Internationally educated nurses’ workforce and workplace integration experiences during the COVID-19 pandemic in Ontario: Qualitative descriptive study

Background. Integrating internationally educated nurses (IENs) into Ontario’s healthcare workforce is crucial for addressing nurse shortages, meeting increased healthcare demands, and ensuring quality patient care. However, internationally educated nurses face numerous challenges during integration. Their experiences following the 2015 registration requirement changes and the COVID-19 pandemic remain unknown. This study aimed to understand and describe internationally educated nurses’ experiences during their integration processes and the support needed to streamline them. Methods. This study employed a qualitative description approach, using semi-structured one-on-one virtual interviews with twelve internationally educated nurses. Data collection and analysis were completed concurrently and informed by the Braun and Clark framework and the Transition Theory. Results. Three main themes with twelve subthemes emerged from internationally educated nurse interview analyses: internationally educated nurse experiences pre-registration, experiences post-registration, and support and call for improvements. Conclusion. This study highlighted the multifaceted challenges internationally educated nurses face when integrating into the Canadian healthcare system. Collaboration among all stakeholders, including internationally educated nurses, is essential to overcoming these challenges and facilitating integration.