International nursing students' experiences of the language barrier in clinical competency development

Abstract

The development of nursing professional competence is a fundamental focus of nursing education, often achieved through hands-on clinical practice. For international nursing students, this process can be hindered by the language barrier. Limited proficiency in the local language creates challenges that obstruct the development of essential clinical skills, which in turn, negatively impacts their overall professional competence. The language difficulties experienced in clinical settings not only affect skill acquisition but also impede students' ability to fully engage in learning opportunities and interactions. This thesis focuses on the experiences of international nursing students in Finland related to the influence of the language barrier on developing clinical nursing competency. A qualitative approach was utilized, with semi-structured interviews conducted with ten students from Savonia University of Applied Sciences. The data analysis, using coding and categorization, identified three key themes: learning experiences and support during internships, the impact of language barriers on clinical competency, and possible coping strategies and support. Although the study was limited by a small sample size, it revealed a mixture of experiences, with many participants expressing challenges related to the language barrier in developing clinical nursing competency. The findings also highlighted areas for potential support and improvement, offering important insights that can guide further research and strategies to help international nursing students succeed in clinical settings. These results, while not generalizable, still provide a meaningful foundation for understanding and addressing the impact of language barriers on nursing education.