Abstract
Background: Studies show that most migrant nurses, like those from the Philippines, often fail the English competency prerequisite for New Zealand nursing registration through the Competency Assessment Programme (CAP) pathway in one sitting, causing them to suffer physical and mental stress, financial loss, and job dissatisfaction
Research Design/Method: This research project used a qualitative descriptive theory approach to explore the quality and quantity of English language learning support in the Philippines and New Zealand used by Filipino migrant nurses for the English proficiency tests. Ten Filipino migrant nurses who have already passed the English competency examination for CAP were recruited through the snowball technique for an in-depth and semi-structured interview via Zoom. All data from the interview sessions were transcribed, translated into English if needed, and cross-verified by the study participants. Descriptive thematic analysis was used to analyse the data. The following two major themes emerged - readiness and recommendation.
Conclusion: The findings from this study showed the adequacy of English language learning support in the Philippines and New Zealand for the English competency prerequisite for CAP. However, research findings exposed other issues that impact the participants' readiness for the English test, for which they have given several recommendations. Thus, the research findings seek to facilitate further research involving a culturally diverse population of migrant nurses in New Zealand to inform policymakers, employers, the Nursing Council of New Zealand (NCNZ), and English test providers of their need for a holistic English language competency support, which will eventually qualify them for New Zealand nursing registration after CAP completion.