Authors and year | Article title | C1 | C2 | C3 | C4 | C5 | C6 | C7 | C8 | C9 | C10 | Score | Rating |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Adhikari and Melia (2013) | The (mis)management of migrant nurses in the UK: a sociological study | Y | Y | Y | Y | Y | Y | N | N | N | Y | 7/10 | 70% |
Zhou et al. (2014) | The Experience of China-Educated Nurses Working in Australia: A Symbolic Interactionist Perspective | Y | Y | Y | Y | Y | Y | Y | N | Y | Y | 9/10 | 90% |
Stubbs (2015) | Recruitment of nurses from India and their experiences of an Overseas Nurses Program | Y | Y | Y | Y | Y | Y | N | N | Y | Y | 8/10 | 80% |
Connor (2016) | Cultural Influence on Coping Strategies of Filipino Immigrant Nurses | Y | Y | U | Y | Y | Y | N | N | Y | Y | 7/10 | 70% |
Efendi et al. (2016) | Lived experience of Indonesian nurses in Japan: A phenomenological study | Y | Y | Y | Y | Y | Y | Y | Y | U | Y | 9/10 | 90% |
Healee (2016) | Working with difference: Thematic concepts of Japanese nurses working in New Zealand | Y | Y | Y | Y | Y | N | N | N | Y | Y | 7/10 | 70% |
Zhou et al. (2016) | Why do China-educated nurses emigrate? A qualitative exploration | Y | Y | Y | Y | Y | Y | Y | Y | Y | Y | 10/10 | 100% |
Stievano et al. (2017) | Indian nurses in Italy: a qualitative study of their professional and social integration | Y | Y | Y | Y | Y | Y | Y | Y | Y | Y | 10/10 | 100% |
Salami et al. (2018) | Downward occupational mobility of baccalaureate-prepared, internationally educated nurses to licensed practical nurses | Y | Y | Y | Y | Y | Y | Y | N | Y | Y | 9/10 | 90% |
Coustas (2019) | Factors impacting the retention of Registered Nurses recruited from India to work in South African hospitals: A case study | Y | Y | U | Y | Y | Y | N | N | Y | Y | 7/10 | 70% |
Nortvedt et al. (2019) | A courageous journey: Experiences of migrant Philippine nurses in Norway | Y | Y | Y | Y | Y | Y | Y | Y | Y | Y | 10/10 | 100% |
Philip et al. (2019) | Overseas Qualified Nurses’ (OQNs) perspectives and experiences of intraprofessional and nurse–patient communication through a Community of Practice lens | Y | Y | Y | Y | Y | Y | Y | Y | Y | Y | 10/10 | 100% |
Effendi et al. (2020) | The lived experience of Indonesian nurses in Kuwait: A phenomenological study | Y | Y | Y | Y | Y | Y | Y | Y | Y | Y | 10/10 | 100% |
Nursalam et al. (2020) | The Lived Experiences of Indonesian Nurses Who Worked as Care Workers in Taiwan | Y | Y | Y | Y | Y | N | N | N | Y | Y | 7/10 | 70% |
Almansour et al. (2021) | Home and expatriate nurses’ perceptions of job satisfaction: Qualitative findings | Y | Y | Y | Y | Y | Y | N | Y | Y | Y | 9/10 | 90% |
Dahl et al. (2021) | Motivation, Education, and Expectations: Experiences of Philippine Immigrant Nurses | Y | Y | Y | Y | Y | Y | Y | Y | Y | Y | 10/10 | 100% |
Yusuf et al. (2021) | Using social network tools to facilitate cultural adjustment of self- initiated Malaysian female expatriate nurses in Saudi Arabia | Y | Y | Y | U | Y | Y | N | Y | N | Y | 7/10 | 70% |
Effendi et al. (2022) | The course of broken dreams: The expectations and realities of the life of Indonesian nurses as care workers in Japan | Y | Y | Y | Y | Y | Y | Y | Y | Y | Y | 10/10 | 100% |
Joseph et al. (2022) | Transition Experiences of Indian Nurses Into Australian Mental Health System | Y | Y | Y | Y | Y | Y | Y | Y | Y | Y | 10/10 | 100% |