Academic Success for Culturally and Linguistically Diverse Nursing Students: An Integrative Review

Abstract

Background: Culturally and linguistically diverse (CALD) students are at increased risk for attrition from prelicensure nursing programs. The literature clearly describes the struggles of CALD nursing students, and interventions that have increased student satisfaction and feelings of belonging. There is less evidence for interventions that correlate with academic outcomes. This integrative review sought to identify studies with an intervention and evaluation of an academic outcome for CALD nursing students. Method: An integrative review was done according to the methodology described by Whittemore and Knafl. Two reviewers evaluated literature from 2000 to 2019 and identified 11 articles for analysis. Results: Evidence based strategies to support CALD nursing student academic success include formal educational interventions, linguistic modification of test items, peer support, and multiple intervention programs. Conclusion: This review identified evidence-based strategies to support CALD nursing student success and made recommendations for nursing research and education. [ J Nurs Educ . 2020;59(10):551–556.]

Barriers to success for culturally and linguistically diverse (CALD) pre-registration nursing students in the UK

“…CALD has been referred to as an individual who may be distinguished from the mainstream or dominant culture by country of birth, ethnicity, social class, and/or language or when their first language and culture language are not those of the country where they study (Pham et al 2021;Tranter et al 2018). Consequently based on this definition, this review uses the terms CALD, Black, Asian, and Minority Ethnic (BAME) ethnically diverse, ethnic minority, English as a second language (ESL) and English language learners (ELL) interchangeably, as much of evidence highlights that, although there are unique aspects for each group, they face well documented and similar challenges (Lewis & Bell, 2020;Sailsman, 2021). Attrition rates for these students are high and they are significantly less likely (when compared to white counterparts) to be awarded a first-or upper-second class degrees (Everett, 2022;Universities UK, 2019).…”

Factors Influencing Academic Self-Efficacy Among Nursing Students During COVID-19: A Path Analysis

“…The coronavirus disease 2019 (COVID-19) pandemic has exacerbated the numerous stresses of students in nursing education (Fitzgerald & Konrad, 2021; Gallego-Gómez et al, 2020), especially those who speak English as a Second Language (ESL), who experience significant anxiety and remote learning-related challenges (Masha’al et al, 2020). Studies have reported that ESL nursing students tend to show poorer academic performance in traditional face-to-face learning modalities and greater attrition rates, in addition to experiencing feelings of marginalization in their education than their native English-speaking counterparts (Eden et al, 2021; Englund, 2018; Lewis & Bell, 2020; Sailsman, 2021). Reduced nonverbal communication, a common characteristic in most e-learning courses (Arbour et al, 2015), could create additional challenges and amplify feelings of marginalization for ESL students from cultures and backgrounds where communication relies heavily on nonverbal cues (Kang & Chang, 2016).…”

“…In addition, English proficiency is known to be an acculturative stressor among international medical students (Iorga et al, 2020). Acculturative stress has been negatively associated with academic self-efficacy, college adjustment, and academic success among racial/ethnic minority students (Aljaberi et al, 2021; Chun et al, 2016; Lee et al, 2020; Lewis & Bell, 2020). When students experience low acculturative stress, they demonstrate positive beliefs in their capabilities to grow academically.…”

“…Past empirical findings have suggested that under the COVID-19 pandemic circumstances, ESL students with higher levels of perfectionistic concerns would develop lower academic self-efficacy in highly competitive and demanding contexts and also be more prone to experiencing increased perceived stress associated with acculturation and e-learning (Fitzgerald & Konrad, 2021; Gallego-Gómez et al, 2020; Lee et al, 2020; Lewis & Bell, 2020; Osenk et al, 2020). One study reported that perfectionism had a direct effect on college adjustment, and that acculturative stress mediated the relationship between maladaptive perfectionism and college adjustment (Lee et al, 2020).…”