The International Research Foundation
for English Language Education
NURSING EDUCATION – CROSS-CULTURAL, MINORITY,
& L2 NURSING STUDENTS: SELECTED REFERENCES
(Last updated 9 September 2016)
Abriam-Yago, K., Yoder, M., & Kataoka-Yahiro, M. (1999). The Cummins model: A framework for teaching nursing students for whom English is a second language. Journal of Transcultural Nursing, 10(2), 143-149.
Abrums. M., & Leppa, C. (2001). Beyond cultural competence: Teaching about race, gender, class, and sexual orientation. Journal of Nursing Education, 40(6), 270-280.
Allen, D. (1995). Hermeneutics: Philosophical traditions and nursing practice research. Nursing Science Quarterly, 8(4), 174-182.
American Association of Colleges of Nursing. (2007). Nursing faculty shortage fact sheet.
American Association of Colleges of Nursing. (2008a). Revision of the Essentials of Baccalaureate Education for Professional Nursing Practice, December 18, 2007.
American Association of Colleges of Nursing. (2008b). First group of minority nurse faculty selected by the Johnson & Johnson campaign for nursing’s future and AACN.
American Association of Community Colleges. (2008). Facts about allied health professionals, registered nurses (RNs) and licensed practical nurses (LPNs). Facts[1].pdf
American Council on Education, Center for Advancement of Racial and Ethnic Equity. (2004). Reflections on twenty years of minorities in higher education and the ACE annual status report.Washington, DC: American Council on Education.
Ballmer, P. (1999). The experience of minority basic baccalaureate nursing students in a predominantly European American college. Masters Abstracts International, 37(05), 1432.
Barbee, E., & Gibson, S. (2001). Our dismal progress: The recruitment of non-whites into nursing. Journal of Nursing Education, 40(6), 243-244.
Belack, J. (2005). Threatening our diversity. Journal of Nursing Education, 44(5), 199-120.
Benner, P., Tanner, C., & Chesla, C. (1996). Expertise in nursing practice: Caring, clinical judgment, and ethics.New York, NY: Springer.
Bevis, E. O., & Watson, J. (1989). Toward a caring curriculum: A new pedagogy for nursing.New York, NY: National League for Nursing Press.
Berman, H. (1999). Stories of growing up amid violence by refugee children of war and children of battered women living in Canada. Image: Journal of Nursing Scholarship, 31(1), 57-63.
Bernard, A., Whitaker, M., Ray, M., Rockich, A., Barton-Baxter, M., Barnes, S. L., ... & Kearney, P. (2006). Impact of language barrier on acute care medical professionals is dependent upon role. Journal of Professional Nursing, 22(6), 355-358.
Bieski, T. (2007). Foreign-educated nurses: An overview of migration and credentialing issues. Nursing Economics, 25(1), 20.
Blackford, J., & Street, A. (1999). Problem-based learning: an educational strategy to support nurses working in a multicultural community. Nurse Education Today, 19(5), 364-372.
Blackford, J., & Street, A. (2002). Cultural conflict: The impact of western feminism (s) on nurses caring for women of non‐English speaking background. Journal of clinical nursing, 11(5), 664-671.
Bonnel, W. (2008). Improving feedback to students in online courses. Nursing Education
Perspectives, 29(5), 290-294.
Bosher, S. (2003). Barriers to creating a more culturally diverse nursing profession: Linguistic bias in multiple-choice nursing exams. Nursing Education Perspectives, 24(1), 25-34.
Bosher, S. (2004). ESL meets health care: Addressing the needs of ESL students in health-care programs.
Bourhis, R. Y., Roth, S., & MacQueen, G. (1989). Communication in the hospital setting: A survey of medical and everyday language use amongst patients, nurses and doctors. Social Science & Medicine, 28(4), 339-346.
Brady, A. M. (2005). Assessment of learning with multiple-choice questions. Nurse Education in Practice, 5(4), 238-242.
Branch, M. (2001). Recruitment of minorities into the nursing profession. Minority Nurse Newsletter, 8(2), p. 4.
Brown, G. (2001). Culture and diversity in the nursing classroom: An impact on communication and learning. Journal of Cultural Diversity, 8(1), 16-20.
