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

Bibliographic Data

ID8938760
AuthorsRichard Cameron (University of Illinois Chicago, corresponding author)
Year1998
Volume31
Issue2
Pages203-218
Publication date1998-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.1998.tb00568.x
OpenAlexW2051263263
LanguageEN
Citations received5
References cited37

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

Class (philosophy · Language proficiency · Mathematics education · Medical education · Multiculturalism · Needs analysis · Needs assessment · Pedagogy · Population · Sociology · Computer Science · Interpreting and Communication in Healthcare · Language, Discourse, Communication Strategies · Medicine · Multilingual Education and Policy · Nursing · Psychology

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