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Rajpoot A, Merriman C, Rafferty AM, Henshall C. Transitioning experiences of internationally educated nurses in host countries: A narrative systematic review. INTERNATIONAL JOURNAL OF NURSING STUDIES ADVANCES 2024; 6:100195. [PMID: 38832236 PMCID: PMC11145537 DOI: 10.1016/j.ijnsa.2024.100195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2023] [Revised: 03/24/2024] [Accepted: 03/26/2024] [Indexed: 06/05/2024] Open
Abstract
Background The shortage of nurses worldwide is a well-known issue that has changed the health and social workforce picture. Increased recruitment and migration of internationally educated nurses in the health and social care workforce pose many risks to successful integration into the healthcare system. Understanding the barriers and enablers affecting their integration in their host countries is imperative. Objective To critically and systematically review the current literature to explore the transitioning experiences of internationally educated nurses to understand the enabling influences affecting their workforce integration into their host countries. Design A narrative systematic literature review was conducted. This study was registered in the International Prospective Register of Systematic Reviews (Registered Number: CRD42023401090). The study results were reported as per the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Methods A comprehensive literature search using the search engines CINAHL, MEDLINE, PsycINFO, Academic Search, and PubMed was conducted. Only peer-reviewed papers written in the English language were included. Primary research studies published between 2019 and 2023, which explored the lived experiences of internationally educated nurses, were considered for review. Results Seventeen studies (16 qualitative and one quantitative) were included in the review. Three main themes were developed: (1) push and pull factors that mediated internationally educated nurses' migration experiences, (2) one-way integration logic, and (3) expectations versus reality. Conclusions There is a need for a comprehensive and collaborative organisational approach to enhance the integration experiences of internationally educated nurses into their host countries. This can also ensure their contribution is recognised and will help them fulfil the responsibilities of their role and become influential team members within their organisations. This comprehensive and collaborative approach is also required to tackle discrimination, racism, communication and language barriers. Addressing these challenges can improve internationally educated nurses' job satisfaction and, thereby, improve retention. Tweetable abstract A new systematic review study explores barriers and enablers for optimising internationally educated nurses' experiences of working in their host country @cathy_Henshall @clairmerriman9 @annemarieraffer.
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Affiliation(s)
- Aasia Rajpoot
- Oxford Brookes University, Jack Straw's Ln, Marston, Oxford OX3 0FL, UK
| | - Clair Merriman
- Nursing, Midwifery, and AHP Clinical Research Oxford Institute of Applied Health Research (OxInAHR), Oxford Brookes University, UK
| | - Anne-Marie Rafferty
- Nursing, Midwifery, and AHP Clinical Research Oxford Institute of Applied Health Research (OxInAHR), Oxford Brookes University, UK
- Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care, King's College London, James Clerk Maxwell Building, 57, Waterloo Rd, London SE1 8WA, UK
| | - Catherine Henshall
- Nursing Oxford Institute of Applied Health Research (OxInAHR), Oxford Brookes University, UK
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Njie-Mokonya N, Montoya L, Abebe N, Shorr R. Examining Workplace Practices Used to Facilitate Successful Integration of Internationally Educated Nurses Into Acute Care Settings: A Scoping Review. J Contin Educ Nurs 2024; 55:195-201. [PMID: 38108814 DOI: 10.3928/00220124-20231211-02] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2023]
Abstract
BACKGROUND Although the recruitment of internationally educated nurses (IENs) seems to be an effective strategy to sustain a diversified nursing workforce, challenges with transition to practice continue to be documented in the literature. Prelicensure bridging programs purport to facilitate practice readiness; however, IENs who complete these programs also experience difficulties. Little is known about tailored workplace-based bridging programs. This scoping review maps out our current understanding of IEN integration and education strategies implemented within acute care settings and identifies areas for further research. METHOD Arksey and O'Malley's (2005) five-step scoping review was used to explore current literature and highlight gaps based on the needs of IENs during transition into acute care. RESULTS Two themes were identified: the need for tailored clinical practice bridging programs within acute care settings and the impact of corporate involvement and social structures on IEN integration. CONCLUSION Inconsistencies in IEN integration practices point to the significance of implementing tailored, workplace-based bridging programs to ensure safe and full scope of practice. [J Contin Educ Nurs. 2024;55(4):195-201.].
