Donnelly Tam Truong, McKiel Elaine, Hwang Jihye Jasmine
Faculty of Nursing, Department of Community Health Sciences, University of Calgary, Alberta, Canada.
Can J Nurs Res. 2009 Sep;41(3):130-50.
Canada's rising immigrant population has led to an increasing number of nursing students for whom English is an"additional language" (EAL). Although many of these students are successful academically, there is a persistent small number who struggle due to their limited English-language skills and their different cultural knowledge and practices. Despite the difficulties they experience, the students' desire to enter the nursing profession remains strong. A qualitative study was undertaken to identify factors that influence these students' academic performance from the perspectives of the students themselves and their instructors. Fourteen EAL nursing students were interviewed. Analysis of the interview data revealed factors that influenced the students' experiences in their nursing programs.The authors describe the students' perspectives on the challenges and motivators they encountered in their nursing programs. They also recommend strategies that could help EAL students to achieve success in their nursing studies.
加拿大不断增长的移民人口导致越来越多的护理专业学生将英语作为“附加语言”（EAL）。尽管这些学生中的许多人在学业上取得了成功，但仍有一小部分人因英语语言技能有限以及文化知识和习惯不同而苦苦挣扎。尽管他们面临困难，但学生进入护理行业的愿望依然强烈。一项定性研究旨在从学生自身及其教师的角度确定影响这些学生学业成绩的因素。对14名以英语为附加语言的护理专业学生进行了访谈。对访谈数据的分析揭示了影响学生护理课程学习体验的因素。作者描述了学生对他们在护理课程中遇到的挑战和动力的看法。他们还推荐了一些策略，以帮助以英语为附加语言的学生在护理学习中取得成功。
