Abstract
As the U.S. population quickly moves toward linguistic diversity, it is essential that sufficient numbers of linguistically diverse nurses be available to provide care, and nurse educators play a significant role in the preparation of these nurses. Little information was found in the literature about factors that influence the practices of the nurse educator related to teaching the nursing student who has English as a second language (ESL). The purpose of this research study was to investigate the factors related to teaching ESL nursing students from the perspective of the nurse educator. A pilot study was conducted to validate the researcher developed survey tool that investigated the relationship between nurse educator background attributes, beliefs concerning the ESL nursing student, and instructional strategies used when teaching the ESL nursing student. Subsequently, a national survey was conducted using the Nurse Educator Attributes, Beliefs, and Instructional Strategies (NEABIS) tool.
Sigma Membership
Lambda Epsilon
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Quantitative Research
Keywords:
Nursing Education, English as a Second Language (ESL), Nursing Students, Nursing Educators
Advisor
Christina de Kleine
Second Advisor
Joanna M. Basuray
Third Advisor
Katherine C. Cook
Degree
PhD
Degree Grantor
Notre Dame of Maryland University
Degree Year
2012
Recommended Citation
Fuller, Bonnie L., "Teaching the ESL nursing student: The relationship between nurse educator background attributes, beliefs concerning the ESL nursing student and instructional strategies used by nurse educators" (2021). Dissertations. 1471.
https://www.sigmarepository.org/dissertations/1471
Rights Holder
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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
2021-11-29
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3503271; ProQuest document ID: 1009189248. The author still retains copyright.