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Zulfiqar SH, Ryan N, Berkery E, Odonnell C, Purtil H, O’Malley B. Talent management of international nurses in healthcare settings: A systematic review. PLoS One 2023; 18:e0293828. [PMID: 37930991 PMCID: PMC10627454 DOI: 10.1371/journal.pone.0293828] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Accepted: 10/20/2023] [Indexed: 11/08/2023] Open
Abstract
AIM To identify and systematically review current scholarship on talent management of international nurses in healthcare organizations. BACKGROUND As nurse shortages persistently pose challenges for healthcare organizations globally, one of the primary strategies employed to address these shortages is employment of international nurses. To date little has been done to systematically review and collate contemporary research on talent management of this strategically important cohort. Talent management is a holistic construct that can support healthcare organizations to attract, develop, motivate, and retain talented employees to drive organizational performance. This systematic review isolates, appraises and collates available evidence on talent management practices for international nurses. STUDY DESIGN Systematic literature review. DATA SOURCES Searches of PubMed, EBSCO and Scopus were made covering literature from 2012-2022. REVIEW METHODS This study followed Cochrane protocol for Systematic Reviews and key search terms were developed in consultation with University of Limerick library. As a key aim of the review was to provide evidence for the development of effective talent management practices, only peer-reviewed academic papers and empirical studies were included. Initial articles screening was conducted by two reviewers and full articles review was conducted by the entire research team. Findings were combined in a data extraction template for further analysis. RESULTS This review includes 62 articles thematically analysed under the headings recruitment and selection, retention and turnover, career progression, professional development, discrimination and racism, culture and communication. CONCLUSION No articles were found that directly address talent management for international nurses. Although there are studies that address aspects of talent management independently, more research is required on talent management as a holistic process for international nurses to inform evidence-based practice. IMPACT This research emphasizes the importance of talent management for retention of international nurses in healthcare settings. It provides a knowledge base for healthcare organisations to enhance employee retention and ensure quality care for patients, as well as setting the foundation for future studies in this area.
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Affiliation(s)
- Sidra Hareem Zulfiqar
- Department of Work and Employment Studies, Kemmy Business School, University of Limerick, Limerick, Ireland
| | - Nuala Ryan
- Department of Management and Marketing, Kemmy Business School, University of Limerick, Limerick, Ireland
| | - Elaine Berkery
- Department of Management and Marketing, Kemmy Business School, University of Limerick, Limerick, Ireland
| | - Claire Odonnell
- Department of Nursing Studies and Midwifery, School of Medicine, University of Limerick, Limerick, Ireland
| | - Helen Purtil
- Department of Mathematics and Statistics, Science and Engineering, University of Limerick, Limerick, Ireland
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Thomas JB, Lee MA. Factors influencing the transition of foreign-educated nurses to the US healthcare setting: A systematic review. Int Nurs Rev 2023. [PMID: 37463664 DOI: 10.1111/inr.12862] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2023] [Accepted: 06/19/2023] [Indexed: 07/20/2023]
Abstract
AIM This literature review examined the impact of the orientation or onboarding programs on the transition of foreign-educated nurses to a US healthcare setting and factors influencing their transition. BACKGROUND Recruitment of foreign-educated nurses has been a solution to the ongoing nursing workforce shortage in the United States. However, they face various challenges in their transition to employment in the United States. Adequate orientation and continued support are needed for the successful transition of foreign-educated nurses. METHODS A systematic literature search was conducted in 2022 across PubMed, CINAHL, Academic Search Complete, Google Scholar, and MEDLINE databases. This review selected only articles published between 2015 and 2022 in English that addressed foreign-educated nurses' transition issues in US healthcare settings. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The quality of the articles was appraised using the John Hopkins Evidence-based Practice tool. RESULTS This review of 14 articles revealed that the quality of orientation and organizational support were positively associated with foreign-educated nurses' job satisfaction and turnover. Factors influencing foreign-educated nurses' transition included peer support, job assignment and workload, credentialing, communication and cultural adjustment, psychological factors, safety perceptions, work environment, and coping strategies. DISCUSSION There was a lack of literature that evaluated orientation or onboarding programs for foreign-educated nurses. Further research is needed to explore the effectiveness of supportive programs in promoting their smooth transition. IMPLICATIONS FOR NURSING PRACTICE AND POLICY Efficient onboarding or orientation programs and policies for foreign-educated nurses are crucial, considering the factors influencing their transition. Good programs and policies that prioritize the support, integration, and professional development of FENs will help maximize their contributions to health care.
