由護理學生觀點探討全英語教學在災難護理教育的運用

Nursing Students' Perspectives on the Use of English as the Medium of Instruction in Disaster Nursing Education

10.6142/VGHN.202212_39(4).0009

蔡沁筠(Chin-Yun Tsai)；賴甫誌(Fu-Chih Lai)；凌旺楨(Wang-Chen Ling)；陳柏安(Bor-An Chen)；李筱薇(Hsia-Wei Lee)

全英語教育 ； 學習效果 ； 英文能力 ； 國際接軌能力 ； 護理專業能力 ； English as a medium for instruction ； learning outcome ； English proficiency ； global linkage ； nursing competence

榮總護理

39卷4期（2022 / 12 / 01）

412 - 420

繁體中文

教育部推行2030雙語國家政策，期望高等教育以全英語教學法（English as a Medium of Instruction，EMI），增加臺灣在國際舞台上的競合力。國際化對護理教育的發展相當重要，而在專業教育推行EMI教學過程中，教育提供者與接受者的觀點皆對教學推動與成效有重要的影響，但探討護理專業施行EMI教學的研究極為少見。本文探討護理大學生對於修習以EMI教學的災難護理概論課程後，對於其學習效果、英文能力、國際接軌能力與護理專業能力產生影響之觀點，做為未來護理教育政策與實務單位推行EMI教學的參考。研究對象為全體修習災難護理概論EMI課程之46名護理系與19名學士後護理系學生，學期結束後一周內填寫課程意見，詢問學生對於以EMI教學在災難護理概論課程對於其學習效果、英文能力、國際接軌能力與護理專業能力所造成影響之觀點。近一半學生認為EMI教學使學習效果變差；超過一半認為對英文能力沒有影響；超過八成認為與國際接軌能力會變好；超過六成認為護理專業能力會變好；學生對學習效果與國際接軌能力之間以及對英文能力與國際接軌能力和護理專業之間的觀點有相關聯性。未來推行EMI課程除考量教師與學生基礎英文能力外，整合語言教師與專業教師的合作至課程的內容設計，並藉由英文教學強化國際連結的策略，應可納入未來護理教育推行EMI教學的考量。

To improve Taiwan's international cooperation and competitive strength, the Taiwanese Ministry of Education has been promoting the 2030 national bilingual policy by encouraging the use of English as the medium of instruction (EMI) in higher education. Globalization is key in nursing education, and the perspectives of education providers and receivers are essential and influential in the promotion and outcomes of EMI in professional education. However, few studies have explored the use of EMI in professional nursing education. Therefore, in the present study, we explored nursing students' perspectives regarding the effects of the use of EMI in disaster nursing education on their learning outcomes, English proficiency, global linkage, and nursing competence. Data were collected from 46 students in a baccalaureate program and 19 students in a postbaccalaureate program; the students had completed the Introduction to Disaster Nursing EMI course. A week after course completion, the students provided feedback on the course. Approximately 50% of the students reported that EMI negatively affected their learning outcomes, ＞50% reported that EMI did not affect their English proficiency, ＞80% stated that EMI helped improve their global linkages, and ＞60% believed that EMI enhanced their nursing competence. Correlations were found between the students' perceptions of their learning outcomes and global linkages and among their perceptions of their English proficiencies, global linkages, and nursing competence. Thus, the English proficiency of instructors and students, integration of linguistic and specialty instruction, and enhancement of international linkage should be considered when promoting EMI in nursing education. Our findings may provide a reference for policy-making related to the implementation of EMI in nursing education.

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