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Instructional Strategies and Educati...

Herzog, Tracy.

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Instructional Strategies and Educational Processes Reported by Nursing Instructors Teaching Culturally Diverse Nursing Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Instructional Strategies and Educational Processes Reported by Nursing Instructors Teaching Culturally Diverse Nursing Students./
作者:	Herzog, Tracy.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	185 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: B.
Contained By:	Dissertations Abstracts International82-01B.
標題:	Nursing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27999260
ISBN:	9781082956164

Instructional Strategies and Educational Processes Reported by Nursing Instructors Teaching Culturally Diverse Nursing Students.
Herzog, Tracy.

Instructional Strategies and Educational Processes Reported by Nursing Instructors Teaching Culturally Diverse Nursing Students. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 185 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: B.

Thesis (D.Ed.)--Capella University, 2020.

This item must not be sold to any third party vendors.

The shortage of nurses in the workforce is an ongoing global concern in healthcare. High undergraduate nursing student attrition may be a known reversible contributor to the nursing workforce shortage. Among the undergraduate nursing students, culturally and linguistically diverse (CALD) nursing students face a variety of academic and non-academic challenges that may lead to attrition from colleges and schools of nursing. Previous research has identified a variety of academic and non-academic factors that may hinder nursing program completion among the undergraduate CALD nursing student population. In addition, previous research has outlined instructional strategies and techniques that may improve the learning environment for the undergraduate CALD nursing student population and lead to higher nursing student retention. A gap was identified in the literature related to how nurse faculty apply instructional strategies and techniques and educational processes when teaching undergraduate CALD nursing students. The purpose of this basic qualitative study was to understand how nurse faculty describe their experiences with instructional strategies and processes of teaching undergraduate CALD nursing students. Leininger's culture care theory of universality and Banks's five dimensions of multicultural education served as the theoretical frameworks for this study. A nonprobability purposive expert sampling design was used for recruitment resulting in nine nurse faculty participants from the Midwestern and Southeastern regions of the United States. Data were collected during private individual interviews. Four primary themes emerged from the data analysis that assisted in answering the research question and subquestion. Findings from the data analysis included obstacles faced by nurse faculty when teaching undergraduate CALD nursing students, resources used by nurse faculty when teaching undergraduate CALD nursing students, and instructional strategies and educational processes applied by nurse faculty when teaching undergraduate CALD nursing students. To improve undergraduate nursing student attrition and support a diverse nursing workforce, nurse faculty must provide an equitable learning environment for the undergraduate CALD nursing student population. Additionally, nurse faculty should continue research that leads to evidence-based instructional and educational practices and application of evidence-based instructional and educational practices within the learning environment.

ISBN: 9781082956164Subjects--Topical Terms:

528444
Nursing.
Subjects--Index Terms:

Linguistically diverse nursing student

Instructional Strategies and Educational Processes Reported by Nursing Instructors Teaching Culturally Diverse Nursing Students.
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