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Affiliation(s)
- Joicy B Thomas
- College of Nursing, Texas Woman's University, Denton, Texas, USA
| | - Mikyoung A Lee
- Professor, Doswell Endowed Chair for Informatics and Healthcare Transformation, College of Nursing, Texas Woman's University, Dallas, Texas, USA
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Integration strategies and models to support transition and adaptation of culturally and linguistically diverse nursing staff into healthcare environments: An umbrella review. Int J Nurs Stud 2022; 136:104377. [DOI: 10.1016/j.ijnurstu.2022.104377] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2022] [Revised: 09/18/2022] [Accepted: 10/04/2022] [Indexed: 12/12/2022]
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Högstedt D, Jansson I, Eriksson E, Engström M. Three paths to a Swedish nursing license: Two for internationally educated nurses and one for regular nursing students - A cross-sectional study of self-rated professional competence, self-efficacy, and thriving. NURSE EDUCATION TODAY 2022; 119:105595. [PMID: 36265213 DOI: 10.1016/j.nedt.2022.105595] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 09/19/2022] [Accepted: 10/06/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Bridging programs are offered to support migrated nurses, but in some countries, nurses can also choose to validate their nursing competence. Thus far, little is known about how migrated nurses estimate their competence when they are about to enter working life in a new country and how this differs from regular nursing students. OBJECTIVE To compare two groups of internationally educated nurses' - those from bridging programs and those who chose validation - and one group of regular nursing students' self-rated professional competence when they are about to start working as registered nurses. The hypotheses were: 1) internationally educated nurses rate their competence higher than regular nursing students and 2) those from bridging programs rate their competence higher than those who chose validation. In addition, the aim was to compare the groups' self-efficacy and thriving. DESIGN A cross-sectional, comparative design. SETTINGS Five universities in Sweden. PARTICIPANTS Nurses educated in non-European countries from a bridging program (n = 128, response rate 79.0 %) or validation process (n = 61, response rate 59.2 %) and students graduating from the regular nursing program (n = 213, response rate 68.3 %). METHODS Data were collected with coded questionnaires (paper or online) between 2019 and 2021 and analyzed using non-parametric tests, e.g., Kruskal-Wallis. RESULTS Both groups of internationally educated nurses had higher median scores on total nursing competence (both groups p < 0.001), general self-efficacy (bridging programs p < 0.001, validation p = 0.020), and total thriving (bridging programs p < 0.001, validation p = 0.012) than regular nursing students did. However, comparing the groups of internationally educated nurses showed no significant differences. CONCLUSION Internationally educated nurses rated their competence high but with differences within the groups for different competence areas. More research is needed to investigate whether the different paths are important for nurses' competence later in working life, and some of the competence areas might need extra attention when nurses start working.
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Affiliation(s)
- D Högstedt
- Faculty of Health and Occupational Studies, University of Gävle, Gävle, Sweden.
