The need for more classroom participation and individual support was noted by

The need for more classroom participation and

This preview shows page 16 - 18 out of 38 pages.

The need for more classroom participation and individual support was noted by Beard, Morote, and Volcy (2013) in, “Effects of a Student Support Response System on Pre-Class Preparation, Learning, and Class Participation in a Diverse Classroom.” In, “Towards an Interactive EFL Class: Using Active Learning Strategies,” Gholami, Moghaddam, and Attaran (2014) outline a number of approaches for encouraging participation for students with a second language other than English as the authors recognized the need for more interaction in the classroom setting for these students. Faculty Challenges. Nursing faculty face a number of challenges related to supporting CALD students. Fuller (2013), in “Evidence-Based Instructional Strategies: Facilitating Linguistically Diverse Nursing Student Learning,” discussed how faculty doubt that CALD nursing students can succeed. In, “A Project to Increase Faculty’s Cultural Competence in Mentoring English As A Second Language Nursing Students,” Greenberg (2013) administered a pre-test to a cohort of nursing faculty and the results affirmed the idea that the faculty lacked confidence for supporting ESL students. The lack of consistency in teaching methods for ESL students was noted as a challenge for faculty by Sheele, Pruitt, Johnson, and Xu (2011) in, “What Do We Know About Educating Asian ESL
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MENTORING CULTURALLY DIVERSE STUDENTS 17 Nursing Students? A Literature Review.” The small number of programs developed for supporting CALD nursing students was noted as a challenge by Crawford and Candlin (2012) in, “A Literature Review of the Language Needs of Nursing Students Who Have English As A Second/Other Language and the Effectiveness of English Language Support Programmes.” Olson (2012), in “English-As-A-Second Language (ESL) Nursing Student Success: A Critical Review of the Literature,” recognized that the numbers of CALD students in need of support is increasing substantially, thus promulgating a challenge for support of these students. Best Practices Identification Minimal research has been conducted in recent years for best practices for supporting, mentoring, and engaging CALD students; however, the practices identified in the research that has been done resulted in significant success. A myriad of practices and ideas of how to better support CALD students was presented in the literature and can be divided into six general categories: early recognition; educating nursing faculty; personal/one-on-one support; language development; teaching styles and engaging students; and, socialization. Early Recognition. Early recognition of need through reading comprehension assessment and beginning support as quickly after enrollment as possible were both noted as best practices for initially supporting students (Donnell, 2015; Torregosa, Ynalvez, Schiffman, & Morin, 2015; Starkey, 2015). Morton-Miller (2013), suggested that to meet student needs, understanding the CALD cohorts within a student body by collecting and reviewing demographic
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  • Winter '18
  • Nursing, nursing faculty

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