Search

The article explores the challenges faced by internationally qualified nurses when they migrate to a new country, focusing on the ethical concerns surrounding international nurse recruitment. It specifically discusses the case of New Zealand, which has a high percentage of internationally qualified nurses but is currently experiencing a cooling nursing employment market. The article raises questions about the responsibility of governments and agencies in ensuring that nurses are not recruited into situations of employment uncertainty. It also highlights the difficulties faced by international nurses in adapting to a new healthcare system, culture, and workplace, emphasizing the need for support and orientation programs. [Extracted from the article]

Graduates of an Abu Dhabi transnational nursing degree struggled with the mandatory national licensing examination. Poor pass rates undermine graduate career futures and impact on the workforce capacity building contributions of the partnering transnational educational providers. This paper describes how the design and delivery of an intensive examination preparation program dramatically reversed this trend. The objectives of this educational initiative involved the design, delivery and evaluation of a program that would align with cultural learning preferences and which improve the success rates of graduates attempting the national nurse licensing examination. To achieve these objectives, the program combined a range of teaching and assessment strategies developed to reflect the specific needs of Arabic learners, build on their existing knowledge and help them engage more effectively in the learning processes required for successful performance in a high stakes examination. Analysis of data collected during program evaluation provides useful insights into the preference and experiences of nursing graduates in the UAE Emirate of Abu Dhabi. The lessons learned are applicable to Arabic learners both regionally and globally.

Aims and Objectives: To evaluate a rapid response student telehealth placement experience implementing interRAI assessments of community‐dwelling frail older people during the COVID‐19 pandemic. To identify lessons to inform future telehealth clinical placements. Background: New Zealand undertakes assessment of older people with disabilities using the interRAI contact assessment tool for less complex conditions and home care assessment tool for complex needs. New Zealand entered lockdown in March 2020 in response to COVID‐19. New Zealand's most vulnerable community members required urgent needs assessment. Design: A clinical placement whereby 3rd year undergraduate nursing students trained by interRAI‐NZ educators worked remotely from home delivering telehealth assessment for 'at risk' older people across the Waikato District, New Zealand. This represented the first telehealth experience within an undergraduate nursing program approved by the New Zealand Nursing Council. Methods: A case study evaluation utilising mixed method questionnaire and qualitative techniques within an interpretive paradigm. 19 third year students in the fifth semester of a Bachelor of Nursing program and 5 nursing staff members engaged in delivery of the initiative completed pre‐ and post‐placement short answer questionnaires. Reflective diaries were maintained by students on placement. Post‐placement interviews and focus group discussions provided in‐depth data. COREQ guidelines informed analysis and reporting. Results: Student and tutor responses showed consistent themes: tackling COVID‐19; implementation requirements; nursing competencies; provider relationships; and community insights. These provide insight and highlight lessons learnt from this initiative. Conclusions: Student confidence in therapeutic engagement and clinical assessment and interest in aged care was increased, confirming the viability and importance of this inaugural telehealth student placement initiative. Relevance to Clinical Practice: Graduate work readiness is enhanced through telehealth placement experience and interRAI assessor training. These are recommended as core components of future nursing education programs. [ABSTRACT FROM AUTHOR]

Aims and objectives: This study investigated the challenges of cross‐cultural communication among internationally qualified nurses, and the impact on nurse‐to‐nurse and nurse‐to‐patient relationships. Background: Open and authentic communication between nurses and patients is required as a foundation of patient‐centred practice; however, this may be a challenge in cross‐cultural settings. Design: An exploratory qualitative study with an inductive approach. Methods: Semi‐structured, face‐to‐face interviews explored the influences on communication and practice of 21 internationally qualified nurses practising in the United Arab Emirates. Manual and software‐driven processes guided coding and analysis of data. Caring theory guided the analysis of themes; while COREQ criteria guided research conduct and reporting. Results: Four key themes emerged; (a) Challenges in communication, (b) The science versus art of nursing; (c) The impact of ineffective communication and (d) Strategies for coping. Eleven sub‐themes are reported within these themes. Overall, nurses felt they had sufficient language and nursing skills to undertake the technical or scientific aspects of their work; however, they reported experiencing restricted ability to participate in complex cross‐cultural conversations, such as providing explanations and reassurance about treatment options or discussing end of life and treatment decisions. This limitation diminished the nurses' ability to engage in the art of nursing and left them unable to employ themselves therapeutically to attain a sense of true presence with patients and their families. Conclusion: This article highlights the need for language and communication support, and Arabic‐speaking advocates as partners in care for expatriate nurses. Relevance to practice: Internationally qualified nurses in this Middle Eastern setting lack cultural orientation and language skills to fully enact the art and true presence of nursing. Findings indicate that health service employers need to increase the employment of Arabic‐speaking nurses and provide additional language for other expatriate nurses. [ABSTRACT FROM AUTHOR]