Design: A qualitative design was used for this study.

Population and Setting: Participants in this study were recruited from ESL students enrolled in a nursing program in Georgia. Specifically, participants were comprised of a convenience sample of minority students with ESL enrolled in the Fall 2002 nursing class. All had minority status, ESL, and demonstrated academic difficulty as defined in this study. Interviews were conducted at locations convenient for the participants. All chose to have their interviews conducted in the nursing department.

Methods: The method selected to implement the study was Seidman’s approach to in-depth interviewing. This model uses a series of three separate interviews (interview one was Focused Life History; interview two was Details of the Experience; interview three was Reflection on the Meaning). Behavior may become more meaningful when placed in the context of the participants’ lives and the lives of those around them.

Findings: The findings revealed that ESL students have preferred learning styles, are concerned about reading comprehension and balancing situations that affect their academic performance including work. Teaching strategies that may be helpful to all students regardless of language status are presented.

Conclusions: ESL students are capable of being successful in the nursing program when encouraged by culturally competent faculty who exhibit the desire to help them to do so.

Implications: Faculty who relate to their students in a culturally competent way can improve student performance. Improved student performance will help to increase the nursing workforce diversity.

Back to Transcultural Education
Back to 15th International Nursing Research Congress
Sigma Theta Tau International
July 22-24, 2004