English as a second language nurses in the United States: culture, communication, and needs for continuing education

Ho, Ya-Yu Cloudia; Coady, Maria R.

doi:10.1080/0158037x.2018.1460721

Cited by 6 publications

(3 citation statements)

References 19 publications

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“…Within the context of South Africa as a diverse country with different languages, findings in this study revealed that language was a barrier to communication in the clinical placement facilities, and that especially English could be an obstacle in the professional development of student nurses during their undergraduate training programme. English as a second language complicates communication in the clinical practice environment (Ho & Coady 2018). Student nurses from diverse cultural backgrounds often misunderstand or misinterpret messages in practice, when English is not their first or preferred language of communication.…”

Section: Discussionmentioning

confidence: 99%

Professionalism experiences of undergraduate learner nurses during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa

2019

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BackgroundProfessional socialisation of student nurses needs to be integrated into the formal teaching and learning during the nursing programme. Embedded in the training programme are professional values that are used synonymously with nursing professionalism. Professionalism is the conduct, qualities, values, vision, mission and/or goals that characterise a profession, and describes behaviours that are expected within the profession’s members. However, one’s values are shaped by one’s experiences, influence one’s behaviour and interactions with others, and are manifested in many aspects of professional behaviour. New nurses to the profession are expected to display behaviours of professionalism, thus requiring nurse training schools to help students internalise these behaviours. Nurse educators therefore carry a responsibility to shape future nurses’ growth towards professionalism.ObjectivesThis article reports on the experiences of undergraduate student nurses regarding nursing professionalism during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa.MethodA qualitative, exploratory and descriptive design was applied. Eight focus group discussions were conducted with first- to fourth-year student nurses registered for the undergraduate nursing programme. Data were transcribed verbatim and analysed using open coding. Ethical principles and trustworthiness were maintained throughout the study.ResultsSix main themes indicated that undergraduate student nurses experienced issues with role modelling, language barriers, their own understanding of professional behaviour, reasons for students and practitioners’ unprofessional behaviour, prejudice towards degree students and students’ professional or unprofessional behaviour experienced as contributing to the image of the profession.ConclusionStudent nurses received mixed messages leading to emotional turbulence. They needed clear guidance from role models to demonstrate how to behave professionally.

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Section: Discussionmentioning

confidence: 99%

Professionalism experiences of undergraduate learner nurses during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa

2019

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“…The effectiveness of lifelong learning has been proved in the context of various specialties and models of modern education. For example, American researchers have concluded that lifelong learning is effective in learning English as a second language highlighting the need for this methodological approach not only in foreign language learning but also in developing (Ho & Coady, 2018). Scholars from Brazil have proved the positive impact of lifelong learning on teaching, which is manifested primarily in the willingness to learn throughout life, invest in one's own development, develop in pedagogy and related disciplines, improve knowledge about teaching approaches, as well as be open to new methodological strategies and adapt to the peculiarities of their implementation (De Oliveira Menezes et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…World Journal on EducationalTechnology. 14(1),[117][118][119][120][121][122][123][124][125][126][127][128][129][130][131][132][133][134]…”

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Professional development of teachers in the context of the lifelong learning model: The role of modern technologies

Абдалина

Bulatova

Gosteva

et al. 2022

WJET

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The relevance of this research is due to the need to study the possibilities of lifelong learning in modern educational settings. Its central aim was to consider the influence of modern technologies on the level of professionalism of teachers in the process of lifelong learning. For this, a specially developed model aimed at increasing student motivation was introduced, and corresponding pre- and post-surveys were conducted. The results of the experiment showed an increase in the demand for lifelong learning in the modern learning environment and the active use of modern technologies. In the meantime, the outcomes of the repeated survey demonstrated the expansion of the list of motivation factors. Prospects for further research are seen in the possibility of applying the results obtained when analyzing the features of lifelong learning in other countries in the context of the modern education system in a comparative aspect. Apart from this, future studies use the achieved findings to scrutinize the influence of pedagogical innovations on lifelong learning effectiveness. Keywords: Education system, lifelong learning, modern technologies, pedagogical innovation,; professionalism.

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The experiences of culturally and linguistically diverse health practitioners in dominant culture practice: a scoping review

Harris,

Lau-Bogaardt,

Shifaza

et al. 2024

Adv in Health Sci Educ

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Increasing the proportion of culturally and linguistically diverse (CALD) health practitioners is identified as one strategy to address healthcare disparities that individuals from minority or under-represented backgrounds experience. However, professional and institutional cultures and structures are known to contribute to the challenges for CALD practitioners who work in dominant culture practice contexts. This scoping review used the theory of Legitimate Peripheral Participation to describe and interpret literature about the experiences of CALD health practitioners in view of informing strategies to increase their representation. A systematised search was conducted across four allied health, medicine and nursing databases. Following abstract and full text screening, articles which fit the inclusion criteria (n = 124) proceeded to data extraction. Categories relating to the experiences of practitioners were extracted, and three themes were identified that were subsequently theoretically interpreted: Discrimination, Consequences and Hierarchy. Discrimination functioned as a barrier to CALD practitioners being legitimised and able to participate equally in healthcare practice, retaining their position at the periphery of the practice community; Consequences reinforced this peripheral position and further impeded legitimation and participation; and Hierarchy was maintained through structures that reinforced and reproduced these barriers. The findings summarise how these barriers are reinforced through the intersections of professional and racial hierarchies, and highlight a need for strategies to address discrimination and structures that marginalise CALD practitioners’ identity, practices and participation in their health professional communities.

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English as a second language nurses in the United States: culture, communication, and needs for continuing education

Cited by 6 publications

References 19 publications

Professionalism experiences of undergraduate learner nurses during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa

Professionalism experiences of undergraduate learner nurses during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa

Professional development of teachers in the context of the lifelong learning model: The role of modern technologies

The experiences of culturally and linguistically diverse health practitioners in dominant culture practice: a scoping review

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