Abstract The number of internationally educated nurses (IENs) in Ontario is growing. Given the predicted nursing shortage due to an aging nursing workforce and a short supply of nursing graduates, this trend will probably continue as international recruitment to meet nursing demands in Canada continues. Current Canadian research that examines IENs’ experience as they integrate into their workplaces is scarce. With an increasingly diverse Canadian and patient population due to rising immigration trends, a workforce that addresses the needs of the diverse patient population is valuable. Therefore an in-depth understanding of IENs’ experience, their contribution to nursing practice, and their distinct role in promoting health care access to Canada’s diverse population is necessary. A qualitative study using descriptive phenomenology was used to explore the integration experiences of eleven IENs within the Ontario, Canada health care system. Interviews were conducted to examine their experience of integrating into Canadian work settings. Thematic analysis informed by a descriptive phenomenological lens was used to uncover the essence of the IEN’s integration experience. The findings are categorized into five major themes including: Relationship with colleagues; Professional knowledge and experience; Organizational practices and work environment; Cross-cultural and linguistic competence; and IENs as an asset to nursing and patient care. These findings were nested within an overarching theme of resilience and an intrinsic motivation to establish their credibility as competent nurses. These findings highlight IENs’ unique integration experiences, and contribute to Canadian literature in the field, especially in terms of an understanding of IENs’ unique contribution to nursing in Canada. Implications and recommendations for nursing with regards to practice, education, research, and administration are presented.

Abstract The number of internationally educated nurses (IENs) in Ontario is growing. Given the predicted nursing shortage due to an aging nursing workforce and a short supply of nursing graduates, this trend will probably continue as international recruitment to meet nursing demands in Canada continues. Current Canadian research that examines IENs’ experience as they integrate into their workplaces is scarce. With an increasingly diverse Canadian and patient population due to rising immigration trends, a workforce that addresses the needs of the diverse patient population is valuable. Therefore an in-depth understanding of IENs’ experience, their contribution to nursing practice, and their distinct role in promoting health care access to Canada’s diverse population is necessary. A qualitative study using descriptive phenomenology was used to explore the integration experiences of eleven IENs within the Ontario, Canada health care system. Interviews were conducted to examine their experience of integrating into Canadian work settings. Thematic analysis informed by a descriptive phenomenological lens was used to uncover the essence of the IEN’s integration experience. The findings are categorized into five major themes including: Relationship with colleagues; Professional knowledge and experience; Organizational practices and work environment; Cross-cultural and linguistic competence; and IENs as an asset to nursing and patient care. These findings were nested within an overarching theme of resilience and an intrinsic motivation to establish their credibility as competent nurses. These findings highlight IENs’ unique integration experiences, and contribute to Canadian literature in the field, especially in terms of an understanding of IENs’ unique contribution to nursing in Canada. Implications and recommendations for nursing with regards to practice, education, research, and administration are presented.

This phenomenological study investigated the transition experiences of clinical respiratory therapists who pursued second careers as respiratory faculty. Situated Learning Theory and Workplace Learning Theory were the frameworks for interviews with 11 second career respiratory faculty who had taught fewer than five years in baccalaureate degree programs. The goal of this study was to identify the major themes of their experiences. Thematic analysis revealed five common experiences: under-preparation, challenges, overwhelmed feelings, personal responsibilities, and rewards. The common theoretical framework for all participants was the critical need to understand their communities of practice within their organizations. From this study, respiratory department chairs and administrators may better understand the challenges and needs of clinical therapists as they transition into faculty positions. Positive experiences such as improved orientations and continued effective faculty support may promote a more rewarding and long-term practice.

