{"title":"“他们认为我不聪明，只是因为我有口音”：支持保留说英语的护理专业学生。","authors":"Cristina Dominguez De Quezada, Diane B Monsivais","doi":"10.3928/01484834-20240724-02","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Many nursing students who speak English as an additional language unfortunately face challenges that can hinder their academic success.</p><p><strong>Method: </strong>A literature review was carried out to investigate challenges faced by nursing students who speak English as an additional language and strategies to promote academic success.</p><p><strong>Results: </strong>A significant challenge is an implicit bias toward students who speak accented English, resulting in stigmatization from faculty and peers. Students frequently relayed that because of their accented English, they were perceived as being less intelligent, resulting in ongoing stress and often a lack of confidence. The Universal Design for Learning (UDL) framework promotes success for students who speak English as an additional language.</p><p><strong>Conclusion: </strong>The UDL framework is used to display strategies from nursing literature that promote success for students who speak English as an additional language. <b>[<i>J Nurs Educ</i>. 2024;63(X):XXX-XXX.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-3"},"PeriodicalIF":0.0000,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"\\\"They Assume I'm Not Intelligent Just Because I Have an Accent\\\": Supporting Retention of Nursing Students Who Speak English as an Additional Language.\",\"authors\":\"Cristina Dominguez De Quezada, Diane B Monsivais\",\"doi\":\"10.3928/01484834-20240724-02\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Many nursing students who speak English as an additional language unfortunately face challenges that can hinder their academic success.</p><p><strong>Method: </strong>A literature review was carried out to investigate challenges faced by nursing students who speak English as an additional language and strategies to promote academic success.</p><p><strong>Results: </strong>A significant challenge is an implicit bias toward students who speak accented English, resulting in stigmatization from faculty and peers. Students frequently relayed that because of their accented English, they were perceived as being less intelligent, resulting in ongoing stress and often a lack of confidence. The Universal Design for Learning (UDL) framework promotes success for students who speak English as an additional language.</p><p><strong>Conclusion: </strong>The UDL framework is used to display strategies from nursing literature that promote success for students who speak English as an additional language. <b>[<i>J Nurs Educ</i>. 2024;63(X):XXX-XXX.]</b>.</p>\",\"PeriodicalId\":94241,\"journal\":{\"name\":\"The Journal of nursing education\",\"volume\":\" \",\"pages\":\"1-3\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-12-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Journal of nursing education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3928/01484834-20240724-02\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of nursing education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3928/01484834-20240724-02","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
"They Assume I'm Not Intelligent Just Because I Have an Accent": Supporting Retention of Nursing Students Who Speak English as an Additional Language.
Background: Many nursing students who speak English as an additional language unfortunately face challenges that can hinder their academic success.
Method: A literature review was carried out to investigate challenges faced by nursing students who speak English as an additional language and strategies to promote academic success.
Results: A significant challenge is an implicit bias toward students who speak accented English, resulting in stigmatization from faculty and peers. Students frequently relayed that because of their accented English, they were perceived as being less intelligent, resulting in ongoing stress and often a lack of confidence. The Universal Design for Learning (UDL) framework promotes success for students who speak English as an additional language.
Conclusion: The UDL framework is used to display strategies from nursing literature that promote success for students who speak English as an additional language. [J Nurs Educ. 2024;63(X):XXX-XXX.].
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