title: The critical factors that influence faculty attitudes and perceptions of teaching English as Second Language nursing students: A grounded theory research study.
abstract: BACKGROUND
  As the demographics of the United States change, nursing will need to become more ethnically diverse in order to provide culturally responsive healthcare. Enrollment of English as Second Language nursing students is increasing; however, these students often encounter academic difficulties. The increase in English as Second Language nursing students in the classroom and clinical setting has posed challenges for nurse faculty.
  
  
  OBJECTIVE
  To explore the critical factors that influence faculty attitudes and perceptions of teaching English as Second Language nursing students.
  
  
  METHODS
  A grounded theory method based on the philosophical underpinnings of symbolic interactionism and pragmatism was used to explore the critical factors that influence faculty attitudes and perceptions of teaching English as Second Language nursing students.
  
  
  METHODS
  The study took place at various schools of nursing in the Southeast Florida area.
  
  
  METHODS
  Educators teaching in an associate, baccalaureate, and/or graduate nursing program at an accredited school of nursing.
  
  
  METHODS
  Semi-structured interviews and a focus group were conducted to collect data from nurse faculty. Data segments from interviews were coded, categorized, and analyzed. Theoretical sampling and a focus group interview were used to validate the concepts, themes, and categories identified during the individual interviews. A substantive level theory was developed.
  
  
  RESULTS
  The core category that developed was conscientization. The three dominant categories that emerged from the data were overcoming, coming to know, and facilitating. The theoretical framework of conscientization provided an explanation of the social processes involved in teaching English as Second Language nursing students.
  
  
  CONCLUSIONS
  The theoretical framework developed from this study can be used to increase the effectiveness of teaching English as Second Language nursing students, improve their chances of success, and enhance diversity in the nursing profession.
authors: 14 Windward Isle, Palm Beach Gardens, FL 33418, United States. Electronic address: traci.starkey@wgu.edu.
authors: Traci J
authors: TJ
authors: Starkey
mesh_terms: D001291:Attitude of Health Personnel; D003144:Communication Barriers; D018864:Cultural Diversity; D004506:Education, Nursing; D005181:Faculty, Nursing; D005431:Florida; D017144:Focus Groups; D066296:Grounded Theory; D006801:Humans; D007802:Language; D015402:Nursing Education Research; D013338:Students, Nursing
keywords: Critical consciousness; Diversity; English as a Second Language; Nurse faculty