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International Nursing Organizations I

International Nursing Organizations I

International Nursing Organization (ICN) is a global union of national nurses' organizations. Individual nurses can be a part of ICN through member organizations. Each member organization strives to ensure quality nursing care, sound health policies, the advancement of nursing knowledge, respect for the profession, and a satisfied and competent nursing workforce.
ICN member organizations work to advance the field of nursing and healthcare via policies, partnerships, lobbying, professional...

International Nursing Organizations II

International Nursing Organizations II

The World Health Organization (WHO) is a specialized agency of the United Nations based in Geneva. The WHO has many initiatives that center around health. Primarily, they lead global efforts to expand universal health coverage using science-based policies and programs. They are also responsible for shaping health research agendas and developing norms and standards.
The WHO provides expert team support, including funding, vaccines, testing, and treatment tools at the country level to fight...

The Professional Nurse

The Professional Nurse

Professional nurses are not limited to bedside care and are taking roles of greater responsibility. A nurse should have a knowledge-based practice, including personal, theoretical, procedural, cultural, and reflexive knowledge. Additionally, nurses must be competent in cognitive, technical, interpersonal, and ethical/legal skills. Some of the best attributes of successful nurses include the following:
Communication skills: These are critical characteristics, especially speaking and listening.

Current Trends in Nursing I

Current Trends in Nursing I

Current trends in nursing include:

Nurses' Legal Responsibilities III

Nurses' Legal Responsibilities III

Nurse-to-nurse relationships are legally required to adhere to professional standards, ensuring a respectful and positive working environment. Professional conduct demands that nurses treat all colleagues respectfully and courteously, fostering a productive, supportive workplace. Nurses must actively eliminate bullying, discrimination, and harassment to maintain a safe and inclusive environment.
Cultivating a culture of collaboration and mutual respect among nurses transcends mere enhancement...

Current Trends in Nursing II

Current Trends in Nursing II

Trends in nursing are multifactorial and associated with changes in society, within the nursing profession, and in other professions. Notably, telehealth and remote nursing contribute to successful healthcare delivery for numerous patients and help reduce stress for nurses due to nursing shortages. Nurses can reach patients, monitor their conditions, and interact with them using computers, audio, visual accessories, and telephones—for example, remote patient monitoring systems. Likewise,...

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Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Faculty experiences of teaching internationally educated nurses: a qualitative study.

Gail N Crockford¹, Barbara Pesut², Katrina Plamondon²

¹Mount Royal University, Calgary, AB, Canada.

International Journal of Nursing Education Scholarship

|May 18, 2023

Summary

Faculty teaching internationally educated nurses need better preparation and support. Understanding student needs is crucial for effective nursing education and ethical practice.

Keywords:

international educated nurses international nursing students nursing education nursing faculty

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Area of Science:

Nursing Education
International Nursing
Faculty Development

Background:

Internationally educated nurses (IENs) face unique challenges transitioning to practice in new countries.
Educational institutions require effective strategies to support IENs.
Faculty play a pivotal role in the successful integration of IENs into the nursing workforce.

Purpose of the Study:

To explore the lived experiences of faculty who teach in programs supporting IENs' transition to nursing practice in Canada.

Main Methods:

Qualitative study design.
Data collected through semi-structured interviews with faculty.

Main Results:

Four key themes emerged: 'learning the learner,' 'feeling moral unrest in my role,' 'inviting reciprocal relationships,' and 'finding our way.'
Faculty reported significant personal and professional growth despite challenges.

Conclusions:

There is an urgent need for enhanced faculty preparedness and comprehensive support for IENs, addressing both personal and pedagogical needs.
Faculty experiences highlight the critical importance of holistic support for ethical, high-quality nursing education.