Journal of professional nursing : official journal of the American Association of Colleges of Nursing · 2026
Operationalizing equity-mindedness for graduate English as a second language students in online nursing programs.
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Thompson Christina N, Hawkins Darrien E
Аннотация
BACKGROUND: The success of graduate nursing students who speak English as a second language (ESL) is critical to addressing the shortage of diverse advanced practice providers, yet evidence focuses exclusively on prelicensure students, predominantly in face-to-face contexts.
PURPOSE: This study assessed graduate ESL nursing students' perceptions of academic barriers in an online program and identified strategies to mitigate threats to equity.
METHODS: Forty-one (n = 41) student responses to a 23-item survey were analyzed using a convergent mixed methods approach. The sample included students from nine clinical and non-clinical specialty tracks, and 27 unique native languages were identified.
RESULTS: Confidence in their ability to complete the program was high. Three priority challenges emerged from the integrated analysis: (a) the time burden of learning, (b) the impact of language on testing, and (c) communication-related vulnerability. Exploratory correlations identified statistically significant relationships between native language and the perceived difficulty of speaking in English.
CONCLUSIONS: The findings distinguish the experiences of graduate ESL students and illustrate a heightened need for linguistically responsive pedagogy in online courses. The identified recommendations are rooted in equity-mindedness and supported by multidisciplinary evidence.
PURPOSE: This study assessed graduate ESL nursing students' perceptions of academic barriers in an online program and identified strategies to mitigate threats to equity.
METHODS: Forty-one (n = 41) student responses to a 23-item survey were analyzed using a convergent mixed methods approach. The sample included students from nine clinical and non-clinical specialty tracks, and 27 unique native languages were identified.
RESULTS: Confidence in their ability to complete the program was high. Three priority challenges emerged from the integrated analysis: (a) the time burden of learning, (b) the impact of language on testing, and (c) communication-related vulnerability. Exploratory correlations identified statistically significant relationships between native language and the perceived difficulty of speaking in English.
CONCLUSIONS: The findings distinguish the experiences of graduate ESL students and illustrate a heightened need for linguistically responsive pedagogy in online courses. The identified recommendations are rooted in equity-mindedness and supported by multidisciplinary evidence.