教学语言对学术活动促进作用的影响：护理教育工作者的经验
The influence of language of instruction in the facilitation of academic activities: Nurse educators' experiences.
作者信息
Ndawo Gugu
机构信息
Department of Nursing, Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa.
出版信息
Health SA. 2019 Aug 27;24:1261. doi: 10.4102/hsag.v24i0.1261. eCollection 2019.
BACKGROUND
Learners in most South African higher education institutions are taught mainly through English for most of their academic lives, yet many of them enter these institutions with poor proficiency in this language of instruction (LOI).
AIMS
The purpose of this article was to describe the experiences of nurse educators teaching in a 4-year comprehensive nursing diploma programme regarding the use of English as the LOI during academic activities.
SETTING
The nursing college under study offers a 4-year comprehensive nursing diploma programme as well as post-basic diploma qualifications such as Primary Health and Midwifery Nursing Science and is situated in Gauteng, South Africa.
METHODS
Twenty nurse educators were purposively sampled for in-depth individual interviews until data saturation and were requested to participate in the study. Tesch's protocol of qualitative data analysis was used and the themes that emerged were confirmed by an independent coder. Trustworthiness was ensured, and ethical considerations were adhered to.
RESULTS
It emerged that English language incompetence (1) undermines learners' self-esteem; (2) hinders critical, reflective and creative thinking; (3) renders understanding difficult and that (4) nurse educators' incompetence in LOI hinders meaningful teaching.
CONCLUSIONS
Recommendations were made to improve the use of the LOI because through language interdisciplinary knowledge and understanding are integrated, thus ultimately providing patients with comprehensive, holistic and transcultural healthcare.
背景
在南非的大多数高等教育机构中，学习者在其大部分学术生涯中主要通过英语授课，但他们中的许多人进入这些机构时，对这种教学语言（LOI）的掌握程度很差。
目的
本文旨在描述在一个为期四年的综合护理文凭课程中授课的护士教育工作者在学术活动中使用英语作为教学语言的经历。
背景
所研究的护理学院提供为期四年的综合护理文凭课程以及初级卫生和助产护理科学等基础后文凭资格，位于南非豪登省。
方法
有目的地抽取了20名护士教育工作者进行深入的个人访谈，直至数据饱和，并邀请他们参与研究。采用了泰施的定性数据分析方案，出现的主题由一名独立编码员进行确认。确保了可信度，并遵守了伦理考量。
结果
结果表明，英语能力不足（1）会损害学习者的自尊；（2）阻碍批判性、反思性和创造性思维；（3）使理解变得困难，并且（4）护士教育工作者在教学语言方面的能力不足会阻碍有意义的教学。
结论
提出了改进教学语言使用的建议，因为通过语言可以整合跨学科知识和理解，从而最终为患者提供全面、整体和跨文化的医疗保健。
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