The Simulation-Based Learning on Students' English Reading Proficiency: A Preliminary Study

Monday, 30 July 2012: 2:40 PM

Hsiao-Yun Annie Chang, RN, MN, PhD1
Luke Chen, ME2
Yi-Hui Liao, PhD, RN, RM1
(1)School of Nursing, Fooyin University, Kaohsiung City, Taiwan
(2)English department, Fooyin University, Kaohsiung City, Taiwan

Learning Objective 1: The learner will be able to understand the effectiveness of simulation education compared with traditional education in reading ability of English language nursing journal

Learning Objective 2: The learner will be able to understand the application of mixed-methods research design


The simulation-based learning is known to be one of most effective teaching strategies that can situate a clinical setting with a safe environment in healthcare professional curricula. However, the development of reading ability on English language nursing journals by simulation-based learning in nursing curricula is largely unknown. This paper reports a study which evaluated a simulation-based learning as a teaching strategy for improving participants’ ENP reading proficiency in the senior college program of nursing students who is English as a foreign language (EFL).


Using a mixed-method design with a qausi-experimental research and a descriptive qualitative research for data collection, 101 students were enrolled in this study (response rate 92.6%) involving 48 students volunteering to the intervention, and 53 students in the control group. 


The findings indicated that intervention group was statistically significantly higher mean scores of ENP reading proficiency test on unknown words of the article ( p < .004), vocabulary ( p < .001), and comprehension ( p < .001) compared to control group. Among the intervention, students perceived greater improvement on their English reading strategy both from quantitative and qualitative findings.


A simulation-based learning may have some advantages in improving the reading ability of English language nursing journal among nursing students; however, reaching all students with benefits from this intervention remains a challenge and further exploration is needed with RCT design and a universal method of outcome measurement.