Abstract
This basic qualitative dissertation research study addressed the question of how American nursing faculty describe their experiences with international, English language learner (ELL), and English as a second language (ESL) baccalaureate degree nursing students. There is a call to increase the number of diverse nursing graduates to meet the need of a globalized nursing profession. Previous researchers sought to identify, understand, and address the challenges these nursing students face in the United States nursing programs. Nursing faculty's level of environmental and academic support, positive rapport, and welcoming attitude play a vital role in the transitions of nursing students into their education. Previous researchers identified teaching strategies that best supported diverse (international) nursing students, but few explored the nursing faculty's perspectives of their teaching and learning experiences with international, ELL, and ESL students while identifying the resources the nursing faculty need to enhance their teaching. This study explored American nursing faculty's awareness of their resources, their perception of the benefit of using their resources, their ability and confidence in supporting international, ELL, and ESL students, and their perception of the support they need or receive from their college/university and nursing program. Data were obtained from semi-structured, open-ended interviews using a nonprobability, purposeful sample of 18 master's-prepared American nursing faculty who teach international, ELL, and ESL students in Bachelor of Science in Nursing degree programs. Data were organized and analyzed utilizing thematic analysis. The researcher uncovered five emerging themes: (a) nursing faculty's attitudes toward international, ELL, and ESL nursing students; (b) nursing faculty's identification of international, ELL, and ESL nursing student needs; (c) nursing faculty's response to international, ELL, and ESL nursing student learning barriers; (d) nursing faculty's perception of teaching support; and (e) nursing faculty's use of resources. This data will help transform teaching strategies within American nursing programs and colleges/universities as they calibrate their faculty resources to further support international, ELL, and ESL nursing students.
Sigma Membership
Tau Pi
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
Qualitative Research
Keywords:
English Lanugage Learners, English as a Second Language (ESL), International Nursing Students, Student Support, Nursing Education, Nurse Educators
Advisors
Kieffer, Joy||Taliaferro, Donna||Wellington, Eric
Degree
PhD
Degree Grantor
Capella University
Degree Year
2020
Recommended Citation
Thyssen, Rosalynn Williams, "American nursing faculty's experiences with international, ELL, and ESL nursing students in BSN degree programs" (2022). Dissertations. 685.
https://www.sigmarepository.org/dissertations/685
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
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
2022-03-17
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 27964882; ProQuest document ID: 2415440627. The author still retains copyright.