectives of the larger initiative.
In order to provide evidence and make recommendations that are useful for informing
policy decisions, evaluations must be able to identify and assess cumulative and
aggregate gains across projects.
Cluster evaluations meet this need through the synthesis and aggregation of
information across projects. Unlike a multi-site evaluation, which synthesizes information
about the implementation and outcomes of the same project design from multiple project
sites, a cluster evaluation analyzes information about a group of distinct and often quite
dissimilar projects that share the same overarching objectives. The shared objectives
are determined by both the funders and the collective project planners.
Cluster evaluations are not used to assess the outcomes of individual projects.
They instead assess the outcomes of initiatives in which groups or “clusters” of projects
are funded under a set of broader social or policy objectives. Cluster evaluations support
cross-project cohesion and contribute to collaborative, shared and transferable learning.
At the project level, cluster evaluation planning enhances cross-project collaboration,
development and learning. The initial consensus-building activities required to define the
cluster’s target objectives help align projects with the overarching goals, leading to greater
cohesiveness and communication between projects. Ongoing participation in the
collection and review of data for the cluster evaluation further supports development of
shared and transferable learning about factors impacting the attainment of cluster
objectives.
1
The cluster evaluation model was developed by the Kellogg Foundation, a major
funder of multiple project initiatives in North America. Cluster evaluations have gained
popularity in the field of international development and have been embraced by the
Canadian government to address an increasing number of horizontal and other multi-
project and multi-jurisdictional initiatives.
PHASE II CLUSTER EVALUATION

In 2010, the Atlantic Connection received Health Canada funding for the Atlantic
Connection IEHP Phase II: 2011-2016 project, which spanned multiple projects and
several levels of Atlantic Connection activity. Management support for the evaluation of
the sub-projects and a cross-project cluster evaluation was included in the funding. This
initiative exemplifies the type of cluster-funded projects for which cluster evaluations were
designed. A cluster evaluation of Phase II supported synthesis of lessons learned and the
production of generic knowledge useful for policy makers and initiative-level planning. Two
interim reports of the cluster evaluation process were produced for 2012-2013and 2013-
2014. *
Cluster Scope and Purpose

The purpose of the cluster evaluation is as follows:
Aims
 to determine if the Integration Strategy and Framework model has been
relevant, effective and efficient in meeting its overarching objectives
 to provide government and other stakeholders with general knowledge
based on synthesis of cumulative knowledge and generic lessons learned
from implementation of the Integration Strategy and Framework
conceptual model
2013 Interim Report 2014 Interim Report

* for Cluster Evaluation.doc
for Cluster Evaluation.docx
2
Goals
 assess the extent to which overall Integration Strategic objectives have
been achieved
 assess the effectiveness of the Integration Strategy for creating cohesion
and supporting co-ordination between projects
 identify new evidence and knowledge to support development of further
strategic Atlantic Connection activity and policy that is likely to contribute
to better addressing IEHP integration needs
 assess and revise the Integration Strategy Framework pillar/pathways
model
The strategic objectives articulated for the Integration Strategy at its inception are itemized
below.
Integration Strategic Objectives

1. Increase communication between individual IEHP Initiative projects at local,
regional and national levels.
2. Increase collaboration and strengthen partnerships at the local, regional and
national levels.
3. Increase stakeholder capacity to identify priorities and gaps in service for meeting
IEHP integration needs.
4. Increase continuity of services for IEHPs.
5. Improve planning for program maintenance and sustainability, in particular, the
capacity to sustain the delivery of programs through a network of agencies in
addition to or instead of the initiating agency or funding body.
6. Increase IEHP involvement at all levels of program development and evaluation.
7. Increase systemic-level change in stakeholders.
Project-Level Evaluation and Learning Supports

Support and training for project-level and cluster evaluations were provided for
sub-project leads during the first two years of the projects. Few project leads had much
knowledge of evaluation practices, and there were frequent requests for evaluation
reviews and help with development of data collection tools. During the first two years of
the project, sub-project leads produced reports using the Health Canada RRET template.
3
Some reports were more comprehensive than others and more completely captured
process information to support the cluster evaluation.
The sub-project leads who most often sought help produced stronger first
evaluations. In the following year, the lead evaluators engaged with sub-project leads to
improve the quality of their work. A variable factor in reporting was the amount of time
individual sub-project leads were able to spend on projects. The work produced by sub-
project leads with the most time per project was the strongest, benefiting from lead
evaluator support and a growing awareness of their own skills as evaluators. The lead
evaluator compiled guidelines for use by the sub-project leads and continued to respond
to requests and hold group work sessions.
At the beginning of 2010, the cluster evaluation began with sub-project lead
activities leading to a list of shared learning topics and objectives. Sub-project leads were
also given a description of the roles they would be expected to fill during the five years of
the cluster evaluation. The following table lists the learning needs identified by the group.
4
CLUSTER EVALUATION LEARNING NEEDS IDENTIFIED BY

