|
|
Thesis/Dissertation Information
- Degree Disciplines:
- Nursing
Notes
- Abstract:
- This study explored the academic experiences of non-native English speaking (NNES) nursing students. The research was a qualitative human science study based on the phenomenological models of Husserl, Merleau-Ponty and Van Manen and consisted of documentary research and a semi-structured, open-ended interview conducted with ten NNES nurses who pursued graduate nursing education in the US. The interviews addressed each participant’s experience of graduate nursing education, focusing on the implications of cultural differences. The strength and support of NNES students were identified. The findings also indicated that cultural insensitivity and discrimination toward NNES students, whether actually present or not, was perceived by the participants in the classrooms and clinical environments. Recommendations for expanded outreach, including academic and social support for NNES nursing students are presented, as well as suggestions for improving multicultural sensitivity of nursing school administrators, faculty, and all students.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2003.
- Bibliography:
- Includes bibliographical references (leaves 149-162).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Karen D. Bartice Smolinski. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- RT81.U6 B37 2003_BarticeSmolinkiKaren ( BU-Local )
- Classification:
- RT81.U6 B37 2003 ( lcc )
|
|
