Aug 2026· Online Brazilian Journal of Nursing· Vol 25, pp. e20266979· 0 citations
Abstract
Objective: To describe a week-long immersion program at the University of Michigan School of Nursing (UMSN) designed to enhance Latin American nurses’ and stakeholders’ understanding of NP education, scope of practice, regulation, and leadership, supporting context-appropriate NP role development. Methods: Experience report of the “Developing Advanced Practice Nurses in Latin America” international week. An invited cohort (N=18) from six countries participated with Spanish/Portuguese simultaneous translation. Learning activities included structured presentations on MSN/DNP pathways and competencies, simulation laboratory orientation, and clinical site visits including academic medical center inpatient units, community primary care clinic, and student-run free clinic. Results: Participants observed NP autonomy in assessment, diagnosis, prescribing, care coordination, interdisciplinary collaboration, simulation’s role in competency development, and NP contributions to quality improvement, safety, and health equity initiatives across settings. Conclusion: The immersion fostered reflective dialogue on adapting United States based NP education and practice elements to various Latin American contexts. It also strengthened delegates’ intent to advocate for standardized education, supportive regulation, and expanded nursing leadership in Latin America.
The GEP is a 5-day immersive educational program that provides structured exposure to APRN education, curricular frameworks, and clinical practice in the United States while fostering sustained dialogue on contextually appropriate pathways for APRN development in Brazil.
M. Diamante, Andrea P Rangel, A. B. S. Hercules et al.· Journal of the American Asso...· 0 citations
INTRODUCTION
Recruiting international registered nurses (RNs) is one solution health care systems employ to address nursing shortages; however, these nurses often encounter challenges. The purpose of this study was to explore international RNs' experiences at a large health system in the United States and identify strategies to effectively integrate these RNs into U.S. health care systems.
METHODS
A mixed-methods study design was used. Nurses involved in the health system's International RN Program, all of whom were from the Philippines, were invited to participate in a survey and interviews.
RESULTS
A total of 114 Filipino RNs completed the survey, and nine participated in interviews. Findings highlighted supportive workplace relationships, but challenges remained in community integration, orientation, and adapting to new clinical practices and communication styles.
DISCUSSION
Recommended strategies to support international RNs include extending orientation programs, providing refresher sessions, offering structured mentorship programs, and providing cultural adaptation programs.
Y. Wen, Qing Yang, Deborah H Allen et al.· Journal of Transcultural Nur...· 0 citations
The findings suggest that targeted, interprofessional education may support the development of role identity and legitimacy for ACP among allied health professionals and generalist nurses.
W. Kinton, L. Chilman, C. Joyce et al.· Journal of Continuing Educat...· 0 citations
Clinical leadership proficiency is uneven in different domains and therefore calls for more emphasis on strategic leadership education in nursing profession students through leadership learning and competency-based education.
Introduction Interprofessional collaboration between nurses and physicians is essential for effective patient care, safe clinical workflows, and patient-centered outcomes. Despite its importance, interprofessional knowledge is insufficiently integrated into German medical education, potentially limiting students’ readiness for collaborative practice and their understanding of professional roles in clinical settings. This study explored how medical students perceive nurses’ work, nursing-related learning experiences, and interprofessional collaboration and Role Understanding within undergraduate medical education. Methods Fourteen medical students (1st–6th year) at the University of Magdeburg participated in semi-structured interviews recruited using purposive sampling to ensure variation across study years. Transcripts were analyzed using Mayring’s qualitative content analysis to identify categories and themes. Analytical rigor was ensured through independent coding and interdisciplinary validation in a research workshop. Results Seven themes were identified: Interprofessional Collaboration and Role Understanding, First Clinical Experiences, Nursing During the Practicum, Nursing-Related Learning Experiences During Medical School, Desired Nursing-Related Learning Experiences, Importance of Nursing, and Patient Well-being. The mandatory nursing practicum emerged as a key formative experience shaping early interprofessional role understanding. Students reported variability in supervision and structure, alongside limited curricular integration of nursing content. While interprofessional collaboration was considered essential, participants expressed uncertainty regarding nursing roles and responsibilities and emphasized the need for structured opportunities for interprofessional and nursing-related learning, including clinical skills, communication, and management of complex patient situations. Conclusion Medical students’ perceptions of nursing are strongly shaped by early and variably structured clinical experiences, particularly the nursing internship. The findings suggest that current medical curricula insufficiently support the systematic development of interprofessional role understanding. The structured integration of nursing-related learning experiences and explicit teaching about nursing roles, nursing-related practical skills and clinical workflows into medical education may strengthen interprofessional collaboration and support patient-centered care.
Lukas Valerius, Jonathan Hagedorn, Christian Albert et al.· Frontiers in Medicine· 0 citations
Discrepancies between academic nursing education and the realities of clinical practice may contribute to challenges during the transition from student to professional nurse. To address this, many countries and hospitals have implemented clinical introduction programmes for newly graduated nurses. However, limited knowledge exists regarding how these programmes influence nurses’ experiences of transitioning into their professional role over time. This study seeks to explore the lived experiences of nurses one year after completing a clinical nursing introduction programme, two years post-graduation. The study adopted a qualitative descriptive phenomenological design. The setting was a general hospital in southwest Sweden. The participants comprised 12 registered nurses two years after graduation who had completed a one-year clinical nursing introduction programme. Semi-structured interviews were conducted and analysed using qualitative thematic analysis grounded in descriptive phenomenology. Three themes were identified: A hunger for more, responsibility for being a caring nurse, and becoming self-aware and self-confident. Two years post-graduation and one year after completing the clinical nursing introduction programme, nurses expressed a strong drive for ongoing professional and personal growth, characterized by curiosity and a desire for autonomy. They emphasized responsibility for delivering patient-centred care, often prioritizing caring values to the extent of considering leaving workplaces that failed to support these ideals. Finally, participants reported increased confidence and self-awareness, viewing help-seeking as a sign of professional security rather than weakness. This development was supported by collegial relationships and reflective discussions on ethical dilemmas. The clinical nursing introduction programme may provide an important foundation for ongoing professional and personal growth. The findings suggest that protected time, peer interaction, reflective practice, and supportive management were perceived as contributing to a developmental trajectory from ‘being’ to ‘becoming’ a nurse, while supporting lifelong learning, caring values, and clinical confidence. However, these perceived longer-term benefits should be interpreted with caution, as they may also reflect broader processes of professional maturation and workplace socialisation. The findings indicate that introduction programmes that incorporate opportunities for reflection, collegial support, and leadership engagement may help support the continued development of competence and confidence beyond the programme period.
F. Sundberg, Mia Berglund, Anna Kjellsdotter· BMC Nursing· 0 citations