SUB-PROJECT LEADS
 comparative Canadian-International IEHP career progression and professional
integration over time
 what best practices have been identified for conducting stakeholder
consultation/engagement process?
 what kinds of strategies for addressing sustainability of projects have been
developed in the not-for-profit sector?
 what do we know about learning styles of IEHPs?
 what is known about key predictors of IEHP success? What kinds of factors
affect success?
 are there significant sub-groups of IEHPs? Do IEHP needs vary significantly
for Atlantic Connections across sub-groupings?
 in what ways and to what extent does discrimination affect IEHP success and
professional integration?
 what are the most common barriers to IEHP integration, and what mitigation
strategies have been shown to be effective?
 need to know more about approaches to measuring IEHP uptake/use of
tools/resources
 what are the relative impacts of community vs. work supports?
 what are the respective roles of settlement agencies and HHR/workplace in
supporting successful IEHP employment and professional integration?
 IEHP-specific cultural sensitivity training research
 ways of making connections with IEHPs in the region who are not licensed or
connected to settlement agencies or IEHP programs
 more information about IEHP bridging programs that have been developed
elsewhere
 more information about what supports positive workplace integration of IEHPs
 more about what types of leadership attributes play a role in supporting IEHP
workplace integration
 workplace orientations for IEHPs
 assessment and bridging strategies: what have we learned to date nationally
and internationally?
 offshore assessment preparation strategies: what is being done, what
resources have been developed, and what do we know about their
effectiveness /challenges?
5
METHODOLOGY
Data collection for the cluster evaluation included document review, surveys,
interviews with sub-project leads, Project Management, and the Atlantic Connection
Steering Committee, as well as the lead evaluator’s analysis of sub-project lead meetings
and stakeholder forums. Perspectives were also solicited from IEHPs, regulatory bodies,
and non-partner NGOs. Efforts were made to ensure that opinions were equitably sought
and, where possible, triangulated with data from project reports.
Where available, quantitative data have been integrated into the methodology.
However, because of the participatory nature of the cluster evaluation, there was a primary
reliance on interviews and other forms of qualitative data collected from key informants
and IEHP beneficiaries.
While ideally all quantitative and qualitative data collected would be disaggregated
by gender, age and length of time out of practice, this has not been possible for this study
because individual projects have not consistently collected detailed demographic data
from project participants. All qualitative data from IEHP survey responses, sub-project
leads, Project Management and steering committee interviews were reviewed and
analyzed by the Project Lead Evaluator for themes and cumulative evidence of shared
lessons learned.
Cluster Evaluation Method of Data Analysis

Because the focus of cluster evaluation is to assess multi-level, multi-project
initiatives, the method of data analysis does not involve aggregation across projects, but
rather a review, thematic analysis and synthesis of data of various types and levels
collected across projects. The goal in cluster evaluation is to identify cumulative and
shared lessons learned that address specific, collectively-shared and over-arching
objectives. For this evaluation, data was reviewed and analyzed comparatively between
projects and data sources for repetition of shared experiences and similarities in
perceptions of benefits and challenges as these related to the Integration Strategy
objectives. Unique or contradictory perceptions and experiences were noted in the data
analysis and linked to specific contextual factors that may have supported these
differences. The final synthesis, based on this analysis as well as current research
6
literature, discusses overall lessons learned and reviews the utility and limits of the
conceptual Integration Framework model.
Cultural Competence Concerns

Attending to issues of cultural competence is important for any evaluation study,
but particularly so for studies addressing initiatives whose primary beneficiaries are
culturally and ethnically diverse. Measures taken to address cultural competence
concerns for this evaluation included:
 self-education through research literature on the impact of cultural differences on
IHEP experiences and policy
 awareness of the importance of considering cultural differences in interpreting data
 recognition that stakeholders’ identity groups may impact their experiences and
the evaluation process
 reviewing data for evidence of awareness of cultural competence issues in design,
delivery and ongoing evaluation of initiative
 reviewing data for evidence of efforts to increase inclusion of IEHPs at all levels of
planning and evaluation
 reviewing data for evidence of increased stakeholder inter-cultural competence
and benefits of IEHP contributions to increased inter-cultural competence
 remaining mindful that cultural difference is often seen largely as a deficit rather
than a benefit
 assessing data collection activities across initiatives to determine whether the data
contains demographic details that will allow tracking of gender, ethnicity, and
visible minority status
 investigating whether data collected could capture needs and potential
improvements in the cultural competence of programming at the policy, design and
service provision levels
 attending to the relationship between program intent and actual impact
Study Limitations
Resources for the collection of data for the cluster evaluation were limited and
therefore some data were not collected. Data were not collected from all boundary
partners with a stake in the integration strategy and its outcomes.
7
Also, data collection from the projects was limited by the capacity of individual
projects to consistently collect some types of data. As noted, demographic information
about individual IEHP project participants is incomplete and thus limits the assessment of
specific sub-groups of IEHP beneficiaries. Information about IEHPs who withdrew or did
not participate in the projects offered through this initiative is also limited, thus restricting
the ability to fully assess intended versus actual scope of outreach and impact for all
potential IEHP beneficiaries.
CLUSTER EVALAUTION ACTIVITIES AND LOGIC MODEL