Brunero, S., Smith, J., & Bates, E. (2008). Expectations and experiences of recently recruited overseas qualified nurses in Australia. Contemporary Nurse, 28(1-2), 101-110.
Buchan, J. (2007). International recruitment of nurses: policy and practice in the United Kingdom. Health Services Research, 42(3p2), 1321-1335.
Burnard, P. (1991). A method of analysing interview transcripts in qualitative research. Nurse Education Today, 11(6), 461-466.
Cadogan, M. P., Franzi, C., Osterweil, D., & Hill, T. (1999). Barriers to effective communication in skilled nursing facilities: Differences in perception between nurses and physicians. Journal of the American Geriatrics Society, 47(1), 71-75.
Campbell, A.R., & Davis, S. M. (1996). Faculty commitment: Retaining minority nursing students in majority institutions. Journal of Nursing Education, 35(7), 298-303.
Campinha-Bacote, J. (1998). Cultural diversity in nursing education: Issues and concerns. Journal of Nursing Education, 37(1), 3-4.
Campinha-Bacote, J. (2002). The process of cultural competence in the delivery of healthcare services: A culturally competent model of care.
Campinha-Bacote, J. (2003). Cultural desire: The key to unlocking cultural competence. Journal of Nursing Education, 42(6), 239-240.
Carnegie Foundation for the Advancement of Teaching (2007). Preparation for the Professions Program: Study of Nursing Education.
Cheng, L.L. (1993). Faculty challenges in the education of foreign-born students. In L.W. Clark, Faculty and student challenges in facing cultural and linguistic diversity (p. 173-185). Springfield, IL: Charles C. Thomas.
Choi, L. (2005). Literature review: Issues surrounding education of English-as-a-second-language (ESL) nursing students.Journal of Transcultural Nursing, 16(3), 263-268.
Colling, J. C., & Liu, Y. C. (1995). International nurses' experiences seeking graduate education in the United States. Journal of Nursing Education, 34(4), 162-166.
Cooper, R. A., & Aiken, L. H. (2006). Health services delivery: Reframing policies for global migration of nurses and physicians—A US perspective. Policy, Politics, & Nursing Practice, 7(3 suppl), 66S-70S.
Cowling, R., Chinn, P. L., & Hagedorn, S. (2000). The Nurse Manifesto.
Crist, J., & Tanner, C. (2003). Interpretation, analysis, and methods in hermeneutic interpretive phenomenology. Nursing Research, 52(3), 202-205.
Crow, K. (1993). Multiculturalism and pluralistic thought in nursing education: Native American world view and the nursing academic world view. Journal of Nursing Education,32(5), 198-204.
Deegan, J., & Simkin, K. (2010). Expert to novice: experiences of professional adaptation reported by non-English speaking nurses in Australia. Australian Journal of Advanced Nursing,27(3), 31.
DeVille, K. (1999). Defending diversity: Affirmative action and medical education. American Journal of Public Health, 89 (8), 1256-1261.
Dickerson, S., & Neary, M.A. (1999). Faculty experiences teaching Native Americans in a university setting. Journal of Transcultural Nursing, 10(1), 56-64.
Diekelmann, N. (1992). Learning as testing: A Heideggerian hermeneutical analysis of the lived experiences of students and teachers in nursing. Advances in Nursing Science, 14(3), 72-83.
Diekelmann, N. (1993). Behavioral pedagogy: A Heideggerian hermeneutical analysis of the lived experiences of students and teachers in baccalaureate nursing education. Journal of Nursing Education, 32(6), 245-249.
Diekelmann, N. (2001). Narrative pedagogy: Heideggerian hermeneutical analyses of lived experiences of students, teachers, and clinicians. Advances in Nursing Science, 2(3), 53-71.
Diekelmann, N. (2003). Engendering community: Learning to live together. Journal of Nursing Education 42(6), 243-246.
Diekelmann, N., & Diekelmann, J. (2009) Schooling learning teaching: Toward narrative pedagogy.Bloomington, IN: iUniverse, Inc.
Diekelmann, N., & Lampe, S. (2004). Student-centered pedagogies: Co-creating compelling experiences using the new pedagogies. Journal of Nursing Education 43(6), 245-248.
