Aim: This article discusses the challenges of international PhD nursing students and recommends strategies to support them.
Background: Approximately 10 percent of the students enrolled in research-focused nursing doctoral programs in the United States are non-US residents, challenging schools of nursing to examine ways to support these students.
Method: We searched five electronic databases using international student* AND doctoral OR graduate as search terms; we integrated the authors' experiences.
Results: Faculty and peer support can promote a smooth transition into the United States. Participating on research teams or school committees promotes academic socialization. Dissertation work has multiple unique challenges, including international relevance of topics, translation, funding, and location of the research.
Conclusion: Faculty advisers and universities can facilitate student adjustment. Once international students become familiar with the academic requirements and culture, they have the capacity to contribute rich, diverse perspectives that greatly enhance the quality of PhD education.
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| http://dx.doi.org/10.1097/01.NEP.0000000000000489 | DOI Listing |
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