Mulready-Shick JoAnn, Edward Jean, Sitthisongkram Somporn
About the Authors JoAnn Mulready-Shick, EdD, RN, CNE, ANEF, is a clinical professor, College of Nursing and Health Sciences, University of Massachusetts Boston, Boston, Massachusetts. Jean Edward, PhD, RN, CHPE, is an assistant professor at the College of Nursing and nurse scientist, University of Kentucky HealthCare Markey Cancer Center, Lexington, Kentucky. Somporn Sitthisongkram, MSN, RN, is a PhD candidate, College of Nursing and Health Sciences, University of Massachusetts Boston. This evaluation study received funding from the university's Asian American Student Success Program, part of a US Department of Education Asian American Native American Pacific Islander Serving Institution grant. For more information, contact Dr. Mulready-Shick at
Nurs Educ Perspect. 2020 Mar/Apr;41(2):109-111. doi: 10.1097/01.NEP.0000000000000465.
Limited studies address perspectives about exam-writing practices of nursing students for whom English is an additional language. The authors conducted a program-level study of perceptions of 26 nursing students of Asian background who identified as nonnative speakers of English regarding faculty-made, multiple-choice exam questions that had been linguistically modified. Linguistic modification promoted readability and comprehensibility; students preferred the linguistically modified versions 60 percent of the time. This inquiry attends to the need for greater responsiveness to student concerns about test-taking practices and for engendering their ongoing participation in creating local evidence for improving program outcomes.
针对英语为附加语言的护理专业学生考试写作实践的观点的研究有限。作者对26名亚洲背景的护理专业学生进行了一项项目层面的研究，这些学生将自己认定为非英语母语者，研究内容是关于教师编写的、经过语言修改的多项选择题。语言修改提高了可读性和可理解性；学生60%的情况下更喜欢语言修改后的版本。这项调查关注了需要对学生对考试实践的担忧做出更大回应，并促使他们持续参与创造本地证据以改善项目成果。
