A Cultural and Linguistically Appropriate Academic Support Program for Culturally Diverse Students in an Accelerated BSN Program

2.50
Hdl Handle:
http://hdl.handle.net/10755/148435
Type:
Presentation
Title:
A Cultural and Linguistically Appropriate Academic Support Program for Culturally Diverse Students in an Accelerated BSN Program
Abstract:
A Cultural and Linguistically Appropriate Academic Support Program for Culturally Diverse Students in an Accelerated BSN Program
Conference Sponsor:Sigma Theta Tau International
Conference Year:2009
Author:Napierkowski, Daria B., DNP, APN, C, RN
P.I. Institution Name:University of Medicine & Dentistry of New Jersey
Title:Instructor
[Leadership Session Presentation] The program consisted of three one hour sessions to: develop bicultural understanding of self and the dominant American and professional nursing culture, develop professional communication skills, and develop critical thinking skills. The project combined qualitative and quantitative methods. The qualitative component consisted of focus group interviews of students and faculty participants using an interview guide, collection of demographic data and the Cultural Learning Environment Questionnaire (CLEQ) (Waldrip & Fisher, 2007). The CLEQ was administered before and after completion of the program.Participants comprised of 12 students. The criteria of eligibility for student participants were as follows: (1) primary language other than English, (2) born in a country outside the US, (3) received part or all previous education in countries outside the US, (4) enrollment in Year I of the UMDNJ ABSN program, and (5) completed a signed agreement to participate in the entire program implementation and evaluation. Findings: Proficiency in the English language was significant in student learning and communicating with other students and faculty. Students? unique cultural backgrounds posed difficulties in adapting to different norms in school, expectations of faculty and American peers. Difficulty with the English language was compounded by learning a new scientific language of nursing. They preferred a more directive teaching style, non-verbal connection with teachers with cultural and linguistic academic support. Dissonant norms between home and school posed barriers to integrating academic norms. Cultural values served as prime motivators for persevering and succeeding in the program. Reference:Waldrip, B., Fisher, D. (1997). Cultural learning environment: Validity and application of             a questionnaire. Paper presented at the annual meeting of the American Educational            Research Association. Chicago, IL. March 24-28, 1997.
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.titleA Cultural and Linguistically Appropriate Academic Support Program for Culturally Diverse Students in an Accelerated BSN Programen_GB
dc.identifier.urihttp://hdl.handle.net/10755/148435-
dc.description.abstract<table><tr><td colspan="2" class="item-title">A Cultural and Linguistically Appropriate Academic Support Program for Culturally Diverse Students in an Accelerated BSN 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">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Napierkowski, Daria B., DNP, APN, C, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Medicine &amp; Dentistry of New Jersey</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Instructor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">napierda@umdnj.edu</td></tr><tr><td colspan="2" class="item-abstract">[Leadership Session Presentation] The program consisted of three one hour sessions to: develop bicultural understanding of self and the dominant American and professional nursing culture, develop professional communication skills, and develop critical thinking skills. The project combined qualitative and quantitative methods. The qualitative component consisted of focus group interviews of students and faculty participants using an interview guide, collection of demographic data and the Cultural Learning Environment Questionnaire (CLEQ) (Waldrip &amp; Fisher, 2007). The CLEQ was administered before and after completion of the program.Participants comprised of 12 students. The criteria of eligibility for student participants were as follows: (1) primary language other than English, (2) born in a country outside the US, (3) received part or all previous education in countries outside the US, (4) enrollment in Year I of the UMDNJ ABSN program, and (5) completed a signed agreement to participate in the entire program implementation and evaluation. Findings: Proficiency in the English language was significant in student learning and communicating with other students and faculty. Students? unique cultural backgrounds posed difficulties in adapting to different norms in school, expectations of faculty and American peers. Difficulty with the English language was compounded by learning a new scientific language of nursing. They preferred a more directive teaching style, non-verbal connection with teachers with cultural and linguistic academic support. Dissonant norms between home and school posed barriers to integrating academic norms. Cultural values served as prime motivators for persevering and succeeding in the program.&nbsp;Reference:Waldrip, B., Fisher, D. (1997). Cultural learning environment: Validity and application of &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; a questionnaire. Paper presented at the annual meeting of the American Educational &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Research Association. Chicago, IL. March 24-28, 1997.</td></tr></table>en_GB
dc.date.available2011-10-26T09:45:06Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:45:06Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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