Fundamentals of Nursing Practice and the Culturally Diverse ESL Nursing Students: The Students’ Perspectives for Teaching and Learning in Nursing

The Experiences of Nursing Students for Whom English Is an Additional Language in Preparing for and Taking Examinations

AIM

This study explored the experiences of prelicensure nursing students for whom English is an additional language when preparing for and taking course examinations.

BACKGROUND

English-as-an-additional-language students face challenges related to language comprehension on nursing examinations. Recognizing their unique obstacles may assist in designing equitable assessments and processes that improve outcomes.

METHOD

Responding to 14 semistructured, guided questions, 16 students discussed their experiences preparing for and taking nursing examinations.

RESULTS

Three primary themes related to student academic success emerged: psychological factors, perseverance, and factors affecting outcomes. Data revealed language as a factor that affected outcomes. Positive factors of note included self-confidence and diligence to succeed.

CONCLUSION

The results outline challenges faced by nursing students for whom English is an additional language and include strategies for promoting equity and academic success.

Exploring the barriers to Registered Nurses undertaking clinical teaching in clinical settings: A qualitative descriptive study

AIM

The study aimed to explore and describe the barriers affecting Registered Nurses in undertaking clinical teaching in clinical settings. The exploration was based on the experiences of Registered Nurses at a selected teaching hospital in Namibia. The researcher intended to identify strategies that could be used to mitigate the negative effects of barriers to effective clinical teaching.

DESIGN

A qualitative explorative, descriptive and contextual research design was used.

METHODS

Purposive sampling was used to select 16 participants. Data were collected through in-depth, semi-structured interviews, which were audio-recorded and transcribed verbatim. Data were analysed using thematic analysis.

RESULTS

Clinical teaching is negatively affected by several barriers that hamper clinical teaching and nursing students' learning outcomes. Seven main themes were identified: (1) participants' understanding of clinical teaching; (2) organizational barriers; (3) patient barriers; (4) Registered Nurse barriers; (5) student barriers; (6) training institution barriers; and (7) strategies to mitigate barriers to clinical teaching.

CONCLUSION

The findings revealed that several barriers negatively affect clinical nursing education and hamper the clinical teaching and learning of nursing students.

PATIENT OR PUBLIC CONTRIBUTION

This study may assist in the development of targeted interventions that address the barriers that hinder clinical teaching at teaching hospitals. Additionally, this study could assist in improving the health care that is provided by nursing students to patients. The findings may assist with improved quality by reducing nursing students' theory-practice gap and by promoting collaboration between Registered Nurses and nurse educators in clinical settings.

Linguistic Modification When Developing Case Studies: An Integrative Review

BACKGROUND

Students from culturally and linguistically diverse backgrounds experience language barriers that influence their progression through nursing programs. Linguistic modification is a strategy that eliminates unnecessary wording and cultural bias to improve learning outcomes for students from diverse backgrounds. This integrative review adds to the knowledge of best practices in linguistic modification that can be applied to designing case studies for nursing students with diverse backgrounds.

METHOD

A comprehensive review of the literature was conducted in scholarly scientific databases from 2002 to the present.

RESULTS

Twenty-three articles discussed linguistic modification or summarized previous literature. Only four research studies were found pertaining to linguistic modification for culturally and linguistically diverse nursing students. Faculty and student practices that ameliorated language barriers were identified.

CONCLUSION

The use of linguistic modification throughout a nursing curriculum creates an inclusive learning environment. Further research is needed on linguistic modification in nursing education. [J Nurs Educ. 2023;62(9):495-501.].

Developing a Theory of Norm-Criticism in Nursing Education

In this article, we explore the core concepts of norm-critical pedagogy developed in Sweden and only recently applied to nursing education praxis. These concepts, norms, power , and othering , are defined and demonstrated with exemplars from recent nursing education research. The theoretical model illustrates the ways in which these elements articulate in relationship to each other in nursing education praxis in ways that are dynamic, interlocking-like the gears of a clock-and resistant to interruption. We discuss the potential of a structurally oriented critical reflexivity-an equal and opposite force to the motion of the gears-to interrupt their motion.

