Developing an English-as-a-Second-Language Program for Foreign-Born Nursing Students at an Historically Black University in the United States

Abstract

The nursing department at Norfolk State University (NSU), a historically Black university located in Norfolk, Virginia, designed a program to increase the retention and success of foreign-born students challenged with English as a Second Language (ESL). Through strategies designed to address language, social, academic, and personal challenges, the program has led to improvements in student satisfaction and performance. This article reviews the literature related to educating foreign-born nursing students in the United States, discusses unique considerations for these students within minority-serving institutions, describes key components of program development, and evaluates NSU's program. To increase the diversity of the nursing workforce, other institutions are encouraged to consider replicating NSU's model for ESL-student retention and success.