Abstract
This qualitative study explored the lived experiences of students as English language learners in the nursing classroom. The study is a direct response to the under-representation of students from linguistically diverse backgrounds in nursing education, the call for greater diversity in the nursing workforce and profession, and the issue of ever-increasing numbers of students entering college as English language learners. Employing interpretive phenomenological methodology, participants engaged, in open-ended, hermeneutic interviews which yielded new understandings of everyday concerns that impact their academic success. A critical theoretical framework applied during data analysis exposed power structures impacting student experience across language, culture, classroom practices, and socioeconomics.
Sigma Membership
Theta Alpha
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
English Lanugage Learners, Nursing Education, Nursing Students, Linguistic Diversity
Advisor
Tara L. Parker
Second Advisor
Dwight E. Giles
Third Advisor
Jacquelyn D. Jordan
Degree
Doctoral-Other
Degree Grantor
University of Massachusetts Boston
Degree Year
2008
Recommended Citation
Mulready-Shick, JoAnn, "The lived experience of students as English language learners in the nursing classroom: A critical hermeneutic inquiry" (2021). Dissertations. 1379.
https://www.sigmarepository.org/dissertations/1379
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
2021-11-16
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3313764; ProQuest document ID: 304816407. The author still retains copyright.