Aim: The primary aim of this study was to evaluate the utility of the PELA tool, for use with commencing undergraduate nursing students. The study also examined the relationship between students’ performance in the PELA writing task and their levels of English language usage using the English language acculturation scale (ELAS), a previously validated instrument (Salamonson et al, 2013).
Method: Using a prospective survey design, between 2010 and 2013, commencing students who enrolled and completed a nursing communication unit (with a focus on academic literacy), and who attended a course commencement session were invited to complete a brief survey. In addition to socio-demographic information, students were also asked to complete the ELAS. A writing test using the PELA tool was also administered to grade students’ writing skills, which took less than 20 minutes for students to complete. The PELA grading levels were based on a literacy criterion with Level 1 (proficient), Level 2 (borderline), and Level 3 (poor and requiring additional support). Students who received a Level 2 or 3 were recommended to undertake support interventions involving literacy workbook tasks, accessing essay planning podcasts, and attending consultations and workshops with literacy and English language specialist support staff. We sought participant’s consent to link their completed survey and PELA to their enrolment status and academic grades. The university Human Research Ethics Committee approved the study. A p value of <0.05 was considered as statistically significant.
Results: Of the 3957 students who completed the nursing communication unit over the 4-year period, 2669 (67%) completed the ELAS, the PELA writing task, and provided consent for their enrolment status and grades to be linked. The following participant groups were significantly more likely to achieve Level 2 or 3 on their PELA writing task: a) non-Australian-born (chi-square: 520.6, df: 2, p<0.001); b) spoke other than English at home (chi-square: 490.2, df: 2, p<0.001); and c) international students (chi-square: 225.6, df: 2, p<0.001). There was an inverse and statistically significant relationship between participants’ ELAS scores and PELA Levels (r=-0.52, p<0.001), showing that participants with higher English language usage were more likely to achieve Level 1 in their PELA writing task. At follow-up, upon completion of the nursing communication unit, participants who achieved better levels in the PELA writing task were also significantly more likely to achieve higher scores in an essay assessment (chi-square: 40.2, df: 2, p<0.001), overall final mark (chi-square: 218.6, df: 2, p<0.001), and higher GPA (chi-square: 100.8, df: 2, p<0.001).
Conclusion: The results of this study underscore the importance of using a post-entry English language assessment as a screening tool for commencing students, particularly those at risk of academic underachievement. The study also revealed that students’ performance on the PELA writing task have a direct relationship with student English language usage, and predicted academic performance in the nursing program.
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