Internationally educated nursing students’ experiences of integration in the hospital setting

Abstract

In North America, internationally educated nurses (IEN) have played an essential role in addressing the nursing shortage as a result of immigration and increasing international recruitment. Given the importance of the IEN role in the delivery of patient care, it is vital that IENs who are involved in educational programs to prepare them for practice in North America are integrated as health care team members. The purpose of this paper is to explore internationally educated nursing students' experiences of integration in the acute care hospital setting. A qualitative design was used to explore nine IEN students' experiences of integration in the acute care practice setting. IEN students involved in a bridging educational program in nursing participated in individual interviews lasting 60-90 minutes. Interviews were transcribed verbatim. Researchers engaged in meaning making where initial categories were shaped into themes. Participants expressed having a dual identity as nurse and student, feeling like outsiders and experiencing discrimination in the practice setting, and IENs experienced challenges around discontinuity of relationships, language, and use of technology. IENs also discovered opportunities to learn and grow. To support the meaningful integration of IENs into clinical practice, it is crucial that the academic environment and practice partners ensure IEN students have positive and effective learning experiences where they feel part of the interprofessional team, and can ultimately deliver safe client care.

Reducing Barriers and Achieving Success in Registration Examination Among Internationally Educated Nurses: A Participatory Action Research Project

“…The deficiency and weakness often results in failure in both the written and clinical exams. Proficiency in interacting with patients and professional colleagues is a major barrier in the IENs’ adaptation as identified by Babenko-Mould and Elliott (2015); Neiterman and Bourgeault (2013).…”

Does Being a Visible Minority Matter? Predictors of Internationally Educated Nurses’ Workplace Integration

“…Several qualitative studies have explored IENs' experiences when trying to integrate into their workplaces (Babenko-Mould & Elliott, 2015;Lum et al, 2016). The findings from these studies identified individual factors and contextual barriers to IENs' workplace integration.…”

“…The contextual factors that act as barriers to workplace integration center around behaviors and practices IENs perceive as discriminatory or racist. These include IENs having limited opportunities to participate in professional development, being socially excluded or marginalized by their colleagues (Babenko-Mould & Elliott, 2015;Walani, 2015), and being subjected to racist behaviors or comments from patients and families (Baptiste, 2015). Despite having professionally recertified as regulated nurses, IENs often report feeling devalued in the workplace, in that they believe their previously acquired professional knowledge and skills go unacknowledged (Samali et al, 2017).…”

Peer Mentorship for the Internationally Educated Nurse: An Appreciative Inquiry

“…Within the workplace literature, there is substantial research devoted to mentorship and how this strategy can successfully support IENs' transitions to practice (Coffey 2006, Ryan 2010, Bakenko-Mould and Elliott 2015. However, the literature is relatively silent about how this strategy might support IENs' initial academic, cultural, and possible practice transitions.…”