English As A Second Language Esl Nursing Student Success

"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.

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.

This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.

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.

"Through case studies, practical examples and in-depth analysis of successful programs, this book provides a roadmap for creating a more welcoming environment for minority students and faculty, revamping traditional teaching methods to accomodate diverse learning styles, developing and teaching a culturally competetent nursing curriculum, and removing cultural and linguistic barriers to success...this landmark book is an invaluable resource and absolutely essential reading." --Minority Nurse Magazine " Readers will learnÖ more about how to create a dynamic, inclusive and challenging learning environment that remains true to the purpose of graduating highly qualified nurses to meet the need of a diverse multiracial, multicultural, multilingual society." --Gloria Smith, RN, MPH, PhD, FAAN, FRCN Bosher and Pharris's provocative and timely volume addresses the critical need for nursing educational systems to graduate more culturally diverse nurses. This vital resource will help nursing educators critique and redesign their curricular, pedagogical, and structural systems to address this need for cultural inclusion within nursing education. Highlights of this book: Addresses barriers to success for nursing students from culturally diverse backgrounds in the U.S., U.K., Canada, Australia, and New Zealand Features pedagogical strategies to help linguistically diverse students succeed in clinical settings Provides assessment practices that eliminate cultural and linguistic biases Presents initiatives for developing the leadership skills of culturally diverse students Contains detailed case studies of multicultural nurses and students Includes recommendations and questions for dialogue at the end of each chapter With this book, educators and administrators can begin to forge through the obstacles institutionalized in their nursing educational systems, and ultimately, see a more culturally inclusive educational environment.

2007 AJN Book of the Year Award Winner Nursing Education in the Clinical Setting provides a practical approach to clinical nursing instruction. Although grounded in adult learning theory, this unique resource provides practical suggestions and addresses common questions and issues. The text incorporates illustrative scenarios, discussion questions, and reflection exercises designed to facilitate thoughtful application of the content. Addresses the role transition for a nurse with clinical expertise to that of clinical nursing instructor. Provides important tips for effectively appraising student performance such as student involvement in self-evaluation and goal setting, and suggestions for how evaluation and appraisal are shared with the student. Incorporates sample scenarios to illustrate concepts and allow the reader to apply them. Integrates discussion questions and exercises designed to facilitate thoughtful application and critical thinking skills. Addresses all aspects of learning, including "cognitive" (e.g., critical thinking), "affective" (e.g., caring), and "psychomotor" (e.g., technical skills). Provides actual examples of tools to be used for documenting student performance and approaches for stimulating student involvement and critical thinking. Includes a separate chapter on Clinical Faculty as Clinical Coach that discusses how learning is facilitated in the clinical setting with the guidance of an effective teacher. Features a Clinical Toolbox that contains a variety of supplemental resources, including sample approaches for teaching and evaluation, suggestions for preparing anecdotal notes, and relevant reference material. Incorporates issues related to computer access of patient data banks for students, and the federal regulations mandated by HIPAA and their clinical education implications.

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.

Understanding the lived experiences of English as a Second Language (ESL) novice nurses can help people who work with students in this population find ways to support their success and reach their goals. This author had three goals for doing this study. They were: 1) to gain insight about the lived experiences of novice nurses who have English as a second language and thereby increase the understanding about their experiences as nursing students, 2) to explore ways to use this new knowledge to help ESL nursing students succeed, and 3) to use this new knowledge to improve nurse to nurse, nurse to patient, and faculty to student interactions supporting the overall good of health care and patient welfare. Contributing to the success of these students is one way the American educational system can address the needs of an ever changing and increasingly diverse U.S. population. Nurses are needed who can effectively communicate with, understand, and meet the needs of a diverse patient population whose primary language is not English. In this study, the researcher collected written reflections about the lived experiences of ESL novice nurses. Questions focused on what they believed contributed to their successes as well as stimulated them to share insight about what it was like to complete nursing school, pass the NCLEX-RN, and begin careers in nursing when their primary language was not English. This study is one of the first to explore ways to help this population by reaching out to members of this group for answers and directions about ways to support their success.

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