Several strategies for student success are highlighted in this article including opportunities to increase oral communication skills in the classroom and clinical settings, peer mentoring, study groups, and individual tutoring (Hansen & Beaver, 2012, p.247-248). Of personal interest related to my change project, Hansen and Beaver (2012) recommend the use of an Action Plan to assist faculty in addressing these core issues and assisting ESL students by meeting their individual needs (p. 249). This article highlighted many effective methods for nursing faculty to assist these struggling students with achieving success. One question that surfaced from reading this article is the concept of an active education model. In the past, the college
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Dudas (2011) found that college students with ESL or English as an Additional Language (EAL) are entering the nursing profession, but very little attention to deficiency in the English language is addressed (p. 14). Dudas (2011) identifies learning techniques to help EAL nursing students process information including using technology such as DVDs for individual instruction, vocabulary notebooks, and concept maps for visual representation (p. 17-18). Another area that she recommends is a thorough review of test questions with revisions as needed. Dudas (2011) contends that mistakes in questions contribute to EAL students’ inability to comprehend the content and lead to wrong decisions (p. 18). Furthermore, she states, “According to Klisch (2000), given the fact that EAL students typically require additional time to complete exams, one strategy is to provide additional time for testing (Dudas, 2011, p. 19). The last strategy that Dudas (2011) recommends is essential for the success of ESL/EAL students and includes support of culturally sensitive faculty (p. …show more content…
16). Through her research findings, she discovered that many complex factors contributed to whether or not a student successfully completed the nursing program. Analysis of the data revealed that participating in a reading comprehension program did not necessarily correlate with progression through the nursing courses, but the author conjectured that the students were too high risk for the program to make a difference in their success (Donnell, 2015, p. 20). Donnell (2015) surmised that a comprehensive reading program by itself was not enough to assist the ESL students to attain success and other interventions need consideration. Early identification of at-risk nursing students is the key so that positive interventions occur prior to entering the nursing program (Donnell, 2015, p.
Dudas (2011) found that college students with ESL or English as an Additional Language (EAL) are entering the nursing profession, but very little attention to deficiency in the English language is addressed (p. 14). Dudas (2011) identifies learning techniques to help EAL nursing students process information including using technology such as DVDs for individual instruction, vocabulary notebooks, and concept maps for visual representation (p. 17-18). Another area that she recommends is a thorough review of test questions with revisions as needed. Dudas (2011) contends that mistakes in questions contribute to EAL students’ inability to comprehend the content and lead to wrong decisions (p. 18). Furthermore, she states, “According to Klisch (2000), given the fact that EAL students typically require additional time to complete exams, one strategy is to provide additional time for testing (Dudas, 2011, p. 19). The last strategy that Dudas (2011) recommends is essential for the success of ESL/EAL students and includes support of culturally sensitive faculty (p. …show more content…
16). Through her research findings, she discovered that many complex factors contributed to whether or not a student successfully completed the nursing program. Analysis of the data revealed that participating in a reading comprehension program did not necessarily correlate with progression through the nursing courses, but the author conjectured that the students were too high risk for the program to make a difference in their success (Donnell, 2015, p. 20). Donnell (2015) surmised that a comprehensive reading program by itself was not enough to assist the ESL students to attain success and other interventions need consideration. Early identification of at-risk nursing students is the key so that positive interventions occur prior to entering the nursing program (Donnell, 2015, p.