Culturally Responsive Teaching in Nursing Education

Culturally responsive teaching is a vital skill for nurse educators. A diverse nursing workforce is needed in the US to represent the population’s demographics. Recruiting, retaining, and engaging a diverse student body is critical to addressing issues of disparities and cultural sensitivity in health care. In a project to promote success among diverse nursing students, nurse educators collaborated to create and present faculty development programs to build culturally responsive teaching skills. This article includes examples of culturally responsive teaching and describes the project and the faculty development curriculum and teaching materials produced.

Cultivating Academic Help-Seeking Behavior Among First-Semester Nursing Students

BACKGROUND

To improve retention rates, many nursing programs are placing greater emphasis on providing students with a range of opportunities for learning support. Although offering academic support is critically important, these services can be effective only if students use them. This article describes an exploratory study that investigated nursing student academic help-seeking behavior.

METHOD

Thirty-one first-semester nursing students enrolled in an Associate Degree nursing program participated in the study. Survey data were analyzed to identify key factors that influence academic help-seeking behavior.

RESULTS

The findings revealed personal, social, and environmental factors that influence students' decisions to seek help and highlighted the interconnections between and among factors.

CONCLUSION

Implementing new models for student success may help nursing programs cultivate academic help-seeking behavior among first-semester nursing students. [J Nurs Educ. 2022;61(7):403-407.].

English language proficiency admission requirements of domestic English as a second language students and performance in a nursing program

BACKGROUND

Domestic ESL students in the university setting are usually not required to provide proof of English language proficiency. Language barriers may not be identified upon admission, which could put the ESL student at a disadvantage.

PURPOSE

The purpose of this study was to investigate associations between ESL students' English language proficiency admission criteria and academic performance in a nursing program when compared to native English-speaking students.

METHOD

This study utilized a cross-sectional design with a convenience sample of nursing students in an undergraduate nursing program. A survey was administered to identify ESL students and English language proficiency admission criteria including time in an English-speaking environment and attendance at an English-speaking educational institution. Bivariate data analysis identified associations between the ESL students' admission criteria and academic variables when compared to native English-speaking students.

FINDINGS

The majority of ESL students were domestic ESL students. A relationship was identified showing domestic ESL students meeting the criteria for second language acquisition underperformed on several academic variables when compared to native English-speaking students.

CONCLUSION

The study results identified a need to determine the English language proficiency of underperforming domestic ESL students who may benefit from resources to assist in communication in nursing practice.

Factors That Affect the Success of Ethnically Diverse Nursing Students: An Integrative Review of the Literature

AIM

The purpose of this research was to review nursing student retention literature to better understand how to help ethnically diverse undergraduate nursing students succeed.

BACKGROUND

Nursing student retention continues to be a major challenge. Additional research is needed to improve the retention of students from diverse ethnic and cultural backgrounds.

METHOD

An integrative literature review was conducted. Qualitative analysis of 10 studies was used to identify emergent themes.

RESULTS

Analyses of the studies reveal the magnitude, complexity, and distinctiveness of the challenges ethnically diverse nursing students face.

CONCLUSION

The findings have implications for developing strategies for helping this important at-risk population of students complete their nursing degrees.

English-As-A-Second-Language (ESL) Nursing Students' Academic Integration: A Review of Literature

AIM

The purpose of this literature review is to provide nurse educators with the evidence necessary to support future research and expansion of programs for English-as-a-second-language (ESL) nursing students.

BACKGROUND

Nursing education has expanded significantly in response to the Institute of Medicine's 2010 call for an increase in the number of baccalaureate-prepared nurses. The demographics of nursing students have also grown to include those who are ethnically and linguistically diverse. This literature review presents a robust compilation of evidence providing insight into the integration experience of nursing students from diverse cultural and language backgrounds.

METHOD

Peer-reviewed articles, along with other seminal sources, were identified.

RESULTS

The evidence highlights student challenges with academic language, cultural stressors, and faculty support.

CONCLUSION

Findings indicate that ESL nursing students experience challenges with academic integration. Future research can provide insight into how these students navigate specific learning environments.