A Correlational Study of a Reading Comprehension Program and Attrition Rates of ESL Nursing Students in Texas

Donnell, Wendy Morris

doi:10.5480/13-1212

Cited by 17 publications

(12 citation statements)

References 26 publications

(76 reference statements)

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“… Qualitative descriptive United States Foreign-born 24 educators Interviews College/vocational Bachelor Clinical 22 DeLuca (2005) [ 71 ] To describe what it is like to be a Jordanian graduate student in nursing in the contexts of a new culture, university and realm of professional nursing. Phenomenology United States International students Jordan 7 students Interviews Journals Graduate (Masters) 23 Donnell (2014) [ 72 ] To examine the associations between English language ability, participation in a reading comprehension program and attrition rates of nursing students in Texas. Correlational, secondary analysis United States ESL students Black, Hispanic/Latino 3258 students (529 were ESL students) Questionnaires College/vocational Bachelor 24 Donnelly (2009) [ 73 ] To identify factors that influence EAL students’ academic performance from the perspectives of the instructors.…”

Section: Resultsmentioning

confidence: 99%

“…A study in Finland with international students found that female students were more likely than male students to perceive cultural diversity in the clinical placement as causing negative consequences, however there were no differences between men and women regarding their perceptions of the impacts of language barriers on their clinical training [ 109 ]. Another study, conducted in the US, found sex to not be predictive of attrition among ESL students studying in pre-licensure programs in the state of Texas [ 72 ]. Similarly, the fourth study found no association between sex and academic or clinical placement stress among international students studying nursing at the undergraduate level in programs across Australia [ 100 ].…”

Section: Resultsmentioning

confidence: 99%

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Challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries: a scoping review with a gender lens

2021

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Background International and migrant students face specific challenges which may impact their mental health, well-being and academic outcomes, and these may be gendered experiences. The purpose of this scoping review was to map the literature on the challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries, with a gender lens. Methods We searched 10 databases to identify literature reporting on the challenges, coping responses and/or supportive interventions for international and migrant nursing students in college or university programs in Canada, the United-States, Australia, New Zealand or a European country. We included peer-reviewed research (any design), discussion papers and literature reviews. English, French and Spanish publications were considered and no time restrictions were applied. Drawing from existing frameworks, we critically assessed each paper and extracted information with a gender lens. Results One hundred fourteen publications were included. Overall the literature mostly focused on international students, and among migrants, migration history/status and length of time in country were not considered with regards to challenges, coping or interventions. Females and males, respectively, were included in 69 and 59% of studies with student participants, while those students who identify as other genders/sexual orientations were not named or identified in any of the research. Several papers suggest that foreign-born nursing students face challenges associated with different cultural roles, norms and expectations for men and women. Other challenges included perceived discrimination due to wearing a hijab and being a ‘foreign-born male nurse’, and in general nursing being viewed as a feminine, low-status profession. Only two strategies, accessing support from family and other student mothers, used by women to cope with challenges, were identified. Supportive interventions considering gender were limited; these included matching students with support services' personnel by sex, involving male family members in admission and orientation processes, and using patient simulation as a method to prepare students for care-provision of patients of the opposite-sex. Conclusion Future work in nursing higher education, especially regarding supportive interventions, needs to address the intersections of gender, gender identity/sexual orientation and foreign-born status, and also consider the complexity of migrant students’ contexts.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries: a scoping review with a gender lens

2021

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“…Undergraduate nursing students were included in the sample in nine studies; nursing faculty participated in four studies. The 10 publications investigate numerous issues that influence the nursing student experience, including social factors (Fettig & Friesen, 2014), academic factors (Donnell, 2015), teaching and learning (Greenfield, 2011;Fuller & Mott-Smith, 2017;Onovo, 2019), faculty development (Greenberg, 2013), students' lived experiences (James, 2018;Mulready-Shick, 2013), evaluation of student success strategies (Harris et al, 2014), and the learning environment (Gillespie et al, 2017).…”

Section: Methods Designmentioning

confidence: 99%

Factors That Affect the Success of Ethnically Diverse Nursing Students: An Integrative Review of the Literature

Everett

2022

Nurs Educ Perspect

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The purpose of this research was to review nursing student retention literature to better understand how to help ethnically diverse undergraduate nursing students succeed. BACKGROUND Nursing student retention continues to be a major challenge. Additional research is needed to improve the retention of students from diverse ethnic and cultural backgrounds. METHOD An integrative literature review was conducted. Qualitative analysis of 10 studies was used to identify emergent themes. RESULTS Analyses of the studies reveal the magnitude, complexity, and distinctiveness of the challenges ethnically diverse nursing students face. CONCLUSION The findings have implications for developing strategies for helping this important at-risk population of students complete their nursing degrees.

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“…A study in Finland with international students found that female students were more likely than male students to perceive cultural diversity in the clinical placement as causing negative consequences, however there were no differences between men and women regarding their perceptions of the impacts of language barriers on their clinical training (98). Another study, conducted in the US, found sex to not be predictive of attrition among ESL students studying in prelicensure programs in the state of Texas (61). Similarly, the fourth study found no association between sex and academic or clinical placement stress among international students studying nursing at the undergraduate level in programs across Australia (89).…”

Section: Gendermentioning

confidence: 99%

Challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries: A scoping review with a gender lens

Merry

Vissandjée

Verville-Provencher

2021

Preprint

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Background: International and migrant students face specific challenges which may impact their mental health, well-being and academic outcomes, and these may be gendered experiences. The purpose of this scoping review was to map the literature on the challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries, with a gender lens.Methods: We searched 10 databases to identify literature reporting on the challenges, coping responses and/or supportive interventions for international and migrant nursing students in college or university programs in Canada, the United-States, Australia, New Zealand or a European country. We included peer-reviewed research (any design), discussion papers and literature reviews. English, French and Spanish publications were considered and no time restrictions were applied. Drawing from existing frameworks, we critically assessed each paper and extracted information related to gender.Results: 114 publications were included. Overall the literature mostly focused on international students, and migration history/status and length of time in country were not considered with regards to challenges, coping or interventions. Females and males, respectively, were included in 69% and 59% of studies with student participants, while those students who identify as other genders were not named or identified in any of the research. Several papers suggest that foreign-born nursing students face challenges associated with different cultural roles, norms and expectations for men and women. Other challenges included perceived discrimination due to wearing a hijab and being a ‘foreign-born male nurse’, and in general nursing being viewed as a feminine, low-status profession. Only two strategies, accessing support from family and other student mothers, used by female students to cope with challenges, were identified. Supportive interventions considering gender were also limited; these included matching students with support services personnel by sex, involving male family members in admission and orientation processes, and using patient simulation as a method to prepare students for care-provision of patients of the opposite-sex.Conclusion: Future research and discussion papers in nursing higher education, especially those regarding supportive interventions, need to address the intersections of gender/gender identity and migration/international status, and also consider the complexity of students’ migration contexts.

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A Correlational Study of a Reading Comprehension Program and Attrition Rates of ESL Nursing Students in Texas

Cited by 17 publications

References 26 publications

Challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries: a scoping review with a gender lens

Challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries: a scoping review with a gender lens

Factors That Affect the Success of Ethnically Diverse Nursing Students: An Integrative Review of the Literature

Challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries: A scoping review with a gender lens

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