Culturally inclusive education for international nursing students in Australia - barriers, educator preparedness and inclusive teaching strategies :An integrative review.
4 affiliations
- 1School of Nursing & Midwifery, University of Notre Dame Australia, Australia.
- 2School of Nursing, Institute of Health and Nursing Australia (IHNA), Melbourne, Australia.
- 3School of Nursing & Midwifery, Edith Cowan University, Perth, Australia.
- 4Campbelltown Hospital, (Campbelltown Emergency Department), NSW, Australia.
Abstract
Aim
This review explored and described the state of cultural inclusivity in teaching practices within Australian nursing programs, with particular attention to how those practices shaped the educational experiences of international and other culturally and linguistically diverse nursing students.Background
Nursing programs in Australia serve increasingly culturally diverse student cohorts. Cultural inclusion has been a long-standing concern in Australian nursing education, with growing numbers of international and other culturally and linguistically diverse students over the past two decades. Australian qualitative evidence indicates that teaching and learning environments can privilege Western educational and communication norms. Inclusivity is central to student engagement, readiness for practice, and patient safety.Design
An integrative review design was adopted to synthesise qualitative evidence related to cultural inclusivity in Australian nursing education.Methods
Eligibility permitted qualitative, quantitative and mixed methods empirical studies; all studies meeting the criteria were qualitative. No date limit was applied, which traced how cultural inclusion for international nursing students in Australia evolved over time. Four databases were searched. Eight qualitative studies were included, appraised using the Critical Appraisal Skills Programme Qualitative Studies Checklist, and analysed using Braun and Clarke's reflexive thematic analysis.Results
Analysis of the eight qualitative studies produced five interconnected themes: language and communication barriers; social inclusion challenges and discrimination; educator unpreparedness; curriculum and support limitations; and inclusive teaching strategies. Two themes contained a distinct sub-theme, gendered cultural stigma within Theme 2 and pre-placement readiness within Theme 4. Across the included studies, attention to cultural inclusivity was uneven across academic and clinical learning contexts.Conclusions
Available qualitative evidence suggests that culturally inclusive nursing education requires coordinated educator development, explicit curriculum design, structured student support, and inclusive clinical-learning partnerships. The findings support a shift from reliance on individual educator initiative towards consistent institutional expectations, with local evaluation of any strategies adopted.
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BibTeX
@article{johnson2026culturally,
title = {{Culturally inclusive education for international nursing students in Australia - barriers, educator preparedness and inclusive teaching strategies :An integrative review.}},
author = {Daniel Johnson and Amanda Graf and Vasiliki Betihavas},
journal = {International journal of nursing studies advances},
year = {2026},
month = oct,
doi = {10.1016/j.ijnsa.2026.100697},
url = {https://europepmc.org/article/MED/42898180},
note = {CC BY},
}
RIS
TY - JOUR
TI - Culturally inclusive education for international nursing students in Australia - barriers, educator preparedness and inclusive teaching strategies :An integrative review.
AU - Daniel Johnson
AU - Amanda Graf
AU - Vasiliki Betihavas
PY - 2026
DA - 2026/10/04
JO - International journal of nursing studies advances
DO - 10.1016/j.ijnsa.2026.100697
UR - https://europepmc.org/article/MED/42898180
AB - Aim This review explored and described the state of cultural inclusivity in teaching practices within Australian nursing programs, with particular attention to how those practices shaped the educational experiences of international and other culturally and linguistically diverse nursing students.Background Nursing programs in Australia serve increasingly culturally diverse student cohorts. Cultural inclusion has been a long-standing concern in Australian nursing education, with growing numbers of international and other culturally and linguistically diverse students over the past two decades. Australian qualitative evidence indicates that teaching and learning environments can privilege Western educational and communication norms. Inclusivity is central to student engagement, readiness for practice, and patient safety.Design An integrative review design was adopted to synthesise qualitative evidence related to cultural inclusivity in Australian nursing education.Methods Eligibility permitted qualitative, quantitative and mixed methods empirical studies; all studies meeting the criteria were qualitative. No date limit was applied, which traced how cultural inclusion for international nursing students in Australia evolved over time. Four databases were searched. Eight qualitative studies were included, appraised using the Critical Appraisal Skills Programme Qualitative Studies Checklist, and analysed using Braun and Clarke's reflexive thematic analysis.Results Analysis of the eight qualitative studies produced five interconnected themes: language and communication barriers; social inclusion challenges and discrimination; educator unpreparedness; curriculum and support limitations; and inclusive teaching strategies. Two themes contained a distinct sub-theme, gendered cultural stigma within Theme 2 and pre-placement readiness within Theme 4. Across the included studies, attention to cultural inclusivity was uneven across academic and clinical learning contexts.Conclusions Available qualitative evidence suggests that culturally inclusive nursing education requires coordinated educator development, explicit curriculum design, structured student support, and inclusive clinical-learning partnerships. The findings support a shift from reliance on individual educator initiative towards consistent institutional expectations, with local evaluation of any strategies adopted.
SN - 2666-142X
ER -