Limited English Proficiency (LEP) Has Been Identified as a Major Barrier to Success for Nursing Students in the Online Environment: Can Mentoring be the Answer?

The educational environment should be designed to assist the needs of underrepresented populations.  Advances in technology, native language and prior computer experience are identified barriers for success. Nurses are returning for completion degrees after a long hiatus from school. The percentage of students from underrepresented backgrounds in entry-level baccalaureate nursing programs, masters, and research and practice focused doctoral programs has increased (AACN, 2012).

            Research on non-native English speaking students illustrates that experiences and qualifications vary. International nursing programs increase the need for international nursing educational needs. Nursing instructors find the LEP barriers (e.g. language and cultural values) impact performance (Chiang & Crickmore, 2009). Academic performance supports a need to place greater emphasis on English-language acculturation among LEP students (Salamonson, Everett, Koch, Andrew & Davidson, 2008).

            After Institutional Review Board (IRB) approval, a survey was administered to a convenience sample of current online students regarding perception of their performance and confidence level that they would be successful in the online classroom. Their perception was that they were sufficient, but they believed a mentor that understood their difficulties would be helpful. Additionally another examination was done in regards to suspected academic integrity issues. English was identified as a barrier. Small survey size: N=26, 38% of the suspected plagiarism cases were identified as LEP students.

Student diversity and diverse patient populations are increasing.  If measures are not taken to assist nursing students move beyond these barrier there will likely be a continuing attrition rate of culturally diverse students. Mentoring is faculty’s opportunity and responsibility.