Abstract
Objectives
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.
Methods
This was a qualitative study that gathered data through semi-structured interviews.
Results
Four themes were developed from the data: learning the learner, feeling moral unrest in my role, inviting reciprocal relationships, and finding our way.
Conclusions
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.
Implications for an International Audience
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.
Acknowledgments
We would like the acknowledge the faculty who so generously shared their time and expertise with us.
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Research funding: None declared.
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Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
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Competing interests: Authors state no conflict of interest.
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Informed consent: Informed consent was obtained from all individuals included in this study.
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Ethical approval: The research related to human use has complied with all the relevant national regulations, institutional policies, and in accordance with the tenets of the Helsinki Declaration, and has been approved by the authors’ Institutional Review Boards or equivalent committee (University of British Columbia Okanagan Certificate Number: H19-03079 and Selkirk College Certificate Number: REB 2020-002).
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