Date

5-20-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Christopher Clark

Keywords

ESL, Nursing, Students, Attrition

Disciplines

Nursing

Abstract

The purpose of this phenomenological study was to explore the role of self-efficacy for nursing students whose primary language was not English and who were enrolled in higher education in the northeastern area of the United States. The theory guiding this study was Bandura’s theory on self-efficacy. The major tenets of the self-efficacy theory aligned with the metaparadigm of nursing (person, health, environment, nursing) and with the study’s focus, which was to explore how English as a second language (ESL) nursing students could successfully complete the registered nursing program at an institution of higher learning. The central research question was: What are the lived experiences of ESL professional registered nursing associate or baccalaureate degree students enrolled in higher education in the northeastern region of the United States? A transcendental phenomenological qualitative study captured the essence of the lived experiences of nursing students whose primary language was not English. A criterion for inclusion in the study as a participant included being enrolled in a higher education organization in the northeastern region of the United States. The sample size was 11 participants. Data was collected using semi-structured interview questions, journal prompts, and focus groups. The seven-step Colaizzi approach, as recommended by Moustakas, was utilized for data analysis. One major finding is that self-efficacy can become a key predictor of nursing program completion by ESL students in associate's or bachelor’s degree programs. The other findings, themes, and conclusions of this study are discussed herein.

Download

Included in

Nursing Commons

Share

COinS