Basic academic preparation of foreign-educated nurses: a base for developing continuing education courses.

Abstract

This international investigation was conducted to determine curricular factors that may explain the high failure rate on the Nurse Certification Licensure Examination for Registered Nurses (NCLEX-RN) of foreign-educated nurses (FENs) seeking licensure in the United States. The framework was the existence of basic knowledge as a starting point for adapting and modifying practices (Alfano, 1971). Onsite visits were used to conduct a curricular review of basic academic preparation of FENs at 19 nursing programs in 10 selected countries. Curricular factors found common to all schools and country-specific elements may explain the academic difficulties of FENs relative to licensure and nursing practice. Delineated curricular elements discussed can serve as a base for developing continuing education courses for foreign-educated nurses.