Preparing Culturally and Linguistically Diverse Nursing Students for Clinical Practice in the Health Care Setting

Abstract

The number of culturally and linguistically diverse (CALD) students seeking enrollment in higher education courses in Western countries where English is the predominant language has grown considerably in the past decade, especially in undergraduate health care courses. When enrolled in nursing courses, students are required to complete clinical placements. Such experiences can create significant challenges for CALD students where language, cultural differences, and interpretation of cultural norms complicate the learning process. To assist CALD nursing students to transition successfully, an extracurricular integrated curriculum program was developed and implemented at a university in Queensland, Australia. The program is a series of interactive workshops based on the principles of caring pedagogy and student-centered learning. The program applies strategies that combine small-group discussions with peers, role-plays, and interactions with final-year nursing student volunteers. Evaluation of the program suggests it has assisted most of the students surveyed to be successful in their clinical studies.

Fieldwork placement outcomes for international higher education students: A systematic literature review

“…The other two studies provided support programs to CALD nursing students (Harvey et al., 2013; San Miguel et al., 2006). The Preparation for Practice program (Harvey et al., 2013) was conducted on campus for 10 weeks per semester over two years. It consisted of discussion and role plays.…”

“…school; Nallaya, 2016). The Preparation for Practice program was based on the participatory learning approach (Peyton, Moore, & Young, 2010), and was learner driven and combined the elements of peer mentoring and involvement of domestic non-CALD students as volunteers in the program (Harvey et al., 2013).…”

“…Most of the effectiveness studies were pilot-styled studies with small sample size ranging from N=15 (San Miguel et al., 2006), N = 21 (Joseph & Rouse, 2017), to N = 24 (Nallaya, 2016), with the exception of N = 240 (Harvey et al., 2013). Only San Miguel et al.…”

A systematic review of assessment and intervention strategies for effective clinical communication in culturally and linguistically diverse students

“…Of the 27 studies, eight were rated as high quality . These studies reported clearly on the structure and outcomes of the programme.…”

Clinical Coaching – An innovative role to improve marginal nursing students' clinical practice

“…Coaching sessions sought to correct students' communication deficits by incorporating activities including interpreting medication charts accurately and how to seek clarification from supervising clinical staff if unsure. Evidence has shown that cultural and linguistic diversity (CALD) students require higher levels of support when undertaking clinical placements to ensure they perform at the expected level (Harvey et al, 2013). The high numbers of ESL referrals to the CC became instrumental in the wider school community seeking out additional practice development strategies to support CALD students.…”