| | - I Jansson
- Institute of Health and Care Sciences, University of Gothenburg, Göteborg, Sweden
| | - E Eriksson
- Faculty of Health and Occupational Studies, University of Gävle, Gävle, Sweden; Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
| | - M Engström
- Faculty of Health and Occupational Studies, University of Gävle, Gävle, Sweden
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Amicucci M, Dall'Oglio I, Biagioli V, Gawronski O, Piga S, Ricci R, Angelaccio A, Elia D, Fiorito ME, Marotta L, Raponi M, Tiozzo E. Participation of nurses and allied health professionals in research activities: a survey in an academic tertiary pediatric hospital. BMC Nurs 2022; 21:159. [PMID: 35729532 PMCID: PMC9210609 DOI: 10.1186/s12912-022-00922-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Accepted: 05/16/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Involvement in research activities is complex in pediatric nursing and allied health professionals (AHPs). It is important to understand which individual factors are associated with it to inform policy makers in promoting research. METHODS A cross-sectional observational study was conducted to describe the level of participation in research activities over the last ten years of nurses and AHPs working in a tertiary pediatric hospital. A large sample of nurses and AHPs working in an Italian academic tertiary pediatric hospital completed an online self-report questionnaire between June and December 2018. Three multivariate logistic regression analyses were performed to predict participation in research projects, speaking at conferences, and writing scientific articles. RESULTS Overall, data from 921 health professionals were analyzed (response rate = 66%), of which about 21% (n = 196) reported participating in a research project, while 33% (n = 297) had attended a scientific conference as a speaker, and 11% (n = 94) had written at least one scientific paper. Having a Master or a Regional Advanced Course, working as an AHP or a ward manager, as well as regularly reading scientific journals and participation in an internal hospital research group or attendance in a specific course about research in the hospital, significantly predicted participation in research projects, speaking at conferences and writing scientific papers. It is important to foster research interest and competencies among health professionals to improve participation in research projects, speaking at conferences, and writing scientific papers. CONCLUSIONS Overall, we found a good level of attendance at conferences as speakers (33%), a moderate level of participation in research (21%), and low levels for writing scientific papers (11%). Our study highlighted the need to support participation in research activities among nurses and AHPs. Policymakers should identify strategies to promote research among nurses and AHPs, such as protected rewarded time for research, specific education, strengthened collaboration with academics, and financial support. Moreover, hospital managers should promote the development of research culture among health professionals, to improve their research competencies and evidence-based practice.
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Affiliation(s)
- Matteo Amicucci
- Department of Onco Haematology and Cell and Gene Therapy, Bambino Gesù Children's Hospital, IRCCS, Rome, Italy
| | - Immacolata Dall'Oglio
- Professional Development, Continuing Education and Research Service, Bambino Gesù Children's Hospital, IRCCS, Sant'Onofrio Square 4, 00165, Rome, Italy.
| | - Valentina Biagioli
- Professional Development, Continuing Education and Research Service, Bambino Gesù Children's Hospital, IRCCS, Sant'Onofrio Square 4, 00165, Rome, Italy
| | - Orsola Gawronski
- Professional Development, Continuing Education and Research Service, Bambino Gesù Children's Hospital, IRCCS, Sant'Onofrio Square 4, 00165, Rome, Italy
| | - Simone Piga
- Unit of Epidemiology, Bambino Gesù Children's Hospital, IRCCS, Rome, Italy
| | - Riccardo Ricci
- Professional Development, Continuing Education and Research Service, Bambino Gesù Children's Hospital, IRCCS, Sant'Onofrio Square 4, 00165, Rome, Italy
| | - Anna Angelaccio
- Department of Diagnostic Medicine and Laboratories, Bambino Gesù Children's Hospital, IRCCS, Rome, Italy
| | - Domenica Elia
- Department of Pediatric Subspecialties, Bambino Gesù Children's Hospital, IRCCS, Rome, Italy
| | - Mario E Fiorito
- Department of Images Diagnostic, Bambino Gesù Children's Hospital, IRCCS, Rome, Italy
| | - Luigi Marotta
- Department of Intensive Neurorehabilitation and Robotics, Bambino Gesù Children's Hospital, IRCCS, Rome, Italy
| | | | - Emanuela Tiozzo
- Professional Development, Continuing Education and Research Service, Bambino Gesù Children's Hospital, IRCCS, Sant'Onofrio Square 4, 00165, Rome, Italy
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Högstedt D, Engström M, Eriksson E, Jansson I. Nurses' experiences of a recertification process involving a series of examinations to obtain a nursing license in a new country. J Adv Nurs 2021; 77:4876-4886. [PMID: 34582044 DOI: 10.1111/jan.15054] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2021] [Revised: 08/16/2021] [Accepted: 09/16/2021] [Indexed: 02/05/2023]
Abstract
AIM To examine internationally educated nurses' (IENs') experiences of the recertification process when undergoing a series of examinations to test their nursing knowledge and skills and, thereby, obtain a Swedish nursing license. DESIGN A qualitative study with a descriptive design. METHODS A convenience sample of 15 IENs at the end of the recertification process was included. Data were collected using semi-structured telephone interviews between September 2019 and January 2021 and analysed using qualitative content analysis. RESULTS Conducting the recertification process to obtain a Swedish nursing license was challenging in many ways, and the nurses described a rollercoaster of emotions during the process: frustration, loneliness, stress and anxiety, but also happiness, pride and relief. The process was, for some, so demanding they almost gave up, and support was, therefore crucial for the nurses. However, many times, they had to struggle to find out where they could turn for help or guidance. CONCLUSION The nurses found the formal support during the recertification process to be inadequate and inaccessible. For this reason, and to decrease the risk of nurses dropping out and instead taking unlicensed jobs, there is a need to develop and introduce more supportive structures and to make the existing support and information more accessible for the nurses. IMPACT This study highlights the importance of offering accessible support during a demanding and challenging recertification process. These findings can help policymakers develop and introduce supportive structures in the process of recertification for IENs.
