Retention of ESL students in California's 21 generic, baccalaureate nursing programs

2.50
Hdl Handle:
http://hdl.handle.net/10755/147440
Type:
Presentation
Title:
Retention of ESL students in California's 21 generic, baccalaureate nursing programs
Abstract:
Retention of ESL students in California's 21 generic, baccalaureate nursing programs
Conference Sponsor:Sigma Theta Tau International
Conference Year:1991
Author:Worth, Charles, PhD
P.I. Institution Name:California State University, Chico
Title:Director, Institutional Research
Half of the immigrants to the United States come to California,

where 46 percent of the population is expected to be ethnic minority

in just ten years.A rapidly growing number of California's ethnic

minority nursing students are individuals whose primary language is

not English. Unfortunately, these English-as-a-second-language

(ESL) students have a high attrition rate. When an ESL student

leaves a program due to failure or discouragement, the student

returns to his/her community, forcefully indicating to future ESL

students in that community that a nursing career is not a possible

option for them. The critical shortage of nurses demands that we

make every effort to retain all nursing students, especially those

who can work most effectively with our non-English speaking,

ethnically diverse citizens. Because of its higher proportion of

ESL nursing students, the ways in which California nursing programs

have learned to retain their ESL students should benefit nursing

programs across the country when they face similar challenges in

the future.



This paper describes a survey of the approaches used in all of

California's 21 generic, baccalaureate nursing programs to retain

their ESL students. During late spring, 1990, data were collected

by telephone interview using a structured questionnaire from the

program directors or their designees. Content for the 35-item

questionnaire was derived from a thorough literature review. The

first five items requested statistical data about ESL enrollments;

the remaining 30 items requested information about specific

approaches used by the programs to retain their ESL students.



ESL students comprise 2-25 percent of admissions to the 21 California

generic, baccalaureate nursing programs during the three academic

years of this study (fall 1987 - spring 1990), and most programs

show an increase in their ESL admissions during this time period.

(In one program, Caucasian students have been the minority for the

last 7-8 years; the ESL students in one recent class alone

represented 19 different languages.) Retention rates for ESL

nursing students vary between 50-100 percent.



ESL retention approaches surveyed included: placement tests*,

remedial courses, a terminology course, Career Day*, pre-admission

meetings*, orientation programs*, study skills and writing

workshops, open house*, financial aid programs*, faculty

coordinators for student progress, mentor programs*, ESL/minority

faculty*, flexible class loads* and class-time scheduling, low

ratio of students to teacher in clinical labs*, purposeful ethnic

student mix in clinical labs*, extra clinical/skills learning

assistance, tutorial*, advising* and counseling* programs, ethnic

student housing, co and extra-curricular participation in campus

groups*, visiting nurse leaders*, factors instilling a sense of

belonging* and increasing student pride*, faculty sensitivity

workshops*, a system for early intervention when academic problems

arise*, and faculty-student involvement to decrease intolerance.

The five programs with the highest ESL student retention rates

reported using a significantly greater percentage of the approaches

described in this research than either the four programs with the

lowest retention rates (P < .01), or the total group of 21 programs

(P < .01). (Asterisks (*) indicate approaches used by three or

more of the five programs with the highest ESL retention.)



