Abstract
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. This was a qualitative study that gathered data through semi-structured interviews. Four themes were developed from the data: learning the learner, feeling moral unrest in my role, inviting reciprocal relationships, and finding our way. 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. 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.
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