Diekelmann, N., & Magnussen-Ironside, P. (1998). Hermeneutics. In Fitzpatrick, J., (Ed.),Encyclopedia of nursing research (pp. 243-245). New York, NY: Springer.
Diekelmann, N., & Mikol, C. (2003). Knowing and connecting: Competing demands and creating student-friendly and teacher-friendly nursing curricula. Journal of Nursing Education, 42(9), 385-391.
Douglas, D., (2010). This won’t hurt a bit: Assessing English for nursing. Taiwan International ESP Journal2(2), 1-16.
Dowswell, T., Wilkin, D., & Banks‐Smith, J. (2002). Nurses and English primary care groups: their experiences and perceived influence on policy development. Journal of Advanced Nursing, 37(1), 35-42.
Dowell, M. (1996). Issues in recruitment and retention of minority nursing students. Journal of Nursing Education, 35(7), 293-297.
Drevdahl, D. J. (1999). Sailing beyond: Nursing theory and the person. Advances in Nursing Science, 21(4), 1-13.
Drevdahl, D. J. (2002). Home and border: The contradictions of community.Advances in Nursing Science. 24(3), 8-20.
Dreyfus, H. L. (1994). Preface. In P. Benner, (Ed.) Interpretive phenomenology: Embodiment, caring, and ethics in health and illness (p. vii-xi). Thousands Oaks, CA: Sage.
Elderkin-Thompson, V., Silver, R. C., & Waitzkin, H. (2001). When nurses double as interpreters: a study of Spanish-speaking patients in a US primary care setting. Social Science & Medicine, 52(9), 1343-1358.
Ethridge, K. (2000). Texas Academic Skills Program: Predicting community college associate degree nursing student outcomes. Dissertation Abstracts International, 62(02B), 778.
Evans, B. (2004). Application of the caring curriculum to education of Hispanic/Latino and American Indian nursing students. Journal of Nursing Education, 43(5), 219-229.
Femea, P., Gaines, C., Brathwaite, D., & Abdur-Rahman, V. (1995). Sociodemographic and academic characteristics of linguistically diverse nursing students in a baccalaureate nursing program. Journal of Multicultural Nursing & Health, 1(3), 24-28.
Fitzsimons. V. M., & Kelley, M. L. (1996). The culture of learning: Access, retention, and mobility of minority students in nursing.New York, NY: National League for Nursing Press.
Fletcher, A, Williams, P.R., Beacham, T., Elliott, R. W., Northington, L., Calvin, R., et al. (2003). Recruitment, retention, and matriculation of ethnic minority nursing students: A University of Mississippi School of Nursing approach. Journal of Cultural Diversity, 10(4), 128-133.
Flinn, J.B. (1999). Multicultural education teaching strategies used by select nurse educators. Dissertation Abstracts International, 60(07B), 3201. (UMI no. 9938271)
Flinn, J. B. (2004). Teaching strategies used with success in the multicultural classroom. Nurse Educator, 29(1), 10-12.
Fox, O., & Broome, B.S. (2001). Mentoring: A supporting act for African American students and faculty. Association of Black Nursing Faculty Journal, 12(1), 9-12.
Gao, Y., Zhao, F., & Tian, Y. (2006). CBI application in nursing professional English teaching. Journal of Nursing Science, 21, 032.
Garon, M. (2012). Speaking up, being heard: registered nurses’ perceptions of workplace communication. Journal of Nursing Management, 20(3), 361-371.
Garrett, P. W., Dickson, H. G., Lis-Young, Whelan, A. K., & Roberto-Forero. (2008). What do non-English-speaking patients value in acute care? Cultural competency from the patient's perspective: a qualitative study. Ethnicity & Health, 13(5), 479-496.
Gerrish, K. (2001). The nature and effect of communication difficulties arising from interactions between district nurses and South Asian patients and their carers. Journal of Advanced Nursing, 33(5), 566-574.
Grice, T. (2003). Everyday English for nursing: an English language resource for nurses who are non-native speakers of English. Amesterdam, The Netherlands: Elsevier Health Sciences.
