Exploring the experiences of being an ethnic minority student within undergraduate nurse education: a qualitative study
Abstract Background Students studying in a country where another language is spoken face multiple challenges including their ability to fully integrate with peers and academic pressures in trying to obtain an undergraduate nursing degree. The aim of the study was to explore the lived experiences of...
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doaj-f309daa1179b459abf15f961924a28592020-12-06T12:55:25ZengBMCBMC Nursing1472-69552019-12-011811710.1186/s12912-019-0389-0Exploring the experiences of being an ethnic minority student within undergraduate nurse education: a qualitative studySylvi Monika Flateland0Maxine Pryce-Miller1Anne Valen-Sendstad Skisland2Anne Flaatten Tønsberg3Ulrika Söderhamn4Faculty of Health and Sport Sciences, University of AgderUniversity of the West England, Glenside Campus, Faculty of Allied HealthFaculty of Health and Sport Sciences, University of AgderFaculty of Health and Sport Sciences, University of AgderFaculty of Health and Sport Sciences, University of AgderAbstract Background Students studying in a country where another language is spoken face multiple challenges including their ability to fully integrate with peers and academic pressures in trying to obtain an undergraduate nursing degree. The aim of the study was to explore the lived experiences of students, from varying cultural and ethnic backgrounds, undertaking an undergraduate nursing degree. Methods The study adopted a qualitative design and eight individual semi-structured interviews were conducted. The interviews were analysed using manifest content analysis according to Graneheim and Lundman. Results Students reported feelings of isolation and the lack of opportunities to integrate with native students within academia and practice. The need for personal support was a crucial factor that was independent of gender and students reported challenges related to both language and culture during the programme. Conclusions Suggestions arising from this study includes appropriate support systems within academia and practice. It is imperative that universities and practice settings promote and integrate cultural awareness within academia and practice in meeting the needs of students and providing culturally appropriate nursing care, thereby providing opportunities for all students to become competent and professional practitioners.https://doi.org/10.1186/s12912-019-0389-0Bachelor’s degree in nursingContent analysisCultureIsolationNursing students |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Sylvi Monika Flateland Maxine Pryce-Miller Anne Valen-Sendstad Skisland Anne Flaatten Tønsberg Ulrika Söderhamn |
spellingShingle |
Sylvi Monika Flateland Maxine Pryce-Miller Anne Valen-Sendstad Skisland Anne Flaatten Tønsberg Ulrika Söderhamn Exploring the experiences of being an ethnic minority student within undergraduate nurse education: a qualitative study BMC Nursing Bachelor’s degree in nursing Content analysis Culture Isolation Nursing students |
author_facet |
Sylvi Monika Flateland Maxine Pryce-Miller Anne Valen-Sendstad Skisland Anne Flaatten Tønsberg Ulrika Söderhamn |
author_sort |
Sylvi Monika Flateland |
title |
Exploring the experiences of being an ethnic minority student within undergraduate nurse education: a qualitative study |
title_short |
Exploring the experiences of being an ethnic minority student within undergraduate nurse education: a qualitative study |
title_full |
Exploring the experiences of being an ethnic minority student within undergraduate nurse education: a qualitative study |
title_fullStr |
Exploring the experiences of being an ethnic minority student within undergraduate nurse education: a qualitative study |
title_full_unstemmed |
Exploring the experiences of being an ethnic minority student within undergraduate nurse education: a qualitative study |
title_sort |
exploring the experiences of being an ethnic minority student within undergraduate nurse education: a qualitative study |
publisher |
BMC |
series |
BMC Nursing |
issn |
1472-6955 |
publishDate |
2019-12-01 |
description |
Abstract Background Students studying in a country where another language is spoken face multiple challenges including their ability to fully integrate with peers and academic pressures in trying to obtain an undergraduate nursing degree. The aim of the study was to explore the lived experiences of students, from varying cultural and ethnic backgrounds, undertaking an undergraduate nursing degree. Methods The study adopted a qualitative design and eight individual semi-structured interviews were conducted. The interviews were analysed using manifest content analysis according to Graneheim and Lundman. Results Students reported feelings of isolation and the lack of opportunities to integrate with native students within academia and practice. The need for personal support was a crucial factor that was independent of gender and students reported challenges related to both language and culture during the programme. Conclusions Suggestions arising from this study includes appropriate support systems within academia and practice. It is imperative that universities and practice settings promote and integrate cultural awareness within academia and practice in meeting the needs of students and providing culturally appropriate nursing care, thereby providing opportunities for all students to become competent and professional practitioners. |
topic |
Bachelor’s degree in nursing Content analysis Culture Isolation Nursing students |
url |
https://doi.org/10.1186/s12912-019-0389-0 |
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