Abstract

Background and Review of Literature: Diversity in the nursing workforce has become a necessity. However, the number of minorities entering the nursing workforce remains low. Research has shown that English-Language Learners (ELL) have a higher attrition and board failure rates than that of their English-speaking counterparts. Research has identified barriers that impede the ELL nursing student’s success, however, has failed to identify academic interventions that assist in the ELL student in overcoming said barriers. Purpose: The purpose of this project was to implement a nursing-specific ELL success program to improve development of study skills to increase comprehension of healthcare terminology and clinical reasoning. Methods: This quality improvement project collected quantified data in traditional BSN program in a private, non-profit, nursing and allied health university in the Midwest. The inclusion criteria were: nursing student enrolled in the traditional BSN program, age over 18, and identified English as their second language. Implementation Plan/Procedure: A five-week program offered both bi-weekly live and digitized sessions. Activities were provided to enhance reading habits and critical thinking/clinical reasoning skills. Participants anonymously completed a paper assessment and an on-line assessment at the beginning and end of the program. Implications/Conclusion: Analysis of t-tests did not identify any statistically significant results regarding reading and critical thinking skills. There was an increase in the aggregate means of the HSRT, and the PRS category of the SORS. This increase potentially shows a positive effect the interventions had on participant critical thinking skills. Generalizations from these findings cannot be made due to the limited sample size. Any repeated quality improvement project related to this topic would require larger sample sizes, a longer time frame.

Author Details

Jacqueline M. Stanzel, MSN, RN, DNPc and Dr. Kari Wade, EdD, MSN, RN

Sigma Membership

Non-member

Lead Author Affiliation

Nebraska Methodist College, Omaha, Nebraska, USA

Type

DNP Capstone Project

Format Type

Text-based Document

Study Design/Type

Quality Improvement

Research Approach

Translational Research/Evidence-based Practice

Keywords:

English-as-a-second-language, ELL Nursing Student Barriers, English Language Learners (ELL), Nursing Students, Interventions

Advisor

Wade, Kari

Degree

DNP

Degree Grantor

Nebraska Methodist College

Degree Year

2019

Rights Holder

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Review Type

Faculty Approved: Degree-based Submission

Acquisition

Self-submission

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