Although the sample size is small, it does comprise 100 percent of

California's generic, baccalaureate nursing programs. While this

research was not designed to identity the effectiveness of specific

approaches in retaining ESL students: it does suggest some that are

more likely to be effective. This research suggests that intensive

effort should be focused on retention efforts several months before

students enter the program through the end of their first year in

the program.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleRetention of ESL students in California's 21 generic, baccalaureate nursing programsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/147440-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Retention of ESL students in California's 21 generic, baccalaureate nursing programs</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">1991</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Worth, Charles, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">California State University, Chico</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Director, Institutional Research</td></tr><tr><td colspan="2" class="item-abstract">Half of the immigrants to the United States come to California,<br/><br/>where 46 percent of the population is expected to be ethnic minority<br/><br/>in just ten years.A rapidly growing number of California's ethnic<br/><br/>minority nursing students are individuals whose primary language is<br/><br/>not English. Unfortunately, these English-as-a-second-language<br/><br/>(ESL) students have a high attrition rate. When an ESL student<br/><br/>leaves a program due to failure or discouragement, the student<br/><br/>returns to his/her community, forcefully indicating to future ESL<br/><br/>students in that community that a nursing career is not a possible<br/><br/>option for them. The critical shortage of nurses demands that we<br/><br/>make every effort to retain all nursing students, especially those<br/><br/>who can work most effectively with our non-English speaking,<br/><br/>ethnically diverse citizens. Because of its higher proportion of<br/><br/>ESL nursing students, the ways in which California nursing programs<br/><br/>have learned to retain their ESL students should benefit nursing<br/><br/>programs across the country when they face similar challenges in<br/><br/>the future.<br/><br/><br/><br/>This paper describes a survey of the approaches used in all of<br/><br/>California's 21 generic, baccalaureate nursing programs to retain<br/><br/>their ESL students. During late spring, 1990, data were collected<br/><br/>by telephone interview using a structured questionnaire from the<br/><br/>program directors or their designees. Content for the 35-item<br/><br/>questionnaire was derived from a thorough literature review. The<br/><br/>first five items requested statistical data about ESL enrollments;<br/><br/>the remaining 30 items requested information about specific<br/><br/>approaches used by the programs to retain their ESL students.<br/><br/><br/><br/>ESL students comprise 2-25 percent of admissions to the 21 California<br/><br/>generic, baccalaureate nursing programs during the three academic<br/><br/>years of this study (fall 1987 - spring 1990), and most programs<br/><br/>show an increase in their ESL admissions during this time period.<br/><br/>(In one program, Caucasian students have been the minority for the<br/><br/>last 7-8 years; the ESL students in one recent class alone<br/><br/>represented 19 different languages.) Retention rates for ESL<br/><br/>nursing students vary between 50-100 percent.<br/><br/><br/><br/>ESL retention approaches surveyed included: placement tests*,<br/><br/>remedial courses, a terminology course, Career Day*, pre-admission<br/><br/>meetings*, orientation programs*, study skills and writing<br/><br/>workshops, open house*, financial aid programs*, faculty<br/><br/>coordinators for student progress, mentor programs*, ESL/minority<br/><br/>faculty*, flexible class loads* and class-time scheduling, low<br/><br/>ratio of students to teacher in clinical labs*, purposeful ethnic<br/><br/>student mix in clinical labs*, extra clinical/skills learning<br/><br/>assistance, tutorial*, advising* and counseling* programs, ethnic<br/><br/>student housing, co and extra-curricular participation in campus<br/><br/>groups*, visiting nurse leaders*, factors instilling a sense of<br/><br/>belonging* and increasing student pride*, faculty sensitivity<br/><br/>workshops*, a system for early intervention when academic problems<br/><br/>arise*, and faculty-student involvement to decrease intolerance.<br/><br/>The five programs with the highest ESL student retention rates<br/><br/>reported using a significantly greater percentage of the approaches<br/><br/>described in this research than either the four programs with the<br/><br/>lowest retention rates (P &lt; .01), or the total group of 21 programs<br/><br/>(P &lt; .01). (Asterisks (*) indicate approaches used by three or<br/><br/>more of the five programs with the highest ESL retention.)<br/><br/><br/><br/>Although the sample size is small, it does comprise 100 percent of<br/><br/>California's generic, baccalaureate nursing programs. While this<br/><br/>research was not designed to identity the effectiveness of specific<br/><br/>approaches in retaining ESL students: it does suggest some that are<br/><br/>more likely to be effective. This research suggests that intensive<br/><br/>effort should be focused on retention efforts several months before<br/><br/>students enter the program through the end of their first year in<br/><br/>the program.</td></tr></table>en_GB
dc.date.available2011-10-26T09:32:26Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:32:26Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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