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internationally educated nurse, role transition, education environment, bridging program


The purpose of this study was to explore a bridging program’s education environment and the role transition of internationally educated nurses (IENs) who were enrolled full-time in Semesters 1 and 2 of the Practical Nursing Bridging Program for IENs at a community college in Toronto, Canada, during the Winter Semester of school year 2018-2019. A survey questionnaire consisting of three parts was used to gather data from 68 IEN students who volunteered to participate in this study. Descriptive statistics and multiple regression analysis were used to analyze data. Participants’ responses to the open-ended question, “Could you please list any problems/issues you have encountered in the bridging program?”, were grouped based on similarity of ideas presented. Results indicate that all bridging program education environment components, as well as role transition subscales, were described as “agree.” Age, sex, place where nursing course was completed, number of years working as registered nurse, work before living in Canada, working place before coming to Canada, and number of years not working as nurse seem not to be predictors of the respondent’s perception on role transition. There is a significant relationship between the respondents’ perception of the teaching process within their bridging program’s education environment and role transition. However, view on teacher, academic, atmosphere and social self-perception seemed insignificant predictors of role transition. Participants’ responses to open-ended the question were classified into four groups of problems: concern with teachers, program content issues, program pace, and financial issues. Recommendations are provided in view of the study’s findings.