Gu, W., Li, X., & Tang, X. (2006). Effect of bilingual teaching with structured immersion education on introduction to nursing. Journal of Nursing Science, 21, 034.
Guhde, J.A. (2003). English-as-a-second language (ESL) nursing students: Strategies for building verbal and written language skills. Journal of Cultural Diversity, 10(4), 113-117.
Hassouneh, D. (2006). Anti-Racist pedagogy: Challenges faced by faculty of color in predominantly white schools of nursing.Journal of Nursing Education,45(7), 255-263.
Hassouneh-Phillips, D. (2003). An education in racism. Journal of Nursing Education, 42(6), 258-268.
Hayes, P. (1997). A Heideggerian hermeneutical analysis of the lived experience of nursing faculty teaching in a caring curriculum in the Southeast United States. Dissertation Abstracts International, 58 (10B), 0079.
He, W., Xu, Y., & Zhu, J. (2011). Bilingual teaching in nursing education in China: Evolution, status, and future directions. Nursing & health sciences, 13(3), 371-377.
Health Resources and Services Administration, U.S. Department of Health and Human Services (2004). The Registered Nurse Population: Findings from the 2004 National Sample Survey of Registered Nurses.
Hesser, A., Pond, E., Lewis, L., & Abbott, B. (1996). Evaluation of a supplementary retention program for African-American baccalaureate nursing students. Journal of Nursing Education, 35(7), 304-309.
Higgins, B. (2004). Relationship between retention and peer tutoring for at-risk students. Journal of Nursing Education. 43(7), 319-322.
Hornberger, J. C., Gibson Jr, C. D., Wood, W., Dequeldre, C., Corso, I., Palla, B., & Bloch, D. A. (1996). Eliminating language barriers for non-English-speaking patients. Medical Care, 34(8), 845-856.
Ironside, P. M. (1997). Preserving, reading, writing, thinking, and dialogue: Rethinking doctoral education in nursing.Dissertation Abstracts International, 58 (06B), 2957. (UMI no. 9723275)
Ironside, P. M. (2003). Trying something new: Implementing and evaluating narrative pedagogy using a multimethod approach. Nursing Education Perspectives, 24(3), 122-128.
Ironside, P. M. (2004). “Covering content” and teaching thinking: Deconstructing the additive curriculum. Journal of Nursing Education, 43(1), 5-12.
Ironside, P.M. (2005). Institute for Heideggerian hermeneutical studies-syllabus and notes.Fairfax, VA: GeorgeMasonUniversity: College of Nursing and Health Science and the Center for Health Policy, Research, and Ethics, Institute of Heideggerian Hermeneutical Methodologies.
Institute of Medicine. (2002). Guidance for the national healthcare disparities report.
Jackson, D. (1996). The multicultural workplace: Comfort, safety and migrant nurses. Contemporary Nurse, 5(3), 120-126.
Jalili-Greiner, F., & Chase, M. (1997). Retention of nursing students with English as a second language. Journal of Advanced Nursing, 25(1) 199-203.
Jeffreys, M. (1998). Predicting nontraditional student retention and academic achievement. Nurse Educator, 23(1), 42-28.
Jeffreys, M. (2003). Strategies for promoting nontraditional student retention and success. In M. Oermann & K. Heinrich, (Eds.). Annual Review of Nursing Education (pp. 61-90). New York, NY: Springer.
Jeffreys, M. (2004). Nursing student retention: Understanding the process and making a difference.New York, NY: Springer.
Jeffreys, M. (2005). Clinical nurse specialists as cultural brokers, change agents, and partners in meeting the needs of culturally diverse populations. Journal of Multicultural Nursing & Health, 11(2), 41-48.
Jennette, M. R. (1995). A phenomenological study of the lived experience of nursing students enrolled in an associate degree nursing program. Dissertation Abstracts International, 56(08B), 4241.
Jiang, B., & Kuehn, P. (2001). Transfer in the academic language development of post-secondary ESL students. Bilingual Research Journal, 25 (4), 653-672.
Kataoka-Yahiro, M. R. & Abriam-Yago, K. (1997). Culturally competent teaching strategies for Asian nursing students for whom English is a second language. Journal of Cultural Diversity, 4(3), 83-87.
