Abstract
This qualitative study explores educational challenges as manifested in the experiences of the English language learner (ELL) nursing students enrolled in a professional nursing program in San Antonio, Texas. Eleven participants were interviewed for this study using 7 open-ended questions. The research methodology applied in this study was interpretive, guided by phenomenology with the lived experiences of the ELL nursing students being the focus of the analysis.
Discourse analysis and thematic analysis revealed the following themes: (a) student study habits, (b) student distress, (c) student support system, and (d) student learning tasks. Each theme is discussed in depth and supported by exact participant quotations. The study concludes with implications for faculty, student, institution, and curriculum improvements that may promote the ELL nursing student's successful completion of nursing school.
Sigma Membership
Delta Alpha at-Large
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
English as a Second Language, English Language Learners, Learning Barriers, Nursing Students, Nursing Education
Advisor
Absael Antelo
Second Advisor
Richard Henderson
Third Advisor
Jessica Kimmel
Fourth Advisor
Maureen Rauschuber
Degree
PhD
Degree Grantor
University of the Incarnate Word
Degree Year
2009
Recommended Citation
Sparks, Wanda R., "Exploring educational issues: International nursing students enrolled in professional nursing programs in South Texas and their perceptions of educational barriers" (2022). Dissertations. 1015.
https://www.sigmarepository.org/dissertations/1015
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-06-09
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3388227; ProQuest document ID: 305169403. The author still retains copyright.