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A Meta-Synthesis of Academic Bridging Programs’ Effect in Internationally Educated Nurses

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  • A meta-synthesis was conducted to explore the effect of bridging programs in internationally educated nurses (IENs). This meta-synthesis used a grounded theory design. Of the initial1,372 papers retrieved from CINAHL, Medline, ERIC, Scopus and Web of Science, eight papers were selected that were published in English; investigated a topic relevant to (a) how bridging programs facilitated the ability of IENs to pass the registration exam, provide nursing care based on entry-to-practice competencies, standards/scope of practice and code of ethics, (b) the practice differences between IENs who attended bridging programs or not, or (c) the benefits of bridging programs seen as most important for IENs; and, were empirical research reports. There were 437 participants from eight studies who come from different parts of the globe and who settled in either Australia, Canada, New Zealand, the United Kingdom and the United States of America. Information extracted from each of the samples was tabulated in an “extensive grid to facilitate cross-case comparison” (Kearney, 2001, p. 274). The constant comparative method (CCM) described by Glaser and Strauss (1967/1999) was used to analyze the data gathered. A grounded theory, Return to Nursing, was developed to explain the effects of bridging programs in IENs. Four effects of bridging programs on IENs were identified: The concepts from the regulatory body, the client-centred care; Do something better for us, for our future; We have to learn English; and, Faculty, program coordinator and preceptors were willing to work with them. These effects were defined and explored in light of the study samples selected for this study. This systematic review will help contribute to the state of knowledge on academic bridging programs for IENs. It will also be useful in understanding the training and education needs of IENs, as well as their readiness to practice based on available literature.

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    Conference/Workshop Poster
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    Attribution-NonCommercial-NoDerivatives 3.0 International