两种阅读干预措施对沙特护理专业学生理解科研文献的可持续效果。
The sustainability effects of two reading interventions on Saudi nursing students' comprehension of scientific research.
机构信息
Medical Surgical Nursing Department, College of Nursing, Taif University, At Taif, Saudi Arabia.
Department of English Language and Translation, College of Languages and Translation, King Saud University, Riyadh, Saudi Arabia.
出版信息
PLoS One. 2024 Oct 24;19(10):e0309898. doi: 10.1371/journal.pone.0309898. eCollection 2024.
BACKGROUND
Scientific literature is presented in complex language, most frequently in English, and includes technical jargon that represents a challenge to comprehension of an English as a foreign language (EFL) nursing student. Yet scientific literature is a powerful and trustworthy source of evidence to guide nursing practice.
PURPOSE
The aim is to examine two reading interventions (Translation vs Synthesization) and to determine which one produces long-term sustainability effects in scientific research reading comprehension.
METHOD
A two-group posttest-only randomized comparative design was used in which 120 participants were randomly assigned to two groups. Several instruments were used to collect the data.
RESULTS
Study findings showed that the synthesization group significantly produced better results when compared with the translation group on both the immediate (p = 0.01) and the delayed (p = 0.013) reading comprehension tests. It shows also that gender differences have a significant impact on reading comprehension with a favor to males in the long-term reading comprehension outcome (p = 0.038) of synthesization and females in the short-term reading comprehension outcome (p = 0.015) of translation. English proficiency was significant with determination, metacognitive, and social skills in the synthesization group (p = 0.00, p = 0.01, p = 0.007 respectively).
CONCLUSION
The results suggested that synthesization could be an effective reading approach in improving EFL nursing students' reading comprehension of scientific literature.
背景
科学文献以复杂的语言呈现，最常见的是英语，并且包含代表对英语作为外语（EFL）护理学生理解挑战的专业术语。然而，科学文献是指导护理实践的强大且可靠的证据来源。
目的
旨在检验两种阅读干预措施（翻译与综合），并确定哪一种对科学研究阅读理解产生长期的可持续效果。
方法
采用两组后测仅随机比较设计，其中 120 名参与者被随机分配到两组。使用了几种工具来收集数据。
结果
研究结果表明，在即时（p = 0.01）和延迟（p = 0.013）阅读理解测试中，综合组与翻译组相比，均产生了显著更好的结果。它还表明，性别差异对阅读理解有重大影响，在长期阅读理解结果中，男性更有利于综合（p = 0.038），而女性则在翻译的短期阅读理解结果中（p = 0.015）更有利。英语水平在综合组的决心、元认知和社会技能方面具有显著影响（p = 0.00、p = 0.01、p = 0.007 分别）。
结论
结果表明，综合可以成为提高 EFL 护理学生阅读理解科学文献的有效阅读方法。
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