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Implementing a Nursing Literacy Initiative to Address the Needs of Students in a Licensed Practical Nursing Program
ARTICLE

, Literacy and Instructional Coach, United States ; , Galen College of Nursing, United States

Teaching and Learning in Nursing Volume 12, Number 4, ISSN 1557-3087 Publisher: Elsevier Ltd

Abstract

Faculty members at a college of nursing partnered with a local literacy consultant to target the needs of underprepared postsecondary students, resulting in a Nursing Literacy Initiative (NLI) in a Licensed Practical Nursing program. Analysis of data showed that the College of Nursing had a high failure and student attrition rate in Quarter 1 and 2 courses; in addition, analysis of PAX scores, the college of nursing admissions examination, showed student verbal scores to be significantly lower than science or composite scores. The NLI is grounded in research on disciplinary literacy and recognizes that the specialized language used in nursing textbooks and professional or clinical experiences is not a natural fit for most students; it is also at odds with a dominant high school approach that encourages doing science instead of reading about science (Pearson, et al., 2010). Using a conceptual framework that mimics the nursing process, initiative planners detail their assessment, diagnosis, plan, intervention, and evaluation of the literacy initiative and, consequently, of student success. Specific assessments and strategies used in the NLI are presented; efforts to develop faculty understanding through presentations, a co-teaching model, and collegial mentoring are also presented.

Citation

Price, C.G. & Fulmer, E. (2017). Implementing a Nursing Literacy Initiative to Address the Needs of Students in a Licensed Practical Nursing Program. Teaching and Learning in Nursing, 12(4), 258-262. Elsevier Ltd. Retrieved January 17, 2020 from .

This record was imported from Teaching and Learning in Nursing on January 29, 2019. Teaching and Learning in Nursing is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.teln.2017.06.001

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