The Transition Experience From Education to Practice Among First-Generation Immigrant Nurses Recently Graduated From College Nursing Programs

Abstract

Context: For several years, a significant increase in immigration to the province of Quebec has been observed. This phenomenon is also reflected in college-level nursing programs. First-generation immigrant students experience multiple transitions upon their arrival in Quebec. Throughout their educational journey, they encounter various challenges related to adapting to the climate, the education system, social norms, and Quebec culture.

Objective: This study aims to better understand the transition experience from nursing education to professional practice among nurses who graduated from a college nursing program less than 1 year ago and who are first-generation immigrants who have lived in Quebec for fewer than 10 years.

Methodology: A descriptive exploratory qualitative design was used to address this objective. Five newly graduated first-generation immigrant nurses participated in individual semi-structured interviews. Thematic analysis of the data was conducted according to the steps described by Paillé and Mucchielli (2012).

Results: The analysis revealed that being first-generation immigrants had very little impact on the participants’ transition experience into their practice setting. Key moments in the transition experience were identified, including organizational transition, integration into the care unit, and integration into the new role as a nurse. During these key moments, several facilitating and constraining conditions were identified.

Conclusion: The results of this study suggest strengthening nursing students’ preparation for the transition to professional practice by further integrating nursing role development into college nursing education to support successful integration into the practice setting.