University of Calgary, Calgary, AB, T2N IN4 Canada.
Nurs Inq. 2009 Sep;16(3):201-11. doi: 10.1111/j.1440-1800.2009.00453.x.
The increasing number of immigrants in Canada has led to more nursing students for whom English is an additional language (EAL). Limited language skills, cultural differences, and a lack of support can pose special challenges for these students and the instructors who teach them. Using a qualitative research methodology, in-depth interviews with fourteen EAL nursing students and two focus group interviews with nine instructors were conducted. In this paper, the instructors' perspectives are presented. Data acquired from the instructors suggest that the challenges experienced by EAL students and instructors reside in a lack of awareness and support at the institutional and structural levels rather than solely on capacities of individual EAL students or instructors. From this study, identification of supportive activities for nurse educators and education sector decision makers emerged.
加拿大移民数量的增加导致越来越多的护理专业学生（EAL）将英语作为附加语言。语言能力有限、文化差异和缺乏支持可能会给这些学生和教授他们的教师带来特殊的挑战。本研究采用定性研究方法，对 14 名 EAL 护理专业学生和 2 名教师进行了深入访谈和 9 名教师进行了焦点小组访谈。本文呈现了教师的观点。从教师那里获得的数据表明，EAL 学生和教师所面临的挑战源于机构和结构层面缺乏意识和支持，而不仅仅是个别 EAL 学生或教师的能力问题。通过这项研究，确定了对护士教育工作者和教育部门决策者的支持活动。
