ABSTRACT
PURPOSE: This expository paper explores the literature related to the development of international nursing (or midwifery) curricula as a vehicle for studying relationship-building. BACKGROUND: International nursing curriculum development can be interpreted as a sanctioned extension of transnational, cross-cultural, political and economic professional outreach activities. METHOD: Extensive literature searches were conducted in the CINAHL, ERIC, PsychINFO and ABI/INFORM Global databases of the key terms: relationship-building; international; curriculum development; and nursing. FINDINGS: The review revealed developing international nursing curricula through cooperative partnerships between institutions of higher learning and/or international development agencies provides a vehicle to build international collegial relationships among nursing faculty and professionals worldwide. A summary is provided in a table. CONCLUSIONS: Relationship-building through the development of international nursing curricula merits focused investigation.
Subject(s)
Curriculum , Education, Nursing/organization & administration , Internationality , Interprofessional Relations , Midwifery/education , HumansABSTRACT
BACKGROUND: This paper describes a study that explores the experiences of internationally educated nurses (IENs) in their efforts to gain entry to practice as Registered Nurses (RNs) in the province of Ontario, Canada. AIM: The aim was to uncover, in part, the issues related to professional nursing credentialling. METHODS: This study was guided by a biographical narrative (qualitative) research methodology. A convenience sample of 12 IEN students volunteered for this study representing the Philippines, Mainland China, Korea, Ukraine and India. FINDINGS: The findings were that the IENs progress through a three-phase journey in their quest for licensure in Ontario. These phases include: (1) hope - wanting the Canadian dream of becoming an RN in Ontario; (2) disillusionment - discovering that their home-country nursing qualifications do not meet Ontario RN entry to practice; and (3) navigating disillusionment - living the redefined Canadian dream by returning to nursing school to upgrade their nursing qualifications. CONCLUSIONS: Professional regulatory nursing bodies and nursing educators, as well as practising nurses, must be aware of the potentially confusing and unpleasant processes IENs go through as they qualify for the privilege of practising nursing in Ontario.
