Abstract
Minority language nursing students constitute a diverse group regarding home cultures, languages, knowledge, attitudes and prior experiences. Their values, attitudes, and perceptions may differ from that of teachers, majority students, and practice tutors. To be expected to be investigative and actively participating may be overwhelming to students used to an authoritative educational system and a correspondingly passive student role. These aspects, combined with possible linguistic problems, may influence upon their interaction with teachers, tutors, and co-students and upon their ability to succeed within the 'system'.
