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Professional educators' experiences teaching internationally educated nurses attending bridging programs: a

Anna-Maria Sarstrand Marekovic1, Emina Hadziabdic2, Päivi Juuso3

  • 1Department of Social Studies, Faculty of Social Sciences, Linnaeus University, Växjö, SE-351 95, Sweden. anna-maria.marekovic@lnu.se.

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Summary

Educators face challenges teaching diverse internationally educated nurses (IENs) in bridging programs due to varied skills and program constraints. Addressing these requires more resources and educator training for effective IEN integration.

Keywords:
Bridging programsInternationally educated nursesQualitative researchRecertification process

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Area of Science:

  • Nursing Education
  • Healthcare Professional Integration
  • International Nurse Training

Background:

  • Bridging programs are crucial for internationally educated nurses (IENs) to meet local requirements.
  • Existing research often overlooks the experiences of educators involved in these programs.
  • This study focuses on the perspectives of university teachers, clinical supervisors, and administrators in Sweden.

Purpose of the Study:

  • To explore the experiences of professional educators managing bridging programs for IENs.
  • To identify challenges and successes in educating and integrating IENs.
  • To inform improvements in bridging program design and delivery.

Main Methods:

  • A descriptive qualitative approach was utilized.
  • Semi-structured interviews were conducted with 15 educators (teachers, administrators, supervisors).
  • Data were collected from December 2021 to March 2023 and analyzed thematically.

Main Results:

  • Educators identified challenges in teaching heterogeneous groups of IENs regarding professional background and language proficiency.
  • Organizational constraints, including compressed timelines and resource limitations, significantly impacted program delivery.
  • Educators noted the need for new teaching approaches to accommodate diverse student needs.

Conclusions:

  • Educating heterogeneous IEN groups is time-consuming and requires tailored instruction.
  • Programmatic and organizational constraints hinder educators' ability to adapt teaching effectively.
  • Increased resources, educator training in second-language support, and inter-institutional collaboration are vital for high-quality IEN education.