Background: English-as-a-second-language (ESL) nursing students fail to graduate from programs at alarming rates. For many of these students, academic failure results from poor performance on multiple choice examinations, which frequently contain linguistic errors. A remedy for these errors is to linguistically modify examination questions. This study assessed the effects of linguistic modification on examination scores.
Method: Scores of ESL and non-ESL nursing students were compared on an experimental multiple choice examination and a control examination.
Results: After exclusion, 67 ESL and 252 non-ESL students completed the experimental examination; 68 ESL and 257 non-ESL students completed the control examination.
Conclusion: Both ESL and non-ESL students scored higher on the experimental examination than on the control examination. For ESL students, the increase in observed means between the experimental and control examination was 0.6%; for non-ESL students, the increase was 0.48%. [J Nurs Educ. 2016;55(6):309-315.].
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Background: Incivility toward nursing students in the clinical setting has been reported. The purpose of the study was to determine whether there was a difference between English as second language (ESL) and non-ESL nursing students' perceptions of staff nurse incivility.
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Background: English-as-a-second-language (ESL) nursing students fail to graduate from programs at alarming rates. For many of these students, academic failure results from poor performance on multiple choice examinations, which frequently contain linguistic errors. A remedy for these errors is to linguistically modify examination questions.
View Article and Find Full Text PDFRetention of nursing students with English as a second language.
J Adv Nurs
January 1997
UBC/VH Nursing Programme, Vancouver Hospital & Health Sciences Centre, Canada.
The purposes of this study were to: (a) determine nursing students' perceptions of the learning activities which contribute the most to their knowledge and skills; (b) determine students' perceptions of their learning difficulties; (c) compare the perceptions of English as a second language (ESL) and non-ESL students; (d) determine nursing faculty perceptions of ESL students' learning difficulties; (e) compare the perceptions of ESL students and faculty; and (f) identify needs for educational and/or supportive programmes for faculty and students. Differences in perceptions of faculty and students regarding areas of difficulty and students' needs may influence the services provided to students and therefore contribute to their lack of success and attrition. A questionnaire was given to students in the first and second years of the University of British Columbia (UBC)/Vancouver Hospital (VH) Nursing Programme to collect data regarding their high school and post-secondary education, date of arrival in Canada, first language, and their perceptions of helpfulness and difficulty of learning activities.
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