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Author: Publisher: ISBN: Category : English language Languages : en Pages : 396
Book Description
A high level of English language proficiency is required in nursing programs as communication is a core component in nursing practice. Universities have admission criteria to ensure that international English as second language (ESL) students are prepared for language requirements in the academic setting. Domestic ESL students are not required to meet any English language proficiency criteria. Unfortunately, some ESL students do not have the English language proficiency skills necessary for success in the nursing program. In this dissertation, I explored the relationship between nursing school English language proficiency admission criteria met by ESL students and their measures on academic skills variables when compared to native English-speaking students. I conducted a cross-sectional study of 391 native English-speaking students and 50 ESL students from an undergraduate BSN program at a large Midwestern public university. The majority of the ESL students in my study were domestic ESL students. ESL students struggled in their nursing studies compared to native English-speaking students. ESL students living less than seven years in the United States scored lower on just under half of the academic variables while the ESL student living seven or more years in the United States scored lower on a smaller number of academic variables. The ESL students who graduated from a U.S. high school scored lower on more academic variables than the ESL student who had attended at least one year of an English-speaking college. Students who graduated from a U.S. high school and attended an English-speaking college scored lower on the least number of academic variables when compared to native English-speaking students. I was unable to explore the relationship between English language proficiency test scores and academic variables because there was only one student in the study admitted based on test scores. The findings from my study raised questions about the validity of using university English language proficiency admission requirements as a measure for identifying English language proficiency. I recommend identifying methods for domestic ESL students to demonstrate English language proficiency requirements for nursing schools.
Author: Publisher: ISBN: Category : English language Languages : en Pages : 396
Book Description
A high level of English language proficiency is required in nursing programs as communication is a core component in nursing practice. Universities have admission criteria to ensure that international English as second language (ESL) students are prepared for language requirements in the academic setting. Domestic ESL students are not required to meet any English language proficiency criteria. Unfortunately, some ESL students do not have the English language proficiency skills necessary for success in the nursing program. In this dissertation, I explored the relationship between nursing school English language proficiency admission criteria met by ESL students and their measures on academic skills variables when compared to native English-speaking students. I conducted a cross-sectional study of 391 native English-speaking students and 50 ESL students from an undergraduate BSN program at a large Midwestern public university. The majority of the ESL students in my study were domestic ESL students. ESL students struggled in their nursing studies compared to native English-speaking students. ESL students living less than seven years in the United States scored lower on just under half of the academic variables while the ESL student living seven or more years in the United States scored lower on a smaller number of academic variables. The ESL students who graduated from a U.S. high school scored lower on more academic variables than the ESL student who had attended at least one year of an English-speaking college. Students who graduated from a U.S. high school and attended an English-speaking college scored lower on the least number of academic variables when compared to native English-speaking students. I was unable to explore the relationship between English language proficiency test scores and academic variables because there was only one student in the study admitted based on test scores. The findings from my study raised questions about the validity of using university English language proficiency admission requirements as a measure for identifying English language proficiency. I recommend identifying methods for domestic ESL students to demonstrate English language proficiency requirements for nursing schools.
Author: Engin Karadağ Publisher: Springer ISBN: 3319560832 Category : Education Languages : en Pages : 333
Book Description
This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
Author: Susan Dandridge Bosher Publisher: University of Michigan Press ELT ISBN: 9780472032273 Category : English language Languages : en Pages : 0
Book Description
English for Nursing, Academic Skills,is designed to prepare non-native speakers of English for the language-related skills and tasks and the cultural content necessary for success in associate and baccalaureate degree nursing programs in the United States. This textbook focuses on the academic strategies and skills needed for nursing studies, including reading and vocabulary, research and writing, listening and note-taking, and test-taking. Each of six units focuses on a different academic skill taught through nursing content that includes historical and contemporary perspectives on the nursing profession as well as important medical issues such as death and dying and mental health and illness. The textbook features readings from actual nursing school textbooks and research-based nursing journals. The text includes activities for one lecture, which is available in MP3 format on the book's companion website.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309455405 Category : Education Languages : en Pages : 529
Book Description
Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
Author: Patrick Kimuyu Publisher: GRIN Verlag ISBN: 3668654263 Category : Medical Languages : en Pages : 13
Book Description
Presentation slides from the year 2018 in the subject Nursing Science - Miscellaneous, grade: 1, Egerton University, language: English, abstract: 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.
Author: Margaret Dexheimer Pharris, PhD, RN, MPH, FAAN Publisher: Springer Publishing Company ISBN: 082612559X Category : Medical Languages : en Pages : 480
Book Description
"Through case studies, practical examples and in-depth analysis of successful programs, this book provides a roadmap for creating a more welcoming environment for minority students and faculty, revamping traditional teaching methods to accomodate diverse learning styles, developing and teaching a culturally competetent nursing curriculum, and removing cultural and linguistic barriers to success...this landmark book is an invaluable resource and absolutely essential reading." --Minority Nurse Magazine " Readers will learnÖ more about how to create a dynamic, inclusive and challenging learning environment that remains true to the purpose of graduating highly qualified nurses to meet the need of a diverse multiracial, multicultural, multilingual society." --Gloria Smith, RN, MPH, PhD, FAAN, FRCN Bosher and Pharris's provocative and timely volume addresses the critical need for nursing educational systems to graduate more culturally diverse nurses. This vital resource will help nursing educators critique and redesign their curricular, pedagogical, and structural systems to address this need for cultural inclusion within nursing education. Highlights of this book: Addresses barriers to success for nursing students from culturally diverse backgrounds in the U.S., U.K., Canada, Australia, and New Zealand Features pedagogical strategies to help linguistically diverse students succeed in clinical settings Provides assessment practices that eliminate cultural and linguistic biases Presents initiatives for developing the leadership skills of culturally diverse students Contains detailed case studies of multicultural nurses and students Includes recommendations and questions for dialogue at the end of each chapter With this book, educators and administrators can begin to forge through the obstacles institutionalized in their nursing educational systems, and ultimately, see a more culturally inclusive educational environment.
Author: Betty J. Alford Publisher: Corwin Press ISBN: 1452224021 Category : Education Languages : en Pages : 169
Book Description
How to give English language learners every opportunity for success This practical guide equips school leaders to help English language learners succeed. The authors show how school leaders and staff members can serve as student advocates and apply successful instructional practices that increase student learning. Written in straightforward language with quick reference charts and summaries, the text provides: Strategies for creating a culture of ELL advocacy and achievement Case studies from school leaders who have created positive change for ELLs Professional development tools that build teachers’ knowledge of second language acquisition Tips for strengthening home–school–community connections
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Author: Engin Karadağ
Author: Susan Dandridge Bosher
Author: National Academies of Sciences, Engineering, and Medicine
Author: Patrick Kimuyu
Author: Cynthia Lynn Myers
Author: Margaret Dexheimer Pharris, PhD, RN, MPH, FAAN
Author: Sharon Ferguson Walker
Author: Margaret E. Hardin
Author: Betty J. Alford