Examined in this article are the challenges faced by English-as-a-Second Language (ESL) nursing students. Nursing faculties need to address these challenges to meet the increasing diversity of the health care system. A key concern is the ability of ESL nursing students to communicate effectively in English. The Cummins model for English language acquisition provides a template for ESL nursing students to bridge this communication barrier. The literature suggests some particular needs of ESL nursing students can be met through modification of nursing programs. Further research into factors affecting the quality of nursing education for ESL students is warranted. A quantitative analysis is required to see if there exists a positive correlation between improved English language acquisition and academic success by ESL nursing students.
While much has been explored about notions of both place and belonging in regard to community health of various populations, little is known of the phenomena specific to suburban dwelling seniors. More and more seniors are living in suburban neighborhoods, communities that do not tend well to the belonging needs of this population. This qualitative study sought the perspectives of suburban dwelling seniors about the role of belonging and community connection to their health and wellbeing. Informed by strengths-based approaches to community development and health, the study engaged people from three community groups of older adults in a Canadian suburb (a seniors’ recreational/social group, and two cultural groups) in group interviews concerning the topic. Discoveries included an understanding of belonging as both personal and social, and identification of facilitators and barriers to belonging at personal and systemic levels. Belonging was experienced through connection, contribution and cooperation. These findings are important to shape community engagement with seniors and to inform decision-making and program developments in areas of recreation, leisure, health services, community policing, city planning and other services.
Canada is among the most diverse countries in the world. To provide meaningful health care, the Canadian health care system requires nursing health care teams reflecting this diversity. Meeting this demand should be a specific goal of Canadian nursing schools. Nursing students with English as an Additional Language (EALs) are graduating and passing national licencing exams at a lower rate than nursing students whose first language is English. It is the premise of the article that EALs require both academic and nonacademic forms of support during their years of nursing education. A literature review reveals that EALs facing academic crisis benefit from individual and group English language support, aimed at improving their understanding and use of English in an academic environment. Studies also suggest that group sessions help improve EALs' psychosocial functioning. This article provides an overview of the establishment and implementation of a proactive nursing support program, purposely designed to address the challenges faced by EALs.
Background: English-as-an-Additional-Language (EAL) nursing students are more likely to experience academic challenges than nursing students whose primary language is English. To improve the learning environment for this disadvantaged group of students, a novel support group was established to address both academic and nonacademic issues faced by these students. Method: Using a hermeneutic analytic approach, the impact and perceived effectiveness of this support group are explored. Results: The deliberate design of this support group provided significant support for EAL nursing students in both the academic and non-academic realms. Conclusion: Participants perceived the formation of a holistic, curriculum-specific tailored support group as an effective tool for educating EAL nursing students. [ J Nurs Educ . 2018;57(11):641–647.]
Background: English-as-an-additional-language (EAL) nursing students are more likely to experience academic challenges than traditional nursing students whose primary language is English. To support EAL student success, a novel support group was established to address both the academic and nonacademic issues faced by these students. Method: A hermeneutic approach was used to explore the perceived influence of a nursing student support group on EAL student success in a Canadian undergraduate nursing setting. Through individual interviews, a rich understanding of the lived experience of EAL nursing students was obtained. Results: The EAL Nursing Student Support Program provided a holistic approach to EAL student success, encompassing both academic and psychosocial support provisions embedded in discipline-specific curricula. Individual interviews regarding support group provisions revealed the perceived importance of balance, resiliency, helping others, culture, a safe place, social aspects, and group environment. Conclusion: The continued success of this program necessitates the funding of this support group and other disciplinary support programs that provide comprehensive, discipline-specific approaches to EAL support, arguing against the centralized model of academic aid seen in many postsecondary institutions. [ J Nurs Educ . 2019;58(11):647–652.]
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