Bridge Program Research Articles

Bridging Between High School and University: Assessment of Students’ Readiness to First-Year Engineering Programs

This descriptive case study uses self-assessment tools to explore 26 prospective students’ preparedness regarding their knowledge and competencies for entering the first year of engineering programs at a large, research-intensive Canadian university. We aim to provide insight for developing the Brigde2Engg (B2E) Program to empower and support students in their transition to university. Applying Conley’s college readiness model as a theoretical framework, findings from this study reveal that most students appear confident about their knowledge and skill preparedness for the first-year engineering programs, including their critical thinking abilities, problem-solving skills, and understanding of engineering professions. However, they are less confident in physics and the use of engineering tools. Therefore, we suggest that, when they choose to participate in the bridging program, these students should focus mainly on the subject they deem inadequate. Results also show that an introduction to engineering tools is essential to familiarize students with the programming and spreadsheet software they will use throughout their university programs.

Benefits and Challenges of Virtual Early Arrival or Summer Bridge Programs for Underrepresented Minority Students Majoring in STEM

Benefits and Challenges of Virtual Early Arrival or Summer Bridge Programs for Underrepresented Minority Students Majoring in STEM

Minimal computing in refugee education in Uganda: economies of digital use and non-use, and the right constraints

ABSTRACT Using the Foundations for All (FFA) project as a frame for broader discussions of minimal computing, this paper expores education for displaced populations in Uganda and the role technology has in that education. FFA (2018–2022) was a collaboration designed to develop and implement a blended bridging programme for refugee students to participate in universities in Uganda. This paper explores the role that digital technologies had to play in this project in imagining educational futures predicated on minimalism and the judicious use and non-use of technology. When used, the emphasis on available technology was dominant, as was a pedagogical emphasis on psychosocial support and social justice. Technology seen in this approach is best imagined as facilitating opportunities for contact and care, rather than as the driver of the educational enterprise. Such an approach runs counter to many of the discourses around digital development.

Hope, passion and perseverance: experiences of internationally educated nurses pursuing nursing authorisation in Norway–a qualitative study

BackgroundThe global nursing shortage is driving nursing professionals to migrate from their home countries to other regions of the world, leading to increased diversity in healthcare settings and nursing education across Europe. Although research on the experiences of internationally educated nurses has gained more attention in Norway, a substantial gap remains in understanding the challenges these nurses face when participating in bridging programs and seeking authorisation as registered nurses in the host country.MethodsThe aim of the present study is to gain knowledge about the experiences of students in a digitised bridging program for nurses, related to being a nurse educated outside the European Union and a student with a Norwegian as a second language and migrant/refugee background. Oslo Metropolitan University initiated a decentralised education programme in 2021, offering a bridging programme for individuals with a nursing education from countries outside the European Union. This programme was conducted in a decentralised, gathering-based, and predominantly digitised format. The study has a qualitative descriptive design and includes a purposive sample of eight former nursing students enrolled in the programme. Data were collected through individual semistructured interviews conducted between November and December 2023. The data were analysed by employing thematic analysis. The study is reported in accordance with the COnsolidated criteria for REporting Qualitative research (COREQ).ResultsAnalyses revealed a main theme—the participants’ ability to persist in their goal over the long term, maintaining their interest, overcoming challenges, working hard and finishing tasks rather than giving up. This theme is supported by three themes: (i) ‘Navigating bureaucratic challenges – The struggle with authorisation and overwhelming requirements, (ii) ‘An emotional journey – The ups and downs of participating in the program’, and (iii) ‘Achieving recognition – The journey to authorisation and professional confidence’.ConclusionsThe study underscores the numerous challenges encountered by internationally educated nurses seeking registered nurse’ recognition in Norway. Despite these challenges, the participants displayed remarkable hope, passion and perseverance, remaining committed to their goal of becoming registered nurses in Norway.