The diagram and table below outline the cluster evaluation process and logic model.
8
Phase II Cluster Evaluation Stages and Activities

Formative and summative reporting and communication of cluster evaluation report
findings to Health Canada, steering committee, cluster and project partners to support:
 revision and modifications to strengthen Strategy and Framework
 priority setting for further initiative development and project alignment with
Initiative Strategy objectives
 identification and garnering of needed inputs and resources
 development of further cluster evaluation and monitoring activities
Analysis and Synthesis

 lessons learned
 short-term and long-term outcomes
 strengths and limits of Integration Strategy and Framework
 recommendations to strengthen Integration Strategy
 analyzed cluster data

 reviewed achievements, challenges and resources for cluster evaluation and
learning activities
 collected cluster evaluation data from IEHPs, project leads, steering committee
members, Project Management staff, regional partners and stakeholders
 developed pilot data collection plans and tools

 posted project lead and IEHP surveys on the AC website
 conducted cluster meetings/sessions
 posted learning resources on AC Website
 ranked objective and learning goals with project leads

 designed cluster evaluation framework
 reviewed AC IEHP Cluster Evaluation Framework with Project Leads and AC
Steering Committee Members
 finalized review of Framework
9
AC IEHP Cluster Evaluation: Logic Model and Framework for 2011-2016
Components and Activities Intended outputs Short-to intermediate Medium to long-term

objectives of the term outcomes outcomes
Cluster Evaluation
Regular cross-region Greater collaboration and Increased cohesion

Plan and conduct regular cluster meetings held with partnering between between projects
Cluster meetings and project leads service/program providers
Create cluster
evaluation and learning sessions Enhanced inter-
learning network Website with current Increased knowledge of program/project co-
between sub-project project related information range and content of ordination of support for
posted and maintained existing programs and IEHPs
leads Posting cluster sessions
services for all participating
and cluster evaluation
providers/organizations
information/reports on the Cluster evaluation learning Increased knowledge of
Atlantic Connection resources linked to effective strategic actions
website learning priorities Increased knowledge of for meeting initiative’s
developed – ongoing existing learning resources shared objectives
Ongoing review of learning
resource needs Identification of common Cluster level lessons Reduction of duplication
threads and themes that learned identified /competition between
have cross confirmation services /programs
Cluster evaluator and
cluster group development Initiative level lessons
of evaluation tools Suite of cluster evaluation learned identified Comprehensive services
data collection and other for IEHP support
tools-ongoing
Strengthened adherence of
projects to cluster/strategy
Protocols for project lead objectives and shared
contributions to cluster outcomes Increased Initiative
evaluation working session
evaluation capacity
10

Cluster Evaluation
Guided process of change
Formative and Summative that ensures effective
collaboration and ongoing
Evaluation and Increased systemic level
growth of the Framework
recommendations to change
support development and
Ongoing accountability and
improvement of the
transparency of IEHP
Integration Strategy and Integration Strategy
Framework model Framework activities
Ongoing/formative review
and development of
Integration Strategy
objectives and outcomes
Monitoring and greater

knowledge/understanding
of Initiative level impacts
on systemic change
Increase sustainability Cluster group capacity Learning and planning Greater understanding by Program and initiative
of IEHP Initiative building workshops and tools for creating cluster projects and sustainably achieved
learning about sustainability strategies initiative of effective
sustainability approaches and plans at both Initiative
strategies for increasing
and cluster project level
sustainability
Increased inclusion of
IEHP and other
11

