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Thesis/Dissertation Information
- Degree Disciplines:
- Nursing
Notes
- Abstract:
- Background: As the demographics of the United States change, nursing will need to become more ethnically diverse in order to provide culturally responsive care to the general population. Enrollment of diverse English as a Second Language (ESL) nursing students is increasing; however, these students often encounter academic difficulties related to cultural and language barriers. The increase in ESL students in the classroom and clinical setting has posed challenges for nurse faculty and has given rise to concerns within the context of nursing education. Purpose: The purpose of this study was to use a grounded theory method to explore the critical factors that influence faculty attitudes and perceptions of teaching ESL nursing students. Philosophical Underpinnings: The grounded theory method is based on the philosophical underpinnings of symbolic interactionism and pragmatism. Methods: Semi-structured interviews and a focus group were conducted to collect data from nurse faculty. Data segments from the interviews were coded, categorized, and analyzed for conceptual relationships. Theoretical sampling and a focus group interview were used to validate the concepts, themes, and categories identified during the individual interviews. Conceptual relationships were developed into a substantive level theory that explained a domain of behavior and the interactive processes that were occurring between faculty and ESL students. Results: The core category that developed from the data grounded in the voices of nurse faculty was conscientization. The three dominant categories that emerged from the data and supported the core category were overcoming, coming to know, and facilitating. The theoretical framework of conscientization provided an in-depth understanding and explanation of the social processes involved in teaching ESL nursing students. Conclusions: The theoretical framework developed from this study can be used to increase the effectiveness of teaching ESL nursing students, improve their chances of success, and ultimately lead to enhancing diversity in the nursing profession.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2013.
- Bibliography:
- Includes bibliographical references (leaves 134-149).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Traci J. Starkey. 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 S73 2013_StarkeyTraci ( BU-Local )
- Classification:
- RT81.U6 S73 2013 ( lcc )
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