Stress and perceived faculty support among foreign-born baccalaureate nursing students

J Nurs Educ. 2010 May;49(5):261-70. doi: 10.3928/01484834-20100217-02.

Abstract

Using the triangulation approach at the method level, this study explored and described the essence of stress and perceived faculty support as identified by foreign-born students (N = 10) enrolled in a generic baccalaureate degree nursing program. Philosophical principles outlined by Heidegger served as the core component guiding this study. Quantitative data from a larger study examining nursing students' stress and perceptions of faculty support served as the supplementary component. Results uncovered an overarching theme of the foreign-born nursing students wanting to be valued and accepted by the nursing faculty, their classmates, and the educational institution leading to patterns of stress, strain, and cultural ignorance. Language issues, stereotyping, discrimination, cultural incompetence, financial issues, and lack of accommodation as an international student were stressors that were not captured by the quantitative measures.

Publication types

  • Research Support, Non-U.S. Gov't

MeSH terms

  • Adaptation, Psychological
  • Adult
  • Attitude of Health Personnel / ethnology
  • Communication Barriers
  • Cultural Competency / education
  • Cultural Competency / organization & administration
  • Education, Nursing, Baccalaureate / organization & administration*
  • Faculty, Nursing* / organization & administration
  • Female
  • Humans
  • Interprofessional Relations*
  • Male
  • Nursing Methodology Research
  • Prejudice
  • Qualitative Research
  • Residence Characteristics
  • Risk Factors
  • Severity of Illness Index
  • Social Support*
  • Stereotyping
  • Stress, Psychological / diagnosis
  • Stress, Psychological / ethnology*
  • Stress, Psychological / prevention & control
  • Students, Nursing / psychology*
  • Students, Nursing / statistics & numerical data
  • Texas / epidemiology