Table 3: Summary of reviewed articles.

Author/Year Location Purpose of the Study Methodology / Design Participants / Sample Size Findings Selected Recommendations
Ackerman-Barger, K., & Hummel, F. (2015) USA To illuminate the education experiences of nurses of color. Used critical race theory (CRT) and CRTE framework Narratives were gathered through individual interviews. 7 nurses of color Experiences of Exclusion; Survived Social Prejudice; Required to Defend Self; identified as Different; Confronted by Racism; Proceeded with Caution; Made to feel guilty; Made to feel like the Outsider; Discouraged from pursuing a Nursing Career; Referred to Academic Resources; Validated for Who One Is; Encouraged to Succeed; Knowledge about and appreciation for the education experiences of students of color are essential to create inclusive teaching and learning environments.
Allen, L. A. (2018). USA To explore the experiences of internationally educated nurses in management positions in United States health care organizations. qualitative, phenomenological study, 7 internationally educated nurses Supervisors contributed to the participants’ acceptance of management positions. The participants experienced challenges such as job Organizational leaders need to address diversity and cultural marginalization, which were challenges foreign educated nurses. Require all employees to complete cultural and diversity training designed to increase cultural competence and increase inclusiveness. Facilitate professional development opportunities.
- - - - - responsibilities, cultural differences, language and communication, Work relationships and support, opportunities for education and professional growth. -
Ezeonwu, M. (2019). USA Documents the perspectives of African-born nurses on their baccalaureate nursing education experiences in the United States. descriptive study used qualitative 25 African-born nurses Themes were disused under four major headings. RN-to-BSN Education Challenges: Individual; Institutional Challenges: RN-to-BSN Success Factors: Individual: RN-to-BSN Success Factors: Institutional; Practical Program Design. RN-to-BSN Success Factors: Institutional Practical Program Design. Helpful Campus Resources. Nursing program administrators must promote welcoming learning environments that challenge faculty and staff to not judge ethnic minority students’ abilities based on their language skills. Encourage Nursing faculty and staff actively participate in at least quarterly implicit bias workshops.
Iheduru-Anderson, K. C., & Wahi, M. M. (2018). USA To characterize the facilitators and barriers to transition of Nigerian international educated nurses to the United States health care setting. Descriptive phenomenology approach, 6 Nigerian nurses The three major themes identified from the participants’ stories were “fear/anger and disappointment” (FAD), “road/journey to success/ overcoming challenges” (RJO), and “moving forward” (MF). Examine organizational facilitators and barriers to IEN adaptation to US healthcare settings. Increasing facilitators, such as improving job orientation and ongoing mentoring, and decreasing barriers, such as taking actions to reduce racism and inequity, which would likely result in improved outcome with a more efficient adaptation of IENs to their new environment.
Jose MM. (2011). USA To understand the lived experiences of IENs in the USA to create evidence-based interventions for fostering their adaptation to living and working in the USA. Phenomenological study 20 internationally educated nurses: 8 from the Philippines, 7 from India and 5 from Nigeria The themes follow a trajectory of experiences, which the study group described as: (1) dreams of a better life, (2) a difficult journey, (3) a shocking reality, (4) rising above the challenges, (5) feeling and doing better, and (6) ready to help others. Employer should identify the learning needs and provide appropriate orientation content suitable to the needs of the new IEN. Employer should invite IENs input when developing programs aimed at facilitating adaptation and support IEN to improve success and retention in the US workplace.
Junious, D.L., Malecha, A., Tart, K., & Young, A. (2010). USA To describe the essence of stress and perceived faculty support as identified by foreign-born students enrolled in a generic baccalaureate degree nursing program. Mixed method study using an interpretive phenomenological and supplementary quantitative triangulation. 10 students enrolled in a generic baccalaureate degree nursing program. Including students from Nigeria. Desire to be valued and accepted by the nursing faculty, their classmates, and the educational institution leading to patterns of stress, strain, financial issues, having no life, and lack of accommodation as an international student. Cultural ignorance: Language issues, stereotyping and discrimination, cultural incompetence. There a great need for updated research on nursing student stress but how faculty can affect stress experiences of student nurses.
Love, K. L. (2010). USA To explore the lived experience of African American baccalaureate level students with socialization in one nursing school. Colaizzi’s (1978) method of descriptive phenomenology 7 participants: 2 from Jamaica, 1 from Haiti, 3 students of African descent born in the United States, 1 African American The following six themes emerged: Nursing education should include a less Eurocentric curriculum. Nursing need to examine the effects of dissonant socialization experiences on students, nursing practice and care outcomes in a highly global society.
