The Lived Experiences of Highly Educated Internationally Educated Nurses Transitioning to Practice in Canada.

Abstract

Background: Highly Educated Internationally Educated Nurses (HE IENs) face unique challenges when transitioning into Canadian nursing practice. Despite their advanced qualifications, they often encounter systemic barriers, including credential recognition issues, licensing complexities, cultural adaptation, and discrimination.

Objective: To explore the lived experiences of HE IENs transitioning to practice in Canada, identify key challenges and facilitators, and offer recommendations to support their integration and retention.

Methods: HE IENs were recruited through purposive and snowball sampling. Data was collected via semi-structured narrative interviews and analyzed using Deductive Qualitative Analysis (DQA), which combines deductive and inductive coding.

Results: 14 participants shared that graduate education was both an asset and a barrier. While it enhanced confidence and academic preparedness, it was often undervalued by employers and regulatory bodies. Participants reported being labelled "overqualified," facing opaque licensing processes, and experiencing racism and cultural exclusion. Many concealed their credentials to access employment or pursued Canadian degrees to gain legitimacy. Facilitators included peer networks, bridging programs, and personal resilience. Despite systemic challenges, participants remained committed to their profession and demonstrated adaptability and advocacy.

Conclusions: HE IENs bring valuable expertise but face significant integration barriers in Canada. Their experiences highlight the need for inclusive, transparent systems that recognize international credentials and support equitable workforce participation. Tailored strategies-such as mentorship, centralized information platforms, credential recognition, and alternative registration pathways-are essential to improve HE IENs' integration and retention.