- Journal of Nursing Education
- May 2010 - Volume 49 · Issue 5: 261-270
Using the triangulation approach at the method level, this study explored and described the essence of stress and perceived faculty support as identified by foreign-born students (N = 10) enrolled in a generic baccalaureate degree nursing program. Philosophical principles outlined by Heidegger served as the core component guiding this study. Quantitative data from a larger study examining nursing students’ stress and perceptions of faculty support served as the supplementary component. Results uncovered an overarching theme of the foreign-born nursing students wanting to be valued and accepted by the nursing faculty, their classmates, and the educational institution leading to patterns of stress, strain, and cultural ignorance. Language issues, stereotyping, discrimination, cultural incompetence, financial issues, and lack of accommodation as an international student were stressors that were not captured by the quantitative measures.
Dr. Junious is Assistant Professor, School of Nursing, University of Houston-Victoria, Cinco Ranch, Katy; Dr. Malecha is Associate Professor and Director of Research, and Dr. Young is Professor, Texas Woman’s University, College of Nursing, Houston; and Dr. Tart is Founding Dean and Professor, University of Houston-Victoria, School of Nursing, Victoria, Texas. At the time this article was written, Dr. Junious was Director of Nursing Programs, Kaplan Higher Education, Texas School of Business Houston North, Houston, Texas.
This study was funded by the John Winston Carter Small Research Grant, Texas Woman’s University, College of Nursing, Houston, Texas.
The authors have no financial or proprietary interest in the materials presented herein.
Address correspondence to DeMonica L. Junious, PhD, RN, CNE, Assistant Professor, School of Nursing, University of Houston-Victoria, Cinco Ranch, 4242 South Mason Road, Katy, TX 77450; e-mail: email@example.com