Abstract
BackgroundBridging 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. ObjectivesThe aim was to examine internationally educated nurses' experience of attending a one-year bridging program to obtain a Swedish nursing license. DesignA qualitative study with a descriptive design was applied. SettingsThe study setting was the five universities offering the one-year, full-time Swedish bridging program. ParticipantsPurposive sampling was used. Eighteen nurses participated in the study at the end of the program. MethodsSemi-structured interviews were conducted and analyzed using qualitative content analysis. ResultsStudying 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. ConclusionsBy 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.
Highlights
The international movement of nurses is increasing
It was challenging to adapt to a new healthcare system, which required learning new things and relearning to understand the nursing role in this new country
Cultural differences, and being misunderstood as well as undervalued were difficulties the IENs needed to face. Despite these challenges, the IENs re ported being continuously rewarded during the education by people they met as well as by experiencing their own personal and professional growth. They felt rewarded when their language skills improved and when they became more familiar with Swedish healthcare
Summary
The international movement of nurses is increasing. In 2018, one of eight nurses practiced in a country other than the country they were born or educated in. Conclusions: By attending a bridging program, nurses can become familiar with the country’s healthcare system and nursing practices Develop their language skills and attain skills important to lifelong learning. In Sweden and some other countries (e.g., Australia, Canada, the UK), formal education programs – e.g., bridging programs, competency-based assessment programs and overseas nurse programs – have been created to facilitate and overcome barriers to IENs’ professional recertification (Covell et al, 2016; Ghazal et al, 2019) These programs differ in structure, content and range in length from 20 days (Jordan and Brown, 2011) to 36 months (Arain et al, 2017), but they have in common that the IENs either gain a credential or become eligible to take a registration or licensure exam (Cruz et al, 2017). One option is to complete a bridging program, thereby meeting the requirements for a Swedish nursing license (Swedish Board of Health and Welfare, 2020)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
