Academic Success for Culturally and Linguistically Diverse Nursing Students: An Integrative Review.

Journal Article (Review;Journal Article)

Background

Culturally and linguistically diverse (CALD) students are at increased risk for attrition from prelicensure nursing programs. The literature clearly describes the struggles of CALD nursing students, and interventions that have increased student satisfaction and feelings of belonging. There is less evidence for interventions that correlate with academic outcomes. This integrative review sought to identify studies with an intervention and evaluation of an academic outcome for CALD nursing students.

Method

An integrative review was done according to the methodology described by Whittemore and Knafl. Two reviewers evaluated literature from 2000 to 2019 and identified 11 articles for analysis.

Results

Evidence based strategies to support CALD nursing student academic success include formal educational interventions, linguistic modification of test items, peer support, and multiple intervention programs.

Conclusion

This review identified evidence-based strategies to support CALD nursing student success and made recommendations for nursing research and education. [J Nurs Educ. 2020;59(10):551-556.].

Full Text

Duke Authors

Cited Authors

  • Lewis, LS; Bell, LM

Published Date

  • October 2020

Published In

Volume / Issue

  • 59 / 10

Start / End Page

  • 551 - 556

PubMed ID

  • 33002160

Electronic International Standard Serial Number (EISSN)

  • 1938-2421

International Standard Serial Number (ISSN)

  • 0148-4834

Digital Object Identifier (DOI)

  • 10.3928/01484834-20200921-03

Language

  • eng