e-Learning Module for Nursing Faculty to Reduce English as a Second Language Students Attrition
Abstract
Nursing students who speak English as a second language (ESL) find it difficult to adapt to a foreign cultural environment, completing challenging academic tasks in a language they are less proficient in and difficulty in expressing themselves. These students experienced significantly higher levels of attrition when compared to non-ESL students. This evidence-based quality improvement project aims to improve the knowledge and confidence of the nursing faculty when working with this population. The project was hosted on a secure platform (RedCap) and was disseminated to undergraduate nursing faculty from A National college and LinkedIn.
A pretest-posttest, one-group, quasi-experimental design was used. The link to the survey was sent to the online dean of nursing for A National college and to self-identified undergrad nursing faculty on LinkedIn. A related-sample Sign test was performed to compare the results of the pre-survey with the post-survey score. This process was used on questions that used a Likert-scale format for the answers (Q1, Q2, Q3, Q4 & Q9). To analyze the reminder of the questions (Q5, Q6, Q7 & Q8), descriptive statistics were used. It was determined that three of the 5 questions analyzed with the Sign test were statistically significant (Q1, Q2 & Q9) ranging from p<0.001 to 0.035. Questions 3 and 4 were not statistically significant (p=0.06 to 0.25). All questions in which descriptive statistics were used showed an increased number of participants acquired knowledge when comparing the pre-survey and post-survey. These results suggest that the nursing faculty eLearning module expanded the participants level of confidence and overall knowledge of working with ESL nursing students. This study provides a prelude to future iterations of similar studies that would aim to address students’ needs through faculty training.
Degree
D.N.P.
Thesis Department
Rights
Open Access (fully available)
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