Foreign-born nursing students in the United States: a literature review.

A thorough search of the literature examined what have been reported as stressors for foreign-born nursing students living in the United States. A comprehensive review of foreign-born nursing student literature within the United States educational system was examined, reviewed, and summarized. Minimal research has been dedicated exclusively to identify those unique stressors experienced among the foreign-born student population. A review of 11 articles revealed four common results interdependent of one another experienced among this group of students. Results identified were (a) language and communication issues; (b) discrimination, prejudice, and lack of support; (c) cultural issues; and (d) loneliness, isolation, and alienation. Foreign-born nursing students may continue to experience a multitude of barriers while seeking educational advancements in the United States until serious endeavors are initiated to close the gap and address the concerns previously documented. Although the needs of this diverse population are important, this research has the potential to reveal crucial information regarding stressors specifically common to those studying abroad in the United States. This topic will provide guidance to deans, directors, and educators in identifying and establishing processes to help validate the foreign-born nursing students' experience while they are enrolled in their prospective schools of nursing within the United States.

Stress and perceived faculty support among foreign-born baccalaureate nursing students.

Using the triangulation approach at the method level, this study explored and described the essence of stress and perceived faculty support as identified by foreign-born students (N = 10) enrolled in a generic baccalaureate degree nursing program. Philosophical principles outlined by Heidegger served as the core component guiding this study. Quantitative data from a larger study examining nursing students' stress and perceptions of faculty support served as the supplementary component. Results uncovered an overarching theme of the foreign-born nursing students wanting to be valued and accepted by the nursing faculty, their classmates, and the educational institution leading to patterns of stress, strain, and cultural ignorance. Language issues, stereotyping, discrimination, cultural incompetence, financial issues, and lack of accommodation as an international student were stressors that were not captured by the quantitative measures.

A study of school nurse job satisfaction.

This study explored job satisfaction and changes needed to help boost levels of job satisfaction. Self-reported job satisfaction data were collected from 71 school nurses employed in elementary, middle, and high school settings via interactive focus groups. The subjects participated in a 30- to 45-minute focus group session that was audiotaped and transcribed by the principal investigator. Beliefs about job satisfaction were identified and classified into exclusive categories or themes. While the majority of school nurses expressed contentment with their jobs, certain factors that would increase job satisfaction, such as salary and control issues, were discussed. Overall, 83% of school nurses in this study were satisfied in their present positions; however, issues of coping and role strain were identified as major contributors to low morale. Only 17% of the school nurses voiced job dissatisfaction, primarily attributed to low salaries and lack of trust and support from administration. As school nurses face a diverse community with complex needs, adaptation is needed for job satisfaction to be maintained. For this to occur, school nurses must take the initiative to educate administrators, parents, and communities about their role in the school setting.