Cluster Evaluation
stakeholder perspectives
and contributions in
planning
Conduct ongoing Ongoing revision of the Framework model that Model provided for guiding Effective use of resources
review of AC IEHP framework in response to reflects formative future development and for future development and
framework model and cluster evaluation learning evaluation learning – planning of IEHP Initiative assessment of IEHP
AC IEHP Initiative ongoing services/programs
objectives Ongoing review of Initiative Gaps and challenges in the
level objectives by the framework for both project Formative evaluation is on-
cluster group Initiative objectives/goals providers and IEHPs are going and supports/informs
that reflect cluster identified both Initiative level and
evaluation formative program levels
results and learning Improved clarity of improvements
Program logic achieved
Increased, targeted
Continual monitoring, support of IEHPs at key
evaluation, improvement of decision points in process
Integration Strategy
Increased systemic change
Improved understanding by
project providers and
stakeholders of key
decision points in IEHP
pathways
Increased understanding of
effective strategies for
creating systemic change
12

Cluster Evaluation
Increase knowledge
transfer and Continue to identify new Buy-in of new partners Enhanced sustainability of
collaboration at the stakeholders and boundary Framework projects and
regional level and Increased knowledge of Integration Strategy
partners in each province Increased capacity of
stakeholder needs development
increase capacity for professional bodies and
IEHP integration Use cluster group to program providers for
regionally Increased understanding of integration activities Capacity for assessment
identify barriers and
effective strategies for and upgrading in all
enablers re: regional
increasing and sustaining targeted health professions
collaboration at project and Greater regional sharing
regional and
Initiative level and co-development of
national/international
collaboration resources and programs Extension of the
Create knowledge transfer Integration Framework to
tools and opportunities include new
Knowledge transfer tools Increased knowledge
regionally and nationally partners/stakeholders and
and strategies transfer regionally,
activities
nationally and
Promote adoption of and internationally
Knowledge transfer events Full regionalization of IEHP
contribution to the
and activities integration capacity
framework model by all Greater
stakeholders/ boundary government/decision
partners maker awareness of the Committed long-term
IEHP Atlantic Connection support of IEHP integration
Initiative and Framework
model/projects
13

Cluster Evaluation
Increased inter-
jurisdictional support for
initiative and project level
activities
14
ANALYSIS AND DATA FINDINGS

Two interim cluster evaluation reports were prepared during the course of this project.
The findings from the two reports are summarized below. The analysis for both years is followed
by a project synthesis that presents lessons learned, benefits and challenges of the Integration
Strategy and Framework.
An online survey conducted in early 2015 sought a retrospective view of the project over
the past four years*. While responses were limited (seven network partners and five sub-project
leads), and not all questions were answered by all respondents, there was largely agreement on
a number of key points.
2015
2015 ONLINE SURVEY QUESTIONS

Q1: What have you seen with respect to advances that have taken place with IEHP initiatives
in the Atlantic Region over the past five years? Please provide examples of advances.
Q2: Name and describe any new collaborations or partnerships (informal or formal) you have
experienced over the past five years.
Q3: Is this collaboration provincial or regional in scope?
Q4: Have the bi-annual "Making the Connections" meetings been helpful in facilitating regional
collaboration? Please explain.
Q5: Have other activities supported or facilitated by the Atlantic Connection Steering Committee
been effective in promoting regional collaboration? Please explain.
Q6: Is there more capacity for organizations to identify IEHP issues now than 5 years ago?
Explain.
Q7: What do you like about the IEHP Atlantic Connection web portal? How can the web portal
be improved?
Q8: If you see value in maintaining the IEHP Atlantic Connection web portal after March 31,
2016 when funding ceases, how might this take place?
Q9: Is there a role for the Atlantic Connection Network after March 31, 2016 when funding
ceases and if so, what might this look like?
Q10: Please share any other comments you may have.
IEHP Survey
* Responses 2015.pdf
15
Survey findings
Advances over the past five years

All respondents described perceived advancements on IEHP issues due to this initiative.
Participants commented on greater regional and provincial collaboration, the benefits of the
SARTS, IENs and IEMLT bridging programs, cited an increase in IEHPs working in the sector,
and spoke to the benefits of networking and learning across organizations. Respondents also
identified greater transparency and accountability within recruitment organizations and found that
both internal and international HPs were better informed about licensing as a result of this project.
New Partnerships
Respondents described a range of new partnerships at the provincial, regional and
national levels as outcomes of the Phase II project.
Making the Connections Meetings

All but one of the respondents found the Making the Connections meetings beneficial.
Meetings were seen as a means of enhancing collaboration and the exchange of ideas and
information. Face to face meetings were described as supportive of discussions on sensitive
issues, and as providing an opportunity for participants to learn about the initiatives and resources
available to them.
Effective activities
Noted among effective project activities for promoting regional collaboration were
stakeholder meetings and communication, a strong message from the chairperson about the
need for collaboration, the web portal and the opportunities provided to showcase projects
regionally and nationally.
Increased stakeholder capacity

