Attending a bridging program to obtain a Swedish nursing license: An interview study with internationally educated nurses. (April 2021)

• Record Type: Journal Article
• Authors: Högstedt, D.; Engström, M.; Jansson, I.; Eriksson, E.
• Is Part Of: Nurse education today. Volume 99(2021)
• Publication Date: 2021-04
• Subjects: Bridging program -- Competency-based education (MeSH) -- Education nursing (MeSH) -- Nurses international (MeSH) -- Licensure nursing (MeSH) -- Overseas nurse program -- Qualitative research (MeSH); Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Soins infirmiers -- Étude et enseignement -- Périodiques; Nursing -- Study and teaching; Periodicals; 610.7307
• DOI: 10.1016/j.nedt.2021.104744
• Languages: English
• ISSNs: 0260-6917

Abstract

Abstract: Background: Bridging programs have been created to facilitate internationally educated nurses' integration process. Thus far, studies on bridging programs have been few and have only been conducted in English-speaking countries. Due to language barriers, it may be a greater challenge to attend a bridging program in a non-English-speaking country. Objectives: The aim was to examine internationally educated nurses' experience of attending a one-year bridging program to obtain a Swedish nursing license. Design: A qualitative study with a descriptive design was applied. Settings: The study setting was the five universities offering the one-year, full-time Swedish bridging program. Participants: Purposive sampling was used. Eighteen nurses participated in the study at the end of the program. Methods: Semi-structured interviews were conducted and analyzed using qualitative content analysis. Results: Studying in a new environment and language was challenging and intensive, as were adapting to a new healthcare system and relearning some nursing practices. However, attending the bridging program was also rewarding and gave feelings of happiness and pride; the nurses developed their nursing skills as well as their language and academic skills. Moreover, they became familiar with Sweden's nursing practices, healthcare system, and culture. Good support was important, but not always enough. Conclusions: By attending a bridging program, nurses can become familiar with the country's healthcare system and nursing practices. Moreover, develop their language skills and attain skills important to lifelong learning. Although the program may not eliminate all difficulties nurses often experience in a new country, it can offer the support nurses need to handle the challenges. However, for some nurses, due to different backgrounds and prerequisites, the support offered may need to be more individualized. Highlights: Migrated nurses' view of a bridging program in a non-English-speaking country. Attending the bridging program was described as both challenging and rewarding. Results have relevance to developing supportive structures in bridging programs. Results have relevance to sustainable inclusion of migrated nurses.