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Background/objectives <p>International nursing students (INS) enhance the diversity of the professional nursing workforce and offer universities substantial cultural, academic, economic, and social advantages. However, INS frequently face challenges in their educational experiences, particularly when targeted support is lacking. Guided by Bridges’ Transition Framework, this study examines the roles of a mentoring program on the academic, social, and personal development of undergraduate INS.</p> Methods <p>We conducted semi-structured interviews with seven participants (four mentors and three mentees) and analysed data using a hybrid deductive-inductive approach adapted from deductive qualitative analysis, and guided by Bridges’ Transition Framework.</p> Results <p>Data analysis revealed three themes. The first theme captures emotional responses to studying nursing in a new country, such as uncertainty and uneasiness stemming from differences in academic systems, culture, and language. The second theme explores the process of accepting a new reality, marked by ongoing confusion that prompted INS to seek mentoring support. The third theme demonstrates the emergence of mutual psychological, academic, and social benefits for both mentors and mentees, including increased belonging, academic confidence, and a sense of purpose.</p> Conclusions <p>These findings underscore the significance of structured mentoring programs in facilitating INS's transition from uncertainty and confusion to integration and academic confidence.</p>

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Managing transitions: a qualitative study of undergraduate international nursing students’ experience of a mentoring program

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月2日

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  • Tosin Popoola,
  • Elizabeth Bembridge,
  • Natalie Russell-Hurst,
  • Aung Phone Myint,
  • Ginger Chu,
  • Ritin Fernandez

摘要

Background/objectives

International nursing students (INS) enhance the diversity of the professional nursing workforce and offer universities substantial cultural, academic, economic, and social advantages. However, INS frequently face challenges in their educational experiences, particularly when targeted support is lacking. Guided by Bridges’ Transition Framework, this study examines the roles of a mentoring program on the academic, social, and personal development of undergraduate INS.

Methods

We conducted semi-structured interviews with seven participants (four mentors and three mentees) and analysed data using a hybrid deductive-inductive approach adapted from deductive qualitative analysis, and guided by Bridges’ Transition Framework.

Results

Data analysis revealed three themes. The first theme captures emotional responses to studying nursing in a new country, such as uncertainty and uneasiness stemming from differences in academic systems, culture, and language. The second theme explores the process of accepting a new reality, marked by ongoing confusion that prompted INS to seek mentoring support. The third theme demonstrates the emergence of mutual psychological, academic, and social benefits for both mentors and mentees, including increased belonging, academic confidence, and a sense of purpose.

Conclusions

These findings underscore the significance of structured mentoring programs in facilitating INS's transition from uncertainty and confusion to integration and academic confidence.