Respondents agreed that stakeholder capacity had been enhanced by this project through
greater information sharing, identification of profession-specific issues, and better awareness of
provincial, regional and national developments. One respondent reported, “We are now able to
identify the ‘building blocks’ of the process of bringing IEHPs to our region.”
16
Web Portal
The web portal was generally positively acknowledged. Respondents described greater
transparency for IEHPs accessing information, and commented positively on the aesthetics and
utility of the tool. One respondent was concerned the site may be “misleading” to IEHPs by
providing limited information on licensure or links to settlement service bridging programs.
Suggestions for supporting continuance of the web portal at the end of funding included
developing a business case, and cost sharing by the four provincial Departments of Health and/or
stakeholders.
Role of Atlantic Connection Network beyond 2016

Among the responses from those who answered this question were suggestions that the
Network move from a general to a specific facilitation role, applying its cumulative wisdom to
problem solving specific IEHP issues. Respondents urged that the knowledge acquired through
this project not be lost, and recommended that policies and procedures be captured and
monitored. One respondent was doubtful of the Network’s ability to continue beyond 2016 without
funding.
2014
Steering Committee and Project Management Interviews

In 2014, interviews were conducted with the steering committee and Project Management
to assess the effectiveness of the Atlantic Connection initiative to date. Focal questions were:
“Have the overall results justified the investment thus far? How can the Integration Strategy and
Framework itself be strengthened?”
From these interviews, we identified a need to revise the steering committee’s involvement
and develop a new communications strategy, provide enhanced project management support, a
new needs analysis and continued evaluation at the project and cluster levels. Key points from
the steering committee and Project Management interviews are provided below.
Steering Committee Findings

Sustainability
All members stated they were beginning to work on sustainability and network planning and that
while plans are still embryonic, there is evidence they will work. The emerging sustainability plan
17
involves steering committee members acting as facilitators for stakeholders and boundary
partners, encouraging them to become ‘communities of interest’, and monitoring work as it
continues. One member expressed doubts as to whether a sustainability plan can be based in a
network, and hopes that her province will now seek a more robust framework. Another remarked,
“Without funding, can a structure and network be established to keep the momentum going? Is
there a creative solution to the sustainability question in the absence of significant funding?
Without some level of funding for coordination and networking and commitment from all
Atlantic/Maritime health ministries, I don’t think it is sustainable.” Another member expressed
concern about the lack of assessment courses in the provinces, as well as the long-term feasibility
of IEHP related activity.
Addressing sustainability is ongoing. In May 2014, the steering committee took
sustainability concerns of the New Brunswick nurses to AACHHR for the committee to address.
We will have the committee’s response during the upcoming year. During our 2014 stakeholder
symposium, plans were discussed for developing a continuing website presence and a continuity
guide for projects. We will continue to identify sustainable options through the next year.
Identified benefits and suggestions for improvement

Two members identified collaboration as the greatest asset the committee had developed.
One respondent with extensive experience working across provinces noted the cooperation she
has seen with this initiative as rare.
One committee member noted that Health Canada doesn’t use the lens of cross-regional
projects and wondered what might happen if projects were offered a means of communicating on
a regular basis. As the respondent noted, all projects are ‘finished’ by the time the steering
committee sees them, and any cross-regional or cross-national affinities are lost. Health Canada
might consider alternatives to this plan of action.
Project Management Findings

The Project Management Team consistently has acted with a high degree of commitment
and brings a strong background in IEHP service and support. All sub-project leads and steering
committee members have acknowledged the team’s support and help. In 2014, Project
Management concluded a needs assessment and a new communications plan was developed to
support the new stakeholder network begun in in this year. The steering committee will work to
sustain stakeholder interest, but they are not the ’drivers’ and expect that communities of interest
18
will evolve. The Atlantic Connection has always recognized that IEHP needs are continuous
across work and assessment, but understands that communities must now step up to take on this
work.
Accomplishments, challenges and recommendations

The Project Manager noted the challenges posed by Service Canada changes and the
potential changes to settlement agency language programs. The impacts of these changes will
continue to be monitored. Specific comments from the Project Manager include:
 The website has been revisited and the results are a success. We will follow feedback
over the year and expect that the project leads and other networkers will be using the site.
 The evaluator and the Project Manager should offer a strategic plan workshop for project
leads.
 The steering committee is effective for the work they recognize as theirs, but we may need
a broader group with new ideas and connections. The evaluator and Project Manager
should consider a plan for a group meeting.
Overall Cluster Evaluation Findings 2014

