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Dissertation/Thesis Abstract

Teaching the ESL Nursing Student: The Relationship Between Nurse Educator Background Attributes, Beliefs Concerning the ESL Nursing Student and Instructional Strategies Used by Nurse Educators
by Fuller, Bonnie L., Ph.D., Notre Dame of Maryland University, 2012, 199; 3503271
Abstract (Summary)

As the U.S. population quickly moves toward linguistic diversity, it is essential that sufficient numbers of linguistically diverse nurses be available to provide care, and nurse educators play a significant role in the preparation of these nurses. Little information was found in the literature about factors that influence the practices of the nurse educator related to teaching the nursing student who has English as a second language (ESL). The purpose of this research study was to investigate the factors related to teaching ESL nursing students from the perspective of the nurse educator. A pilot study was conducted to validate the researcher developed survey tool that investigated the relationship between nurse educator background attributes, beliefs concerning the ESL nursing student, and instructional strategies used when teaching the ESL nursing student. Subsequently, a national survey was conducted using the Nurse Educator Attributes, Beliefs, and Instructional Strategies (NEABIS) tool. Survey respondents (n=453) were evenly distributed in nursing schools from each of the four geographical regions of the United States. Data from the survey were analyzed using descriptive and inferential statistics. The findings from this research show that many instructional strategies identified in the nursing literature concerning teaching the ESL nursing student are not being employed by nurse educators. Additionally, statistically significant relationships were found between the nurse educator background attributes and both nurse educator beliefs and use of recommended instructional strategies. This research identified a great need for nurse educators to have specific training to teach the ESL nursing student and supports the imperative that nurse educators be afforded opportunities for cultural and linguistic experiences that broaden their understanding of the ESL nursing student.

Indexing (document details)
Advisor: Kleine, Christa de
Commitee: Basuray, Joanna M., Cook, Katharine C.
School: Notre Dame of Maryland University
Department: Department of Education
School Location: United States -- Maryland
Source: DAI-B 73/08(E), Dissertation Abstracts International
Subjects: English as a Second Language, Nursing, Higher education
Keywords: Diverse nursing students, Esl nursing students, Nurse educators, Nursing education, Nursing student success
Publication Number: 3503271
ISBN: 978-1-267-26800-6
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