In practice, teaching in the nursing profession forms the foundation of clinical skills. This implies that the impact of teaching and learning is reflected in practice. For instance, effective transformation of the nursing theory into practice accompanied by improved patients’ outcomes demonstrates the success of nursing programs. In this context, practicum experience for nurse educators is built on the teaching project. It is through the teaching project that nurse educators demonstrate their competence for preparing professionally-competent nurses. Foremost, nurse educators gain an opportunity to demonstrate their ability to develop the leadership skills in planning quality education programs. This is accomplished through the use of evidence-based nursing and educational literature, and the implementation of innovative instructional methods that meet the learning needs of learners. Also, it is through the teaching project that nurse educators demonstrate their ability to address educational issues that impacts the teaching environment. Therefore, this teaching project is aimed at analyzing attrition of ESL students in nursing programs. It presents programmatic and teaching strategies that promote the success and prevent attrition of ESL students in nursing programs with an emphasis on the integration of ESL Committee in nursing programs. As such, The PICO question for the project is:
P: English as second language (ESL) students in nursing programs
I: Integrate an ESL Committee to existing nursing programs
C: Nursing program without ESL Committee
O: Prevent culture shock, lower rates of attrition and increase satisfaction among ESL students.
Table of Contents
1. Objectives
2. Overview
3. Barriers To Success Among ESL Students In Nursing Programs
4. Programmatic and Teaching Interventions
4.1 Integration of ESL Committee in nursing programs
4.2 Outcomes of nursing programs with ESL Committee
4.3 Outcomes in the absence of ESL Committee
5. Other Interventions
5.1 Early communication of scientific and language demand of nursing
5.2 Adoption of Cummins model of language proficiency
5.3 Linguistic Modification of exams
6. Summary
Objectives and Topics
This work examines the educational challenges faced by English as a Second Language (ESL) students within nursing programs and identifies effective programmatic and teaching strategies to improve their academic success and retention rates.
- Analysis of the unique academic and cultural barriers encountered by ESL nursing students.
- Evaluation of the impact of specialized ESL committees within nursing institutions.
- Investigation of instructional interventions such as the Cummins model and early scientific language integration.
- Assessment of linguistic modifications in testing to reduce construct-irrelevant variance.
Excerpt from the Book
3. Linguistic Modification of exams
Bosher & Bowless (2008) suggest that language is a source of construct-irrelevant variance among ESL students.
Linguistic modification serves as one of the key approaches of best practices in item writing (Moore, 2015).
Outcomes of linguistic modification
Higher exam scores
Decreased test completion time (Moore 2015)
Summary of Chapters
Objectives: This chapter outlines the primary educational goals, focusing on identifying ESL student challenges and evaluating intervention outcomes.
Overview: This section provides a context for the rigor of nursing programs and the increasing enrollment of ESL learners in the United States.
Barriers To Success Among ESL Students In Nursing Programs: This chapter categorizes the primary obstacles, including language difficulties, financial constraints, and lack of support systems.
Programmatic and Teaching Interventions: This section discusses the structural implementation of ESL committees and their role in facilitating mentorship and networking.
Other Interventions: This chapter explores specific instructional tools like the Cummins model and the use of linguistically modified examinations to enhance performance.
Summary: This concluding chapter synthesizes the findings regarding the necessity of targeted initiatives to prevent attrition among minority nursing students.
Keywords
ESL Students, Nursing Education, Student Attrition, Academic Success, Linguistic Modification, Cummins Model, Nursing Programs, Minority Population, Educational Intervention, Cultural Adaptation, Nurse Educators, Academic Performance, Institutional Barriers, Peer Mentoring, Language Proficiency.
Frequently Asked Questions
What is the primary focus of this work?
The work focuses on addressing the high attrition rates of English as a Second Language (ESL) students in nursing programs through programmatic and teaching interventions.
What are the central themes explored?
The themes include the identification of academic barriers, the role of support committees, instructional models, and the impact of assessment design on ESL student performance.
What is the core objective of the research?
The objective is to provide an overview of ESL students as an educational priority and to evaluate which interventions effectively promote success and prevent attrition.
Which scientific methods are discussed to support the findings?
The research discusses educational frameworks such as the Cummins model of language proficiency and best practices in item writing through linguistic modification.
What does the main body cover?
The main body covers institutional barriers, the function of ESL committees, pedagogical strategies, and the measurable outcomes of these initiatives in academic settings.
Which keywords characterize this study?
Key terms include ESL nursing students, student attrition, programmatic interventions, and linguistic modification.
How do ESL committees specifically help students?
They enhance advisor-student relationships, foster peer mentoring, and facilitate social networking to provide a robust support system.
What is the role of linguistic modification in exams?
It reduces construct-irrelevant variance, which allows students to demonstrate their actual knowledge of nursing concepts rather than being hindered by language complexities.
How does the Cummins model benefit nursing students?
It enables ethnically diverse students to better understand nursing content, leading to higher student satisfaction and reduced culture shock.
What is the significance of "early communication" mentioned in the text?
It helps students integrate scientific concepts with clinical skills early in their training, resulting in enhanced preparedness and improved academic performance.
- Quote paper
- Patrick Kimuyu (Author), 2018, Programmatic and Teaching Initiatives that Promote the Success and Prevent Attrition of English as a Second Language (ESL) Students in Nursing Programs, Munich, GRIN Verlag, https://www.grin.com/document/388760