The following is a brief analysis of the cluster evaluation findings from 2014 organized by
Integration Objectives one to six.
1. Increased communication and support between IEHP Initiative projects: local,

regional and national levels.
Project management, sub-project leads and the steering committee have continued to
share communication and support. In 2013, a project leader made her work available to
Saskatchewan with an eye to future collaboration. More national events, particularly during small
pilots, should be explored by project leads. Health Canada could promote work at the national
level by offering monthly teleconference calls between members of projects with shared goals
and outcomes.
In 2013-14, we faced new challenges. Because of a decrease in the number of available
health profession positions, the public and employers were reluctant to support IEHP initiatives
and thus there were fewer IEHPs in the Atlantic provinces.
19
2. Promote regional retention of IEHPs-increase inclusion of community and

workplace integration in all IEHP projects.
Regional collaboration has great potential for maximizing the scope of this initiative and
the resources available to support it, as evidenced by the collaboration between NANB and MLTs.
Collaboration between immigrant settlement associations has also taken place and cross–
referrals are occurring between projects. This is an area that will continue to develop over time,
and this practice could be more formalized though the development of protocols by individual
project service providers. There has been some successful participation and collaboration at the
national level, but this is an area that might usefully be pursued and strengthened in the future. A
forum for national communication between project leads has been discussed as one option for
achieving this aim.
To date, all three provinces have experienced major increases in IEHP integration. A
number of tools and resources have been shared and are now in use across provinces. The
development of leaders and mentors, retention activities, and a focus on employer engagement
have all helped enhance inclusion.
All projects and steering committee members should continue to work with employers.
While many employers attend leadership and retention events, they are still under-represented in
the steering committee’s overall plan for future sustainability and networking.
3. Increased stakeholder capacity to identify priorities and gaps in service for

meeting IEHP integration needs.
Data collected from regional stakeholder forums indicated that awareness of the initiative
was inconsistent across and within provinces and professions. In response, the steering
committee developed a communication strategy to address awareness gaps, and a greater level
of knowledge and participation is evident. While we have achieved initial success in this objective,
there is still room for further work by the Atlantic Connection and their network partners.
In the spring of 2014, a number of stakeholders from all four provinces attended an Atlantic
Connection symposium. Many stakeholders arrived with an awareness of IEHP priorities and
service gaps, and the symposium helped to further clarify means of increasing stakeholder
interest and engagement. While some issues have been addressed through mentoring programs,
20
offshore access to information and the availability of temporary visas, challenges remain. Many
IEHP professions continue to lack access to assessment in the region. Additionally, new Service
Canada immigration requirements may impact the ability to raise the numbers of IEHPs in each
province. We will watch for progress over the next year.
4. Increase IEHP involvement at all levels of program development and

evaluation.
Throughout the course of this project, there has been an increase in the engagement of
IEHPs at both the project and steering committee levels, and this has been a positive
development. The Atlantic Connection projects have furthered IEHP access and have also
contributed to regional models.
However, one of the concerns expressed at the symposium was that there are still too few
engaged IEHPs. Barriers to engagement include IEHPs having to work at survival-level jobs or,
having been recently hired for professional positions, being hesitant to get involved. A member
of the project lead group has noted that IEHPs could be recruited at the board level of many
organizations, but this has not yet happened. Additionally, smaller and allied health professions
often lack the resources and capacity to develop pathways for IEHP integration, and thus most of
the focus of the IEHP initiative has been on attracting and retaining nurses and doctors. There is
still more work to be done in smaller professions and on maintaining access to those projects that
have been developed.
Access to language supports remains inconsistent across the region. Profession-specific
communication skills support is a widely acknowledged need in current services; recent changes
to IEHP language requirements have also had an impact. Inroads have been made by settlement
associations and other projects, but barriers persist in accessing assessment/credentialing and
upgrading/bridging in allied health professions where IEHP numbers are small.
There has been some success in meeting IEHP-identified needs, which include financial
support, pre-and post-license profession-specific study supports, internships and paid work
experience opportunities, as well as flexibility in bridging and upgrading programs. Making
microloans available and providing formalized mentoring assistance have been helpful, but
ground has been lost. Post-entry access to professional support and equitable career progression
has received little attention to date but is beginning to be addressed. There is an ongoing need to
engage more employers in this focus area.
21
The Integration Framework has been successful in creating a model for building
understanding of IEHP needs and identifying existing service gaps. However, appreciating what
is required to provide continuity of services across the region is not equivalent to providing such
access. A number of participants in the cluster evaluation raised the question of what is meant by
access to assessment and support. Questions were also raised about the expected level of
responsibility from individual projects and the provinces for achieving Integration Strategy
overarching goals. While these questions have not been fully answered, there has been ongoing
discussion about where these responsibilities lie.
5. Increase knowledge transfer and uptake of strategic policies, good practices

and lessons learned.
Ongoing project lead meetings allowed knowledge, strategic policies and best practices
to be shared regularly. The Atlantic Connection Steering Committee has made progress in
addressing sustainability at the policy level and is moving toward further capacity building and
garnering of support. The Atlantic Advisory Committee on Health Human Resources has been
engaged in this challenge and are considering their response. At the upcoming Atlantic
Connection: Showcasing the Legacy conference in October, we will address the issue of
sustainability of the Atlantic Connection activities.
2013
Steering Committee and Project Lead Interviews

