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A Support Program for English as an Additional Language Nursing Students.

Liza Lai Shan Choi1

  • 1Mount Royal University, Calgary, Alberta, Canada lchoi@mtroyal.ca.

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Summary

Canadian nursing schools must support English as an Additional Language (EAL) students. Providing targeted academic and psychosocial support can improve EAL nursing students

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Area of Science:

  • Nursing Education
  • Healthcare Diversity
  • Language Acquisition in Professional Programs

Background:

  • Canada's diverse population necessitates a representative healthcare workforce.
  • Nursing schools face challenges in supporting English as an Additional Language (EAL) students.
  • EAL nursing students exhibit lower graduation and licensure rates compared to native English speakers.

Purpose of the Study:

  • To advocate for specialized support programs for EAL nursing students.
  • To address the academic and non-academic needs of EAL nursing students.
  • To present a model for a proactive support program for EAL nursing students.

Main Methods:

  • Literature review on EAL student support in higher education.
  • Analysis of academic and psychosocial challenges faced by EAL nursing students.
  • Overview of the design and implementation of a targeted support program.

Main Results:

  • EAL students benefit from tailored academic English support (individual and group).
  • Group sessions enhance EAL students' psychosocial adjustment and integration.
  • Proactive support programs can mitigate challenges faced by EAL nursing students.

Conclusions:

  • Canadian nursing schools must prioritize EAL student success.
  • Comprehensive support systems are crucial for EAL nursing graduates.
  • Implementing proactive programs is essential for a diverse and competent nursing workforce.