Background To aid in the recertification and integration process of internationally educated nurses (IENs), many countries have organized bridging programs to provide support and education and align their knowledge and competence with local requirements. The importance and relevance of these programs for IENs are highlighted in related research. However, the experiences of university teachers, supervisors in clinical placement, and administrators organizing these programs are scarcely explored. The aim of this article is to explore the experiences of professional educators engaged in bridging programs at two universities in Sweden. 

Methods A descriptive qualitative approach was employed. The data were collected between December 2021 and March 2023 through semi-structured interviews with 15 educators involved in bridging programs at two universities in Sweden. The participants included university teachers, administrators, and supervisors in clinical placement. The data were analyzed using thematic analysis. 

Findings The thematic analysis identified two main themes: (1) teaching a heterogeneous group of students and (2) organizational constraints of bridging programs. In relation to the first main theme, three subthemes were identified: educational and professional heterogeneity of IENs, varying language competencies of IENs and finding new approaches to teaching IENs. For the second main theme, three sub-themes were identified: compressed time in bridging programs, lack of resources for a time-consuming education and bridging programs as competition for resources. 

Conclusions This study contributes to the understanding of the challenges associated with the recertification process of IENs through bridging programs from the perspective of educators. The findings highlight that educating a heterogeneous group of students, such as internationally educated nurses with differences in professional experience, knowledge and local language competencies, is time-consuming. Educators need to learn about the level of knowledge of the student group and individual learning needs and adapt the instructions accordingly, which is constrained by the organization of the programs. The findings also indicate that educators can find ways to mitigate these challenges and adapt their instructions to meet the needs of students. Therefore, it is important to allocate time and resources to running bridging programs and to support the cooperation and exchange of information between universities and clinics. We also suggest the need to increase the competency level of educators on how to support learning through a second language and enhancing collaboration with language instructors to ensure high-quality education for IENs.