- - - - - 1—The Strength to Pursue More, -
- - - - - 2—Encounters with Discrimination, 3—Pressure to Succeed, -
- - - - - 4—Isolation and Sticking Together, -
- - - - - 5—To Fit in and Talk White, and -
- - - - - 6—To Learn with New Friends and Old Ones. -
Mulready-Shick, N. (2013). USA To explore the experiences of students who identified as English language learners (ESL). Interpretative phenomenology and critical methodologies 14 nursing students who identified as ESL. From Central America, South America, and Africa. Academic progress involved additional time and effort dedicated to learning English and the languages of health care and nursing. Traditional and monocultural pedagogical practices, representing acts of power and dominance, thwarted learning. More inclusive teaching practices such as slowing down while speaking as a powerful step towards creating equitable communication. Reducing linguistic and cultural biases in faculty-made exams.
Sanner, S., & Wilson, A. (2008). USA To describe how ESL students described their experiences in a nursing program. Qualitative study 6 ESL (1 from Liberia) Three themes walking the straight and narrow, an outsider looking in, and doing whatever it takes to be successful. Participants shared instances where ESL may have contributed to academic difficulty but did not perceive that ESL was the primary reason for course failure but attributed it to experiences of discrimination and stereotyping. Faculty must exercise caution when interacting with ESL students to avoid stereotyping and disregarding students’ individual circumstances.
Scherer, M. L., Herrick, L. M., & Stamler, L. L. (2019). USA To understand the learning experiences of immigrant registered nurses who graduated from an entry-level baccalaureate nursing program in the United States. Hermeneutic phenomenology integrating Heidegger's (1927/1962) 5 foreign born nursing students. 3 Black African Born Analysis identified an overarching theme, “being on the outside” alone in their learning and ignored by their peers, faculty, and nurse preceptors. 4 subthemes include; Harsh realities, Nurturance, Disruptions, Propagation Nursing scholars, educators, and nursing preceptors need to examine assumptions and conceptualizations. Nurse educators should maintain an all-inclusive learning environment where differences are respected and appreciated.
- - - and Gadamer's (1960/2004) methodologies - - -
Smith, A., & Smyer, T. (2015). 2015 To gain an understanding of how Black African nurses experience nursing education within the United States. A hermeneutic phenomenological 9 Black African immigrants Essence: Optimistic Determination; Academics: Language, testing, technology; Culture: cultural competency, motivation, view of nursing, view of education; Competing demand: work, family; Relationship: Language, faculty, classmates, clinical. Provide a supportive and inclusive classroom environment. It is
- - - - - - recommended that nursing faculty reach out and take an interest
- - - - - - in the Black African student to form strong, supportive,
- - - - - - and caring relationships.
Vardaman, S. A., & Mastel-Smith, B. (2016). USA To describe the transition experiences of international nursing students using transitions theory as the basis for the investigation. A descriptive phenomenological design. 10 students. Including St. Lucia (n =1), Rwanda (n = 1), and Nigeria (n = 1). Meaning of Studying Nursing in the US; Expectations of Coming to the US to Study Nursing; Knowledge of US and Nursing School Prior to Coming Create mentoring programs for new international students. Matching new students with successful international students who are progressing through the curriculum might foster increased social support.
- - - - - to US; Planning Prior to Coming to US and College; Perception and Interaction with the Environment; Emotional Well-Being; Well-Being of Interpersonal Relationships; General Sense of Well-Being. -
Wheeler, R. M., Foster, J. W., & Hepburn, K. W. (2014). USA To gain a deeper understanding about the experiences of IENs compared to those of US registered nurses (RNs) practicing in two urban hospitals in southeastern USA. Cross-sectional, qualitative, descriptive design 82 female registered nurses. 42 IENs and 40 US (13 from Sub-Saharan Africa and 7 from the Caribbean) IENs reported feeling isolated in two ways: cultural and professional isolation. describe disconnection from both patient and workplace when discrimination is overt and pervasive. Decision to leave non-supportive workplace. Training in conflict resolution as well as cultural sensitivity could be part of the requirements for all nurses, especially nurses in supervisory positions.
Whitfield-Harris, L., Lockhart, J. S., Zoucha, R., & Alexander, R. (2017). USA This study explored the experiences of Black nurse faculty employed in predominantly White schools of nursing. Hermeneutic phenomenology 15 Black nurse faculty. Four themes were extracted from the data: (a) cultural norms of the workplace, (b) coping with improper assets, (c) life as a “Lone Ranger,” and (d) surviving the PWSON workplace environment. Assess cultural competence in PWSON; develop trainings and curricula that focus on cultural competence; develop strategies to improve the workplace environment, professional socialization, and emotional and moral support for faculty to improve recruitment and retention of faculty.
Summary of reviewed articles identifies author(s), region, study purpose, sample, brief description of findings, and select recommendations for each study. - - - - - -