This meta-synthesis explored the effect of bridging programs on internationally educated nurses (IENs). Eight papers that met the inclusion criteria were selected for this review. There were 437 participants from eight studies who come from different parts of the globe and who settled in either Australia, Canada, New Zealand, or the United Kingdom. Using a grounded theory approach for data analysis, four effects of bridging programs on IENs were identified. These are: (a) the concepts from the regulatory body, the client-centred care; (b) do something better for us, for our future; (c) we have to learn English; and, (d) faculty, program coordinator and preceptors that were willing to work with them. These effects were defined and explored in light of the study samples selected for this study.
Internationally Educated Nurses, IENs, Effects of Bridging Programs, Bridging, Meta-Synthesis
The authors acknowledge the guidance provided by Dr. Alexander Clark from the University of Alberta, Canada in conceptualizing this study. We also acknowledge the contributions of Ms. Linda Slater, Librarian at the University of Alberta, for her assistance in developing the search strategy for this study, and Ms. Jessica Bennett, Librarian at the Missouri State University for updating the search.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended APA Citation
Cruz, E. V., Felicilda-Reynaldo, R., & Mazzotta, C. (2017). Return to Nursing: A Meta-Synthesis of Academic Bridging Programs’ Effect on Internationally Educated Nurses. The Qualitative Report, 22(4), 1192-1111. Retrieved from https://nsuworks.nova.edu/tqr/vol22/iss4/10