The Process of Constructing an Inter-Korean Identity Reflective of the Two Koreas: North Korean Refugee Students’ Hybrid Identity in South Korea

As of March 2024, 34,121 North Korean refugees reside in South Korea, with 12% enrolled in schools. Despite being automatically granted South Korean citizenship upon arrival, these refugees face social exclusion and marginalization, effectively forming a second class within South Korean society. The 70-year division between the two Koreans has resulted in vastly different lifestyle, making it challenging for North Korean refugees to adapt. This difficulty is compounded by a prejudiced social reception and discrimination toward their North Korean identity. The study aims to explore the daily experiences of North Korean refugees with their newfound South Korean citizenship, employing Straussian grounded theory and semi-structured interviews. The study recruited 17 North Korean refugees, including five with experience in elementary, middle and high schools, and five parents with school-going children. The findings reveal that academic deficits, exacerbated by discrimination and stereotypes linked to their North Korean identity, result in a disparity between their legal citizenship and school participation. In response, North Korean refugee students adopt a strategy of ‘being one of them,’ leveraging ethnic homogeneity to facilitate interactions with their South Korean peers. These interactions enable the formation of supportive networks and foster the development of an inter-Korean identity reflective of both Koreas. The study underscores the critical role of multicultural education in achieving educational equality for North Korean refugee students and advocates for social bridging programs that acknowledge and embrace the differences of refugees. Despite being granted citizenship, they continue to be treated as outsiders within South Korean society.

Summer bridge program characteristics and outcomes at institutions within the southeastern region of the United States

BackgroundIn response to the effort to increase minority enrollment in college science, technology, engineering, and mathematics (STEM) majors, STEM summer bridge programs were created to help minorities with the transition from high school to college with the long-term goal of increasing the diversity of professionals in STEM. The goal of this research is to collect and examine STEM summer bridge program information for institutions in the southeastern region of the United States. The institutions chosen for review have obtained accreditation from the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). The states include Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, and Virginia.ResultsThis study conducted a manual search via institution websites that resulted 107 non-STEM and 77 STEM summer bridge programs that have published reports as well as those who have not published reports to the extent that the information is documented and available. A survey was sent to collect information such as individual program characteristics and program goals. There were 25 non-STEM and 28 STEM summer bridge program respondents. The responses of program goals to the specific programs were compared to manual search results.ConclusionsThe results show a need for more published reports for summer bridge programs, especially ones that target incoming freshmen in the STEM majors. Comparing the program goals from the survey and the manual search resulted in inconsistencies. This can be implied that the summer bridge program websites need to be more explicit program goals and be kept up to date. By doing this, applicants can interpret the benefits of participating in the summer bridge program.

The impact of bridging education programs on internationally educated nurses becoming registered nurses in high-income countries: A mixed-methods systematic review.

To synthesize the current literature on the impact of bridging education programs for internationally educated nurses (IENs) from low- and middle-income countries (LMICs) seeking to become registered nurses (RNs) in high-income countries (HICs). The issue of qualification pathways for IENs through bridging programs has garnered significant attention in contemporary discourse. The growing population of IENs in HICs has made it imperative to streamline the qualification process to facilitate their integration into the healthcare system. Utilizing a structured review method, we sourced data between January 2023 and April 2024 from the CINAHL, Scopus, and MEDLINE databases with no year limitations. Out of 817 studies, eight were included. The mixed-methods systematic review was carried out by two authors who adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist. We employed a qualitative content analysis from a feminist standpoint to assess the impact of bridging programs on the transition of IENs to become RNs. Eight studies were included (mixed methods=1, quantitative=3, qualitative=4). Three themes revealed important key findings. Language proficiency emerged as a critical factor influencing success in bridging programs, with IENs needing to attain a certain level of proficiency in the local language required for licensure. Enhancing nursing competence highlighted skepticism and the need for tailored educational approaches. Transitioning into the workplace emphasized cultural challenges, highlighting the importance of targeted support for continuous integration. Our findings revealed that despite previous higher education attainment in nursing and nursing experience in the home countries from LMICs, bridging programs aided IENs in transitioning and assimilating into the host country's healthcare employment sector. It is essential for policymakers in the education sector to integrate language instruction, cultural sensitivity training, and adapted educational approaches into bridging programs to enhance IENs' readiness for efficient healthcare delivery.

Challenges of distance learning encountering nursing students after the COVID-19 pandemic: a study from the Middle East