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Affiliation(s)
- Denice Högstedt
- Faculty of Health and Occupational Studies, University of Gävle, Gävle, Sweden
| | - Maria Engström
- Faculty of Health and Occupational Studies, University of Gävle, Gävle, Sweden
| | - Elisabet Eriksson
- Faculty of Health and Occupational Studies, University of Gävle, Gävle, Sweden.,Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
| | - Inger Jansson
- Institute of Health and Care Sciences, University of Gothenburg, Göteborg, Sweden
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Högstedt D, Engström M, Jansson I, Eriksson E. Attending a bridging program to obtain a Swedish nursing license: An interview study with internationally educated nurses. NURSE EDUCATION TODAY 2021; 99:104744. [PMID: 33549959 DOI: 10.1016/j.nedt.2021.104744] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Revised: 11/17/2020] [Accepted: 12/26/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Bridging programs have been created to facilitate internationally educated nurses' integration process. Thus far, studies on bridging programs have been few and have only been conducted in English-speaking countries. Due to language barriers, it may be a greater challenge to attend a bridging program in a non-English-speaking country. OBJECTIVES The aim was to examine internationally educated nurses' experience of attending a one-year bridging program to obtain a Swedish nursing license. DESIGN A qualitative study with a descriptive design was applied. SETTINGS The study setting was the five universities offering the one-year, full-time Swedish bridging program. PARTICIPANTS Purposive sampling was used. Eighteen nurses participated in the study at the end of the program. METHODS Semi-structured interviews were conducted and analyzed using qualitative content analysis. RESULTS Studying in a new environment and language was challenging and intensive, as were adapting to a new healthcare system and relearning some nursing practices. However, attending the bridging program was also rewarding and gave feelings of happiness and pride; the nurses developed their nursing skills as well as their language and academic skills. Moreover, they became familiar with Sweden's nursing practices, healthcare system, and culture. Good support was important, but not always enough. CONCLUSIONS By attending a bridging program, nurses can become familiar with the country's healthcare system and nursing practices. Moreover, develop their language skills and attain skills important to lifelong learning. Although the program may not eliminate all difficulties nurses often experience in a new country, it can offer the support nurses need to handle the challenges. However, for some nurses, due to different backgrounds and prerequisites, the support offered may need to be more individualized.
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Affiliation(s)
- D Högstedt
- Faculty of Health and Occupational Studies, University of Gävle, Gävle, Sweden.
| | - M Engström
- Faculty of Health and Occupational Studies, University of Gävle, Gävle, Sweden; Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden; Nursing Department, Medicine and Health College, Lishui University, China.
| | - I Jansson
- Institute of Health and Care Sciences, University of Gothenburg, Göteborg, Sweden.
| | - E Eriksson
- Faculty of Health and Occupational Studies, University of Gävle, Gävle, Sweden; Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden.
