Nursing students who speak English as a second language (ESL) often struggle due to language barriers, the complexity of the medical vocabulary, and the knowledge base that they must develop in a short time. These struggles may be due in part to the preparation of nursing educators to meet the specific needs of the ESL student population. The purpose of this qualitative research study was to develop a greater understanding of nurse educators' perceptions when teaching ESL nursing students. The conceptual framework used was Cummins' framework for the development of language proficiency. Four research questions guided this basic qualitative research allowing the understanding of nursing faculties’ perceptions about teaching ESL students. The research questions also focused on their practices and challenges of their teaching experience and the immediate need for training and development. An online survey and standardized interview protocol were used to collect data. Eight nursing faculty members participated in one-on-one phone interviews. Thematic data analysis identified four themes: interpretations on how to support ESL nursing students, the academic gap due to the lack of academic language, suggestions of teaching environments that harm or help ESL students, and faculties’ skill development needs. This study may contribute to a researched-based foundation that supported a positive change in faculty feelings of success. It might also bring a positive social change at state and local levels by advocating for a standardized nursing curriculum that meets the academic needs of minority nursing students improving their graduation rates.
|Advisor:||Ramirez, Mary, Vlachopoulos, Dimitrios|
|Commitee:||Nistor, Nicolae, Subocz, Sue|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Subjects:||Nursing, English as a Second Language, Public Health Education, Higher education|
|Keywords:||ESL higher education, ESL nursing, Nurse Educators, Nursing education, Nursing Faculty|
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