Navigating communication in clinical practice: a phenomenological study of international nursing students in Türkiye

Effective communication is essential for safe, high-quality nursing care, yet international nursing students may experience language and cultural barriers that complicate communication during clinical practice and hinder their clinical learning and professional adaptation. This study aimed to explore the communication experiences of international nursing students during clinical practice in Türkiye. A qualitative study using a phenomenological approach was conducted with 21 international nursing students enrolled in the nursing program of a foundation university in Istanbul, Türkiye, during the 2025–2026 academic year. Participants were recruited using criterion sampling. Data were collected through semi-structured, face-to-face interviews and analyzed using reflexive thematic analysis with the support of MAXQDA 20. The study adhered to the Consolidated Criteria for Reporting Qualitative Research (COREQ). Six main themes were identified: language barriers; patient communication; communication with the healthcare team; cultural adaptation; coping strategies and emotions; professional development and institutional support. Participants reported that language barriers, particularly difficulties with professional Turkish and medical terminology, negatively affected communication and clinical learning. Challenges in establishing trust with patients and interacting with healthcare professionals, together with cultural differences, influenced their adaptation to the clinical environment. Nevertheless, students described developing effective coping strategies, improving their communication skills and professional confidence over time, and emphasized the importance of supportive educators, clinical staff, mentorship, and institutional support in facilitating successful clinical adaptation. International nursing students experience multidimensional communication challenges during clinical practice that extend beyond language proficiency and involve cultural adaptation and the clinical learning environment. Strengthening professional Turkish language education, implementing structured orientation and mentorship programs, and fostering culturally sensitive clinical learning environments may enhance students’ communication experiences and facilitate successful clinical integration. Educational institutions and healthcare organizations should collaborate to provide language support, culturally responsive supervision, and structured mentoring to improve international nursing students’ clinical learning experiences and ultimately contribute to safer, more effective patient care. This study provides qualitative evidence on the communication experiences of international nursing students in Türkiye and identifies practical strategies to support their clinical adaptation. The findings may inform nursing educators, clinical mentors, and policymakers in developing inclusive and culturally responsive clinical education practices. No patient or public contribution.