English as a Second Language Nurse Experiences with Collaborative Learning During Pre-Licensure, Baccalaureate Nursing Education: A Phenomenological Study

The purpose of this hermeneutic phenomenological study was to understand how ESL nurses experienced collaborative learning with their native English-speaking peers in traditional baccalaureate-accredited nursing programs across the United States. The theories guiding this study were the Social Learning Theory (SLT) of Academic Self-Efficacy (ASE) by Albert Bandura and the Sociocultural Theory of Zone of Proximal Development (ZPD) by Lev Vygotsky. The central investigative research question was: What are the lived experiences of novice ESL nurses who participated in collaborative learning with their native English-speaking peers during baccalaureate nursing education? Sampling methods used included a purposive and a snowball sample technique. Eleven ESL nurses who met the inclusion criteria were selected from a large regional medical center and a university nursing program in the United States. Data were obtained through, a preconception reflection questionnaire, semi-structured individual interviews, and observations with field notes. The data were analyzed using a Gadamerian hermeneutic framework. Four themes and 10 subthemes emerged from the data analysis. Findings implied that although ESL nurses faced many challenges in nursing education, their collaborative learning experiences with their native English-speaking peers remained overwhelmingly positive. Recommendations for future research include expanding on the novel theoretical framework of The Collaborative Learning Model for Students; developing quantitative studies to test the functionality of the theory to students learning, motivation, and collaborative practice; and continuing to explore which collaborative learning methods are most effective among ESL nursing students.