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Please use this identifier to cite or link to this item: http://hdl.handle.net/10791/398

Authors: Lagace, Alia
Supervisor(s): Dr. Lynn Corcoran, (Athabasca University)
Examining Committee: Dr. Paul Jerry (Athabasca University); Dr. Margaret Edwards (Athabasca University)
Degree: Master of Nursing (MN)
Department: Faculty of Health Disciplines
Keywords: English as an additional language (EAL)
Undergraduate nursing students
Canadian nursing education
Interpretive description (ID)
Issue Date: 16-Dec-2022
Abstract: Nursing students who speak English as an additional language (EAL) face significant challenges throughout their educational programs. This problem is attributed to numerous causes from admission standards, to cultural biases, and more. There is a dearth of studies exploring the perspective of the graduated EAL nurse. This demographic offers a valuable perspective worthy of exploration. This study asks: what can be learned from the lived experiences of recently graduated EAL nurses, looking back on their Canadian undergraduate nursing education programs? Interpretive description methodology was utilized for this study, as its premise is to explore and interpret a human experience and apply findings to practice. Data collection consisted of five participant interviews and relevant public domain records. Findings centered around the impact of EAL nurses’ deep and genuine relationships with peers, patients, and instructors. Implications for practice are how these relationships can inspire and improve pedagogical practices for Canadian nursing education.
Graduation Date: Dec-2022
URI: http://hdl.handle.net/10791/398
Appears in Collections:Theses & Dissertations

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