English as an Additional Language Learners’ Journey Through Nursing Education in Canada

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI:10.1016/j.teln.2024.07.018

Alia Lagace RN, MN , Lynn Corcoran RN, PhD

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引用次数: 0

Abstract

Background

Nursing students who speak English as an additional language (EAL) face significant challenges throughout their educational programs. This issue is attributed to numerous causes including admission standards, cultural biases, and other factors. This research study explored the lived experiences of recently graduated EAL nurses, looking back on their Canadian undergraduate nursing education programs.

Method

Interpretive description methodology was used in this study. Data sources included interviews with 5 recently graduated EAL nurses as well as artefacts from the public domain including blogs, videos, and a podcast.

Results

Three major themes were identified: (1) meaningful connections: “I know what you are going through”; (2) additional mental load: “You will put in more work than your non-EAL peers”; and (3) being an outsider.

Conclusion

Understanding the lived experience of recently graduated EAL nurses has the potential to inform and improve pedagogical practices in Canadian nursing education.

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来源期刊

Teaching and Learning in Nursing NURSING-

CiteScore

2.60

自引率

10.50%

发文量

119

审稿时长

37 days

期刊介绍： Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty