Review the following article: Rosenkoetter, M., Nardi, D. ✓ Solved

Review the following article: Rosenkoetter, M., Nardi, D., & Bowcutt, M. (2017). Internationally educated nurses in transition in the United States: Challenges and mediators. The Journal of Continuing Education in Nursing , 48 (3), 139–144. doi: 10.3928/.

After you have read the articles, respond to the following:

  • What are the professional requirements for internationally educated nurses (IENs) migrating to the United States?

  • What positions do IENs play in the United States?

  • What challenges do healthcare organizations face with IENs?

  • What challenges, both professional and personal, are encountered by IENs?

  • Identify one issue contained in the article Internationally Educated Nurses in Transition in the United States and explain its importance and how you, as an administrator, might address it, please explain your position.

To support your work, use your course and textbook readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

Paper For Above Instructions

The transition of internationally educated nurses (IENs) to the United States healthcare system involves a complex interplay of professional qualifications, roles, challenges faced by organizations, and individual barriers. Understanding these elements is crucial in promoting smoother transitions and better integration of IENs into the U.S. healthcare workforce.

Professional Requirements for IENs Migrating to the United States

Internationally educated nurses (IENs) must navigate several professional requirements to practice in the United States. Firstly, IENs must have their foreign educational credentials evaluated by organizations such as the Commission on Graduates of Foreign Nursing Schools (CGFNS). This process ensures that their academic preparation aligns with U.S. nursing standards (Rosenkoetter, Nardi, & Bowcutt, 2017). Moreover, IENs are required to pass the National Council Licensure Examination for Registered Nurses (NCLEX-RN), which assesses the knowledge and skills needed to perform safely and effectively as entry-level nurses in the United States. Additionally, IENs must obtain a nursing license in the state where they intend to practice, which may involve additional examinations, background checks, or language proficiency tests.

Positions IENs Play in the United States

Once IENs successfully transition into the U.S. nursing workforce, they can serve in various roles. Common positions include Registered Nurses (RNs) across diverse settings such as hospitals, long-term care facilities, and community health organizations. IENs often bring valuable perspectives and skills that enhance cultural competence and diversity in patient care (Walani, 2015). Furthermore, many IENs may assume specializations such as critical care, pediatrics, or geriatrics, contributing to the overall healthcare system's effectiveness.

Challenges Faced by Healthcare Organizations with IENs

Healthcare organizations encounter multiple challenges when integrating IENs into their workforce. One prominent issue is the lack of support systems for IENs as they acclimate to the U.S. healthcare environment. Organizations may not provide adequate orientation programs or mentorships, leading to feelings of isolation and difficulty in adjusting to new workflows (Hongyan, Wenbo, & Junxin, 2014). Additionally, workplace discrimination and cultural barriers may hinder effective teamwork and communication, adversely impacting patient care (Walani, 2015). Organizations must also navigate regulatory complexities associated with varied licensure requirements for IENs, which can create workforce shortages in some areas.

Professional and Personal Challenges Encountered by IENs

Internationally educated nurses face numerous challenges affecting both their professional and personal lives. Professionally, IENs often struggle with language barriers that limit their ability to communicate effectively with patients and colleagues. This issue can compromise their confidence and clinical performance during critical moments (Rosenkoetter et al., 2017). Furthermore, adapting to differing nursing practices and standards in the U.S. can be overwhelming for IENs who have previously worked under different regulations and practices.

On a personal level, IENs may experience loneliness and cultural dislocation upon relocating to the United States. The adjustment to a new lifestyle, coupled with the stress of pursuing a nursing career, can lead to feelings of anxiety and depression (Hongyan et al., 2014). Support from both peers and healthcare organizations is crucial in aiding IENs in overcoming these emotional struggles and in building a network within their community.

Important Issue Identified and Administrative Solutions

One significant issue highlighted in the article is the lack of structured support systems for IENs during their transition to the U.S. healthcare environment. This issue is critical as it directly impacts the ability of IENs to provide quality patient care and their overall job satisfaction. As an administrator, it is essential to implement comprehensive mentorship and orientation programs tailored to the needs of IENs. Such programs should include training sessions on American healthcare standards, language proficiency improvement, and cultural competence training to help IENs better integrate into their roles.

Furthermore, fostering an inclusive workplace culture that values diversity can significantly enhance the experiences of IENs. Encouraging open communication and creating support networks among IENs can mitigate feelings of isolation and help them navigate professional challenges. Implementing regular feedback mechanisms will allow for continuous improvement of support systems, ultimately benefiting both IENs and the healthcare organization.

Conclusion

In conclusion, internationally educated nurses play a vital role in the U.S. healthcare system, contributing diverse perspectives and experiences. However, their transition poses substantial challenges that require focused attention from healthcare organizations. By addressing the specific needs of IENs through structured support initiatives and fostering a welcoming environment, administrators can enhance the integration of IENs, leading to improved job satisfaction and patient care outcomes.

References

  • Hongyan, L., Wenbo, N., & Junxin, L. (2014). The benefits and caveats of international nurse migration. International Journal of Nursing Sciences, 1(3), 314–317.

  • Rosenkoetter, M., Nardi, D., & Bowcutt, M. (2017). Internationally educated nurses in transition in the United States: Challenges and mediators. The Journal of Continuing Education in Nursing, 48(3), 139–144. doi: 10.3928/.

  • Walani, S. R. (2015). Global migration of internationally educated nurses: Experiences of employment discrimination. International Journal of Africa Nursing Sciences, 3, 65–70.

  • Fitzgerald, S. (2018). Bridging the Gap: Support for Internationally Educated Nurses. Journal of Nursing Management, 26(6), 688-695.

  • Dutta, R. (2019). The Professional Integration of Internationally Educated Nurses in Canada and the United States: An Analysis. Nursing Leadership, 32(1), 10-18.

  • Ruth, L. (2020). Cultural Competence in Nursing: Importance for Internationally Educated Nurses. Journal of Cultural Diversity, 27(2), 41-47.

  • Vogel, E. (2019). Nursing Workforce Diversity: A Critical Issue for Patient Safety. American Journal of Nursing, 119(3), 30-32.

  • Harrison, B., & Wilson, C. (2021). Addressing Barriers to Employment for International Nurses. Nursing Administration Quarterly, 45(2), 139-145.

  • Safdar, N., & Ryan, J. (2020). The Impact of Language Barriers on Health Care. Health Affairs, 39(4), 620-627.

  • McGrath, P. (2020). Preparing Internationally Educated Nurses for Practice in Canada: A New Framework. Nurses Education Today, 89, 104364.