Faculty experiences of teaching internationally educated nurses: a qualitative study.
international educated nurses
international nursing students
nursing education
nursing faculty
Journal
International journal of nursing education scholarship
ISSN: 1548-923X
Titre abrégé: Int J Nurs Educ Scholarsh
Pays: Germany
ID NLM: 101214977
Informations de publication
Date de publication:
01 Jan 2023
01 Jan 2023
Historique:
received:
29
09
2022
accepted:
01
05
2023
medline:
22
5
2023
pubmed:
18
5
2023
entrez:
18
5
2023
Statut:
epublish
Résumé
The aim of this study was to explore the experiences of faculty teaching in programs designed to support internationally educated nurses' transition to nursing practice in Canada. This was a qualitative study that gathered data through semi-structured interviews. Four themes were developed from the data: learning the learner, feeling moral unrest in my role, inviting reciprocal relationships, and finding our way. There is an urgent need to ensure that faculty are well prepared for their role and that the needs of internationally educated nurses, both personal and pedagogical, are central. Despite the challenges experienced by faculty, they also describe great growth as a result of their new role. Findings from this study are particularly relevant for those in high income countries seeking to support internationally educated nurses. Faculty preparedness and holistic support for students are critical for ethical, high-quality education.
Identifiants
pubmed: 37199523
pii: ijnes-2022-0106
doi: 10.1515/ijnes-2022-0106
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Informations de copyright
© 2023 Walter de Gruyter GmbH, Berlin/Boston.
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