BackgroundThe COVID-19 pandemic necessitated an abrupt transition to online learning in nursing education, presenting unprecedented challenges. This research aims to comprehensively assess the challenges faced by nursing students during this transition, exploring key issues, recommending strategies, and analyzing their impact on student perceptions.MethodsUsing a cross-sectional design, the study surveyed 941 nursing students across eight Arab countries—Jordan, Iraq, Lebanon, Palestine, Oman, KSA, UAE, and Egypt—to ensure a representative sample and enhance external validity. Data collection involved a thorough survey covering academic, technological, and administrative challenges. Reliability analysis, descriptive statistics, and variance analysis using Kruskal -Wallis and Mann–Whitney tests were conducted to examine differences between countries and sociodemographic variables.ResultsDescriptive statistics revealed significant demographic disparities. Single individuals in Jordan and those with lower family income in Palestine and Lebanon reported notably higher challenges. Female students in Iraq and Lebanon perceived greater challenges compared to males. Students pursuing diplomas in Jordan and bridging programs in Lebanon faced elevated difficulties. Governmental university students in Lebanon and private university students in Jordan encountered distinct challenges. Lack of available internet was particularly challenging in Jordan and Lebanon, whereas students using tablets in Lebanon and laptops in Palestine reported heightened challenges. Economic disparities, notably in family income, further hindered engagement with online learning materials. Across countries, academic challenges included managing coursework and accessing resources, exacerbated by administrative inefficiencies, especially in Palestine and Lebanon. Students in the UAE reported fewer challenges, facilitated by robust internet infrastructure and comprehensive institutional support.ConclusionThis study provides critical insights into the challenges faced by nursing students during the Middle East's online learning transition. Key challenges encompass technological issues, academic workload, and administrative inefficiencies, with significant disparities across countries. The findings underscore the urgent need for targeted interventions, particularly in Palestine, to enhance online learning experiences. Policymakers and educational institutions can leverage these insights to advocate for student-centric approaches and policy development aimed at improving online learning across the region.

Current status, challenges, and future career pathways of diploma-prepared nurses from the stakeholders’ perspective: a qualitative study

BackgroundThe global shortage of nurses is a pressing issue affecting healthcare quality and patient outcomes. Nurse turnover is driven by work-related stress, and job dissatisfaction is persistent. In Saudi Arabia, many diploma-prepared nurses need more bridging programs to convert their diplomas into bachelor’s degrees. Educational and organizational issues can limit the provision of quality nursing care. Differences in educational preparation influence nurses’ interpretations of patient safety and their roles within healthcare systems. Addressing the need for more policies and regulations regarding nurse turnover and the retention of diploma-prepared nurses is crucial. Thus, a comprehensive exploration of barriers and incentives for diploma-prepared nurses to complete their Bachelor of Science in Nursing (BSN) can lead to transformative institutional strategies, such as tuition compensation and clinical-academic collaborations. This study aims to fill this gap by understanding the current challenges, future trends, and solutions from stakeholders’ perspectives and developing tailored career pathways for diploma-prepared Nurses from the stakeholders’ perspective. Thus, it contributes to policy development and improved healthcare delivery and fosters a promising future for healthcare.MethodsThis qualitative study employed a thematic analysis and grounded theory methodology as we delved into stakeholders’ perspectives to generate a substantive framework for overcoming obstacles and cultivating tailored career pathways for diploma-prepared nurses. A purposive sampling technique was used to choose participants, ensuring their rich, relevant, and diverse information based on their expertise, experience, and ability to provide valuable insights. Data were collected using one-on-one semi-structured questions for in-depth interviews.ResultsOur findings revealed key concepts that were evident in the data. These concepts formed three main themes and several subthemes essential to understanding the current status of, challenges faced by, and career pathways for diploma-prepared nurses. The three main themes have emerged, and core categories have emerged under each theme accordingly. The results generated a practical framework, offering tangible solutions to overcome challenges and develop career pathways for diploma-prepared nurses.ConclusionsThe findings significantly affect policy development and healthcare delivery improvement. This suggests the need for policies that support diploma-prepared nurses in completing their BSN and the development of tailored career pathways that align with their educational background and career goals and the Kingdom’s 2030 Vision.

Aspirations, Goals, Dreams, and Future Pursuit of Basketball Athletes in the National College Athletics Association (NCAA): A Literature Review

This study offers insightful information about academic support programs for student-athletes, highlighting the necessity of all-encompassing assistance and utilizing technology to cater to their requirements. Aspects of academic support included in the evaluation include study halls, writing centers, technology, job transition, counseling, and bridging programs. It emphasizes how crucial customized solutions and a positive team atmosphere are. The necessity of a more comprehensive strategy to affect student-athletes’ conduct, the significance of specialized library education, and the requirement to ease their transition into the workforce are among the study gaps that have been found. To better meet the special needs of student-athletes and pinpoint best practices for various contexts, the abstract suggests that more research be done on the long-term effects of academic support programs, the efficacy of technology-based interventions, and cross-cultural analysis of academic support programs. In addition to offering suggestions for future research to improve academic assistance programs for student-athletes, the abstract contains insightful information about the difficulties and experiences faced by student-athletes.

