ArticleBMC medical education2026
Managing transitions: a qualitative study of undergraduate international nursing students' experience of a mentoring program.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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6 authors.
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Abstract
BACKGROUND/
objectivesInternational nursing students (INS) enhance the diversity of the professional nursing workforce and offer universities substantial cultural, academic, economic, and social advantages. However, INS frequently face challenges in their educational experiences, particularly when targeted support is lacking. Guided by Bridges’ Transition Framework, this study examines the roles of a mentoring program on the academic, social, and personal development of undergraduate INS.
methodsWe conducted semi-structured interviews with seven participants (four mentors and three mentees) and analysed data using a hybrid deductive-inductive approach adapted from deductive qualitative analysis, and guided by Bridges’ Transition Framework.
resultsData analysis revealed three themes. The first theme captures emotional responses to studying nursing in a new country, such as uncertainty and uneasiness stemming from differences in academic systems, culture, and language. The second theme explores the process of accepting a new reality, marked by ongoing confusion that prompted INS to seek mentoring support. The third theme demonstrates the emergence of mutual psychological, academic, and social benefits for both mentors and mentees, including increased belonging, academic confidence, and a sense of purpose.
conclusionsThese findings underscore the significance of structured mentoring programs in facilitating INS's transition from uncertainty and confusion to integration and academic confidence.
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