A Language‐Focused Needs Analysis for ESL‐Speaking Nursing Students in Class and Clinic

Abstract

Because clinical experience is essential for nursing education, even students with modest‐to‐low proficiency in English as a second language (ESL) receive training and provide care in clinics. Yet modest‐to‐low language proficiency could prove hazardous for the students or their patients. Therefore, these nursing students would benefit from special classes in ESL Such classes require prior needs analyses that precisely articulate academic and clinical language needs. These needs statements serve as suggestions for course content. Reported here are the results of an extensive needs analysis for ESL‐speaking graduate nursing students. The approach to needs definition derives from Stufflebeam et al. (1985). The analysis focuses on skills required for school, clinical practice, and interaction with a multicultural, socially stratified patient population. Resulting needs statements are organized in terms of (1) Speech Production Accuracy, (2) Academic Performance, (3) Clinical Performance, (4) Dialect (Cultural) Variation, and (5) Inferencing Skills.

From needs analysis to task design: Insights from an English for specific purposes context

“…Observations were done with the aim of collecting discourse samples of authentic tasks and to gain further insights into the language needs of receptionists (for studies which used these methods, see e.g. Cameron, 1998; Chew, 2005; Cowling, 2007; Evans, 2013; Jasso-Aguilar, 1999, 2005; Li So-mui & Mead, 2000; Ramani, Chacko, Singh & Glendinning, 1998; Sullivan & Girginer, 2002).…”

english Learning Needs of Esp Learners: exploring Stakeholder perceptions at an Indonesian University

“…As it has been described, a number of NA studies have been undertaken, especially those related to the needs of various workplaces (e.g., Afzali & Fakharzadeh, 2009;Markes, 2006;Cameron, 1998); however, few studies have examined language needs pertaining to ESP, especially in Indonesia. On this basis the current study seeks to answer the following research questions:…”

Challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries: a scoping review with a gender lens

“… Qualitative descriptive Australia Foreign-born Korea, Philippines, Tanzania, United States, Singapore, China, Laos, Romania, Nigeria, Kenya, Zimbabwe LOT: 1 week to 29 years 13 students Interviews Graduate (Masters) Clinical 11 Brown (2008) [ 60 ] To describe the development, implementation and outcomes of a program to increase the retention and success of foreign-born students challenged with English as a second language at a historically Black university located in Virginia, United States. Descriptive (qualitative and quantitative data) United States Migrants Ghana, Ethiopia, Nigeria, Kenya; Philippines, Vietnam, Mexico, Panama, Caribbean LOT: most > 10 years, two students < 2 years 22 students (provided input for program development) Faculty members (sample not specified) 26 students (outcome data) Focus group Questionnaire Group meetings Interviews Informal discussions University data College/vocational Bachelor Clinical 12 Cameron (1998) [ 61 ] To report results from an extensive needs analysis for ESL-speaking graduate nursing students with a focus on skills required for school, clinical practice and interaction with a multicultural, socially stratified patient population. Descriptive/Ethnographic United States International students Taiwan, Japan, Thailand, Jordan 16 students (completed tests) 4 division chairpersons in the School of Nursing Clinical preceptors, educators and students (participated in interviews and/or observations, sample not specified) Speaking proficiency test Observations Interviews Graduate (Masters) Clinical 13 Campbell (2008) [ 62 ] To test the effects of using enhanced language instructions to improve oral and written communication skills for students with limited language proficiency and standard form of instructions.…”