An Evaluation of a Community-Based Mental Health Literacy Intervention for Black Adults

Purpose: This single-system design evaluation study assessed whether 18 Beams to Bridges (BTB) program participants would experience increased mental health literacy (MHL). It was hypothesized that MHL scores would increase significantly between the pre-intervention and intermediate assessments, but there would be no significant difference in scores between the intermediate and post-intervention assessments. Method: The MHL scale was used to assess MHL at the three timepoints. Differences in assessment scores were evaluated using paired samples t-tests. Results: Supporting the hypotheses, BTB participants had higher MHL scores on intermediate assessments compared to pre-intervention. There was also no difference between intermediate and post-intervention scores. Conclusion: MHL among Black adults increased during participation in BTB. Despite some limitations, this work is one of the first studies on MHL interventions specifically created for the Black community and should be used to further efforts to address MHL-related contributors to mental health treatment disparities impacting this community.

Psychological Benefits of a Preoperative Educational Bridging Program for Bariatric Surgery: Does Face-to-Face versus Videoconference-based delivery make a difference?

Short educational programs prior to metabolic and bariatric surgery (MBS) provide information to prepare patients adequately for surgery and subsequent changes. Our knowledge of the beneficial effects of these programs on stabilizing and improving mental health of patients with obesity awaiting surgery is incomplete. The objective of this study was to assess the effects of a group-based educational program before MBS on three key factors: i) patients' mental health, ii) the program's perceived helpfulness from the patients' perspective, and iii) the effectiveness of delivering the program online via videoconferencing. Validated questionnaires for anxiety, depression, stress, and quality of life before and after the program were assessed. Additionally, participants' perspectives of benefits were assessed. Two subgroups, one participating in face-to-face classes, the other participating online via videoconferencing, were compared. Three hundred five patients with obesity waiting for MBS participated in the program. The dropout rate was 3%. On mean average, symptoms of anxiety (-1.1 units (SD 4.6), p < 0.001), depression (-0.9 units (SD 4.6), p < 0.001), and stress (-4.6 units (SD 15.6), p < 0.001) improved, while physical quality of life (+1.7 (SD 9.7), p = 0.016) and body weight (-0.3 kg (SD 8.7), p = 0.57) remained stable. Patients perceived the program as very beneficial. The results were similar between delivery methods (face-to-face versus videoconferencing). The educational program proved to be effective in bridging the gap in preoperative preparation while also stabilizing participants' mental health. In addition, participants perceived the program as supportive. Online participation via video conferencing can be offered as an equivalent option to face-to-face classes.

Leveraging Enterprise Architecture to Empower KOMINFO's Business Core Operations: A PMO Perspective

The Sky Bridge (Tol Langit) Program is an Indonesian government’s strategic project aimed at digital transformation in the 3T regions (Tertinggal, Terdepan, Terluar - Underdeveloped, Frontline, Outermost). It requires thorough planning and integrated management for its implementation. A specialized unit with a helicopter view perspective is needed to ensure and oversee the alignment of processes. This important role is managed by the Project Management Office (PMO). One of the challenges PMO faces in ensuring an end-to-end process alignment is identifying the appropriate digital resources to support the process. This is where the Enterprise Architecture (EA) framework plays a crucial role as a blueprint for the organization's digital landscape. This reference helps map out existing data, applications, and business processes. Having this blueprint allows PMO to have a holistic view and make targeted decisions. EA also helps identify existing applications that can be integrated with new programs, avoiding unnecessary duplication. The use of ArchiMate, a language for enterprise architecture modeling, assists PMOs in planning digital transformations considering all aspects - business needs, applications, and technology. In short, a well-defined EA framework empowers PMOs to navigate the complexities of digital transformation in the telecommunications sector to ensure the successful implementation of the Sky Bridge Program.

