1. printed by www.postersession.com Nursing Workforce Diversity Project ESL: Enhancing Student Learning for ESL Nursing Students Mary Powell, PhD, CRNP 1, Barbara Hoerst, PhD, RN 2, Gloria Kersey-Matusiak, PhD, RN 3, Lyn Buchheit, MS, RN 1,4, Terry McGee, MA 1, Alexis Marsella, BA 1 Thomas Jefferson University 1 LaSalle University 2 Holy Family University 3 Community College of Philadelphia, 4   Multicultural nursing work force needed to meet healthcare needs of multicultural population   Nursing students who use English as a second language (ESL) are becoming a significant population (doubled since 1980) In nursing programs   84% of nursing students with academic failure are those for whom English is not their first language   ESL students experience several unique difficulties influencing academic success: Socializing to American culture concurrently with beginning nursing study Greater rates of anxiety & depression Language development Differing classroom expectations Increased fear of failure Increased shame   Incumbent on nursing programs to consider these factors and to provide support   Support needs often outweigh resources   Nurse educators feel at a loss as to help these students achieve educational goals   “ It's a great opportunity being able to talk to people who understand how we feel and have been where we are now.”   “It's very helpful and I feel more confident about talking and coordinating with other people as well as experienced nurses.”   “It was a really good program to increase your confidence and to know there is someone to help you and not criticize you when you need help.”   “This meeting has really encouraged me not to give up my vision.”   Mmm   mmm Abriam-Yago, K.,.Y,oder, M., & Kataoka-Yahiro, M. (1999). The Cummins Model: a framework for teaching nursing students for whom English is a second language. Journal of Transcultural Nursing 10(2):143-149. Choi, L.L. (2005). Literature review; issues surrounding education of English-as-a-second language (ESL) nursing students. Journal of Transcultural Nursing 16(3):263-68. Malu, K.F., & Figlear, M.R. (1998). Enhancing the language development of immigrant ESL nursing students: a case study with recommendations for action. Nurse Educator 23(2):43. Jalili-Grenier, F., & Chase, M.M. (1997). Retention of nursing students with English as a second language Journal of Advanced Nursing 25(1):199-203. Klisch, M. (2000). Retention strategies for ESL students. Journal of Multicultural Nursing & Health 6(1):21-28. Introduction Primary Objectives Student Workshop Feedback Selected References   Increase the academic success of baccalaureate nursing students for whom English is not the primary language   Facilitate their progress through graduation and NCLEX in order to enhance the diversity of the nursing workforce.   Generate faculty development activities to continue to promote cultural sensitivity and competence in working with ESL students   Student Workshops Oral Communication Non-verbal Communication Writing skills Listening skills Test-taking skills Clinical discourse Case presentations   Peer Mentoring   Faculty Workshops   Consortium of Schools of Nursing Maximize Resources Methods Student Workshop November 2007 Student Mentors