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Cultural Sensitivity: Voices of Nurs...

Glasgow, Felecia M.

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Cultural Sensitivity: Voices of Nursing Faculty and Entry-Level ESL Students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Cultural Sensitivity: Voices of Nursing Faculty and Entry-Level ESL Students./
Author:	Glasgow, Felecia M.
Description:	300 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621830
ISBN:	9781303932410

Cultural Sensitivity: Voices of Nursing Faculty and Entry-Level ESL Students.
Glasgow, Felecia M.

Cultural Sensitivity: Voices of Nursing Faculty and Entry-Level ESL Students. - 300 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ed.D.)--Walden University, 2014.

Faculty in the associate degree in nursing (ADN) program at a community college lack the cultural sensitivity needed to identify supports and barriers that influence the communication and clinical skills of English as a second language (ESL) entry-level nursing students. The rationale for the problem and project is to improve culturally sensitive practices in the ADN program that will enhance the learning and academic success of ESL nursing students. Bond's adapted model of institutional support served as the theoretical framework. The central research question focused on identifying potential solutions to a perceived lack of cultural sensitivity among the faculty. A qualitative case study design was used. Semistructured interviews were conducted with 8 purposefully selected nursing faculty and 9 ESL entry-level students. Data were analyzed through qualitative content analysis, coding, and theme identification and were validated through member checking and triangulation. Thematic findings suggest that a lack of culturally sensitive teaching practices adversely influences the development of ESL students' communication and clinical skills, that the ADN program limits internal program cultural supports for ESL students, that faculty and student cultural backgrounds contribute to academic barriers, and that faculty lack sufficient cultural diversity training. A comprehensive cultural diversity curriculum for a training program for faculty was developed. Recommendations include a focus on change processes and collaboration for effective implementation of a cultural diversity faculty training program. Implications for positive social change include improvement in how nurse faculty recognize cultural differences and manage diversity in the learning environment, which are important to ESL students' academic and performance outcomes.

ISBN: 9781303932410Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Cultural Sensitivity: Voices of Nursing Faculty and Entry-Level ESL Students.
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100 1 $a Glasgow, Felecia M. $3 2104511
245 1 0 $a Cultural Sensitivity: Voices of Nursing Faculty and Entry-Level ESL Students.
300 $a 300 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Jean Sorrell.
502 $a Thesis (Ed.D.)--Walden University, 2014.
520 $a Faculty in the associate degree in nursing (ADN) program at a community college lack the cultural sensitivity needed to identify supports and barriers that influence the communication and clinical skills of English as a second language (ESL) entry-level nursing students. The rationale for the problem and project is to improve culturally sensitive practices in the ADN program that will enhance the learning and academic success of ESL nursing students. Bond's adapted model of institutional support served as the theoretical framework. The central research question focused on identifying potential solutions to a perceived lack of cultural sensitivity among the faculty. A qualitative case study design was used. Semistructured interviews were conducted with 8 purposefully selected nursing faculty and 9 ESL entry-level students. Data were analyzed through qualitative content analysis, coding, and theme identification and were validated through member checking and triangulation. Thematic findings suggest that a lack of culturally sensitive teaching practices adversely influences the development of ESL students' communication and clinical skills, that the ADN program limits internal program cultural supports for ESL students, that faculty and student cultural backgrounds contribute to academic barriers, and that faculty lack sufficient cultural diversity training. A comprehensive cultural diversity curriculum for a training program for faculty was developed. Recommendations include a focus on change processes and collaboration for effective implementation of a cultural diversity faculty training program. Implications for positive social change include improvement in how nurse faculty recognize cultural differences and manage diversity in the learning environment, which are important to ESL students' academic and performance outcomes.
590 $a School code: 0543.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Health Sciences, Nursing. $3 1017798
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Health. $3 1017668
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710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 75-10A(E).
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621830