ENGLISH LANGUAGE PROFICIENCY OF EARLY GRADE IP LEARNERS: BASIS FOR A BRIDGING PROGRAM

The general purpose of this study is to look into the language proficiency level of the Early Grade IP learners which eventually be the basis of a bridging program that will be designed.This study employed the non-experimental descriptive survey research design in investigating the research problem. It is descriptive because the data are presented in quantitative descriptions on the “Language Competence of IP Learners: Basis for a Bridging Program. According to Good (2020), this method of research shows merely description of tasks presenting the conditions regarding the nature of the group of persons or class of events that involved procedure of analysis, classification, and measurement. It involves varied information regarding the current or present condition (Deauna, 2021). This study was conducted in the schools of Sulop district. The respondents in this study were the 210 IP learners of the research locale. The respondents answered a researcher made assessment test on their oral and comprehension skills. This study makes use of the universal sampling procedure considering the manageable number of respondents in the research locale. This revealed that Early Grade IP learners display basic skills in reading which means that their reading skills need to be developed further so that when reading stories, they do not comprehend the stories literally but they will read between the lines in order to have a broad understanding of the literary piece that eventually brings lesson and new insights. KEYWORDS: english language, proficiency of early grade, learners, basis for a bridging program

Problem-Based Teaching: An Exploratory Analysis of Discourse Methods of Peer Facilitators in a Summer Engineering Bridge Program

Problem-Based Teaching: An Exploratory Analysis of Discourse Methods of Peer Facilitators in a Summer Engineering Bridge Program

Availability and Opportunities for Expansion of Buprenorphine for the Treatment of Opioid Use Disorder.

There is an urgent need to expand access to treatment for persons with opioid use disorder (OUD). As neurologists may frequently encounter patients with chronic pain who have developed OUD, they are in a position to serve as advocates for treatment. Buprenorphine is the most scalable medication for OUD in the United States, yet expansion has plateaued in recent years despite growing treatment needs. Reluctance of providers to establish treatment with new patients, challenges with rural expansion, stigma related to buprenorphine-based care, and pharmacy pressures that incentivize low dispensing and inventories may have stalled expansion. This review introduces these challenges before outlining actionable and evidenced-based strategies that warrant investigation, including methods to improve patient access to care (remotely delivered care, mobile delivery programs, Bridge programs) and provider retention and confidence in prescribing (expert consults, Extension for Community Healthcare Outcomes, a telementoring model, hub-and-spoke services), as well as novel innovations (virtual reality, artificial intelligence, wearable technologies). Overall, fortifying existing delivery systems while developing new transformative models may be necessary to achieve more optimal levels of buprenorphine treatment expansion.

Hopeful futures for refugees in higher education: cultivation, activation, and technology

This paper discusses hopeful futures for higher education and the use of technology in realising those futures through the lens of refugee education in Uganda. Through an analysis of qualitative research done with refugee students and teachers participating in a blended bridging programme designed to prepare students for entry and success in higher education, this paper explores the interplay between contingency and positions of hope for refugee students in relation to higher education and further assimilation into civic society. Two themes emerged from the analysis that suggested a prioritarian orientation for higher education to realise a more hopeful future. First, hope renders as an act of cultivation as refugee students become exposed to new concepts and develop confidence in relation to them. Second, digital technologies broaden the cultivation of hope towards greater civic participation, even if access to higher education is not achieved. Third, hope correlates to action not necessarily as a linear progressive trajectory but as a diligent watchfulness for positive possibility. The implications for higher education are that taking a prioritarian lens for refugees in educational design engages with the contingencies that impact all, placing the sector deliberately in search of positive possibility in its orientation and design.

Therapists to Therapy Assistants: Experiences of Internationally Educated Physiotherapists and Occupational Therapists.

Background: In Canada, internationally educated physiotherapists (IEPTs) and occupational therapists (IEOTs) may work as occupational/physical therapy assistants (OTAs/PTAs) while pursuing Canadian licensure. This experience presents personal and professional opportunities and challenges. Purpose: We explored a) the barriers and facilitators experienced by IEPTs and IEOTs working as OTAs/PTAs while pursuing licensure in Canada and b) how might their professional identity changes during this period. Methods: In this cross-sectional qualitative study, we sampled IEPTs and IEOTs working as assistants using online focus groups. Reflexive thematic analysis of data was used to generate themes. Findings: Fourteen IEPTs or IEOTs participated reporting barriers including financial impacts while working as an OTA/PTA, discrimination, and challenges completing licensing exams. Facilitators while working as OTA/PTAs included social support, acculturation with Canadian systems, and career opportunities. Changes to professional identity encompassed accepting a new identity, reclaiming their old identity, or having a strong sense of identity within a healthcare profession. Participants advocated for bridging programs and modifications for examination processes for IEPTs and IEOTs to improve their experiences while pursuing licensure in Canada. Conclusion: Increased advocacy is needed to address the current experiences of IEPTs and IEOTs working as OTA/PTAs after migration.

