Abstract
Background: The process of learning, unlearning, re-learning, and ultimately transformation is a fundamental aspect of personal and professional growth. Internationally Educated Nurses (IENs) bring extensive knowledge, skills, and experience to their practice areas. However, they must undergo a process of change to assimilate, adapt, and practice competently as a nurse. Despite the existence of some studies exploring IENs' transition into their workplace, there is a significant scarcity of focus on their experiences of relinquishing old habits, beliefs, and ideas to acquire new or alternative knowledge and skills, which ultimately facilitate transformation. It is crucial to recognize the significance of this process in the IENs' lives and foster a supportive environment that facilitates their successful workplace integration and professional development.
Objectives:
1. To explore the IENs' experiences of their learning process during workplace integration.
2. To generate recommendations for practice, policy and education to support IENs during workplace integration.
Method: The proposed research entails a focused ethnographic study aimed at exploring the experiences of the IENs serving as frontline workers in Canada. The study employs individual semi-structured interviews specifically designed to gather personal narratives related to learning, unlearning, relearning, and transformation experienced by IENs while working in Canada. Data analysis was carried out utilizing descriptive statistics. The study seeks to understand the recommendations provided by IENs for improving workplace integration.
Future Implications: This study offers a valuable framework for promoting a culture of inclusivity and diversity by highlighting the significance of embracing the unique learning, unlearning, re-learning, and transformational experiences of IENs. For organizations and policymakers, one key recommendation includes offering brief introductory programs that provide opportunities for IENs to familiarize themselves with the needs of the populations they will serve.
Notes
Reference list included in attached slide deck.
Sigma Membership
Lambda Pi at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Ethnography
Research Approach
Qualitative Research
Keywords:
Competence, Mentoring and Coaching, Continuing Education, Continuing Education of Nurses, Internationally Educated Nurses, Foreign Nurses, Onboarding (Management Coaching), Organizational Socialization, Employee Training, Clinical Competence
Recommended Citation
Paul, Archana, "Learning, Unlearning and Transformation: Recommendations for a Successful Workplace Integration" (2026). International Nursing Research Congress (INRC). 346.
https://www.sigmarepository.org/inrc/2026/presentations_2026/346
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-09-30
Learning, Unlearning and Transformation: Recommendations for a Successful Workplace Integration
Toronto, Ontario, Canada
Background: The process of learning, unlearning, re-learning, and ultimately transformation is a fundamental aspect of personal and professional growth. Internationally Educated Nurses (IENs) bring extensive knowledge, skills, and experience to their practice areas. However, they must undergo a process of change to assimilate, adapt, and practice competently as a nurse. Despite the existence of some studies exploring IENs' transition into their workplace, there is a significant scarcity of focus on their experiences of relinquishing old habits, beliefs, and ideas to acquire new or alternative knowledge and skills, which ultimately facilitate transformation. It is crucial to recognize the significance of this process in the IENs' lives and foster a supportive environment that facilitates their successful workplace integration and professional development.
Objectives:
1. To explore the IENs' experiences of their learning process during workplace integration.
2. To generate recommendations for practice, policy and education to support IENs during workplace integration.
Method: The proposed research entails a focused ethnographic study aimed at exploring the experiences of the IENs serving as frontline workers in Canada. The study employs individual semi-structured interviews specifically designed to gather personal narratives related to learning, unlearning, relearning, and transformation experienced by IENs while working in Canada. Data analysis was carried out utilizing descriptive statistics. The study seeks to understand the recommendations provided by IENs for improving workplace integration.
Future Implications: This study offers a valuable framework for promoting a culture of inclusivity and diversity by highlighting the significance of embracing the unique learning, unlearning, re-learning, and transformational experiences of IENs. For organizations and policymakers, one key recommendation includes offering brief introductory programs that provide opportunities for IENs to familiarize themselves with the needs of the populations they will serve.
Description
The process of learning, unlearning, re-learning, and ultimately transformation is a fundamental aspect of personal and professional growth. It is crucial to recognize the significance of the learning process in IENs' lives and to foster a supportive environment that facilitates their successful workplace integration and professional development. This study has multiple implications, including opportunities for IENs to refine their existing skills.