There is growing interest in the role of migrants' social networks as sources of social capital. Networks are, however, often conceptualized rather loosely and insufficient attention has been paid to how migrants access existing networks or establish new ties in the `host' society.The assumption that migrants are able to access dense networks within close-knit local communities simplifies the experiences of newly arrived migrants, underestimating difficulties they may face in accessing support. Exploring the work of Putnam, as well as Coleman and Bourdieu, we critically engage with the conceptualization of bonding and bridging social capital, and the relationship between them, through an exploration of Polish migrants' networking skills and strategies. In examining the different types and levels of support derived through social ties, this article contributes to understandings of social networking by arguing for a greater differentiation and specification of networks both vertically and horizontally, but also spatially and temporally.

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This article reports findings from a qualitative study exploring mentors' reluctance to refer students who did not perform adequately in clinical settings. A focus group and individual semi-structured interviews were undertaken with experienced stage two mentors in an NHS trust. Mentors spoke of having to balance objectivity and intuition when dealing with upset or angry students, those who were popular or those who tried hard but did not perform adequately. They describe a number of factors that led them to pass a student who was less than satisfactory. In particular the findings highlight difficulties with measuring and recording attitudes. The data demonstrate the willingness and motivation of mentors to keep up to date and learn from their students. However, findings also suggest the need for mentors to have greater confidence in their own clinical abilities. Recommendations are made for training strategies to address these barriers in order to ensure that only competent, caring nurses are allowed to register.

This article describes the findings of a study about the experiences of nurses recruited from Ghana and the Philippines by a London NHS Trust. The findings report on issues that have the potential to affect care as well as relationships with patients, families and clinical colleagues. Not surprisingly, the research reported communication difficulties. It particularly highlights how customs and conventions such as the use of first names or 'please' and 'thank you' can be misinterpreted. It identifies significant ethnocentricity and judgmental attitudes about family care that could create tension and misunderstanding between nurses and family carers. The article highlights cultural attitudes to death and dying, which are likely to be misinterpreted by overseas and local nurses alike. The authors acknowledge the importance of professional skills and clinical safety and reiterate the need for induction, training and mentorship for overseas nurses. They also argue for a shift of focus from the newcomers and highlight the importance of preparing mentors and colleagues to facilitate effective adaptation through cultural awareness, knowledge and sensitivity.

Aims and objectives: To explore the experiences of both student and qualified nurses of caring for patients from diverse cultural, ethnic and linguistic backgrounds, in one region of Ireland. Hearing the stories, experiences and attitudes of nurses has the potential to influence future clinical practice and has implication for nurses, nurse educators and nurse managers and leaders.Background: There is a wealth of international literature highlighting the importance of providing culturally sensitive care. However, global reports of culturally insensitive care continue. There is a paucity of in-depth research exploring the actual concerns and challenges nurses experience when caring for patients from diverse cultural and ethnic backgrounds, as well as what influences their actions and omissions of care in practice.Design: A qualitative exploratory descriptive design adopting the principles of a classic grounded theory approach was used.Methods: Focus groups (n À 10) and individual face-to-face interviews (n À 30) were conducted with student and qualified nurses studying and working in one region of Ireland. As data were collected, it was simultaneously analysed using the classic grounded theory methodological principles of coding, constant comparison and theoretical sampling.Findings: Uncertainty was the consistent main concern that emerged. Feelings of ambiguity of how to act were further influenced by a lack of knowledge, an awareness of ethnocentric beliefs and the culture of the organisation in which participants learn and work in. Instead of finding answers to uncertainties, participants demonstrated a lack of commitment to meeting patients' needs in a culturally appropriate way.Conclusions: This study adds new perspectives to our understanding of enablers and barriers to culturally sensitive care. It explains the poignant effect of uncertainty and describes how nurses were unable (or unwilling) to find answers when in doubt.It raises questions that remain unanswered in the existing literature, as to why nurses feel it is acceptable to choose to do nothing about their lack of cultural knowledge and the uncertainties which follow.Relevance to clinical practice: Identifying the nature and implications of the uncertainty experienced when providing care for patients from diverse cultural and ethnic backgrounds is an important contributing factor to improving cultural sensitivity and