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Open Access Challenges and Motivators Influencing the Academic Performance of English as an Additional Language (EAL) Nursing Students: The Perspectives of the Students Point de vue des étudiantes pour qui l'anglais est une langue additionnelle (ALA) sur les facteurs de motivation et de démotivation relatifs à la réussite des études en sciences infirmières

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Abstract:

Canada's rising immigrant population has led to an increasing number of nursing students for whom English is an "additional language" (EAL). Although many of these students are successful academically, there is a persistent small number who struggle due to their limited English-language skills and their different cultural knowledge and practices. Despite the difficulties they experience, the students' desire to enter the nursing profession remains strong. A qualitative study was undertaken to identify factors that influence these students' academic performance from the perspectives of the students themselves and their instructors. Fourteen EAL nursing students were interviewed. Analysis of the interview data revealed factors that influenced the students' experiences in their nursing programs. The authors describe the students' perspectives on the challenges and motivators they encountered in their nursing programs. They also recommend strategies that could help EAL students to achieve success in their nursing studies.

French
La croissance de la population immigrante au Canada s'est traduite par un accroissement, en sciences infirmières, du nombre d'étudiantes pour qui l'anglais est une « langue additionnelle (ALA) ». Même si la plupart réussissent leurs études, un petit nombre continue de connaître des difficultés en raison d'aptitudes limitées en anglais et de différences culturelles relatives aux connaissances et aux façons de faire. En dépit de ces obstacles, leur désir d'exercer la profession infirmière reste fort. Nous avons mené une étude qualitative dans le but de cerner les facteurs qui ont une incidence sur la réussite scolaire en tenant compte du point de vue de ce groupe d'étudiantes et de leurs professeurs. Quatorze étudiantes dont l'anglais est une LA ont été interrogées. L'analyse des données d'entrevue met en lumière quelques facteurs qui influent sur leur expérience au cours de leurs études en sciences infirmières. Les auteures font état des facteurs de motivation et de démotivation décrits par les étudiantes. Elles recommandent aussi des stratégies susceptibles de les aider à réussir leurs études dans ce domaine.

Keywords: ENGLISH AS A SECOND LANGUAGE (ESL) NURSING STUDENTS; ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) NURSING STUDENTS; NURSING EDUCATION

Document Type: Research Article

Publication date: September 1, 2009

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  • CJNR is a peer-reviewed, quarterly journal published by the McGill University School of Nursing since 1969. With world-wide circulation, CJNR's primary mandate is to publish original nursing research that develops basic knowledge for the discipline and examines the application of the knowledge in practice. Research related to education and history is also welcomed, as are methodological, theoretical, and review papers that advance nursing science. Letters or commentaries about published articles are encouraged. Learn more.
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