Not Very Welcoming: A Survey of Internationally Educated Nurses Employed in Canada

Countries around the world are struggling to cope with a shortage of nurses and are increasingly relying on internationally educated nurses to fill the gap. Internationally educated nurses represent 9% of the Canadian nursing workforce, but this is expected to grow as the shortage continues. This study aimed to identify and understand the experiences of internationally educated nurses who came to Canada to seek nursing work. Methods: A cross-sectional survey of a random sample of internationally educated nurses was conducted. Descriptive statistics were used to analyze the survey responses. The survey also included an open-ended question about experience with the move to Canada to work as a nurse. Responses to the open-ended question were content analyzed and triangulated with the survey data. Results: A total of 2,107 internationally educated nurses responded to the study (47% response rate). Most were female (95%) and married (80%), and almost half were from the Philippines (49%). Professional (e.g., salary & benefits, 60%) and personal (e.g., quality of life, 56%) reasons drove migration to Canada, but 76% reported no recruitment incentives, and most (56%) relied on friends and family for information about nursing in Canada. Significant barriers to practicing in Canada included the licensure exam (75%), and obtaining information about different types of practice in Canada (56%). Conclusions: The findings from this study provide important information about internationally educated nurses’ perceptions and experiences of coming to Canada to obtain work in nursing. Improving the means for seeking employment by overseas nurses is a key area that regulatory agencies, health managers and policy leaders need to understand and address. Strategies to improve the barriers nurses face, particularly those related to licensure are important considerations

Long-term Psychological and Occupational Effects of Providing Hospital Healthcare during SARS Outbreak

TOC Summary Line: Healthcare workers in hospitals affected by SARS experience increased psychological stress 1–2 years after the outbreak

Identification of recruitment and retention strategies for rehabilitation professionals in Ontario, Canada: results from expert panels

<p>Abstract</p> <p>Background</p> <p>Demand for rehabilitation services is expected to increase due to factors such as an aging population, workforce pressures, rise in chronic and complex multi-system disorders, advances in technology, and changes in interprofessional health service delivery models. However, health human resource (HHR) strategies for Canadian rehabilitation professionals are lagging behind other professional groups such as physicians and nurses. The objectives of this study were: 1) to identify recruitment and retention strategies of rehabilitation professionals including occupational therapists, physical therapists and speech language pathologists from the literature; and 2) to investigate both the importance and feasibility of the identified strategies using expert panels amongst HHR and education experts.</p> <p>Methods</p> <p>A review of the literature was conducted to identify recruitment and retention strategies for rehabilitation professionals. Two expert panels, one on <it>Recruitment and Retention </it>and the other on <it>Education </it>were convened to determine the importance and feasibility of the identified strategies. A modified-delphi process was used to gain consensus and to rate the identified strategies along these two dimensions.</p> <p>Results</p> <p>A total of 34 strategies were identified by the <it>Recruitment and Retention </it>and <it>Education </it>expert panels as being important and feasible for the development of a HHR plan for recruitment and retention of rehabilitation professionals. Seven were categorized under the <it>Quality of Worklife and Work Environment </it>theme, another seven in <it>Financial Incentives and Marketing</it>, two in <it>Workload and Skill Mix</it>, thirteen in <it>Professional Development </it>and five in <it>Education and Training</it>.</p> <p>Conclusion</p> <p>Based on the results from the expert panels, the three major areas of focus for HHR planning in the rehabilitation sector should include strategies addressing <it>Quality of Worklife and Work Environment</it>, <it>Financial Incentives and Marketing </it>and <it>Professional Development</it>.</p

An examination of differences among staff mix alternatives and work designs and selected nursing, quality, and system outcomes

grantor: University of TorontoExamining the differences between staff mix models, work design, and outcomes for the registered nurse, the system, and for patient care quality is of great interest to nurses, health care administrators and policy makers. First, this study examined the types of staff mix utilized in hospitals in the greater Metropolitan Toronto area, and determined that two categorizations of staff mix exist. These are: (a) staff mix models that only employ regulated workers (RNs and RPNs) and (b) staff mix models that employ both regulated and unregulated workers (RNs and URWs). The concentration of registered nurses was found to be higher in staff mix models that utilize unregulated workers. Secondly, registered nurses employed on 30 randomly selected units from each of these two staff mix model groupings (i.e. 15 units from each group) were surveyed to determine their perceptions of: (a) the work design (care delivery model) in place on the unit, (b) nurse outcomes (role conflict, role ambiguity, and job satisfaction), and (c) quality outcomes (perceived effectiveness of care and perceived quality of care). As well, data related to the system outcome of patient length of stay were determined. Results of this study indicate that RNs experience high levels of role conflict, regardless of the type of staff mix model. However, no significant differences were found between the staff mix model, work design, and nursing, quality, and system outcomes.Ph.D

