Impact of Transitional Experiences on the Preparedness of Internationally Educated Nurses to Provide Care for Older Adults in U.S. Long-Term Care Settings: A Qualitative Study.

Purpose: To explore the transitional experiences of internationally educated nurses (IENs) in U.S. long-term care (LTC) settings, focusing on their preparedness to provide care for older adults and the perceived quality of professional development opportunities.

Method: A qualitative descriptive methodology was used with 22 IENs from eight countries participating in semi-structured interviews. Braun and Clarke's thematic analysis framework integrated inductive and deductive approaches.

Results: Two key themes emerged from the analysis-Preparation for Care of Older Adults and Navigating Professional Growth. IENs with prior gerontological care experience felt more prepared for LTC roles. Professional development opportunities varied significantly, with many participants citing inadequate ongoing training. Findings suggest that a comprehensive clinical orientation program and ongoing professional development opportunities are essential for IENs to succeed in LTC facilities.

Conclusion: Findings underscore the importance of comprehensive orientation and structured, continuous professional development tailored to IENs' needs. Enhanced support systems could improve IEN integration, care quality, and workforce retention in U.S. LTC settings.