Exploring educational issues: International nursing students enrolled in professional nursing programs in South Texas and their perceptions of educational barriers
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Wanda R. Sparks holds a Ph.D. in Organizational Leadership from the University of the Incarnate Word, Master’s Degree in Nursing with a Concentration in Administration from the University of the Incarnate Word and a Bachelor in Nursing from the University of Texas Health Science Center San Antonio. Past faculty positions include San Antonio College, Wayland Baptist and University of Texas Health Science Center. Administrative positions include, Chair for the Department of Nursing at Our Lady of the Lake University. She holds a certification in forensic nursing, ambulatory nursing and legal nurse consulting. Former President of the local chapter of Sigma Theta Tau. In 1998 she was commissioned to the United States Air Force and stationed at Lackland Air Force Base, Texas. Major Sparks, is a Critical Care Nurse with a background in Emergency Room and Flight Nursing. Deployments include; Operation Iraqi Freedom where over 10,000 injured American and International troops were treated; Disaster Preparedness a joint military NATO operation, training over 100 medical personnel, from Tbilisi in the Medical Management of War Time Disaster, numerous stateside missions and various leadership positions. Dr. Sparks is currently adjunct faculty at UT Health and staff nurse at University Health System, San Antonio, Texas.
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This qualitative study explores educational challenges as manifested in the experiences of the English language learner (ELL) nursing students enrolled in a professional nursing program in San Antonio, Texas. Eleven participants were interviewed for this study using 7 open-ended questions. The research methodology applied in this study was interpretive, guided by phenomenology with the lived experiences of the ELL nursing students being the focus of the analysis.
Discourse analysis and thematic analysis revealed the following themes: (a) student study habits, (b) student distress, (c) student support system, and (d) student learning tasks. Each theme is discussed in depth and supported by exact participant quotations. The study concludes with implications for faculty, student, institution, and curriculum improvements that may promote the ELL nursing student's successful completion of nursing school.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3388227; ProQuest document ID: 305169403. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Evidence Level | Phenomenology |
Research Approach | Qualitative Research |
Keywords | English as a Second Language; English Language Learners; Learning Barriers; Nursing Students; Nursing Education |
Grantor | University of the Incarnate Word |
Advisor | Antelo, Absael; Henderson, Richard; Kimmel, Jessica; Rauschhuber, Maureen |
Level | PhD |
Year | 2009 |
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