Abstract
Hermeneutic phenomenology was used to explore the perceived impact of student engagement and leadership opportunities on English-as-an-additional-language (EAL) student success. Participant interviews revealed insight into the lived experiences of EAL students completing undergraduate nursing education in a secondary language. Research findings revealed: a) the importance of student engagement and leadership opportunities, b) the influence of student engagement and leadership opportunities on mental well-being, c) accessible student engagement and leadership opportunities for EAL students, and d) future ambitions encouraged by student engagement and leadership opportunities.
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