Career Intentions of Nursing Students and New Nurse Graduates: A Review of the Literature

This paper highlights findings from a literature search to examine the role of nursing education in preparing nurses to meet healthcare demands. The review focused on nursing students’ perceptions of nursing and whether these views change during their nursing studies and impact workplace preferences. Nursing students often enter their program with preconceived ideas of where they want to work following graduation. Large urban hospitals were favored over community care because of the perceived opportunities for support. Of particular importance were the negative views relating to care of elderly patients. Unless attitudes are changed during their nursing studies, they may affect initial job selection. Implications for nursing education include provision of educational experiences that foster an optimistic career outlook in areas where there is a growing need for nursing services. More research is needed to determine how to enable appropriate learning experiences when there are limited resources and practice placements

Les Effets Potentiels de la Version Française du NCLEX-RN® sur le Choix de la Langue de Formation d\u27Étudiantes Infirmières Francophones en Situation Minoritaire.

Contexte : Un très faible taux de réussite a été remarqué chez les étudiantes infirmières francophones en situation minoritaire ainsi qu’une chute du nombre de candidates qui choisissent de passer en français le nouvel examen d’autorisation, le NCLEX-RN®, qui a été introduit en 2015. Ces données sont préoccupantes s’agissant de la qualité et de la pérennité des services de santé en français dans les régions linguistiques minoritaires au Canada. Objectifs : Le but de cet article est de présenter les résultats concernant les expériences des étudiantes inscrites dans un programme de formation initiale en sciences infirmières en français sur leur prise de décision quant à : 1) la langue du programme auquel elles se sont inscrites, 2) la langue dans laquelle elles ont choisi de passer le NCLEX-RN®, 3) leur intérêt à travailler dans un contexte francophone, 4) leurs connaissances générales relatives au nouvel examen d’autorisation et 5) les sources d’information sur le NCLEX-RN®. Méthodologie : Un devis de recherche mixte séquentiel a été retenu comportant l’utilisation de questionnaires. Des analyses descriptives et des analyses thématiques et de contenu ont été effectuées. Résultats : 51 étudiantes de la cohorte francophone ont participé à cette étude. La majorité des participantes comptaient passer le NCLEX-RN® en anglais; l’intérêt médiatique porté à la version française de l’examen a eu une influence sur leur décision. Quatre grands thèmes ont été mis en évidence à partir des questions à court développement du questionnaire : 1) langue maternelle choisie comme langue de formation, 2) trois principaux facteurs qui influencent le choix de la langue pour le NCLEX-RN®, 3) collègues et médias comme sources d’information sur le NCLEX-RN®, et 4) importance et fierté d\u27étudier en français. Conclusion : Les résultats de ce projet ont mis en évidence les facteurs qui influencent la prise de décision des étudiants francophones quant au choix de la langue de l’examen et les raisons pour lesquelles les finissantes étudieraient à nouveau en français. Abstract Background: Since the introduction of the new entry to practice exam, the NCLEX-RN®, there has been a very low success rate among Francophone nursing students living in minority situations. In addition, there has been a drop in the number of candidates who choose to write the exam in French. These results are of great concern in terms of the quality and sustainability of French language health services in French language minority communities in Canada. Objectives: The purpose of this article is to present the results of a study exploring the experiences of students enrolled in an entry level nursing program in French in terms of their decision-making regarding: 1) the choice of the language of the nursing program in which they were enrolled, 2) the language in which they chose to write the NCLEX-RN®, 3) their interest in working in a Francophone context, 4) their general knowledge of the new entry to practice exam, and 5) information sources on the NCLEX-RN©. Methodology: A sequential mixed methods design using surveys with multiple-choice and open-ended questions was used to conduct this study. Descriptive analyzes, as well thematic and content analysis, were used to analyze the data. Results: 51 students from a francophone graduating cohort participated in this study. The majority of the participants expected to write the NCLEX-RN® in English; the media attention on the French version of the exam influenced their decision. Four main themes were highlighted : 1) Choice of language of student based on their first language, 2) Three main factors that influence the choice of the language in which they write the NCLEX-RN®, 3) Colleagues and media as sources of information on the NCLEX-RN®, and 4) Importance and pride of studying in French. Conclusion: The results of this project shed light on the factors that influence francophone students\u27 decision-making regarding the choice of language for the exam and the reasons why graduating students would choose to study in French again or not