English language proficiency admission requirements of domestic English as a second language students and performance in a nursing program

Background: Domestic ESL students in the university setting are usually not required to provide proof of English language proficiency. Language barriers may not be identified upon admission, which could put the ESL student at a disadvantage. Purpose: The purpose of this study was to investigate associations between ESL students' English language proficiency admission criteria and academic performance in a nursing program when compared to native Englishspeaking students. Method: This study utilized a cross-sectional design with a convenience sample of nursing students in an undergraduate nursing program. A survey was administered to identify ESL students and English language proficiency admission criteria including time in an English-speaking environment and attendance at an Englishspeaking educational institution. Bivariate data analysis identified associations between the ESL students' admission criteria and academic variables when compared to native English-speaking students. Findings: The majority of ESL students were domestic ESL students. A relationship was identified showing domestic ESL students meeting the criteria for second language acquisition underperformed on several academic variables when compared to native English-speaking students. Conclusion: The study results identified a need to determine the English language proficiency of underperforming domestic ESL students who may benefit from resources to assist in communication in nursing practice.