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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).
Methods:
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.
Results:
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.
Conclusion:
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.
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