Overcoming Writing Challenges in Bilingual Nursing Students: A Funds of Knowledge Collaboration with Pre-Service Education Students
Debbie Conner, PhD, MSN, ANP/FNP-BC, FAANP email@example.com; Eric Johnson, PhD, firstname.lastname@example.org; Janet Katz, PhD, RN, FAAN email@example.com; Isabel Velasquez, firstname.lastname@example.org
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Background: Increasing workforce diversity, particularly in the growing Hispanic/Latino population is a priority in nursing. Reading comprehension and scholarly writing is the most notable challenge students’ and nursing faculty face when English is a second language (ESL).
Methods: To address the linguistic development of Hispanic/Latina nursing students, a bilingual student trained in ESL methods in the College of Education teacher preparation program provided tutoring support in the area of academic writing.
Results: Eleven students sought assistance for course papers and assignments for a total of 81 hours over the academic year. In addition to improved academic work, the tutor was able to provide social and cultural empathy given her own experiences as a bilingual student.
Conclusions: Drawing on the institutional funds of knowledge theory, we were able to provide academic support grounded in shared cultural and linguistic experiences between nursing students and a bilingual tutor, while also using the expertise emphasized in a teacher preparation program.
|Review Type||Peer-review: Single Blind|
|Research Approach||Pilot/Exploratory Study|
Baccalaureate Nursing Education;
English as Second Language Nursing Students
|CINAHL Subject(s)||Students, Nursing, Baccalaureate;
Education, Nursing, Baccalaureate;
English as a Second Language;
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