Date
11-11-2026
Department
School of Nursing
Degree
Doctor of Philosophy in Nursing (PhD)
Chair
Rachel Joseph
Keywords
culturally diverse students, experience, engagement, clinical experience, simulation, cultural barriers, language barriers
Disciplines
Nursing
Recommended Citation
Goulette, Rebecca Lynn, "Group Learning Experiences of Multicultural Baccalaureate Prelicensure Nursing Students in the United States: A Hermeneutic Phenomenological Study" (2026). Doctoral Dissertations and Projects. 9063.
https://digitalcommons.liberty.edu/doctoral/9063
Abstract
The purpose of this qualitative, hermeneutic phenomenological study was to describe and interpret the experiences of junior and senior nursing students from differing cultural backgrounds enrolled in clinical laboratory education courses in the United States. The problem was that the prelicensure nursing student population has become increasingly diverse, and there was limited understanding of whether cultural factors affected students’ success in completing all four stages of experiential learning during simulation and clinical experiences. Kolb’s experiential learning theory guided this study. The central research question was, “What were the experiences of junior and senior nursing students of differing cultural backgrounds while enrolled in the clinical laboratory setting?” Nursing students from undergraduate nursing programs in the US who identified as culturally diverse were asked to share their experiences in simulation and clinical settings. Data were collected through virtual interviews, online focus groups, and emailed journal prompts. Van Manen’s phenomenological approach guided the data analysis procedures. Themes derived from the data included culture and language barriers, hesitancy, micro-aggressive environment, inclusive environment, and self-adaptation. The results showed how culture and language influenced engagement and discussion in experiential learning, both negatively and positively. Cultural influences can affect student progression through Kolb’s learning stages, and students described self-adaptation as something that could be considered an extra burden. Future studies should use a research design that includes a control group and a test group that participates in team-building exercises that promote inclusivity and communication so student descriptions of their experiences can be compared.
