English-As-A-Second-Language (ESL) Nursing Students’ Academic Integration: A Review of Literature
English-As-A-Second-Language (ESL) Nursing Students’ Academic Integration: A Review of Literature
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英语作为第二语言（ESL）护理学生的学术整合：文献综述
DOI：
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发表时间：
2021
影响因子：
1
通讯作者：
Sonique Sailsman
中科院分区：
文献类型：
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作者：
Sonique Sailsman
摘要目的本文献综述的目的是提供必要的证据，以支持未来的研究和英语作为第二语言（ESL）护理专业学生的计划扩展护士教育。背景护理教育已显着扩大，以响应医学研究所的2010年呼吁增加学士学位准备护士的数量。护理专业学生的人口统计数据也增长到包括那些谁是种族和语言多样化。这篇文献回顾提出了一个强大的证据汇编，提供洞察来自不同文化和语言背景的护理专业学生的整合经验。方法同行评议的文章，沿着其他种子来源，确定。结果证据突出了学生的挑战与学术语言，文化压力，教师的支持。结论研究结果表明，ESL护理专业学生的经验与学术整合的挑战。未来的研究可以深入了解这些学生如何浏览特定的学习环境。
Abstract AIM The purpose of this literature review is to provide nurse educators with the evidence necessary to support future research and expansion of programs for English-as-a-second-language (ESL) nursing students. BACKGROUND Nursing education has expanded significantly in response to the Institute of Medicine’s 2010 call for an increase in the number of baccalaureate-prepared nurses. The demographics of nursing students have also grown to include those who are ethnically and linguistically diverse. This literature review presents a robust compilation of evidence providing insight into the integration experience of nursing students from diverse cultural and language backgrounds. METHOD Peer-reviewed articles, along with other seminal sources, were identified. RESULTS The evidence highlights student challenges with academic language, cultural stressors, and faculty support. CONCLUSION Findings indicate that ESL nursing students experience challenges with academic integration. Future research can provide insight into how these students navigate specific learning environments.