Linguistically responsive learning and teaching for non-native speakers in undergraduate nursing education: a scoping review protocol.

ABSTRACT:

Introduction

Non-native-speaking nursing students as well as faculty, preceptors and mentors face specific issues related to language in undergraduate nursing education. A better understanding of the language experiences, needs, requirements, assessments and support activities will guide linguistically responsive learning and teaching and will direct future curriculum development. This scoping review aims to examine and map the extent of literature related to linguistically responsive learning and teaching for non-native speakers in undergraduate nursing education and to describe the lived experiences, barriers and facilitators, language needs, assessment tools and supportive interventions.

Methods and analysis

This scoping review will follow the Joanna Briggs Institute (JBI

SUBMITTER: Schimbock F 

PROVIDER: S-EPMC11298720 | biostudies-literature | 2024 Aug

REPOSITORIES: biostudies-literature