English as a Second Language
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Running Head: English as a second language
HLT504
Issues in clinical education
Rebecca Sinyi
1137928
INTRODUCTION
The increasing number of immigrants has transformed Canada in a variety of ways, specifically, in the field of Nursing and Nursing education. The advantage, to this diversity of ethnicities, is that the different ethnic groups are instrumental in supporting the nursing profession to adequately provide culturally competent nursing care. The obstacle that Nursing is experiencing lies with the nursing students and the educators. The frequent challenges the students experience relate to language, academics, resources and culture, (Starr, 2009). The reality, however, is that the ethnic students who lack mastery of the English language experience more academic and clinical difficulty. According to Campbell, (2008) there is a “2:1 ratio dropout rate for minority students compared to Caucasian students”.
The faculty or educators encounter several stumbling blocks when teaching ESL students. The compilation of literature reveals that we, as educators, are ill-equipped to provide the necessary strategies, interventions and resources that promote the culturally diverse student to succeed within the nursing curriculum. This reinforces the need for nursing programs to develop creative means to alter this tendency.
As a clinical instructor it is my mandate to ascertain the student possesses basic theory knowledge for the clinical experience, facilitate the application of principles and concepts related to patient care, promote critical thinking and problem solving skills and lastly to ensure advancement to the next level. This is increasingly difficult if the student has limited English. In view of my personal objectives, coupled with encountering ESL students, I felt it to be my obligation as an educator to equip myself with relevant literature that define the actual challenges and foster strategies that pertain to this very palpable...
HLT504
Issues in clinical education
Rebecca Sinyi
1137928
INTRODUCTION
The increasing number of immigrants has transformed Canada in a variety of ways, specifically, in the field of Nursing and Nursing education. The advantage, to this diversity of ethnicities, is that the different ethnic groups are instrumental in supporting the nursing profession to adequately provide culturally competent nursing care. The obstacle that Nursing is experiencing lies with the nursing students and the educators. The frequent challenges the students experience relate to language, academics, resources and culture, (Starr, 2009). The reality, however, is that the ethnic students who lack mastery of the English language experience more academic and clinical difficulty. According to Campbell, (2008) there is a “2:1 ratio dropout rate for minority students compared to Caucasian students”.
The faculty or educators encounter several stumbling blocks when teaching ESL students. The compilation of literature reveals that we, as educators, are ill-equipped to provide the necessary strategies, interventions and resources that promote the culturally diverse student to succeed within the nursing curriculum. This reinforces the need for nursing programs to develop creative means to alter this tendency.
As a clinical instructor it is my mandate to ascertain the student possesses basic theory knowledge for the clinical experience, facilitate the application of principles and concepts related to patient care, promote critical thinking and problem solving skills and lastly to ensure advancement to the next level. This is increasingly difficult if the student has limited English. In view of my personal objectives, coupled with encountering ESL students, I felt it to be my obligation as an educator to equip myself with relevant literature that define the actual challenges and foster strategies that pertain to this very palpable...