Retention strategies for ESL nursing students: Review of literature 1900-99 and strategies and outcomes in a small private School of Nursing with limited funding

Journal of Multicultural Nursing & Health, Summer 2000 by Klisch, Mary Lou

The literature reports the use of these strategies in numerous schools, however most of them are located in large public universities with high numbers of ESL students, and access to grant funding. The question arises: "How can smaller, private schools, with small numbers of ESL nursing students, and limited or no funding, meet the needs of ESL students?" The remainder of this article described how this was accomplished in one such school of nursing.

ESL Retention Strategies Implemented at a Small Private School

The setting was a baccalaureate school of nursing, in a small private comprehensive university, Pacific Lutheran University, located in the Pacific Northwest. Total enrollment of undergraduate nursing students was approximately 240 students. When the decision was made to begin to introduce retention strategies, there were only 2 ESL nursing students enrolled. The numbers of ESL students increased yearly, so that by 1999 there were 18 ESL students enrolled.

Retention strategies for ESL nursing students were begun in 1991. Before these retention strategies were introduced, no special services were provided for ESL nursing students, and their numbers were very low. Nursing faculty struggled with how to best meet the learning needs of ESL students who experienced loneliness, alienation, and academic difficulties. The university and the school of nursing were committed to increasing diversity, and encouraged the efforts of the involved faculty to implement retention strategies. This was accomplished through support of a sabbatical project directed toward this end, and several monetary "Advancement Awards" to enhance cultural competence of faculty and students. As a result, two nursing faculty pursued advanced study, and one of these became a Certified Transcultural Nurse through the Transcultural Nursing Society. Numerous retention strategies were implemented, and a course in Culturally Congruent Health Care was developed and required for all undergraduate students.

The first strategy, providing ESL nursing students with a special advisor, was begun in 1991, and the rest of the strategies were phased in over time. Until 1998, retention strategies were implemented without external funding, and were largely the results of the efforts of one faculty member who had special interest in ESL students. However in 1998, thanks to a generous benefactor, funding became available to provide ESL students with specialized assistance in the area of language enhancement.

This benefactor was an extended family member of an ESL student who had received extensive retention services and had successfully completed the program and passed the NCLEX.

Details about the retention services offered by this school are as follows:

I. ESL Advisor - individual and group advising

ESL nursing students were assigned to one advisor, who has special interest in this group. Having one advisor assigned to all ESL students throughout their time in the program worked well to assist them to maximize their potential for success. The ESL advisor was a Certified Transcultural Nurse and familiar with common concerns of ESL students. The advisor met individually with new students and personally introduced them to support services on campus, provided on-going individual and small group advising, served as their advocate, and coordinated opportunities for language enhancement and social support. In addition, the ESL advisor served as a consultant to other nursing faculty regarding ESL and cultural competence issues.