In 2013, interviews were conducted with the steering committee and project leads to
assess project progress.
Steering Committee Findings

During March 2013, steering committee members were asked what had worked well with
the committee and what future activities were planned. All members stated that the first two years
had focused on concerns about the provincial roles the committee was providing, changes to the
Terms of Reference and website, a plan for working on a new network of interest and addressing
stakeholder concerns.
22
The steering committee developed a communications plan and a series of stakeholder

activities to help build a regional network. Two of these activities were revision of the Atlantic
Connection Framework video and a revision of the Atlantic Connection Pillar model to include a
fifth pillar signifying post-entry and integration support for IEHPs and their families.
Fluctuating representation on the steering committee was one of the challenges facing the
committee during this period. The chairperson worked hard to integrate new members and was
very involved in both AIT and FQR work at the federal level. All steering committee members
stated that the work is difficult to manage along with their other professional demands.
Recommendations from Steering Committee and Project Leads

During interviews with the steering committee and project leads, the following remarks
and recommendations were made:
 offer another sustainability workshop
 offer a strategic plan workshop for project leads
 the steering committee is effective but lacks diversity; we need a broader advisory group
with new ideas
 not all project leads and steering committee members use the website and there have
been complaints that the site is still difficult to use: too many words on the opening page,
the events offerings are too small, the Atlantic Connection logo still needs more work; and
a short (less than a minute) video introducing Atlantic Connection to new stakeholders
would be a good idea
SYNTHESIS
The cluster evaluation helped clarify the underlying factors affecting the implementation
and success of the Integration Strategy, highlighted unintended consequences (both positive and
negative), and generated transferable knowledge through lessons learned. The lessons learned
and reported by project leads fall into several broad categories. The following observations are
potentially applicable across projects and to other IEHP initiatives.
Stakeholder engagement
 stakeholders need constant, active engagement: as needs and priorities change,

the stakeholder group becomes fluid; they re-engage when needs are being met.
Continuous communication is a key factor in maintaining engagement
23
 we misunderstood what we [MLTS] needed from the colleges we work with. I

would, now, start with MOUs and actual time lines from the colleges and be
prepared to push them to meet the deadlines
 creating a ‘model’ bridging program offers a source of interest and has led to many
questions and requests for information/support
 our project was willing to commit to the Leadership project without any long term
core funding – this was an important starting step for us and may be for other
projects
 IEHP integration doesn’t just happen–it requires targeted efforts across a spectrum
of activities and must begin day one
 dissemination of resources and tools for IEHPs must go beyond the Atlantic
Connection IEHP website
IEHP engagement
 pre-arrival information and recruitment play a large role in setting expectations and
influencing how IEHPs begin the integration process when they arrive
 small things matter: one-on-one connection early in the process can make a
difference in subsequent IHEP experience of integration process
 IEHPs have both language and sector-specific professional communication
barriers
 additional community supports for IEHPs and families are important
 non-professional needs of IEHPs create a role for mentors and preceptors
 [there is a] need for IEHP entry-level jobs in the health care field
 plain language review/use (French and English) is essential for any resource
developed for IEHPs
 [there is a] great need for a bursary/repayable loan fund to support IEHP re-
education and training
 recognized the value of engaging IEHPs in the development and design phase of
the project, and the importance of engaging all partners early on in the process
 inclusion is enhanced by inviting IEHPs to speak about their experiences in the
health care system
 recognized the immensity of support needed for IEHPs in outlying communities
Employer engagement
 there is a need for greater employer engagement and employer education and
supports
24
 few employers are aware of IEHP-specific workplace and professional integration

needs and/or the best practices that have already been identified for addressing
needs and barriers
 the value and need of professional mentors and individual guidance for IEHPs
 there is a low awareness in Atlantic Canada of workplace (and beyond) cultural
diversity issues
 professional and peer mentors both have a large role in IEHP success
 mentoring IEHPs is important but it often is hard to arrange and/or maintain
Community engagement
 settlement community support significantly aids IEHP retention

