Abstract：
BACKGROUND: In response to the global need for nursing faculty, and nurses in leadership and advanced clinical practice roles, students from different countries come to Canada for their graduate nursing education. The positive reputation and the perceived advantages of the education system are particularly compelling to applicants from the countries located in the Global South. However, these students come from different social, historical, political, cultural, and educational backgrounds that deeply influence their learning experiences in Canada.
OBJECTIVE: The aim of this narrative inquiry study was to understand the experiences of international graduate nursing students. The focus was to unravel two puzzles of this inquiry: What stories across social, historical, political, cultural, and educational borders shaped students\' identities and ways of knowing? How did the experience in Canada impact their identities?
METHODS: Participants were invited from a Master of Nursing program at a research-intensive University in Western Canada.
METHODS: Participants engaged in series of conversations over a period of one year.
RESULTS: Multiplicity of borders and identity making, border making, and border crossing, were the threads that resonated across the narrative accounts.
CONCLUSIONS: These narrative threads provided insights into the lived experiences of tensions, the shifting of identities, and the day-to-day challenges that international students face while learning in Canada. Being aware of these experiences and acknowledging them could be a significant stride towards addressing the issues of racism, inequity, and exclusion for international students within Canadian graduate nursing education.
OBJECTIVE: The aim of this narrative inquiry study was to understand the experiences of international graduate nursing students. The focus was to unravel two puzzles of this inquiry: What stories across social, historical, political, cultural, and educational borders shaped students\' identities and ways of knowing? How did the experience in Canada impact their identities?
METHODS: Participants were invited from a Master of Nursing program at a research-intensive University in Western Canada.
METHODS: Participants engaged in series of conversations over a period of one year.
RESULTS: Multiplicity of borders and identity making, border making, and border crossing, were the threads that resonated across the narrative accounts.
CONCLUSIONS: These narrative threads provided insights into the lived experiences of tensions, the shifting of identities, and the day-to-day challenges that international students face while learning in Canada. Being aware of these experiences and acknowledging them could be a significant stride towards addressing the issues of racism, inequity, and exclusion for international students within Canadian graduate nursing education.
摘要：
背景：为了响应全球对护理教师的需求，以及领导和高级临床实践角色的护士，来自不同国家的学生来到加拿大接受研究生护理教育。来自全球南方国家的申请人尤其具有教育系统的积极声誉和明显优势。然而,这些学生来自不同的社会，历史,政治,文化,和教育背景深刻影响他们在加拿大的学习经历。
目的：本叙事探究研究的目的是了解国际护理研究生的经验。重点是解开这个调查的两个难题：社会上的故事，历史,政治,文化,教育边界塑造了学生的身份和认识方式？加拿大的经历如何影响他们的身份？
方法：参与者被邀请参加加拿大西部一所研究型大学的护理硕士课程。
方法：参与者在一年的时间内进行一系列的对话。
结果：边界和身份形成的多重性，边界制作,和过境，是叙事账户中引起共鸣的线索。
结论：这些叙事线索提供了对紧张生活经历的见解，身份的转变，以及国际学生在加拿大学习时面临的日常挑战。意识到这些经历并承认这些经历可能是解决种族主义问题的重要一步，不平等,并将国际学生排除在加拿大研究生护理教育之外。
目的：本叙事探究研究的目的是了解国际护理研究生的经验。重点是解开这个调查的两个难题：社会上的故事，历史,政治,文化,教育边界塑造了学生的身份和认识方式？加拿大的经历如何影响他们的身份？
方法：参与者被邀请参加加拿大西部一所研究型大学的护理硕士课程。
方法：参与者在一年的时间内进行一系列的对话。
结果：边界和身份形成的多重性，边界制作,和过境，是叙事账户中引起共鸣的线索。
结论：这些叙事线索提供了对紧张生活经历的见解，身份的转变，以及国际学生在加拿大学习时面临的日常挑战。意识到这些经历并承认这些经历可能是解决种族主义问题的重要一步，不平等,并将国际学生排除在加拿大研究生护理教育之外。
