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.

Cette étude porte sur les défis à l’intégration des pharmaciens diplômés à l’étranger au marché du travail du Québec. L’objectif vise à comprendre le processus d’intégration au Québec et la contribution des différents acteurs qui sont impliqués au processus de reconnaissance des diplômes étrangers dans le cas des pharmaciens. La question de recherche est « Comment les multi-acteurs de la coalition intersectorielle contribuent-ils au processus de reconnaissance des diplômes étrangers dans le cas des pharmaciens? Le modèle conceptuel d’analyse tourne autour de la contribution des acteurs impliqués dans le processus d’intégration et le cadre conceptuel mis à profit se base sur la théorie des coalitions intersectorielles. La coalition intersectorielle soutient l’idée que la coopération entre différents secteurs permettrait d’aborder les questions de manière plus globale afin de répondre à une complexification des problématiques concernées. L’intégration des professionnels immigrants est reconnue pour sa complexité et sa multidimensionnalité. La coalition apporte une réponse globale et satisfaisante aux défis de l’intégration des professionnels immigrants facilitant ainsi l’ouverture à la diversité professionnelle. Pour atteindre cet objectif et répondre à la question de recherche, l’approche employée est de nature qualitative puisque des entrevues ont été réalisées avec une vingtaine des représentants des différents organismes qui interviennent dans le processus d’intégration des immigrants formés à l’étranger. / This study focuses on the challenges of integrating pharmacists with foreign graduates into the Quebec labor market. The objective is to understand the process of integration in Quebec and the contribution of the various actors who are involved in the process of recognition of foreign diplomas in the case of pharmacists. The research question is “How do the multi-actors of the intersectoral coalition contribute to the process of recognition of foreign diplomas in the case of pharmacists? The conceptual analysis model revolves around the contribution of the actors involved in the integration process and the conceptual framework used is based on the theory of intersectoral coalitions. The intersectoral coalition supports the idea that cooperation between different sectors would make it possible to address the issues in a more global way in order to respond to the increasing complexity of the issues concerned. The integration of immigrant professionals is recognized for its complexity and multidimensionality. The coalition provides a comprehensive and satisfactory response to the challenges of integrating immigrant professionals, thus facilitating openness to professional diversity. To achieve this objective and answer the research question, the approach used is of a qualitative nature since interviews were carried out with about twenty representatives of the various organizations involved in the process of integrating immigrants trained abroad.

Depuis quelques décennies, de nombreux immigrants s’établissent au Canada ; une partie d’entre eux s’installent au Québec, surtout à Montréal. Certains de ces immigrants s’orientent vers la profession enseignante, sur la base de l’évaluation comparative de leurs diplômes. En raison de la pénurie d’enseignants à Montréal et de la pluralité ethnoculturelle du territoire, les commissions scolaires situées sur l’île de Montréal font souvent appel à des enseignants formés à l’étranger (EFÉ), notamment en classes d’accueil où ils sont jugés particulièrement pertinents compte tenu de leur connaissance de la migration. Cependant, l’intégration des EFÉ de classe d’accueil soulèverait des défis particuliers étant donné qu’ils n’ont pas toujours pour langue maternelle le français et qu’ils sont peu familiers avec le système éducatif québécois, alors que la transmission de la langue et de la culture constitue les objectifs prioritaires de leur mandat (Grégoire-Labrecque, 2014). Dans ce contexte, leur intégration socioprofessionnelle demande une attention. Néanmoins, la recherche sur cette question a surtout documenté les difficultés qu’ils rencontrent lors de leurs premières années d’exercice dans le milieu d’accueil, de même que les stratégies adoptées pour les surmonter ; peu d’attention a été portée au contexte spécifique dans lequel ils enseignent, tel que celui de la classe d’accueil qui présente des défis particuliers. Ainsi, ce mémoire vise à comprendre comment les EFÉ s’ajustent au travail de la classe d’accueil montréalaise. Les théories du constructivisme de Pépin (1994), de la dramaturgie de Goffman (1973a, 1973b) et de l’action collective de Becker (1982) sont mobilisées pour éclairer ce processus d’ajustement alors conçu comme la reconstruction de leur savoir-faire au coeur de leurs interactions au travail. La recherche sur le terrain s’est réalisée au moyen de neuf entretiens individuels virtuels auprès de trois EFÉ travaillant dans les classes d’accueil montréalaises. Après avoir réalisé une analyse thématique des transcriptions des entretiens, trois processus de reconstruction de leur savoir-faire en classe d’accueil ont été identifiés : la remobilisation des pratiques connues, l’adaptation des pratiques connues mais écartées et l’apprentissage des pratiques inconnues. Une lecture transversale de ces résultats a suscité le besoin d’un éclairage théorique complémentaire pour enrichir l’interprétation de ces processus et du rôle que tiennent les interactions au travail. Ainsi, une théorie interactionniste de la socialisation au travail (Demazière et al., 2019) a permis d’affiner la compréhension par la mise en lumière de quatre modes d’interaction par lesquels s’accomplissent les processus de reconstruction du savoir-faire des participants : la validation, l’ajustement, la confrontation et la tractation. Cette nouvelle analyse met en relief que ces modes d’interaction, qui se déploient autant en classe d’accueil que dans l’école, constituent le moteur de l’adaptation des pratiques des participants en regard des valorisations de la culture de travail dans les écoles montréalaises. / In recent decades, many immigrants have settled in Canada; some of them settle in Quebec, especially in Montreal. Some of these immigrants turn to the teaching profession, based on the comparative evaluation of their diplomas. Due to the shortage of teachers in Montreal and the ethnocultural plurality of the territory, the school boards located on the island of Montreal often call on internationally trained teachers (IETs), particularly in welcoming classes where they are considered particularly relevant given their knowledge of migration. However, the integration of IETs in welcoming class would raise particular challenges given that they do not always have French as their mother tongue and are unfamiliar with the Quebec school system, while the transmission of language and culture constitute the priority objectives of their mandate (Grégoire-Labrecque, 2014). In this context, their socio-professional integration requires attention. However, research on this issue has mostly documented the difficulties that they encounter during their first few years of practice in the host setting, as well as the strategies adopted to overcome them; little attention has been paid to the specific context in which they teach, such as the welcoming class which presents particular challenges. Thus, this research aims to understand how IETs adjust themselves to the work of Montreal welcoming class. Pépin’s theory of constructivism (1994), Goffman’s theory of dramaturgy (1973a, 1973b) and Becker’s theory of collective action (1982) are mobilized to shed light on this adjustment process then conceived as the reconstruction of their expertise at the centre of their interactions at work. The field research was carried out by means of nine virtual individual interviews with three IETs working in Montreal welcoming classes. After carrying out a thematic analysis of the interview transcriptions, three reconstruction processes of their expertise in welcoming class were identified: remobilization of known practices, adaptation of known but deviant practices and learning of unknown practices. A transversal reading of these results aroused the need for additional theoretical insight to enrich the interpretation of these processes and the role that interactions played in the work. Thus, an interactionist theory of socialization at work (Demazière et al., 2019) allowed to refine the understanding by highlighting four modes of interaction through which the reconstruction processes of the participants’ expertise are accomplished: validation, adjustment, confrontation and negotiation. This new analysis emphasizes that these modes of interaction, which appear both in welcoming class and in school, constitute the driving force behind the adaptation of participants’ practices with regard to the valuation of the work culture in Montreal schools.