The experiences of students with English as a second language in a baccalaureate nursing program

Sanner, Susan; Wilson, Astrid H.

doi:10.1016/j.nedt.2008.03.004

Cited by 61 publications

(55 citation statements)

References 9 publications

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“…Overwhelmingly, English language fluency and communication have been identified as the biggest barriers to ESL nursing student success (Amaro, Abriam-Yago, & Yoder, 2006;Donnelly et al, 2009;Rogan, San Miguel, Brown, & Kilstoff, 2006;Sanner & Wilson, 2008). Language affects critical thinking as well as caregiving.…”

Section: Barriers To Esl Nursing Student Successmentioning

confidence: 99%

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

Donnell¹

2015

Nursing Education Perspectives

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Section: Barriers To Esl Nursing Student Successmentioning

confidence: 99%

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

Donnell¹

2015

Nursing Education Perspectives

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“…Rogan, San Miguel, Brown and Kilstoff mentioned a need for change in the nursing curriculum and teaching methods because of cultural differences that are not congruent with some minority and ESL students [8] . Sanner and Wilson agreed and spoke about different learning preferences of ESL nursing students and their need to be successful in a nursing program [9] .…”

Section: Esl Studentsmentioning

confidence: 99%

“…Sanner and Wilson found that ESL students were accustomed to learning through rote memorization. In contrast to a highly structured learning environment, the nursing program requires students to actively participate in their learning through group work and oral presentations [9] .…”

Section: Esl Studentsmentioning

confidence: 99%

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How can we help minority nursing students?

Schoofs¹

2012

JNEP

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This article details the example of remediating an at-risk nursing student who failed two clinical rotations at a large university nursing program. It is a case of working with a minority student using six simulations and two clinical days in the hospital. The author describes the process of how the simulations and clinical experiences were used to assist the student in increasing her confidence and clinical abilities. In addition to the example of the student, an extensive literature review was done prior to working with the student. This aided the author not only in determining methods for assisting the student, but also in understanding the student's culture and ethnicity. The authors of the nursing journal articles discuss the variety of at risk students categories and how faculty and advisors can help these students to be successful. Nursing faculty should find this article helpful in their work with at risk students because the remediation plan outlined could be adapted to help many different students with clinical difficulties.

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“…Subsequently there has been an increase in students who predominantly speak a language other than English, resulting in these students requiring a significant level of support (Crawford & Candlin, 2013). It has been noted that students with English as a second language (ESL or English language learners) first need to learn basic interpersonal communication, with the more advanced cognitive academic language proficiency which enables students to analyse, evaluate and interpret concepts acquired in a formal Higher Education setting (Sanner & Wilson, 2008). To assist with this, a trend in ESL education has been the emphasis in promoting thinking as a significant component of English language pedagogy (Davidson & Dunham, 1997).…”

Section: Introductionmentioning

confidence: 99%

Use of Content Based Instruction and Socratic Discussion for ESL Undergraduate Biomedical Science Students to Develop Critical Thinking Skills

Burder

Tangalakis²,

Hryciw³

2014

JCT

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Content based language instruction can assist English as a second language (ESL) students to achieve better learning and teaching outcomes, however, it is primarily used to understand content, and may not help to develop critical analysis skills. Here we describe a pilot study that used a 'Socratic' small-group discussion in addition to content based instruction, to enhance critical thinking skills in ESL Biomedical Science students. Students were provided a detailed protocol for the analysis of a research journal manuscript and participated in a Socratic discussion. Students wrote evaluative pieces to summarize the manuscript's topics, both before and after the small-group discussion. Overall, a third of all students displayed an improved critical thinking score based on Bloom's taxonomy. However, only 20% of ESL students improved their critical thinking score, while 42% of non-ESL students improved. Despite this, students agreed that the Socratic discussion improved their understanding of science and enhanced their ability to review scientific literature. Importantly, ESL students believed that the discussion made them feel positive about their ability to read scientific literature. Thus, specific tools for enhancing critical thinking in the ESL student group should further be developed, with investigation of the retention of these skills warranted.

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The experiences of students with English as a second language in a baccalaureate nursing program

Cited by 61 publications

References 9 publications

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

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

How can we help minority nursing students?

Use of Content Based Instruction and Socratic Discussion for ESL Undergraduate Biomedical Science Students to Develop Critical Thinking Skills

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