Factors that influence international nursing students’ experiences and perceptions of their learning environments: a scoping review
Notice bibliographique
Résumé
OBJECTIVE: The objective of this review was to explore factors that influence international undergraduate nursing students' experiences and perceptions of their learning environment. INTRODUCTION: In the past 2 decades, international student enrollment in tertiary education increased globally, with English-speaking countries such as Australia, Canada, the United Kingdom, and the United States attracting a significant majority of these students. Many of these international students are attracted to studies in health professions and related sciences, particularly nursing. Despite their economic and cultural contributions to the host country, international nursing students face numerous challenges that affect their learning experiences. INCLUSION CRITERIA: Peer-reviewed studies reporting on the factors that positively or negatively influenced international undergraduate nursing students' perceptions or experiences of their learning environment within the higher education sector, onshore in any country other than their own, were included. Studies of any research design and from any country were considered. Studies reporting on students whose educational preparation was vocational or led to registration to work under the supervision of registered nurses were excluded. Perceptions or experiences reported by educators, mentors, or clinical facilitators who supported international nursing students were also excluded. METHODS: A search for relevant records was conducted in CINAHL (EBSCOhost), MEDLINE (Ovid), Embase (Ovid), Emcare (Ovid), PsycINFO (Ovid), Web of Science Core Collection, Scopus, and ScienceDirect. Databases were searched from 1995 onward for published studies on October 12, 2020, then subsequently updated on July 1, 2022, and March 15, 2024. Gray literature was searched using Google Scholar, CORE, and BASE. A data extraction tool developed by the reviewers was used to extract data from the included studies. The extracted data were analyzed through content analysis and simple qualitative synthesis based on the review questions. The findings are presented in narrative format, supported by mind maps and tables. RESULTS: A total of 1928 records was identified in the databases. Of these, 10 were duplicates. The titles and abstracts of the remaining 1918 records were screened, and 1876 records were excluded for not meeting the study inclusion criteria. Forty-two full-text reports were retrieved and assessed against the eligibility criteria. Of the 42 reports, 13 discrete studies met the criteria for inclusion in this review. Findings from the included studies showed that international student nurses faced language barriers, cultural challenges, and discrimination in academic and clinical settings, compounded by inadequate support and high academic demands, which affected their well-being. International student nurses employed strategies, such as seeking mentorship and participating in simulations, to adapt. They also benefited from orientation programs and peer networks for adjustment. CONCLUSION: The challenges faced by international nursing students, such as language barriers and discrimination, may significantly affect their educational experiences. The findings of this scoping review underscore the need for further research to develop and evaluate support programs and resources to promote positive experiences for international nursing students within their learning environment. SUPPLEMENTAL DIGITAL CONTENT: A Chinese-language version of the abstract of this review is available at: http://links.lww.com/SRX/A85.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».