The experiences and subsequent educational needs of internationally trained nurses working as support workers in the UK

BACKGROUND: Nurses registered overseas they have the opportunity to
further their education in the UK while practicing as health care support
workers by accessing a University based healthcare and nursing degree
programme. These students have a duel role as international students and
as support workers however there is little research based evidence that
describes their experiences. Informal feedback from the students
identified difficulties with both the academic demands of the course and
problems encountered while working as support workers. While attending
university students could access opportunities that may help them to
resolve any issues they face however there is nothing available in the
current literature to inform the content of such programmes.
AIM: To understand the experiences and subsequent educational needs of
internationally trained nurses working as support workers and studying at
a UK University.
METHOD: A phenomenological method was used to describe the lived
experiences of internationally trained nurses working as support workers
and studying at a UK University. Data was collected using an education
journal to record the student’s experiences. The data was then analysed
using Bradshaw’s taxonomy of social need as a framework to identify
education need.
RESULTS: Analysis of the results identified the following emergent
themes; academic issues, adjustment to living and working away from
home country; communication; questioning attitudes, and practice;
understanding the behaviour, symptoms and needs of the client group;
practical skills; understanding correct practice; coping with emotions and
reactions.
CONCLUSION: The results of the needs analysis identified communication
and understanding dementia as a need. This can be detailed as education
on the recognition and understanding of non verbal communication in
particular the interpretation of body language and paralinguistics to
facilitate the students understanding of the needs of patients with
dementia. As with most international students education and support with
academic skills was reported as a need. In particular resources on
academic skills were identified as an education need. The evidence from
this study and the relevant literature identified education to help adapt to
the host country’s culture as a need. Further discussion and evidence is
needed to explore how these education needs can be delivered and what
is effective in resolving the difficulties students describe when they are in
practice.