Johnson, Laura R.||Roth, Gene L.
Ed.D. (Doctor of Education)
Counseling, Adult and Higher Education
Nursing; Education; Health education; Community colleges; English language--Study and teaching--Foreign speakers
This qualitative study explored English-as-a-Second-Language (ESL) Eastern European nursing graduates' socialization to the United States, their development and academic experience as nursing students, and their perspectives as practicing nurses. Through their revealing testimonials, the participants exposed their positive and negative experiences, their challenges and struggles, their beliefs, their cultural heritage, and their strength and determination. The three assertions and eight themes that emerged from the analysis of the interviews produce a more complete understanding of participants' experiences. The participants were influenced in their adaptation by emotional and ambivalent interactions, dissonances experienced day-to-day, and cultural and ethnic backgrounds. Reflecting on their overall experience, the participants shared their insights about how a multicultural approach to nursing care can more successfully address an ethnically diverse patient population and how they are well positioned to provide that type of culturally aware care. The transitional experiences and the transformational journeys of the participants emerged as an essential catalyst to trigger community, and academic changes. In turn, these changes contributed to the confidence, independence, competency, fulfillment, and lasting success for culturally diverse nursing students.
Iordan, Dubravca, "Eastern European immigrants' advancement into U.S. nursing practice" (2018). Graduate Research Theses & Dissertations. 2687.
Northern Illinois University
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