Keane, M. (1993). Preferred learning styles and study strategies in a linguistically diverse baccalaureate nursing student population. Journal of Nursing Education, 32(5), 214-221.
Kelley, M.L., & Fitzsimons, V.M. (2000). Understanding cultural diversity: Culture, curriculum, and community in nursing.New York, NY: National League for Nursing Press.
Kiang, P.N. (2000). Wanting to go on: Healing and transformation at an urban public university. In E.T. Trueba & L. I.Bartolomé, (Eds.), Immigrant voices: In search ofeducational equity (pp. 137-166).Lanham, MD: Rowman and Littlefield.
Kirkham, S. R., & Anderson, J. M. (2002). Postcolonial nursing scholarship: From epistemology to method. Advances in Nursing Science, 25(1), 1-17.
Kirkland, M. (1998). Stressors and coping strategies among successful female African American baccalaureate nursing students. Journal of Nursing Education, 37(1), 5-12.
Klisch, M.L. (2000). Retention strategies for ESL nursing students: Review of literature 1990-1999 and strategies and outcomes in a small private school of nursing with limited funding. Journal of Multicultural Nursing & Health, 6(1), 21-29.
Kosowski, M., Grams, K., Taylor, G., & Wilson, C. (2001). They took the time…they started to care: Stories of African-American nursing students in intercultural caring groups. Advances in Nursing Science, 23(3), 11-28.
Kossman, S.P. (2003). Student and faculty perceptions of nursing education culture and its impact on minority students. Dissertation Abstracts International, 64(04B), 1685.
Kurz, J.M. (1993). The adult ESL baccalaureate nursing student. Journal of Nursing Education, 32(5), 227-229.
Kutz, E. (1997). Language and literacy: Studying discourse in communities and classrooms. Portsmouth, NH: Boynton-Cook.
Leininger, M. (2005). Culture care diversity & universality: A worldwide nursing theory, 2nd edition.
Leki, I. (2003). Living through college literacy: Nursing in a second language. Written Communication 20(1), 81-99.
Lindsay, G. (2006). Experiencing nursing education research: Narrative inquiry and interpretive phenomenology. Nurse Researcher, 12(4), 30-47.
Lisk, P. (2003). Factors influencing success in nursing school: Minority students’ perspectives. Dissertation Abstracts International, 64(02B), 637.
Lopez, K. A., & Willis, D.G. (2004). Descriptive versus interpretive phenomenology: Their contributions to nursing knowledge. Qualitative Health Research, 14(5), 726-735.
Malu, K. F., & Figlear, M. R. (1998). Enhancing the language development of immigrant ESL nursing students: A case study with recommendation for action. Nurse Educator, 23(2), 43-47.
Manifold, C., & Rambur, B. (2001). Predictors of attrition in American Indian nursing students. Journal of Nursing Education, 40(6), 279-283.
Martin-Holland, J., Bello-Jones, T., Shuman, A., Rutledge, D.N., Sechrist, K.R. (2003). Ensuring cultural diversity among California nurses.Journal of Nursing Education, 42(6), 245-248.
Martyn, E., & Husain, P. (1993). A task-based negotiated syllabus for nurses. In T. Boswood, R. Hoffman & P. Tung (Eds.), Perspectives on English for professional communication (pp. 289-303). Hong Kong: City Polytechnic
Masters, J. C., Hulsmeyer, B. S., Pike, M. E., Leichty, K., Miller, M. T., & Verst, A. L. (2001). Assessment of multiple-choice questions in selected test banks accompanying text books used in nursing education. Journal of Nursing Education, 40(1), 25-32.
Matteson-Kane, M., & Clarren, D. S. (2003). Recruiting students is one thing; keeping them is another. Nurse Educator, 28(6), 281-283.
McGregor, A. (1996). The professional socialization of nursing students: Failure as a social construction. Dissertation Abstracts International, 58(06A), 2152.
Meleis, A.I. (1996). Culturally competent scholarship: Substance and rigor. Advances in Nursing Science, 19(2), 1-16.
Merrill, E. (1998). Culturally diverse students enrolled in nursing: Barriers influencing success. Journal of Cultural Diversity, 5(2), 58-67.
