Overcoming Writing Challenges in Bilingual Nursing Students: A Funds of Knowledge Collaboration with Pre-Service Education Students
Repository Posting Date2018-06-25T19:24:50Z
Author DetailsDebbie 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
Lead Author Sigma AffliationLambda Chi
Level of EvidenceOther
Research ApproachPilot/Exploratory Study
Keywordsadult learners; baccalaureate nursing education; bilingual education; English as second language nursing students
CINAHL HeadingsStudents, Nursing, Baccalaureate; Education, Nursing, Baccalaureate; Multilingualism; English as a Second Language; Writing
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.
DescriptionThe project described was supported by Grant Number D19HP19023 from the Health Resources and Services Administration (HRSA), an operating division of the U.S. Department of Health and Human Service
Date of Publication2018-06-25
NotesThis work has been approved through a peer-review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.
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