Challenges in Oral Communication for Internationally Educated Nurses

Abstract

Achieving English language proficiency, while key to successful adaptation to a new country for internationally educated nurses (IENs), has presented more difficulties for them and for educators than previously recognized. Professional communication within a culturally diverse client population and maintaining collaborative relationships between nurses and other team members were perceived as new challenges for IENs. Learning an additional language is a long-term, multistage process that must also incorporate social and cultural aspects of the local society and the profession. This article provides a descriptive review of current research literature pertaining to English language challenges, with a focus on oral language, experienced by IENs. Educational strategies for teaching technical language skills as well as the socio-pragmatics of professional communication within nursing programs are emphasized. Bridging education programs must not only develop students'academic language proficiency but also their ability to enter the workforce with the kind of communication skills that are increasingly highlighted by employers as essential attributes. The results of this review are intended to facilitate a clearer understanding of the English language and communication challenges experienced by IENs and identify the implications for designing effective educational programs.

Internationally educated nurses’ descriptions of their access to structural empowerment while working in another country's health care context

“…The above studies indicate that the empowering structures described in Kanter's theory—such as support, information, and informal power—may help IENs adjust to the new work environment. Other studies have also shown how IENs struggle to access information and to communicate in a foreign language (Allan & Westwood, ; Jose, ; Lum, Dowedoff, Bradley, Kerekes, & Valeo, ), cf. Kanter's concept of “access to information,” which concerns managing daily work and organisational information.…”

Foreign educated nurses’ work experiences and patient safety—A systematic review of qualitative studies

“…According to nursing researchers (Batnitzky & McDowell, 2011; Lum, Dowedoff, Bradley, Kerekes, & Valeo, 2015), very little academic attention has been paid to the challenges faced by FENs in their working lives. However, there is a growing body of literature pertaining to FENs (Okougha & Tilki, 2010).…”

English language skills requirements for internationally educated nurses working in the care industry: Barriers to UK registration or institutionalised discrimination?

“…A lack of the 'right' language skills can also impede successful continuing professional development (Terry, Carr and Williams 2013). The necessary skills involve not only technical competence in written and spoken English, but also social and clinical competence, across different contexts (Lum 2014).…”

“…the ability to engage in 'small talk' (Holmes and Major 2003) with patients and colleagues, as well as 'the sociocultural aspects of communication as in jokes, sarcasm, euphemisms and non-verbal behaviours' (Kawi, 2009). This includes competency in terms of not just what is said, but also how it is said (Lum 2014). …”