S’interroger sur l’adoption, dans un contexte d’évolution controversée des représentations de la parenté en Tunisie, oblige à s’attarder sur l'arrière plan social, culturel et juridique dans lequel elle s'inscrit. Le discours social sur l’adoption continue à promouvoir l’idée d’une bipartition de la parenté entre une parenté biologique, « de sang » ou « naturelle » et une parenté sociale, « affective »ou encore « du cœur ». A partir de témoignages de parents adoptifs et des adoptés, nous avons essayé de relever les différentes dimensions de l’épreuve d’adoption et des relations au sein de la parenté adoptive. L’étude des différents points soulevés permet d’emblée de questionner la place de la pluriparentalité à travers les pratiques et les représentations de la filiation adoptive dans un contexte socio-politique en mouvance. Elle permet en outre de déterminer le rapport entre la généalogie et la subjectivité dans le processus de la construction identitaire. / Questioning adoption, in a context of a controversial evolution of the representations of parenthood in Tunisia, compels one to dwell upon the social, cultural and legal backgrounds where it belongs. Social discourse on adoption continues to promote the idea of a dichotomy of parenthood, divided between biological parenthood - "blood" or "natural" parenthood- and social parenthood - "emotional" or "heart-based" parenthood. Based on accounts of adoptive parents and adoptees, we tried to identify the different dimensions of the experience of adoption and of the relationships within the adoptive parenthood. In building a relationship of adoption, representations appear as a primary mediator. The study of the various points raised directly questions the role of multi parenting through the practices and representations of adoptive kinship in a socio-political movement. It also allows to determine the relationship between genealogy and subjectivity in the process of identity construction.

Plusieurs infirmières nouvellement diplômées (INDs) débutent leur carrière professionnelle avec le soutien d’un programme de transition, offert par leur centre hospitalier, qui vise à faciliter leur intégration professionnelle. Toutefois, peu de programmes semblent inclure la participation d’infirmières gestionnaires directement dans la réalisation de ses activités d’intégration. À ce jour, aucun écrit ne semble avoir explorer la pertinence d’inclure les infirmières gestionnaires dans les activités d’un programme de transition. Cette étude avait pour but d’explorer les perceptions d’INDs en lien avec la participation d’infirmières gestionnaires dans un programme de transition et des retombées perçues sur leur intégration professionnelle. Cette étude qualitative descriptive a été réalisée à l’aide d’entrevues individuelles semi-dirigées auprès de sept participants travaillant dans un centre hospitalier universitaire à Montréal. L’analyse de contenu a été la méthode choisie pour analyser les données récoltées. Selon les perceptions d’INDs, les périodes de discussion de groupe dédiées avec leur infirmière gestionnaire dans un programme de transition ont contribué à la création d’une atmosphère de soutien et de sécurité, l’identification d’un espace désigné de communication, l’établissement d’une relation avec leur gestionnaire et l’amélioration de l’environnement de travail. Les résultats suggèrent que ces périodes de discussion dédiées de groupe entre les INDs et leur infirmière gestionnaire sont une activité appréciée et anticipée, qui tend à faciliter leur intégration professionnelle. Ces résultats invitent les infirmières gestionnaires à davantage s’impliquer durant l’expérience de transition des INDs en organisant des périodes de discussions avec leurs INDs pour comprendre comment mieux les soutenir et faciliter leur intégration professionnelle. / Many newly graduated nurses (NGNs) begin their professional career with the support of a transition program offered by their hospital center that aims to facilitate their professional integration. However, few programs seem to include the nurse manager’s participation directly in carrying out its onboarding activities. To date, no study seems to have explored the relevance of including the nurse manager in the activities of a transition program. This study aimed to explore the perceptions of NGNs in relation to the participation of nurse managers in a transition program and its perceived contributions on their professional integration. A qualitative descriptive study was conducted using individual semi-structured interviews with seven participants working in a university healthcare centre in Montreal. Content analysis was the method chosen to analyze the data collected. According to the perceptions of NGNs, dedicated group discussion periods with their nurse manager in a transition program contributed to the creation of a supportive and safe atmosphere, identification of a designated space for communication, relationship building with their manager and improvement of the work environment. The results suggest that these group dedicated discussion periods between NGNs and their nurse manager are an appreciated and anticipated activity by INDs, that tends to facilitate their professional integration. These results invite nurse managers to be more involved during the transition experience of INDs by initiating discussion periods with NGNs to understand how to better support them and facilitate their professional integration.