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This qualitative study explored international nursing students’ perspectives on their first-year experiences at university. Descriptive qualitative methods used face-to-face semi-structured in-depth interviews with 13 students, reported with COREQ and analyzed through content analysis. 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Identifying the challenges faced by these students, who are future nursing professionals, is essential for their adaptation and professional development.  \nAim: This study aimed to explore the perspectives of international nursing students regarding their first-year experiences at university.  \nMethods: This study employed a descriptive qualitative research design. The Consolidated Criteria for Reporting Qualitative Research (COREQ) was used for reporting. The sample consisted of 13 international nursing students enrolled in the Faculty of Nursing at a university. Data were collected through face-to-face, individual, in-depth interviews using semi-structured interview questions. Content analysis was used to analyze the data.  \nResults: The mean age of the nursing students was 23.3 years. Among the participants, seven were women, 11 had been residing in Türkiye for approximately one year, 12 were from Iran, and one was from Iraq. Three key themes emerged in this study: Facilitators of Adaptation, Challenges, and Coping. The students identified several facilitators of adaptation, including similarities between the Turkish economy and culture and their home countries’ economies and cultures, proficiency in the Turkish language, studying at a nursing school aligned with their career goals, and receiving social support from their relatives. However, they also faced challenges such as language barriers, cultural differences, discrimination, social isolation, homesickness, and academic and clinical difficulties. Conclusion: International nursing students may encounter language barriers, cultural differences, and education-specific challenges during their first year of nursing school. In this context, developing support mechanisms to guide these students in their academic and social lives will facilitate their ability to cope with these difficulties.  \nKeywords: Experience, immigrant, immigration, international student, nursing  \nIntroduction  \nThe internationalization of education in higher education is a result of globalization and societal change.1,2 The widespread adoption of harmonized education and training programs has led to the alignment of university systems at the international level, thereby increasing international student mobility in many countries.2 International student mobility and its implications for labor market outcomes are shaped by factors such as educational attainment, the type of mobility, and the influence of international prestige hierarchies.3 University students also benefit from this international mobility. However, factors such as varying living conditions across countries, periodic challenges in different regions, and growing concerns and expectations regarding economic conditions affect international mobility.4 Furthermore, access to educational opportunities and the desire to obtain a higher quality education contribute to and enhance international student mobility.4,5  \nSimilar to many other countries, Türkiye has shown a growing commitment to increasing its international student population.6 To this end, various measures have been implemented to facilitate the admission and integration of international students. Several universities in Türkiye have introduced specific regulations for international student admissions, including the establishment of designated quotas.7 Detailed guidelines regarding entrance examinations and application procedures have also been provided  \nGülsüm Zekiye Tuncer1, Metin Tuncer2  \n1Department of Psychiatric Nursing, Dokuz Eylül ","cbCaisnQeiUMrhcp","https://ap.wps.com/l/cbCaisnQeiUMrhcp","pdf",712664,"English","# Abstract\n## Background\n## Aim\n## Methods\n## Results\n## Conclusion\n# Introduction","[{\"question\":\"What was the aim of the study?\",\"answer\":\"The study aimed to explore international nursing students’ perspectives on their first-year experiences at university.\"},{\"question\":\"What methods and sample were used?\",\"answer\":\"A descriptive qualitative design was used. Thirteen international nursing students participated in face-to-face, individual, in-depth semi-structured interviews; content analysis was applied and COREQ guided reporting.\"},{\"question\":\"What themes emerged from the results?\",\"answer\":\"Three themes emerged: facilitators of adaptation, challenges, and coping.\"}]","“As if I don’t belong here.” First-Year Experiences of International Nursing Students at University - A Qualitative Study | PDF",1788581394,25]