Paper
Sunday, November 13, 2005
Curriculum Innovation Supporting Internationally Educated Nurses
Sue Coffey, RN, DNSc, Adeline Falk-Rafael, RN, PhD, Lesley Beagrie, RN, PhD, Isolde Daiski, RN, EdD, Nancy, E. Johnston, RN, PhD, and Janice Clark, RN, MEd. School of Nursing, York University, Toronto, ON, Canada
| Learning Objective #1: Articulate the central barriers and facilitators to successful transition to nursing in Canada as experienced by internationally educated nurses |
| Learning Objective #2: Describe an innovative baccalaureate nursing program that promotes access to licensure and successful transition for internationally educated nurses |
The change to baccalaureate entry to practice for registered nurses in Ontario has resulted in significant barriers to licensure and employment for many Internationally Educated Nurses (IENs), whose educational preparation in their home jurisdiction is evaluated by the College of Nurses of Ontario as being equivalent to a diploma rather than to a degree. As of January, 2005, these IENs are no longer eligible to write the Canadian Registered Nurse Exam (CRNE), and are therefore also not eligible to enter Post-RN BScN programs that would enable them to earn a baccalaureate degree while building on previous learning. The result is a closed circle of inaccessibility for many IENs in Ontario. In response to this situation, York University School of Nursing developed a program that will provide IENs with the skills, mentorship, and additional knowledge required. The program, which is built on a strong collaborative model between academia and industry, consists of a four-month Qualifying Pre-Session that leads to admission into a modified Post-RN BScN program. It is designed to provide IENs with access to: a) baccalaureate nursing education, b) licensure, and c) employment. The program addresses the following known barriers to licensure and employment for IENs:
1. Access to baccalaureate level nursing education, necessary for licensure in Ontario, which builds on previous learning while ensuring that students are safe and competent practitioners.
2. Access to licensure through eligibility to write the CRNE.
3. Access to English language support and instruction, including professionally relevant English language support and instruction.
4. Access to a range of formal and informal mentors who will provide social support, practice with English language skills, clinical guidance, and opportunities to experience and discuss the Canadian context of nursing.
5. Nursing experience in the Canadian healthcare system that includes a focus on supporting transition to the Canadian context.