The Experiences of Nursing Students for Whom English Is an Additional Language in Preparing for and Taking Examinations

Abstract

AIM This study explored the experiences of prelicensure nursing students for whom English is an additional language when preparing for and taking course examinations. BACKGROUND English-as-an-additional-language students face challenges related to language comprehension on nursing examinations. Recognizing their unique obstacles may assist in designing equitable assessments and processes that improve outcomes. METHOD Responding to 14 semistructured, guided questions, 16 students discussed their experiences preparing for and taking nursing examinations. RESULTS Three primary themes related to student academic success emerged: psychological factors, perseverance, and factors affecting outcomes. Data revealed language as a factor that affected outcomes. Positive factors of note included self-confidence and diligence to succeed. CONCLUSION The results outline challenges faced by nursing students for whom English is an additional language and include strategies for promoting equity and academic success.