Experiences Of International Nursing Students With English As A Second Language In A Baccalaureate Program

2.50
Hdl Handle:
http://hdl.handle.net/10755/148369
Type:
Presentation
Title:
Experiences Of International Nursing Students With English As A Second Language In A Baccalaureate Program
Abstract:
Experiences Of International Nursing Students With English As A Second Language In A Baccalaureate Program
Conference Sponsor:Sigma Theta Tau International
Conference Year:2001
Conference Date:November 10 - 14, 2001
Author:Wilson, Astrid, DNS/DNSc/DSN
P.I. Institution Name:Clayton College & State University
Title:Associate Professor
Objectives: The purpose of this study was to explore the perceptions and experiences of nursing students with English as a second language (ESL) following their junior year of study in their baccalaureate-nursing program. Three research questions were proposed: 1) What effect does ESL have on culturally diverse students’ academic performance and socialization process? 2) Does the length of time in the United States and the attendance at prior post-secondary institutions affect international students' with ESL adjustment in the nursing program? 3) What modifications are needed to facilitate the adjustment of international students with ESL in the nursing program? Design: A qualitative design was used to elicit data to answer the research questions. Sample: Eight female international students from Nigeria, whose ages ranged from 25-48, and who were in the U.S. from 5-20 years comprised the sample. Seventy five percent of the participants had prior college courses but only 25% had prior bachelors degrees. Setting: A baccalaureate Nursing Program in the southeastern part of the United States was the setting for this study. Names of Variables or Concepts: International nursing students, ESL, Perceptions while being enrolled in a baccalaureate nursing program. Measures/Instruments: An ethnographic approach (Lincoln & Guba, 1985) was used to describe the nursing students’ experiences in their nursing program. Informed consent was obtained from each participant in the study. The participants were interviewed at the school they were attending using a guided interview format. The qualitative data from the interviews were transcribed verbatim and imported into a multi-functional software computer referred to as Non Numerical Unstructured Data Indexing Searching and Theory-building (QSR Nud*IST, 1997). Nud*IST analysis allows researchers to remain close to the data while preserving its contextual aspects and permits the opportunity to observe the emerging themes and patterns. Findings: Three major themes that emerged with their sub-themes shown in parentheses were: social isolation (verbal retreats, feelings of non-acceptance, & cohesive group formation); resolved attitudes (accepting antagonistic attitudes, length of time in country, & pre-sojourn attitudes); and persistence despite perceived obstacles (willingness to adjust, achievement of overall goal is most important, & managing work and school). Social isolation was defined in this context as ways in which the participants intentionally or non-intentionally separated themselves from their American peers. A resolved attitude was defined in this context as feelings that international students could not change the situation. These attitudes were highly influenced by the length of time in this country and pre-sojourn attitudes. Persistence Despite Perceived Obstacles was defined as what students will endure to get through the program successfully. Conclusions: The results of the study showed a need for better understanding international students with ESL and ways for faculty members to enhance the learning experiences of these students. Overall, international students in this study had unique adjustments to the nursing program. Fostering a healthy transition of international students into the nursing program may help these students better achieve program outcomes. That is: a well-adjusted, educated nurse who is capable of working in a diverse-rich, health-care environment. Implications: Enhancing the academic experiences of international students with ESL has the potential of increasing NCLEX success in this population, increasing workforce diversity in the U.S. and increasing the overall delivery of culturally competent nursing service.
Repository Posting Date:
26-Oct-2011
Date of Publication:
10-Nov-2001
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleExperiences Of International Nursing Students With English As A Second Language In A Baccalaureate Programen_GB
dc.identifier.urihttp://hdl.handle.net/10755/148369-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Experiences Of International Nursing Students With English As A Second Language In A Baccalaureate Program</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">2001</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">November 10 - 14, 2001</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Wilson, Astrid, DNS/DNSc/DSN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Clayton College &amp; State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">astridwilson@mail.clayton.edu</td></tr><tr><td colspan="2" class="item-abstract">Objectives: The purpose of this study was to explore the perceptions and experiences of nursing students with English as a second language (ESL) following their junior year of study in their baccalaureate-nursing program. Three research questions were proposed: 1) What effect does ESL have on culturally diverse students&rsquo; academic performance and socialization process? 2) Does the length of time in the United States and the attendance at prior post-secondary institutions affect international students' with ESL adjustment in the nursing program? 3) What modifications are needed to facilitate the adjustment of international students with ESL in the nursing program? Design: A qualitative design was used to elicit data to answer the research questions. Sample: Eight female international students from Nigeria, whose ages ranged from 25-48, and who were in the U.S. from 5-20 years comprised the sample. Seventy five percent of the participants had prior college courses but only 25% had prior bachelors degrees. Setting: A baccalaureate Nursing Program in the southeastern part of the United States was the setting for this study. Names of Variables or Concepts: International nursing students, ESL, Perceptions while being enrolled in a baccalaureate nursing program. Measures/Instruments: An ethnographic approach (Lincoln &amp; Guba, 1985) was used to describe the nursing students&rsquo; experiences in their nursing program. Informed consent was obtained from each participant in the study. The participants were interviewed at the school they were attending using a guided interview format. The qualitative data from the interviews were transcribed verbatim and imported into a multi-functional software computer referred to as Non Numerical Unstructured Data Indexing Searching and Theory-building (QSR Nud*IST, 1997). Nud*IST analysis allows researchers to remain close to the data while preserving its contextual aspects and permits the opportunity to observe the emerging themes and patterns. Findings: Three major themes that emerged with their sub-themes shown in parentheses were: social isolation (verbal retreats, feelings of non-acceptance, &amp; cohesive group formation); resolved attitudes (accepting antagonistic attitudes, length of time in country, &amp; pre-sojourn attitudes); and persistence despite perceived obstacles (willingness to adjust, achievement of overall goal is most important, &amp; managing work and school). Social isolation was defined in this context as ways in which the participants intentionally or non-intentionally separated themselves from their American peers. A resolved attitude was defined in this context as feelings that international students could not change the situation. These attitudes were highly influenced by the length of time in this country and pre-sojourn attitudes. Persistence Despite Perceived Obstacles was defined as what students will endure to get through the program successfully. Conclusions: The results of the study showed a need for better understanding international students with ESL and ways for faculty members to enhance the learning experiences of these students. Overall, international students in this study had unique adjustments to the nursing program. Fostering a healthy transition of international students into the nursing program may help these students better achieve program outcomes. That is: a well-adjusted, educated nurse who is capable of working in a diverse-rich, health-care environment. Implications: Enhancing the academic experiences of international students with ESL has the potential of increasing NCLEX success in this population, increasing workforce diversity in the U.S. and increasing the overall delivery of culturally competent nursing service.</td></tr></table>en_GB
dc.date.available2011-10-26T09:44:10Z-
dc.date.issued2001-11-10en_GB
dc.date.accessioned2011-10-26T09:44:10Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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