Social and Emotional Support in the Integration of Culturally and Linguistically Diverse Nursing Students : A Narrative Literature Review and Case Study
Zambetakis, Mary (2025)
2025
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025120332155
https://urn.fi/URN:NBN:fi:amk-2025120332155
Tiivistelmä
The purpose of this thesis was to explore the types of social and emotional support that culturally and linguistically diverse (CALD) nursing students require for successful integration into Finnish nursing education and the healthcare workforce. The aim was to provide knowledge that supports educational institutions and healthcare organisations in developing equitable and culturally sensitive practices.
Data were collected through a narrative literature review and a semi-structured group interview and analysed using thematic analysis based on Braun and Clarke’s (2013) six-phase model. The findings showed that limited Finnish language proficiency, uneven institutional support, and strong peer networks significantly shaped students’ integration. Language difficulties reduced confidence, belonging, and access to clinical opportunities. Peer relationships, student communities, and informal digital learning environments helped students cope and strengthen skills, while institutional support was valued but inconsistent.
The study concludes that integrating culturally and linguistically diverse nursing students is a multidimensional process that requires linguistic, social, and emotional support, as well as close collaboration between educational institutions and healthcare organisations.
Data were collected through a narrative literature review and a semi-structured group interview and analysed using thematic analysis based on Braun and Clarke’s (2013) six-phase model. The findings showed that limited Finnish language proficiency, uneven institutional support, and strong peer networks significantly shaped students’ integration. Language difficulties reduced confidence, belonging, and access to clinical opportunities. Peer relationships, student communities, and informal digital learning environments helped students cope and strengthen skills, while institutional support was valued but inconsistent.
The study concludes that integrating culturally and linguistically diverse nursing students is a multidimensional process that requires linguistic, social, and emotional support, as well as close collaboration between educational institutions and healthcare organisations.