| Records |
| Author |
Wong, G.; Sakulneya, A. |
| Title |
Promoting EAL nursing students' mastery of informal language |
Type |
Journal Article |
| Year |
2004 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal  |
|
| Volume |
20 |
Issue |
1 |
Pages |
45-52 |
| Keywords |
Communication; Asian peoples; Education; Nursing |
| Abstract |
This article describes the development, delivery and evaluation of a pilot programme designed to help nursing and midwifery students from Asian and non-English speaking backgrounds improve their conversational skills in practice settings. Many such students, although previously assessed as competent in English, find that communication with patients and their families, and other health professionals is difficult. The study was conducted in a large tertiary educational institution in a major metropolitan centre. Each week for a period of 11 weeks students participated in an interactive session. Content for these was based on areas highlighted by a needs assessment involving interviews with both students and lecturers, and was subject to ongoing modification in response to feedback from participants. Evaluation questionnaires completed at the conclusion of the series indicated that students perceived the impact as positive. Students who attended regularly and were actively involved in the practice activities described gains in communication skills. From this it was concluded that further development of the pilot scheme was warranted in order to benefit English as an additional language (EAL) students enrolled in nursing and midwifery courses |
| Call Number |
NRSNZNO @ research @ 564 |
Serial |
550 |
| Permanent link to this record |
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| Author |
Wilkinson, J.A. |
| Title |
Using adult learning theory to enhance clinical teaching |
Type |
Journal Article |
| Year |
2004 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
20 |
Issue |
1 |
Pages |
36-44 |
| Keywords |
Critical thinking; Nursing; Education; Motivation; Theory |
| Abstract |
In this article four theories of adult learning theory are presented: self directed learning; experiential learning; constructivist theory; and critical thinking. These are discussed alongside theories about motivation to learn. Suggestions for how the theory may be applied to the clinical learning environment are offered. |
| Call Number |
NRSNZNO @ research @ 565 |
Serial |
551 |
| Permanent link to this record |