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Covell CL, Adhikari A, Salami B. Surviving the employment gap: a cross-sectional survey of internationally educated nurses. Int Nurs Rev 2021; 69:167-174. [PMID: 33687068 DOI: 10.1111/inr.12668] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Revised: 12/17/2020] [Accepted: 02/04/2021] [Indexed: 11/29/2022]
Abstract
AIM To examine the extent to which the type of financial assistance (personal resources, social programmes and earnings) and source country influence the length of time for internationally educated nurses to secure employment as regulated nurses in Canada. BACKGROUND Internationally educated nurses must professionally recertify in order to work as regulated nurses in Canada. For many, it can be a lengthy, cumbersome and costly process that delays employment, while others recertify and secure employment quickly. Financial assistance in the form of personal resources, or from social programmes or earnings from working could contribute to the length of time to recertify. When internationally educated nurses cannot readily recertify, they turn to survival jobs where they can remain and never practice their profession in Canada or leave the country to work in jurisdictions where it easier to obtain professional credentials. METHODS Data were collected via cross-sectional survey of internationally educated nurses (n = 1186) who were immigrants, permanent residents and employed as regulated nurses. Multiple linear regression was employed to examine the influence of the type of financial assistance (personal resources, social programmes and earnings) and source country on time to regulated nurse employment. RESULTS Regression model explained 9.3% of variance in time to regulated nurse employment. Three predictors were statistically significant: source country, social programmes and earnings. Personal resources was not a significant predictor. CONCLUSION Financial assistance helps internationally educated nurses survive the regulated nurse employment gap. The type of financial assistance and source country influences the length of time to regulated nurse employment. IMPLICATION FOR NURSING AND SOCIAL POLICY Provides initial evidence to support the development of policies, and educational and social programmes to assist internationally educated nurses with financially surviving the gap in regulated nurse employment.
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Affiliation(s)
| | - Anu Adhikari
- South East Home Care, Alberta Health Services, Edmonton, Alberta, Canada
| | - Bukola Salami
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
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Experiences of nurses educated outside the European Union of a Swedish bridging program and the program's role in their integration into the nursing profession: a qualitative interview study. BMC Nurs 2021; 20:7. [PMID: 33402164 PMCID: PMC7784301 DOI: 10.1186/s12912-020-00525-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Accepted: 12/17/2020] [Indexed: 11/17/2022] Open
Abstract
Background Countries all over the world are experiencing a shortage of registered nurses (RNs). Therefore, some countries, including Sweden, have tried to solve this by recruiting internationally educated nurses (IENs). Countries offer bridging programs as educational support to qualify IENs for nursing work in the destination country. However, there is little research on IENs’ experiences of bridging programs in European countries and how these programs facilitate their integration into the world of work and their new society. The aim of this study is to explore the experiences of nurses, originally educated outside the EU (European Union)/EES, of the Swedish bridging program and of the program’s role in facilitating their integration into the nursing profession in Sweden. Methods A qualitative descriptive design was used to explore the topic based on 11 informants’ perspectives and experiences. Purposive sampling was used to recruit participants at one university in Sweden. Data were collected by individual interviews using a semi- structured interview guide during the year 2019 and were analysed using an interpretative thematic approach. Results Two main themes emerged from the analysis: 1) Return to nursing, and 2) The bridging program as a tool for transition to nursing in Sweden. The first theme includes conditions and experiences such as personal motivation and determination, and support from others that the participants described as important in order to achieve the goal of re-establishing themselves as registered nurses in Sweden. Furthermore, the second theme describes the participants’ experiences of the bridging program as mostly positive because it led to new learning and achievements that were valuable for the transition to nursing in Sweden; however, the participants also emphasised the challenges of their transition into the nursing profession, which were related to instances of misrecognition of their professional competence and the uncertain outcome of the program. Conclusions This study found that the bridging program facilitated integration into the nursing profession for nurses educated outside the EU/EES, especially knowledge gained in clinical-based training. Thus, it is important to recognise and value the IENs’ experience and previous knowledge and training when developing the bridging program’s curriculum. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-020-00525-8.
