Question

1. Search CINAHL using the term "phenomenology" or "grounded theory". Select one nursing research study published in a nursing journal that focused on patients and/or families. Publications date 2009-present. 2. The Power Point Presentation will be posted in the Discussion area along with the PDF of the qualitative study. Also submit the presentation and PDF to the dropbox for grading. 3. Plan exactly 20 Power Point slides for the presentation. Last slide should not be a reference slide. Info will appear on the first slide. Be sure to use bullets for key information. Do not write out sentences on the slide. Before starting the slides be sure to review the overview of qualitative research power point posted in the content area snd also in the book

Answer 1

The critical factors that influence faculty attitudes and perceptions of teaching English as Second Language nursing students: A grounded theory research study.

Summary

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.

Design

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.

Settings

The study took place at various schools of nursing in the Southeast Florida area.

Participants

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.

Summary

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.

Design

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.

Settings

The study took place at various schools of nursing in the Southeast Florida area.

Participants

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.

Summary

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.

Design

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.

Settings

The study took place at various schools of nursing in the Southeast Florida area.

Participants

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.