Haroen Hartiah, Adistie Fanny, Agustina Hana Rizmadewi, Juniarti Neti
Department of Community Health Nursing, Faculty of Nursing, Universitas Padjadjaran, 45363, Sumedang, Indonesia.
Department of Fundamental and Pediatric Nursing, Faculty of Nursing, Universitas Padjadjaran, 45363, Sumedang, Indonesia.
Heliyon. 2024 Jul 26;10(15):e35350. doi: 10.1016/j.heliyon.2024.e35350. eCollection 2024 Aug 15.
To demonstrate the self-perceived communication competence and communication apprehension of nursing students before and after taking English for Nursing courses.
Despite the growing demand for English as a foreign language courses for nursing students in Indonesia, relatively little research has been conducted to investigate whether these courses meet students' specific learning needs to increase communication competency.
Quasi-experiment.
A total of 173 undergraduate nursing students participated and had access to the mixed-methods learning system of integrated English hybrid learning from August through December 2021. The learning methods involved lectures, tutorials, and project-based learning on multiple platforms, such as LiVE Unpad, WhatsApp, and Zoom. Communication competence and apprehension in the English Language were assessed using the Self-Perceived Communication Competence and Communication Apprehension questionnaires via Google Form, and were analyzed using the paired -test and ANOVA.
The findings suggest that English for Nursing courses significantly increased self-perceived communication competence and communication apprehension among nursing students ( < 0.001 for both). A variance test revealed favorability for self-perceived communication apprehension in groups that enjoyed learning English and for communication apprehension in groups that read English texts frequently and rarely.
Integrated English hybrid learning for undergraduate nursing students effectively increased their self-perceived communication competence and communication apprehension in undergraduate nursing students. However, this approach cannot be applied to all nursing education levels. A combination of the current and new approaches, as suggested by educators and policymakers, should make it applicable to the desired level of nursing education.
展示护理专业学生在参加护理英语课程前后自我感知的沟通能力和沟通焦虑情况。
尽管印度尼西亚对护理专业学生的英语外语课程需求不断增加，但相对较少有研究调查这些课程是否满足学生提高沟通能力的特定学习需求。
准实验。
共有173名本科护理专业学生参与，他们在2021年8月至12月期间可以使用综合英语混合学习的混合方法学习系统。学习方法包括在多个平台（如LiVE Unpad、WhatsApp和Zoom）上进行讲座、辅导和基于项目的学习。通过谷歌表单使用自我感知沟通能力和沟通焦虑问卷对英语沟通能力和焦虑情况进行评估，并使用配对检验和方差分析进行分析。
研究结果表明，护理英语课程显著提高了护理专业学生的自我感知沟通能力和沟通焦虑（两者均P<0.001）。方差检验显示，喜欢学习英语的组对自我感知沟通焦虑有好感，而经常阅读英语文本和很少阅读英语文本的组对沟通焦虑有好感。
本科护理专业学生的综合英语混合学习有效地提高了他们的自我感知沟通能力和沟通焦虑。然而，这种方法不能应用于所有护理教育水平。教育工作者和政策制定者建议的当前方法和新方法相结合，应使其适用于所需的护理教育水平。
