Date of Submission


Document Type



Doctor of Education




academic language proficiency, critical race theory, transformational change


The nursing profession population demographic is homogeneous in comparison to the cultural and linguistic diversity of the larger Canadian population. This creates health disparities for culturally and linguistically diverse (CALD) clients entering the health care system where registered nurses are often first point of contact. The Canadian Nurses Association (2009) advocates for nursing programs to enroll and graduate CALD nursing students This will increase the heterogeneity of the nursing profession, minimize health disparities, and increase excellence in nursing care. However, CALD nursing students experience poorer outcomes in nursing education with academic language proficiency cited as a significant contributor. This organizational improvement plan explores the lack of implemented strategies known to support CALD nursing students’ acquisition of academic language proficiency. The PoP is explored through the critical race theory lens. The proposed solution supports students acquiring academic language proficiency at the pace required to be successful in nursing courses. This aligns with the college’s priority goals of supporting students’ success. This solution is explored through adaptive-transformational- servant leadership approaches. Lewin’s (1951) theory of planned change and Meyerson’s (2003) theory of tempered radicalism propel incremental changes forward to achieve sustainable transformational change. The plan-do-study-act (PDSA) iterative cycle monitors and evaluates change plan implementation for continuous improvement. This supports CALD nursing students’ success and enables faculty to lead innovative change for students’ success.