Faculty Support for ESL Nursing Students:Action Plan for Success

Abstract

Nursing students whose first language is not English have lower retention and NCLEX-RN pass rates. This review identifies four areas of difficulty and recommends strategies that can be employed by supportive faculty to assist these students and help ensure a more diverse nursing workforce to care for our increasingly diverse patient population.

Effects of a programme to advance scholarly writing

“…The curriculum was embedded within a core foundational course in the DNP programme at a university school of nursing (SON) during the first academic semester of 2016. The peer‐supported interventions were chosen from among many writing improvement strategies described in the literature because of easy implementation, even by faculty members who lacked confidence in providing traditional writing instruction …”

“…The peer-supported interventions were chosen from among many writing improvement strategies described in the literature because of easy implementation, even by faculty members who lacked confidence in providing traditional writing instruction. [2][3][4] Instruments Two instruments were developed for the evaluation of the intervention. The first instrument was a scoring rubric that was designed to measure student writing competency.…”

Improved Health in Ethnically/Culturally Diverse Patients through Enhanced Cultural Competency in Nurse Wellness Outcomes Educators

“…However, preparing nursing students from diverse ethnic/cultural backgrounds to successfully complete their program of study is seen as a barrier to increasing the number of diverse nurses in the global workforce, due to reasons such as: lack of support and possible lower levels of preparation (Arieli & Hirschfeld, 2013;Batykefer Evans, 2013;Brooks Carthon et al, 2014;Cantwell et al, 2015;Davis et al, 2010;Igbo et al, 2011;West et al, 2010), language and communication difficulties (Arieli & Hirschfeld, 2013;Bednarz et al, 2010;Brooks Carthon et al, 2014;Debrew et al, 2014;Greenberg, 2013;Hansen & Beaver, 2012;Igbo et al, 2011;Junious et al, 2010;Koch et al, 2014;Torregosa et al, 2015), feelings of prejudice or isolation (Arieli & Hirschfeld, 2013;Beard, 2013;Bednarz et al, 2010;Brooks Carthon et al, 2014;Carter et al, 2015;Condon et al, 2013;Debrew et al, 2014;Morton-Miller, 2013;Robinson, 2013;Veal et al, 2012), feelings of the need to act like members of the hegemonic culture (Debrew et al, 2014;Morton-Miller, 2013), lack of role modeling (Beard, 2013;Bednarz et al, 2010;Carter et al, 2015) and lack of faculty support (Ackerman-Barger, 2010;Baker, 2010;…”

“…Nurse educators might also wish to become familiar with people from different ethnic/cultural backgrounds (Bednarz et al, 2010;Esposito, 2013;Hansen & Beaver, 2012;Reed McMillan, 2012;Songwathana, 2013;Starr et al, 2011;Ume-Nwagbo, 2012) by spending time among those who are ethnically and culturally different from themselves. These experiences can occur locally, or in national and international settings.…”

“…Faculty support and mentoring has been demonstrated to be a very effective approach (Arieli & Hirschfeld, 2013;Arieli et al, 2012;Batykefer Evans, 2013;Brooks Carthon et al, 2014;Cantwell et al, 2015;Dapremont, 2014;Hansen & Beaver, 2012;Junious et al, 2010;Mixer, 2011;Mixer et al, 2013;Veal et al, 2012). Socialization with faculty and fellow students (Batykefer, 2013;Igbo et al, 2011), and increasing the number of ethnically/culturally diverse faculty (Carter et al, 2015) have been shown to increase the academic success of ethnically/ culturally diverse nursing students.…”