Dos Santos Luis M
Woosong Language Institute, Woosong University, Daejeon 34514, Korea.
Healthcare (Basel). 2021 Mar 14;9(3):326. doi: 10.3390/healthcare9030326.
Nursing curriculum usually focuses on vocational development to train students to become nursing professionals after graduation. However, due to the packed major schedule and curriculum, many students are not required to take additional foreign language courses for their associate degree. Based on the lens of social cognitive career theory, the researcher sought to understand the motivations and reasons behind the learning behaviours. One research question was guided in this study, which was, what are the motivations and reasons for taking foreign language courses beyond their (i.e., nursing students) major curriculum and coursework plan? A qualitative research method was employed to collect interview data from 60 nursing students. The finding of this study indicated that the interest in career development and personal consideration were two of the most important factors for foreign language learning for these groups of nursing students. The results of this study provided recommendations for college leaders, government agencies, and policymakers to reform and polish foreign language courses and offer directions to contemporary students of the nursing curriculum. Students may also be benefitted as the study outlined the motivations and reasons for foreign language learning. Therefore, all parties may take this study as a blueprint to exercise their future developments.
护理课程通常侧重于职业发展，以培养学生毕业后成为护理专业人员。然而，由于专业课程安排紧凑，许多学生在攻读副学士学位时无需修读额外的外语课程。基于社会认知职业理论的视角，研究者试图了解学习行为背后的动机和原因。本研究围绕一个研究问题展开，即：在护理专业学生的专业课程和课程计划之外，学习外语课程的动机和原因是什么？采用定性研究方法收集了60名护理专业学生的访谈数据。本研究的结果表明，职业发展兴趣和个人考虑是这类护理专业学生学习外语的两个最重要因素。本研究结果为高校领导、政府机构和政策制定者改革和完善外语课程提供了建议，并为护理课程的当代学生指明了方向。由于该研究概述了学习外语的动机和原因，学生也可能从中受益。因此，各方可以将本研究作为未来发展的蓝图。