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Öncü E, Vayısoğlu SK, Karadağ G, Alaçam B, Göv P, Selçuk Tosun A, Şahin Orak N, Çatıker A. Intention to migrate among the next generation of Turkish nurses and drivers of migration. J Nurs Manag 2020; 29:487-496. [PMID: 33068492 DOI: 10.1111/jonm.13187] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2020] [Revised: 10/04/2020] [Accepted: 10/07/2020] [Indexed: 11/26/2022]
Abstract
AIMS To determine the main driving factors affecting the senior nursing students in their decision to migrate and to evaluate the effect of attitude towards migration in career planning. BACKGROUND In order to promote the nursing workforce, it is important to understand the factors affecting the decisions to migrate. METHOD A cross-sectional study was conducted with 1,410 Turkish nursing students. The data, which were collected using the Descriptive Form and Attitude Scale for Brain Drain (BD-s), were analysed with the multiple regression and decision tree analysis. RESULTS The mean score of attitudes towards migration was 56.30 ± 12.09 (min 16- max 80). The main push-pull drivers to migrate were the socio-political factors and working conditions. The BD-s score was higher in the participants, who had overseas experience, had career plans and studied in a metropolitan city. The strongest variable predicting career planning was the attitude towards migration. CONCLUSION The opinions of the students on career planning and their intentions to migrate indicated that the shortage of nurses would continue in Turkey in the future. IMPLICATIONS FOR NURSING MANAGEMENT The prospects of the nursing candidates regarding the nursing profession should be addressed considering their expectations for initial salaries, career development and salary increases.
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Affiliation(s)
- Emine Öncü
- Nursing Faculty, Mersin University, Mersin, Turkey
| | | | | | - Burcu Alaçam
- Nursing Faculty, Atatürk University, Erzurum, Turkey
| | - Pınar Göv
- Faculty of Health Sciences, Department of Nursing, Gaziantep University, Gaziantep, Turkey
| | | | - Nuray Şahin Orak
- Faculty of Health Sciences, Department of Nursing, Marmara University, İstanbul, Turkey
| | - Aslıhan Çatıker
- Faculty of Health Sciences, Department of Nursing, Ordu University, Ordu, Turkey
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Covell CL, Rolle Sands S. Does Being a Visible Minority Matter? Predictors of Internationally Educated Nurses' Workplace Integration. Can J Nurs Res 2020; 53:366-375. [PMID: 32721167 DOI: 10.1177/0844562120939795] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
STUDY BACKGROUND Nurses continue to migrate to Canada. Majority are visible minorities. Once employed, internationally educated nurses can struggle to integrate into their workplaces. A comprehensive understanding of factors that support internationally educated nurses' workplace integration is lacking, limiting our ability to design appropriate policies and practices. PURPOSE The aim is to (1) examine internationally educated nurses' perceptions of the extent to which they have integrated in their workplaces and the individual and contextual factors that supported their workplace integration, (2) explore whether internationally educated nurses' perceptions differed by visible minority status, and (3) identify the key factors that predict internationally educated nurses' workplace integration. METHODS Cross-sectional survey of 1215 internationally educated nurses. All were immigrants, permanent residents, and employed as regulated nurses. Multiple linear regression was used to examine the influence of individual and contextual factors on perceived degree of workplace integration. RESULTS Visible minority status had a large, statistically significant negative association with workplace integration (ß = -0.236, p < .001). Good relationships with coworkers (ß =0.043, p < .005), and continuing to develop nursing knowledge and skills (ß =0.178, p < .003), had statistically significant, positive associations with workplace integration. CONCLUSIONS Internationally educated nurses' visible minority status can influence their workplaces. Providing education, managerial support, and mentorship fosters internationally educated nurses' workplace integration.
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Hopkins NM, Stephens JML. Education Strategies Supporting Internationally Educated Registered Nurse Students With English as a Second Language in Canada. Can J Nurs Res 2020; 53:162-170. [PMID: 32290687 DOI: 10.1177/0844562120917254] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
INTRODUCTION The purpose of this literature synthesis is to highlight some of the challenges faced by internationally educated nurses with English as a second language when integrating into the Canadian health-care environment and to suggest educational strategies that work to support these diverse learners to acculturate and fill gaps.Methodology: A search of Google Scholar, PubMed, CINAHL, MEDLINE, and ProQuest Nursing and Allied Health databases, as well as reference lists, conference presentations, and gray literature produced pertinent research studies and commentary published between 2008 and 2018. RESULTS Common themes in the literature include challenges relating to communication, cultural competence, and critical thinking. DISCUSSION Some strategies that should be included in bridging education programs to address these challenges are evolving case studies, simulation and role-play, and practice performing multiple-choice tests. Research is needed examining the effectiveness of experiential techniques in preparing internationally educated nurses for nursing in the Canadian context.
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Affiliation(s)
- Nicole M Hopkins
- Faculty of Health, Kwantlen Polytechnic University, Langley, British Columbia, Canada
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