A naturalistic inquiry of Nigerian immigrant nursing student experiences in U.S. baccalaureate nursing programs

Abstract

Background

Nigerian immigrant nursing students often struggle to understand Western culture vocabulary and terminology used in U.S. nursing program curricula, which can lead to isolation and prevent Nigerian students from seeking help to overcome their language barrier. The paucity of research on acclimation of Nigerian immigrant students to U.S. nursing programs and lack of understanding likely impede effective instruction and diminish student success.

Purpose

The study presented here explored how Nigerian immigrant nursing students acclimate to the teaching-learning environment in U.S. baccalaureate nursing programs.

Method

Guided by Lincoln and Guba's, 1985 work on Naturalistic Inquiry, the five themes emerged from the data analyzed. These included Stepping into America, Navigating the Rough Waters, Unexpected Changes, Searching for Consistency, and Hopes of Finding Clarity.

Results

The study found that Nigerian immigrant nursing students have both positive and negative encounters with faculty and classmates, as well as challenges and obstacles related to American English, their heavy accent, family expectations, and work obligations.

Conclusion

These findings could inform more effective U.S. nursing school strategies to assist Nigerian immigrant nursing students better acclimate to Western culture and increase positive program experiences and outcomes.