Programmatic And Teaching Initiatives That Promote The Success And Prevent Attrition Of English As A Second Language Esl Students In Nursing Programs

Presentation slides from the year 2018 in the subject Nursing Science - Miscellaneous, grade: 1, Egerton University, language: English, abstract: In practice, teaching in the nursing profession forms the foundation of clinical skills. This implies that the impact of teaching and learning is reflected in practice. For instance, effective transformation of the nursing theory into practice accompanied by improved patients’ outcomes demonstrates the success of nursing programs. In this context, practicum experience for nurse educators is built on the teaching project. It is through the teaching project that nurse educators demonstrate their competence for preparing professionally-competent nurses. Foremost, nurse educators gain an opportunity to demonstrate their ability to develop the leadership skills in planning quality education programs. This is accomplished through the use of evidence-based nursing and educational literature, and the implementation of innovative instructional methods that meet the learning needs of learners. Also, it is through the teaching project that nurse educators demonstrate their ability to address educational issues that impacts the teaching environment. Therefore, this teaching project is aimed at analyzing attrition of ESL students in nursing programs. It presents programmatic and teaching strategies that promote the success and prevent attrition of ESL students in nursing programs with an emphasis on the integration of ESL Committee in nursing programs. As such, The PICO question for the project is: P: English as second language (ESL) students in nursing programs I: Integrate an ESL Committee to existing nursing programs C: Nursing program without ESL Committee O: Prevent culture shock, lower rates of attrition and increase satisfaction among ESL students.

Decreasing the attrition rate of nursing students has become an important issue for programs in Texas as a means to alleviate the nursing shortage (Texas Higher Education Coordinating Board [THECB], 2009). Programs are admitting a more diverse group of students but attrition has historically been high among minority groups (Gilchrist & Rector, 2007). The purpose of this study was to examine the associations between English as a Second Language (ESL), a reading comprehension program, and attrition rates of nursing students. A secondary analysis of a large database which included nursing students from 27 initial licensure programs in Texas was completed. Jeffreys (2012) Nursing Undergraduate Retention and Success [NURS] model was used to guide the study. Analysis of the logistic regression model identified that ESL was not predictive of attrition when controlling for age, race, gender, ethnicity, and first generation college student. Further analysis of ESL students using logistic regression indicated that students who used a reading comprehension program were almost twice as likely to be off track or out of the program as ESL students who did not use it. Implications for nursing education include the need to evaluate student profile characteristics in a comprehensive way when determining which students are at risk of attrition. Replication of this study in other nursing student populations is recommended. Further research is also needed to evaluate interventions which could increase reading comprehension ability in ESL students.

To help offset an unprecedented nursing shortage and reduce healthcare disparities among visible minorities, it is imperative that Canadian nursing schools increase their enrollment and retention of English-as-a-Second Language (ESL) nursing students. However, ESL nursing students struggle academically. Thus, the aim of this study was to explore the perceived effectiveness of standardized patients as a means to achieve academic success among ESL nursing students. Using focus group methodology, 35 ESL nursing students shared their perceptions of standardized patients as a teaching-learning tool. Analysis generated seven core ideas: (1) psychological safety; (2) comfort communication; (3) psychomotor skill development; (4) second-language acquisition; (5) change in attitudes; (6) debrief, debrief, debrief; and (7) learning takes time. Based on focus group findings, standardized patient simulation creates a supportive community of practice that enables ESL nursing students to experience a sense of psychological safety as they acquired new learning in cognitive, psychomotor, and affective domains. Additionally, ESL nursing students were also able to enhance their English proficiency as they communicated complex medical information to patients and/or families. ESL nursing students professed that the opportunity to engage in both debriefing sessions and repeat practice sessions were instrumental to their learning. A strategic transformation in the delivery of education to ESL nursing students is needed. ESL nursing students will attain positive learning outcomes if they are immersed in a supportive and contextually-rich learning environment fostered by standardized patient simulation that encourages them to strive for mastery.

The changing demographic landscape in the United States and the need to achieve workforce diversity in nursing call for stratagies designed to enhance graduation rates of minority nursing students. Simulation is an effective teaching-learning strategy in nursing programs; however, limited studies exist that examine the experience of English-as-a-Second Language (ESL) nursing students in simulation environments. This study aimed to explore the lived experiences of ESL Baccalaureate Prelicensure Nursing (BSN) students in simulation environments. The study enrolled racial/ethnic minority ESL students in traditional prelicensure BSN programs who have participated in simulation during their study. A qualitative design with phenomenological approuch was used for this study. Interviews were conducted with 9 participants from 4 countries of origin and 3 nursing schools in Southeastern Pennsylvania. Data were analyzed using content analysis facilitated by ATLAS.ti 8 software. Ten themes emerged from the study. Learning enablers were Active Engagaement and Adaptive Stratagies, Mutual Connentedness, and Peer and Faculty Support. Barriers to learning included Linguistic Difficulties, Cultural Challenges, Feeling of Being Vulnerable, and Pressure to Perform. Recommended strategies to enhance learning were Inclusiveness and International Engagement, Academic Support, and Enlisting ESL Faculty. Implications for nursing education, pratice, policy and research as well as recommendatiosn for these aspects of nursing regarding ESL students are discussed. In conclusion, this qualitative research study provides important insights about the edcational needs ESL students and demonstrates the need for nursing programs to be intentional and consistant in implementing strategies that will enhance the academic success of ESL students.

A high level of English language proficiency is required in nursing programs as communication is a core component in nursing practice. Universities have admission criteria to ensure that international English as second language (ESL) students are prepared for language requirements in the academic setting. Domestic ESL students are not required to meet any English language proficiency criteria. Unfortunately, some ESL students do not have the English language proficiency skills necessary for success in the nursing program. In this dissertation, I explored the relationship between nursing school English language proficiency admission criteria met by ESL students and their measures on academic skills variables when compared to native English-speaking students. I conducted a cross-sectional study of 391 native English-speaking students and 50 ESL students from an undergraduate BSN program at a large Midwestern public university. The majority of the ESL students in my study were domestic ESL students. ESL students struggled in their nursing studies compared to native English-speaking students. ESL students living less than seven years in the United States scored lower on just under half of the academic variables while the ESL student living seven or more years in the United States scored lower on a smaller number of academic variables. The ESL students who graduated from a U.S. high school scored lower on more academic variables than the ESL student who had attended at least one year of an English-speaking college. Students who graduated from a U.S. high school and attended an English-speaking college scored lower on the least number of academic variables when compared to native English-speaking students. I was unable to explore the relationship between English language proficiency test scores and academic variables because there was only one student in the study admitted based on test scores. The findings from my study raised questions about the validity of using university English language proficiency admission requirements as a measure for identifying English language proficiency. I recommend identifying methods for domestic ESL students to demonstrate English language proficiency requirements for nursing schools.

"The purpose of this critical review of the literature was to identify the barriers to ESL nursing student success and discover the current bridges to success."--leaf 4.

Frequently-asked questions about English-as-a-Second-Language (ESL) instruction are posed and answered. Questions address the following: the goals of ESL instruction; how ESL differs from bilingual education; how students needing ESL are identified; where interpreters are found; the "Lau Decision"; how to find out how much English the student understands; the distinction between conversational and academic proficiency in English; ESL and age-appropriate placement; the ESL teacher's role; early childhood ESL programs; how much ESL is enough; how soon ESL students should be mainstreamed; dealing with special education needs; what regular classroom teachers should do to help ESL students; sheltered English; the role of bilingual aides; ESL students' use of their native language in school; grade retention and promotion and academic standards; parent involvement; instructional materials; use of instructional technology; ESL program funding; program recordkeeping; ongoing professional training for ESL teachers; and ESL inservice education for regular teachers. Lists of print materials, publishers and distributors of ESL materials, and organizations useful as resources are appended. (MSE)

First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.