Linguistically responsive learning and teaching for non-native speakers in undergraduate nursing education: a scoping review protocol

INTRODUCTION

Non-native-speaking nursing students as well as faculty, preceptors and mentors face specific issues related to language in undergraduate nursing education. A better understanding of the language experiences, needs, requirements, assessments and support activities will guide linguistically responsive learning and teaching and will direct future curriculum development. This scoping review aims to examine and map the extent of literature related to linguistically responsive learning and teaching for non-native speakers in undergraduate nursing education and to describe the lived experiences, barriers and facilitators, language needs, assessment tools and supportive interventions.

METHODS AND ANALYSIS

This scoping review will follow the Joanna Briggs Institute (JBI) methodology for scoping reviews and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). In May 2023, a preliminary search was conducted. The comprehensive search will include MEDLINE (PubMed), CINAHL (EBSCO), ERIC (EBSCO) and MLA (EBSCO). OpenGrey (DANS) and reference lists of the included articles will be searched for grey literature and additional articles. Two independent reviewers will screen titles and abstracts, then review the full texts of articles. Data will be extracted using a data extraction form and will be presented in figures, tables and narrative syntheses, in line with the review questions. This review will include articles that describe the experiences of non-native-speaking nursing students, faculty or preceptors in undergraduate nursing education and clinical practice environment. Articles that report on language requirements, needs and assessment tools will also be considered as well as articles reporting on supportive activities and interventions within the study programmes. Articles related to exchange students or programmes will be excluded.

ETHICS AND DISSEMINATION

No ethical approval is required. The findings of the review will be disseminated through peer-review publication as well as oral and poster presentations at scientific conferences.

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.

English-as-an-Additional-Language Nursing Student Support Group: Student Leadership and Engagement

Hermeneutic phenomenology was used to explore the perceived impact of student engagement and leadership opportunities on English-as-an-additional-language (EAL) student success. Participant interviews revealed insight into the lived experiences of EAL students completing undergraduate nursing education in a secondary language. Research findings revealed: a) the importance of student engagement and leadership opportunities, b) the influence of student engagement and leadership opportunities on mental well-being, c) accessible student engagement and leadership opportunities for EAL students, and d) future ambitions encouraged by student engagement and leadership opportunities.

Academic Success for Culturally and Linguistically Diverse Nursing Students: An Integrative Review

BACKGROUND

Culturally and linguistically diverse (CALD) students are at increased risk for attrition from prelicensure nursing programs. The literature clearly describes the struggles of CALD nursing students, and interventions that have increased student satisfaction and feelings of belonging. There is less evidence for interventions that correlate with academic outcomes. This integrative review sought to identify studies with an intervention and evaluation of an academic outcome for CALD nursing students.

METHOD

An integrative review was done according to the methodology described by Whittemore and Knafl. Two reviewers evaluated literature from 2000 to 2019 and identified 11 articles for analysis.

RESULTS

Evidence based strategies to support CALD nursing student academic success include formal educational interventions, linguistic modification of test items, peer support, and multiple intervention programs.

CONCLUSION

This review identified evidence-based strategies to support CALD nursing student success and made recommendations for nursing research and education. [J Nurs Educ. 2020;59(10):551-556.].

An Intercultural Peer-Mentoring Program for Prelicensure Nursing Students

BACKGROUND

Nursing students from culturally and linguistically diverse (CALD) backgrounds may require additional support for academic success.

METHOD

A CALD peer-mentoring program was offered in an Accelerated Bachelor of Science in Nursing (ABSN) program. The Logic Model framework was used to plan the program.

RESULTS

Mentors and mentees expressed satisfaction and derived benefits from the mentoring program. They were retained in the ABSN program and all but one had on-time academic progression.

CONCLUSION

The CALD peer-mentoring program was cost effective and successful. A challenge to be addressed is the need to overcome scheduling conflicts for mentors and mentees to meet. [J Nurs Educ. 2021;60(6):343-345.].

Supporting culturally and linguistically diverse (CALD) undergraduate nursing students undertaking clinical placements in Australia: An exploratory qualitative study of clinical facilitator and CALD student perceptions

BACKGROUND

Internationalisation of higher education has contributed to the increasing number of culturally and linguistically diverse students in higher education programs worldwide. While there is some literature on the experiences and needs of these students, there is little evidence on what resources can be used to support these students when learning in the clinical setting.

AIM

This study aimed to evaluate the usefulness of an existing handbook developed for clinical facilitators to enhance culturally and linguistically diverse nursing students' learning, and to explore the facilitator and student perceptions of their clinical placement support needs.

DESIGN

This exploratory qualitative study, involving culturally and linguistically diverse Bachelor of Nursing students and clinical educators, was conducted in a multi-campus School of Nursing and Midwifery at Griffith University, Australia, in collaboration with health services. Focus groups and individual interviews with clinical facilitators and culturally and linguistically diverse nursing students were conducted. Activity theory provided the conceptual framework for this study and the qualitative data analysis was informed by grounded theory.

RESULTS

Clinical facilitator focus groups and interviews generated three themes: understanding culturally and linguistically diverse students' needs; supporting culturally and linguistically diverse students; and improving learning resources for facilitators and students. Student focus groups generated three themes: wanting to be more prepared for clinical placement; feeling supported by facilitators and interacting with others in a different context; and creating resources to support learning.

CONCLUSIONS

Supportive clinical environments are key to the work-integrated learning success of culturally and linguistically diverse nursing students. The findings of this qualitative research study, involving clinical educators and culturally and linguistically diverse Bachelor of Nursing students identify the pressing need to develop readily accessible resources to support the clinical learning of culturally and linguistically diverse students and their educators. Resources development should be attentive to complexities at the intersection of workplace culture and students' developing understanding.

Continued Influence of an English-as-an-Additional-Language Nursing Student Support Group

BACKGROUND

English-as-an-additional-language (EAL) nursing students are more likely to experience academic challenges than traditional nursing students whose primary language is English. To support EAL student success, a novel support group was established to address both the academic and nonacademic issues faced by these students.

METHOD

A hermeneutic approach was used to explore the perceived influence of a nursing student support group on EAL student success in a Canadian undergraduate nursing setting. Through individual interviews, a rich understanding of the lived experience of EAL nursing students was obtained.

RESULTS

The EAL Nursing Student Support Program provided a holistic approach to EAL student success, encompassing both academic and psychosocial support provisions embedded in discipline-specific curricula. Individual interviews regarding support group provisions revealed the perceived importance of balance, resiliency, helping others, culture, a safe place, social aspects, and group environment.

CONCLUSION

The continued success of this program necessitates the funding of this support group and other disciplinary support programs that provide comprehensive, discipline-specific approaches to EAL support, arguing against the centralized model of academic aid seen in many postsecondary institutions. [J Nurs Educ. 2019;58(11):647-652.].