Year: 2025
Type: article
Abstract: Background Worldwide one in eight nurses works outside the country where they were trained. Europe faces a high turnover of healthcare professionals and increasing reliance on internationally educated nurses (IEN). Receiving countries should shape conditions for sustainable integration and inclusion. Research highlights gaps in understanding how language development, mentorship, and institutional support influence integration processes and professional identity. This study examines a bridging programme (BP) for IEN that combines language, social work, and nursing lectures to support professional integration. Methods This multiperspective, longitudinal mixed-methods evaluation was structured using the CIPP model. The qualitative component included semi-structured interviews with programme coordinators and lecturers at 2 time points and IEN, as well as ethnographic observations of the learning environment. At the end of the study, 10 interviews were conducted, and a quantitative survey was carried out among IEN. The focus of this report is on the perspectives of lecturers and coordinators: how they experience BP implementation, identify challenges, and support participants. Qualitative data was analysed using content analysis. Results Preliminary results highlight the BP's urban location and its integration into a multidisciplinary university campus as key strengths. Social work lessons are seen as the most important component to enable integration. This is implemented through excursions, accompaniment to public offices and supervision. Nursing lecturers emphasise case-based learning and skillstraining as effective methods to promote language use. Conclusions This study shows how BPs can support the transition into nursing practice. Findings highlight the value of integrated, interprofessional models in preparing IEN for practice and offer insights for shaping future migration-sensitive health and education policy. Key messages • An interdisciplinary bridging programme can facilitate the entry of internationally educated nurses into the profession. • Interprofessional and practice-oriented teaching may support language development and the formation of professional identity among internationally educated nurses.
Author: N Traugott
Institution: Hochschule Campus Wien
Language: English
Subfield: Emergency Medical Services
Field: Health Professions
Domain: Health Sciences
Open Access status: gold
Estimated APC paid: $3,181
OpenAlex ID: W7101388128
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