ESL (English as a Second Language) Nursing Students in Nursing Programs (Research Paper Sample)

English as Second Language (ESL) Students in Nursing Programs
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Institution
English as Second Language (ESL) Students in Nursing Programs
Introduction
Nursing programs tend to be quite demanding and challenging for most students. This is particularly true for English as a second language (ESL) students, who are required to accomplish academic tasks in a language they are less proficient in (Sung, 2015). The challenge of language is further compounded by culture shock, which often imposes a great deal of stress on ESL students due to the need to adapt to a foreign cultural environment (Olson, 2012). As a result, most ESL nursing students depict poorer academic performance compared to their English speaking counterparts (Miguel et al., 2013). In fact, high attrition rates amongst ESL nursing students have become a major problem in the US (Mbulu, 2015). The problem is particularly a major concern given that the enrolment of ESL students into nursing programs across the country has continued to increase over the years (Sung, 2015). Owing to factors such as immigration and globalization, the non-White population now accounts for a significant proportion of the overall nursing student population (Mbulu, 2015). Additionally, minorities now represent approximately 16% of all registered nurses (Hansen & Beaver, 2012). Therefore, the significance of enhancing the academic performance and retention of ESL nursing students cannot be overemphasized.
One way through which this can be achieved is the incorporation of an ESL committee in nursing programs (Sung, 2015). The committee would be particularly responsible for addressing the challenges experienced by ESL students by enhancing faculty support (faculty-student relationships), peer mentoring, as well as social networking especially within the learning environment (Olson, 2012; Sung, 2015). These measures could ultimately reduce attrition rates and increase graduation rates amongst ESL nursing students. Ultimately, this can have significant benefits for the nursing profession. According to Mbulu (2015), increased graduation rates of ESL nursing students could lead to a more diverse nursing workforce. This is particularly important in today’s increasingly multicultural society, where diversity can have significant implications for individual and organizational performance (Miguel et al., 2013). In the context of nursing, a diverse workforce is particularly important given the increased diversity of the patient population (Mbulu, 2015). Based on evidence, this paper discusses how the problem of ESL nursing student attrition can be addressed.
Review of Literature
There has been increased scholarly attention to the difficulties faced by ESL students, particularly in nursing programs. This attention has been informed by the need to enhance the academic performance of ESL students, which remains low compared to that of their English speaking counterparts. According to Sung (2015), the use of English as the predominant language of instruction in school presents major challenges to ESL students, which can leave them frustrated and embarrassed. These challenges relate to writing assignments, misunderstanding assignment instructions and exam questions, understanding tutorials and course content, coping with huge amounts of reading, and locating appropriate references for academic assignments (Weaver & Jackson, 2011; Miguel et al., 2013). In other words, accomplishing academic tasks in a language one is not proficient in can be a daunting challenge. The challenge of language is further reiterated by Olson (2012), who argues that writing and speaking in English remains a significant barrier for academic success amongst ESL nursing students. Other scholars have also cited language barriers as significant challenges for ESL students (Harvey & McMurray, 1997; Marivic & Morin, 2012; Hansen & Beaver, 2012). Language problems are further compounded by feelings of isolation and acculturation problems, which add to the stress experienced by ESL students (Olson, 2012).
It is important to note that language barriers in the teaching and learning environment are experienced in not only English speaking countries, but also non-English speaking countries. According to Suliman & Tadros (2010), the use of English as a medium of instruction in nursing education is prevalent in the Middle East, where students are abruptly expected to shift from Arabic based instructions to English based instructions upon joining college. Joining college also results in a dramatic shift from traditional teaching and learning techniques such as rote memorization to conventional techniques such as critical thinking (Suliman & Tadros, 2010). This often imposes a great deal of stress on ESL students owing to disconnect between the communicative demands of the nursing program and students’ English proficiency. The use of English as medium of instruction is prevalent in not only the Middle East, but also other non-English speaking contexts around the world.
Another challenge, according to a qualitative study of eight ESL students and five members of faculty, emanates from lack of cultural awareness and sensitivity, knowledge of ESL students’ academic needs, and knowledge of strategies for teaching ESL students on the part of faculty members (Mbulu, 2015). This problem stems from, among other factors, the extensive underrepresentation of minority communities in the nursing faculty as well as workforce in general (Mbulu, 2015). Faculty lack of cultural sensitivity and awareness of ESL students’ needs have also been reiterated by Andrea & Jennifer (2015). This challenge is further compounded by lack of faculty, peer, and family support, cultural barriers, as well as financial difficulties (Scheele et al., 2011; Boruff, 2012; Marivic & Morin, 2012). These challenges can have detrimental consequences on ESL students, especially in terms of attrition, stress, and academic performance (Olson, 2012; Sung, 2015; Donnell, 2015). In a randomized study of Hispanic students, Villarruel et al. (2001) also show that barriers such as lack of faculty support can significantly affect academic outcomes amongst ESL students. The significance of addressing these challenges, therefore, cannot be overemphasized.
The incorporation of an ESL committee into nursing programs comprising faculty members, ESL students, and registered nurses can be helpful for addressing the problems experienced by ESL students (Sung, 2015). The committee would be particularly responsible for enhancing faculty and peer support. Research has extensively demonstrated that the presence of an ESL committee in nursing programs can significantly be beneficial for ESL students in terms of reducing attrition, minimizing culture shock, enhancing social networking and belongingness, increasing satisfaction, and enhancing academic outcomes (Marivic & Morin, 2012; Boruff, 2012; Andrea & Jennifer, 2015).
Faculty and peer support can be particularly valuable for addressing the challenges faced by ESL students (Hansen & Beaver, 2012). As shown by Olson (2012), faculty and peer support is important for reducing the acculturative stress experienced by ESL students. Suliman & Tadros (2010) further argue that faculty and peer support can be useful for addressing language barriers, and thereby enhancing ESL students’ academic performance as well as their feeling of belonging to the learning institution and the nursing community as a whole. In a study of ESL students in a predominantly Caucasian nursing program at a mid-size community college, Boruff (2012) also show that the support of the faculty, peers, as well as the family is a vital ingredient of academic success for ESL students as it minimizes culture shock and attrition and enhances social networking as well as student satisfaction with school. Other studies have also reported similar findings (Villarruel et al., 2001; Marivic & Morin, 2012).
Though faculty support can be instrumental in addressing the needs of ESL needs, the fact that faculty members remain largely unaware of the needs and how to appropriately respond them is a major challenge. In this regard, professional development programs focusing on aspects such as cultural competence can be useful for overcoming this challenge (Mbulu, 2015; Andrea & Jennifer, 2015). Additionally, as put by Sung (2015), faculty and peer support can only be effective if ESL students themselves are willing to seek assistance.
There are also other strategies that can be used to address the challenges faced by ESL students, including language development. The significance of language development stems from the fact that ESL students have low proficiency in English, which makes it difficult to accomplish academic tasks in English (Sung, 2015). As such, language development would place ESL students in a better position to speak and write in English, which would ultimately minimize culture shock and improve academic performance (Olson, 2015). In a cross-sectional study of ESL students, Harvey & McMurray (1997) further show that early orientation to the language and communication demands associated with nursing programs would result in less attrition in ESL students. In other words, ESL students would be in a better position to process and integrate various concepts relating to nursing.
Language development can be achieved via techniques such as language centers and language workshops, which enhance the language and communication skills of ESL students (Weaver & Jackson, 2011; Scheele et al., 2011; Andrea & Jennifer, 2015). Nonetheless, some techniques such as language centers may not be effective since most ESL students have already spent a great deal of time learning grammar back in their home country or as part of a pre-university program (Migue...