Jul 2026· Journal of Transcultural Nursing· pp.
10436596261465671
· 0 citations· 23 references
Medicine
TL;DR
Recommendable strategies to support international RNs include extending orientation programs, providing refresher sessions, offering structured mentorship programs, and providing cultural adaptation programs.
Abstract
INTRODUCTION
Recruiting international registered nurses (RNs) is one solution health care systems employ to address nursing shortages; however, these nurses often encounter challenges. The purpose of this study was to explore international RNs' experiences at a large health system in the United States and identify strategies to effectively integrate these RNs into U.S. health care systems.
Methods
A mixed-methods study design was used. Nurses involved in the health system's International RN Program, all of whom were from the Philippines, were invited to participate in a survey and interviews.
Results
A total of 114 Filipino RNs completed the survey, and nine participated in interviews. Findings highlighted supportive workplace relationships, but challenges remained in community integration, orientation, and adapting to new clinical practices and communication styles.
Discussion
Recommended strategies to support international RNs include extending orientation programs, providing refresher sessions, offering structured mentorship programs, and providing cultural adaptation programs.
Objective: To describe a week-long immersion program at the University of Michigan School of Nursing (UMSN) designed to enhance Latin American nurses’ and stakeholders’ understanding of NP education, scope of practice, regulation, and leadership, supporting context-appropriate NP role development. Methods: Experience report of the “Developing Advanced Practice Nurses in Latin America” international week. An invited cohort (N=18) from six countries participated with Spanish/Portuguese simultaneous translation. Learning activities included structured presentations on MSN/DNP pathways and competencies, simulation laboratory orientation, and clinical site visits including academic medical center inpatient units, community primary care clinic, and student-run free clinic. Results: Participants observed NP autonomy in assessment, diagnosis, prescribing, care coordination, interdisciplinary collaboration, simulation’s role in competency development, and NP contributions to quality improvement, safety, and health equity initiatives across settings. Conclusion: The immersion fostered reflective dialogue on adapting United States based NP education and practice elements to various Latin American contexts. It also strengthened delegates’ intent to advocate for standardized education, supportive regulation, and expanded nursing leadership in Latin America.
B. Ammerman, Andrea Kline-Tilford, Joseph D. Yaksich et al.· Online Brazilian Journal of...· 0 citations
The findings suggest that targeted, interprofessional education may support the development of role identity and legitimacy for ACP among allied health professionals and generalist nurses.
W. Kinton, L. Chilman, C. Joyce et al.· Journal of Continuing Educat...· 0 citations
The GEP is a 5-day immersive educational program that provides structured exposure to APRN education, curricular frameworks, and clinical practice in the United States while fostering sustained dialogue on contextually appropriate pathways for APRN development in Brazil.
M. Diamante, Andrea P Rangel, A. B. S. Hercules et al.· Journal of the American Asso...· 0 citations
Background: Effective nurse-pharmacist collaboration is essential to medication safety, but evidence documenting this relationship from nurses’ viewpoints remains limited within Iraq. Objective: To explore nurses’ perspectives and experiences regarding collaborative practices with hospital pharmacists in promoting medication safety, identifying key challenges from a nursing standpoint, and providing recommendations for improvement. Methods: A qualitative study using semi-structured interviews with 30 nurses across eight public hospitals in two governorates (November 2025-January 2026). Participants were recruited using purposive and snowball sampling. The Stutsky and Laschinger Interprofessional Collaborative Practice framework guided the study, and data were analyzed using Braun and Clarke’s inductive thematic analysis. Results: A total of 30 nurses participated (17 male, 13 female), with experience ranging from 1 to 25 years. Six themes emerged: interprofessional communication, characterized by need-based consultation and pharmacist condescension deterring two-thirds of nurses; role understanding and dynamics, marked by role ambiguity and nurses assuming patient education responsibilities; collaborative practice and safety, reflecting universal error detection and nurse-reported improvements in care quality; systemic and organizational barriers, including staffing shortages (n=29), night-shift unavailability (n=25), and physician-stamp bureaucracy (n=25); institutional support and leadership, marked by the absence of formal collaborative policies; and enablers of collaboration, including mutual trust (n=23), joint education (n=22), and clinical pharmacist presence (n=10). Conclusions: Nurses acknowledge the clinical value of collaborating with pharmacists for medication safety, but structural, behavioral, and organizational barriers hinder this potential. Enhancing this collaboration requires institutionalizing joint training, expanding clinical pharmacy services, and developing clear collaborative policies.
Zainab Hilal Al-Muramadhi, A. A. Al-Jumaili, M. Al-Jubouri· Al-Rafidain Journal of Medic...· 0 citations
INTRODUCTION
Specialization in nursing is essential to enhance effectiveness, quality, and accessibility of healthcare. Barriers to implementing advanced practice nurses and specialist nurses have been widely reported to limit advanced practice roles in many countries. Identifying these barriers and promoting integration of the role requires an understanding of stakeholders' perspectives. The current study aimed to explore barriers to implementing specialist and advanced specialist nursing roles in Jordan from the perspective of nursing regulators, nursing leaders, and nursing educators.
METHODS
A qualitative descriptive design was used to collect data from a purposive sample of 23 nursing stakeholders from the private and public sectors. Data were collected through in-depth semi-structured interviews using an interview guide developed specifically for this study. Sample adequacy was guided by data saturation. Inductive thematic analysis following Braun and Clarke's 6-step approach was used.
RESULTS
Based on the participants' narratives, findings were classified into four main themes and six sub-themes: (1) Policy and Regulatory Constraints, with two sub-themes: Scope of Practice limitations and Role Ambiguity, (2) Knowledge and Skill Gaps with two sub-themes: Incompetent Graduates and the Nature of Educational Programs, (3) Organizational and Administrative Obstacles with two sub-themes: Inefficient Management Structures and Burdens, and (4) the Reluctance to Implement. In addition, participants proposed recommendations and approaches such as clarifying scope of practice, defining roles, curricular reforms, and creating a supportive organization to facilitate effective role implementation.
CONCLUSION
This study demonstrates that implementation of specialist and advanced specialist roles in Jordan is constrained by educational, regulatory organizational structure gaps, and absence of coordinated policy alignment across all levels. Establishing a collaborative implementation model supported by effective policies is crucial to assist healthcare institutions in overcoming obstacles and barriers and to support the specialized roles in Jordan.
M. Gharaibeh, Rabia S. Allari, Safa A Al-Ashram et al.· Journal of Nursing Scholarsh...· 0 citations
Although nurses have been working in Australian schools for many decades, research has focused primarily on narrow aspects of clinical practice or service delivery in specific regions. The aim of this study was to identify the domains of practice registered nurses report in a typical working day in Australian schools, using interview data from a national sample. Forty-five nurses working in government and nongovernment schools in every state and territory of Australia participated. Interviews were analyzed using inductive content analysis ( Elo & Kyngas, 2008). Six distinct domains of practice characterized nursing work in Australian schools: (i) responding to diverse individual health needs, (ii) promoting health to groups, (iii) working with families, (iv) planning for health needs at school, (v) collaborating for positive student outcomes, and (vi) facilitating service delivery. Collectively, Australian registered nurses deliver a comprehensive range of services at the individual, group, family, and school level.
Anita Moyes· Journal of School Nursing· 0 citations
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