The general nursing shortage experienced in the U.S. leads students who speak English as a second language (ESL) to enter into nursing school programs. Although these students may enter the nursing programs, they may not successfully complete the nursing programs due to various barriers they face during their enrollment. The purpose of this phenomenological study, guided by the NURS model, was to understand the perceptions and experiences of ESL nursing students related to learning and the barriers to learning and success while enrolled in an associate degree nursing program. Semi structured, face-to-face interviews were conducted with 15 associate degree ESL nursing students. The themes that emerged from the data were perceptions of high rigor of the nursing program, that dedication and commitment to the program of study was required; families had high expectations and students maintained responsibilities of the family, and ESL students perceived they were different from the rest of the class. The results of the study offer insights of the barriers perceived by nursing students to inform nursing faculty and future ESL nursing students on factors that may be needed to promote program success, persistence, and program completion. Recommendations for future studies are to investigate perceptions of ESL students of specific age groups and to better understand barriers experienced by ESL nursing students. The findings of this study provided an increased awareness of the barriers and experiences of ESL nursing students enrolled in an associate degree nursing program which will affect positive social change.
|Commitee:||Long, Janice, Martin, Mary|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 81/10(E), Dissertation Abstracts International|
|Subjects:||Nursing, Health education|
|Keywords:||Diversity, English as a second language, ESL, Minority, Nursing education, Nursing program|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be