RESUMO
Defining students' academic success can be challenging when perceptions about the qualities that define it differ. Little is known about these perceptions when it comes to nursing students and particularly when English is a second language (ESL). Larger numbers of international and ESL students are gaining entrance into nursing education programs. The study purpose was to identify ways undergraduate nursing students and particularly ESL students self-report academic success. Study findings showed statistically significant findings for perceived student success when students had a prior degree, they were at a higher academic course level in their program, and believed they communicated adequately. Faculty roles that affect students' perceptions of their academic success are described and areas where actions can be taken are suggested.
