Ng Linda, Zhou Huaqiong, Nair Ambili, Kalembo Fatch, Lim Eric
School of Nursing and Midwifery, The University of Southern Queensland, Toowoomba, Queensland, Australia.
School of Nursing, Curtin University, Perth, Australia.
Nurs Res Pract. 2025 Apr 16;2025:7432711. doi: 10.1155/nrp/7432711. eCollection 2025.
Research on international students conducted during the COVID-19 pandemic has persistently highlighted the vulnerabilities and challenges that they experienced when staying in the host country to continue with their studies. The findings from such research can inevitably create a negative image of international students and their ability to respond to challenges during unprecedented times. The aim of this study is two-fold: (1). To provide insights into the pandemic's impact on CaLD international nursing students. (2). To explore the lived experiences of CaLD international students in overcoming the challenges during the pandemic. A descriptive qualitative research design guided by constructivist grounded theory was used in this study. Students were recruited via flyers posted on the institutional digital learning platform. Nineteen in-depth 1 to 1 online interviews were conducted using an interview guide. Verbatim transcripts were analyzed using constant comparison analysis. Three themes emerged from the collected data that described the participants' lived experiences, and they were (1) viewing international education as the pursuit of a better life, (2) focusing on personal growth, and (3) coming out of the ashes we rise. The findings highlight the importance of recognizing the investments and sacrifices that CaLD international students and their families make in pursuit of international tertiary education. The findings also underscore the importance of acknowledging the qualities that CaLD international students have to achieve self-growth and ultimately self-efficacy as they stay in the host country during a pandemic. Future research should aim to identify effective strategies that support CaLD international nursing students in achieving personal growth and self-efficacy. This is particularly important during times of uncertainty, such as a pandemic, to ensure that they can continue their studies successfully in the host country. Recognizing the investments and sacrifices made by these students and their families, as well as acknowledging their qualities and resilience, is crucial for developing supportive educational policies and practices.
在新冠疫情期间对国际学生进行的研究一直突出了他们在东道国继续学业时所经历的脆弱性和挑战。此类研究的结果不可避免地会给国际学生及其在前所未有的时期应对挑战的能力造成负面形象。本研究的目的有两个：（1）深入了解疫情对有语言和文化障碍的国际护理专业学生的影响。（2）探索有语言和文化障碍的国际学生在疫情期间克服挑战的生活经历。本研究采用了以建构主义扎根理论为指导的描述性定性研究设计。通过张贴在机构数字学习平台上的传单招募学生。使用访谈指南进行了19次一对一的深度在线访谈。逐字记录的访谈内容采用持续比较分析法进行分析。从收集到的数据中出现了三个描述参与者生活经历的主题，它们是：（1）将国际教育视为对美好生活的追求；（2）专注于个人成长；（3）浴火重生。研究结果凸显了认识到有语言和文化障碍的国际学生及其家庭为追求国际高等教育所做的投入和牺牲的重要性。研究结果还强调了承认有语言和文化障碍的国际学生在疫情期间留在东道国实现自我成长并最终实现自我效能所具备的品质的重要性。未来的研究应旨在确定支持有语言和文化障碍的国际护理专业学生实现个人成长和自我效能的有效策略。在诸如疫情这样的不确定时期，这一点尤为重要，以确保他们能够在东道国成功继续学业。认识到这些学生及其家庭所做的投入和牺牲，以及承认他们的品质和适应能力，对于制定支持性的教育政策和实践至关重要。