The utilization of an unconventional approach to introduce basic bacteriology in a medical school bridge program.

Bacteria form an intense portion of reading and learning for students enrolled in microbiology education. As a part of the foundational course outline of bacteriology, bacterial classification is a significant topic of discussion. The purpose of our study was to analyze whether bacterial classification can be taught with a phylogenetic tree approach that might be more engaging and beneficial to student learners of microbiology. This methodology is unique compared to the conventional approach applied in introductory lectures of bacteriology that relies on morphology and Gram-staining to classify bacteria. The participants of this study were students enrolled in a two-semester medical school bridge program that offers a Master's degree in Pre-clinical Sciences. We presented bacterial origin and classification in the light of evolution and used a phylogenetic tree to signify clinically relevant groups of bacteria. Students were also taught the traditional bacterial classification using Gram stains and morphology. Both methods of classification were delivered in a didactic classroom session considering equal time spent and utilizing the same format. An online survey was distributed to the students after the session to collect their feedback. The results from the survey showed that 74% of participants would prefer learning bacterial classification using a combined approach that includes both Gram-staining and morphology as well as the phylogenetic tree. When asked if the study of bacterial classification through an evolutionary tree diagram is a clear and concise way of understanding bacteria, 79% of the students either agreed or strongly agreed with this statement. Interestingly, the alternative phylogenetic tree approach was considered more engaging and regarded as a means to expand the clinical knowledge of bacteria by 78% and 71% of the students, respectively. Overall, our study strongly supports the use of tree-based classification as an additional method to improve the learning of medically important groups of bacteria at varying levels of education.

Self-rated professional competence and well-being at work after obtaining a Swedish nursing license: A longitudinal mixed-methods study of internationally and domestically educated nurses

BackgroundAn inclusive workplace is where everyone is supported to thrive and succeed regardless of their background. Supportive working conditions and general self-efficacy have been found to be important for nurses' perceived competence and well-being at work, however, in the context of being a nurse in a new country, research is limited. Moreover, knowledge is lacking about whether different paths to a nursing license are related to nurses' perceived competence and well-being when working. ObjectiveTo examine determinants and experiences of nursing competence and well-being at work (thriving and stress) among internationally and domestically educated nurses. DesignA longitudinal descriptive and correlational design with a mixed-methods convergent approach was used. MethodsA longitudinal study was conducted between January 2019 and June 2022 with two groups of internationally educated nurses who had completed a bridging program or validation to obtain a Swedish nursing license and one group of domestically newly educated nurses. Data were collected on three occasions: Time1 at the end of the nursing licensure process (n = 402), Time2 after three months (n = 188), and Time3 after 12 months (n = 195). At Time3, 14 internationally educated nurses were also interviewed. Data were analyzed separately and then interpreted together. ResultsMultiple regression models showed that greater access to structural empowerment (B = 0.70, 95 % CI [0.31; 1.08]), better cooperation (B = 3.76, 95 % CI [1.44; 6.08]), and less criticism (B = 3.63, 95 % CI [1.29; 5.96]) were associated with higher self-rated competence at Time3, whereas the variable path to a nursing license was non-significant (R2 = 49.2 %). For well-being, greater access to structural empowerment (B = 0.07, 95 % CI [0.02; 0.12]), better cooperation (B = 0.36, 95 % CI [0.07; 0.66]) and being domestically educated (B = 0.53, 95 % CI [0.14; 0.92]) were associated with higher thriving at work (R2 = 25.8 %). For stress, greater access to structural empowerment (B = −0.06, 95 % CI [−0.09; −0.02]), better cooperation (B = −0.30, 95 % CI [−0.51; −0.10]), and less criticism (B = −0.28, 95 % CI [−0.46; −0.05]) were associated with having symptoms less frequently while being domestically educated was associated with having stress symptoms more often (B = 0.44, 95 % CI [0.07; 0.81]) (R2 = 43.3 %). Higher general self-efficacy at Time1 was associated with higher self-rated competence at Time2 (B = 4.76, 95 % CI [1.94; 7.59]). Quantitative findings concurred with findings from interviews with internationally educated nurses. However, qualitative findings also highlighted the importance of previous education, working experience, the new context, and communication abilities. ConclusionsBoth quantitative and qualitative data showed that working conditions were important for nurses' self-rated competence and well-being at work. Although communication difficulties, previous education, and working experience were not statistically significant in the multiple regression models, in the interviews these factors emerged as important for internationally educated nurses' competence and well-being.