 working with communities is very important, but they often don’t know how to
contribute to our planning — we are learning how to engage more fully with
community based supports and are engaging them
 most IEHP needs identified through this project can be supported through the
settlement association. This includes settlement assistance, employment
assistance, community connections, and the multi-cultural education program
 settlement associations can’t fulfill an IEHP’s sense of belonging in the community:
the support of many is critical in the overall integration and retention of IEHPs and
their families in the community, workplaces, and school system
 rural communities are ready and willing to adopt new programs to support the
retention of IEHPs; greatest success emerges from communities that recognize
the need to reverse population decline
 it is essential to connect with the priorities and agendas of community leaders and
agencies in order to achieve community buy-in
 the most significant partnerships we have found are those that are a natural fit to
our work: service groups and municipalities
 across groups, sectors, and communities there are shared challenges and
common priorities. If you find this commonality, diverse organizations and people
will work well together
Other applications for projects
 IEHP tools (SARTS) are unique and very valuable to IEHPs, but they also allow us
to explore other uses of the tool –for example using them for student services or
alternate careers
 multiple uses of project programs—whether SARTS, bridging or community
tools— lead to good and accessible sustainability
25
Program evaluation
 core baseline evaluation and continued documentation/reporting are very

important to knowing where your project is and where it is going
26

Final Evaluataion Report April 2016 PDF

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Final Evaluataion Report April 2016 PDF

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IEHP ATLANTIC CONNECTION

PHASE II: (2011-2016)

Patricia Saunders and Kelly O’Neil

ACKNOWLEDGEMENTS ........................................ ERROR! BOOKMARK NOT DEFINED.

HOW THIS DOCUMENT IS ORGANIZED .......................................................................1

THE IEHP ATLANTIC CONNECTION

EVOLUTION OF THE IEHP ATLANTIC CONNECTION ....................................................3

THE ATLANTIC INTEGRATION FRAMEWORK ...............................................................6

Core Values ......................................................................................................... 6

Development of the Atlantic Integration Framework ............................................. 6

Foundational Blocks of the Atlantic Integration Framework .................................. 7

A Five-Pillared Model for IEHP Integration ........................................................... 8

IEHP ATLANTIC CONNECTION PHASE II PROJECTS .................................................. 10

PROGRAM MANAGEMENT AND SUPPORT

Role of Program Management Team ................................................................... 2

Project Activities .................................................................................................. 6

Year Five ............................................................................................................. 7

Program Management and Support: Activities 2011-2016………………………..10

Data Collection .................................................................................................. 16

LEADERSHIP DEVELOPMENT FOR PRINCE EDWARD ISLAND

PROJECT DESCRIPTION AND OBJECTIVES ............................................................... 1

Responsive Leadership for a Diverse Workplace ................................................. 1

IEHP Program ..................................................................................................... 2

Target Audiences and Beneficiaries..................................................................... 3

SUB-PROJECT A: SUMMARY .................................................................................. 4

Year One Activities .............................................................................................. 4

Year Two Activities .............................................................................................. 6

Year Three Activities............................................................................................ 7

Year Four Activities.............................................................................................. 9

SUB-PROJECT B: SUMMARY ................................................................................ 16

Year One Activities ............................................................................................ 17

Year Two Activities ............................................................................................ 21

Year Three Activities.......................................................................................... 24

Year Four Activities............................................................................................ 26

Year Five Activities ............................................................................................ 27

Performance Measurement Plan ....................................................................... 32

BRIDGING PROGRAM FOR INTERNATIONALLY EDUCATED

Target Audiences and Beneficiaries..................................................................... 3

Year One Activities .............................................................................................. 4

Evaluation overview ............................................................................................. 6

Year One Evaluation............................................................................................ 7

Year Two Activities ............................................................................................ 12

Year Two Evaluation.......................................................................................... 15

Year Three Activities.......................................................................................... 19

Year Three Evaluation ....................................................................................... 22

Year Four Evaluation ......................................................................................... 33

BRIDGING FOR INTERNATIONALLY EDUCATED NURSES (IENS)

Project Beneficiaries ............................................................................................ 4

Phase One Activities............................................................................................ 5

Phase Two Activities............................................................................................ 7

Phase Three Activities ......................................................................................... 8

Phase Four Activities ......................................................................................... 10

SELF-ASSESSMENT READINESS TOOLS (SARTs) FOR IEHPS

Target Audiences and Beneficiaries..................................................................... 4

Year One Activities .............................................................................................. 4

Year Three Activities............................................................................................ 8

Year Four Activities.............................................................................................. 9

Year Five Activities ............................................................................................ 11

Year One Findings ............................................................................................. 15

Year Two Findings ............................................................................................. 16

Year Three Findings .......................................................................................... 16

Year Four Findings ............................................................................................ 17

Performance Measurement Plan ....................................................................... 18