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Published on: September 4, 2019
The Experiences of Nursing Students for Whom English Is an Additional Language in Preparing for and Taking
1About the Author Peter Cooper-Lara, PhD, RN, is a faculty development specialist for Chamberlain College of Nursing, Chamberlain University, Chicago, Illinois. The information included in this article is from a published doctoral dissertation, Capella University (ProQuest, Publication No. 13811291). Dr. Cooper-Lara was a participant in the fall 2022 NLN|Chamberlain University College of Nursing Center for the Advancement of the Science of Nursing Education Scholarly Writing Retreat. For more information, contact him at pcooper-lara@chamberlain.edu .
Aim:
This study explored the experiences of prelicensure nursing students for whom English is an additional language when preparing for and taking course examinations.
Background:
English-as-an-additional-language students face challenges related to language comprehension on nursing examinations. Recognizing their unique obstacles may assist in designing equitable assessments and processes that improve outcomes.
Method:
Responding to 14 semistructured, guided questions, 16 students discussed their experiences preparing for and taking nursing examinations.
Results:
Three primary themes related to student academic success emerged: psychological factors, perseverance, and factors affecting outcomes. Data revealed language as a factor that affected outcomes. Positive factors of note included self-confidence and diligence to succeed.
Conclusion:
The results outline challenges faced by nursing students for whom English is an additional language and include strategies for promoting equity and academic success.
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