Date of Conferral
10-28-2024
Degree
Ph.D.
School
Nursing
Advisor
Carolyn Sipes
Abstract
This study explored the perceptions of English as a Second Language (ESL) nursing students regarding inclusiveness in nursing programs in the southern United States. The problem addressed is the limited research on how ESL nursing students perceive inclusiveness in academic environments, particularly in the Southern States, where diversity is increasing. Previous studies have focused on the general challenges faced by ESL students, but few have examined their specific perceptions of inclusivity in nursing programs. The purpose of this qualitative phenomenological study, guided by Whannell and Whannell’s identity theory, was to gain insights into ESL nursing students' lived experiences of inclusiveness. Eight current or former ESL nursing students who had either completed or discontinued a program were selected using purposive sampling and participated in one-on-one interviews. Open coding and thematic analysis identified five major themes: navigating language and cultural barriers, institutional support, social inclusion versus isolation, the impact of language proficiency, and adaptation and resilience. These findings were correlated with the existing literature and theoretical framework to emphasize how inclusiveness is perceived by ESL students. The study, supporting the mission for positive social change, offers recommendations for improving nursing education practices and policies to enhance inclusiveness for ESL students. A longitudinal study tracking students throughout their program is recommended to provide further insights into how perceptions of inclusiveness evolve over time.
Recommended Citation
Youwakeem, Bahgat, "Inclusiveness of English as a Second Language Nursing Students in the Academic Setting" (2024). Walden Dissertations and Doctoral Studies. 16547.
https://scholarworks.waldenu.edu/dissertations/16547