Mills-Wisnewski, S. M. (2003). Minority students’ perceptions of educational programs. Association of Black Nursing FacultyJournal, 14(6), 124.
Murray, N. (2012). A report on a pilot English language intervention model for undergraduate trainee nurses. Journal of Academic Language and Learning, 6(1), A48-A63.
Nailon, R. E. (2006). Nurses’ concerns and practices with using interpreters in the care of Latino patients in the emergency department. Journal of Transcultural Nursing, 17(2), 119-128.
Naish, J., Brown, J., & Denton, B. (1994). Intercultural consultations: investigation of factors that deter non-English speaking women from attending their general practitioners for cervical screening. BMJ: British Medical Journal, 309(6962), 1126-1128.
NationalAcademy of Sciences. (2003). Health care’s compelling interest: Ensuring diversity in its workplace.Washington, DC: National Academies Press.
National Advisory Council on Nurse Education and Practice. (2000). A national agenda for nursing workforce racial/ethnic diversity: Report to the Secretary of Health and Human Services and the congress.U.S. Department of Health and Human Services, Health Resources and Services Administration, Bureau of Health Professions, Division of Nursing, Rockville, Maryland.
National League for Nursing. (2008). NLN think tank on expanding diversity in nurse educator workforce. Leaders in Nursing Education, Practice, Health Care, and Higher Education Pool Expertise in Ethnic and Racial Diversity.
Newman, M., & Williams, J. (2003). Educating nurses in Rhode Island: A lot of diversity in a little place. Journal of Cultural Diversity, 10(3), 91-95.
Nugent, K.E., Childs, G., Jones, R., Cook, P., & Ravenell, K. (2002). Said another way – call to action: The need to increase diversity in the nursing workforce. Nursing Forum, 37(2), 28-32.
Olson M. A. (2012). English-as-a-second language (ESL) nursing student success: A critical review of the literature. Journal of Cultural Diversity, 19(1), 26.
Omeri, A., & Atkins, K. (2002). Lived experiences of immigrant nurses in New South Wales, Australia: searching for meaning. International Journal of Nursing Studies, 39(5), 495-505.
Omotosho, S.A. (1998) Becoming a stranger: The experience of African students’ transformation in a baccalaureate school of nursing (nursing education). Dissertation Abstracts International, 59(07A), 2327.
O’Neill, F. (2011). From language classroom to clinical context: The role of language and culture in communication for nurses using English as a second language: A thematic analysis. International Journal of Nursing Studies, 48(9), 1120-1128.
Pacquiao, D. F. (1996a). Educating faculty in the concept of educational biculturalism: A comparative study of sociocultural influences in nursing students’ experiences in school, In V. M. Fitzsimons & M. L. Kelley, The culture of learning: Access, retention, and mobility of minority students in nursing (pp. 129-162). New York, NY: National League for Nursing Press.
Pacquiao, D. F. (1996b). Infusing philosophical thought into transcultural nursing understanding. In V.M.Fitzsimons & M.L. Kelley, The culture of learning: Access, retention, and mobility of minority students in nursing (pp. 23-32).New York, NY: National League for Nursing Press.
Pardue, K. T., Tagliareni, M. E., Valiga, T., Davison-Price, M., & Orehowsky, S. (2005). Substantive innovation in nursing education: Shifting the emphasis from content coverage to student learning. Nursing Education Perspectives, 26(1), 55-57.
Parkes, B. S., & Kirkpatrick, S. M. (1996). Academic support program for high-risk students. Journal of Nursing Education, 35(7), 331-333.
Parks, S. (2001). Moving from school to the workplace: Disciplinary innovation, border crossings, and the reshaping of a written genre. Applied Linguistics 22(4), 405-438.
Perez, A. (2003). Experiences of Hispanic women acquiring a nursing education: Giving voice to a Mexican-American border population. Dissertation Abstracts International, 64(02B), 639.
Phillips, D.A., & Drevdahl, D.J. (2003). “Race” and the difficulties of language. Advances in Nursing Science, 26(1), 17-29.
Price, C. R., & Balogh, J. (2001). Using alumni to mentor nursing students at risk. Nurse Educator, 26(5), 209-211.