International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

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 Volume 7, Issue 5 (May 2020), Pages: 118-123

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 Original Research Paper

 Title: Phenomenological inquiry on nursing science international students’ experiences in a non-native English pre-clinical learning environment

 Author(s): Vincent Isilen Gattud *, Mona Liza Guinar Ergas, Kritsanari Yampaeng, Punyanut Phimchaisai

 Affiliation(s):

 College of Nursing, Christian University of Thailand, Nakon Pathom, Thailand

  Full Text - PDF          XML

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-0887-8120

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2020.05.015

 Abstract:

Pre-clinical learning in nursing science introduces unique terminologies, abstractions, and activities needed in foundational knowledge. The language, culture, and pedagogical differences within the non-native English-medium instruction result in more complex situations for international students. The study aimed to reveal the lived experiences of international nursing students in a non-native English pre-clinical learning environment. Utilizing phenomenological design, interviews gathered data from purposively sampled participants, from four different Asian countries enrolled in an international program. Thematic analysis was done to reveal their experiences. Four major themes emerged from the participants’ narratives. Their lived experiences began with idealized expectations defined by family influence, guided opportunity, and inspiration. It evolved into a communicative struggle with the divergence of reality from their expectations. Their shaken idealizations and disrupted learning process due to language barriers had an emotional toll. The satisfactory laboratory experiences with unmet expectations brought out ambivalence in them. Communing with others, adaptive response and introspection helped them towards reality reorientation and recalibration, the last two themes to emerge. Different aspects with varying impact within the learning environment defined the experiences of the nursing science international students. These students process and develop their own adaptive responses within their evolving experiences in the non-native English pre-clinical learning environment. Policy development, continuing English language support, student development and support programs for nursing science international program students in the context of pre-clinical training are needed. 

 © 2020 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: Nursing science students, Non-native English-medium instruction, Learning environment, Pre-clinical

 Article History: Received 19 November 2019, Received in revised form 22 February 2020, Accepted 24 February 2020

 Acknowledgment:

No Acknowledgment.

 Funding:

This research was funded by the Christian University of Thailand.

 Compliance with ethical standards

 Conflict of interest: The authors declare that they have no conflict of interest.

 Citation:

 Gattud VI, Ergas MLG, and Yampaeng K et al. (2020). Phenomenological inquiry on nursing science international students’ experiences in a non-native English pre-clinical learning environment. International Journal of Advanced and Applied Sciences, 7(5): 118-123

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