Faculty of Health and Occupational Studies, University of Gävle, 801 76 Gävle, Sweden; Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden.
Faculty of Health and Occupational Studies, University of Gävle, 801 76 Gävle, Sweden.
Nurse Educ Today. 2023 Dec;131:105975. doi: 10.1016/j.nedt.2023.105975. Epub 2023 Sep 17.
Internationally educated nurses attending a bridging program must demonstrate clinical competence and meet requirements to apply for a nursing license in Sweden.
To describe preceptors' experiences of supervising internationally educated nurses undergoing clinical practice education during a bridging program.
A qualitative descriptive study.
Two universities offering the 1-year bridging program for nurses with a nursing degree from outside European Union/European Economic Area and Switzerland.
Fifteen preceptors, all registered nurses, who supervised internationally educated nurses were included.
Semi-structured interviews were performed, and data were analyzed using qualitative content analysis.
Supervising internationally educated nurses was not the same as supervising nursing students and raised feelings of both joy and frustration. Preceptors had to adapt supervision to the student's nursing knowledge and skills. They had to help students communicate in Swedish and form good relationships with other students, patients, and other professionals. Most preceptors requested more information about the student's nurse education, country of education/cultural background, and previous work experiences. Mixed experiences of support from the university, first-line managers, and colleagues were reported.
Being a preceptor for internationally educated nurses is a challenge, and supervision training is important for managing preceptorship. To supervise students based on their level of knowledge and skills, more information must be shared with the preceptor. Encounters with others are of importance in the training, where teamwork and person-centered care must be in focus, both in prior theoretical education and in clinical practice education.
参加桥梁课程的国际教育护士必须展示临床能力，并符合在瑞典申请护理执照的要求。
描述导师在桥梁课程中监督接受临床实践教育的国际教育护士的经验。
定性描述性研究。
两所大学提供为期 1 年的桥梁课程，面向具有欧盟/欧洲经济区和瑞士以外护理学位的护士。
15 名导师，均为注册护士，监督国际教育护士。
进行半结构化访谈，使用定性内容分析进行数据分析。
监督国际教育护士与监督护理学生不同，引起了喜悦和沮丧的感觉。导师必须根据学生的护理知识和技能调整监督。他们必须帮助学生用瑞典语交流，并与其他学生、患者和其他专业人员建立良好的关系。大多数导师要求提供更多有关学生护士教育、教育/文化背景国家和以前工作经验的信息。报告了对大学、一线经理和同事的支持的混合体验。
担任国际教育护士的导师是一项挑战，辅导培训对于管理导师制很重要。为了根据学生的知识和技能水平进行监督，必须与导师分享更多信息。与他人的接触在培训中很重要，团队合作和以患者为中心的护理必须成为重点，无论是在之前的理论教育还是临床实践教育中。
