Dataset Information

Effect of integrated English hybrid learning for undergraduate nursing students on students' self-perceived communication competence and communication apprehension: A quasi-experiment study.

ABSTRACT:

Aim

To demonstrate the self-perceived communication competence and communication apprehension of nursing students before and after taking English for Nursing courses.

Background

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.

Design

Quasi-experiment.

Methods

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 t-test and ANOVA.

Results

The findings suggest that English for Nursing courses significantly increased self-perceived communication competence and communication apprehension among nursing students (p < 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.

Conclusions

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.

SUBMITTER: Haroen H

PROVIDER: S-EPMC11334622 | biostudies-literature | 2024 Aug

REPOSITORIES: biostudies-literature

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Publications

Effect of integrated English hybrid learning for undergraduate nursing students on students' self-perceived communication competence and communication apprehension: A quasi-experiment study.

Haroen Hartiah H Adistie Fanny F Agustina Hana Rizmadewi HR Juniarti Neti N

Heliyon 20240726 15

<h4>Aim</h4>To demonstrate the self-perceived communication competence and communication apprehension of nursing students before and after taking English for Nursing courses.<h4>Background</h4>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.<h4>Design</h4>Quasi-experiment.<h4>Methods< ...[more]

PMID: 39166045

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Project description:BackgroundThe flipped classroom (FC) method is becoming increasingly popular in China's nursing education. It is an important breakthrough improvement in the quality of learning in nursing education reforms.PurposeThis study aimed to determine the effects of blended task-oriented flipped classroom (TFC) on nursing students undertaking the Fundamentals of Nursing course.MethodsA pre-and post-test quasi-experimental design was adopted. This study was conducted in the Autumn semester, 2021 academic year in a Chinese university. Using cluster sampling technique, this study enrolled second-year undergraduate nursing students from six classess who were studying Fundamentals of Nursing course. A blended TFC was developed and implemented with three classes (experimental group: n = 152). In-class traditional lectures were applied to the other three classes (control group: n = 151). The Self-Directed Learning Instrument, Problem-Solving Inventory, and California Critical Thinking Disposition Inventory were used to evaluate students' learning outcomes, and final examinations were conducted at the end of after course. In addition, students in the flipped classroom group were required to answer five open-ended questions concerning their flipped classroom learning experiences.ResultsStudents in the experimental group showed significant improvement in academic performance compared to those in the control group (p = 0.001). Considering total scale and factors, students in the experimental grouped recorded significantly higher scores in self-directed learning ability, problem-solving skills, and critical thinking ability compared to those in the control group (p < 0.05). Furthermore, improved abilities and skills such as team cooperation, communication, presentation, identifying /solving clinical problems, and accountability were reported.ConclusionA blended TFC teaching approach positively impacted students' core competencies and improved learning outcomes in the Fundamentals of Nursing course.

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Dataset Information

Effect of integrated English hybrid learning for undergraduate nursing students on students' self-perceived communication competence and communication apprehension: A quasi-experiment study.

Aim

Background

Design

Methods

Results

Conclusions

Publications

Effect of integrated English hybrid learning for undergraduate nursing students on students' self-perceived communication competence and communication apprehension: A quasi-experiment study.

Similar Datasets

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