| Co-Investigator(Kenkyū-buntansha) |
FUKAYA Keiko St.Luke's College of Nursing, Nursing Department, Associate Professor, 看護学部, 助教授 (00238445)
NARUSAWA Kazuko Shinsyu University, Medical Department, Professor, 医学部保健学科, 教授 (30126693)
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| Budget Amount *help |
¥2,600,000 (Direct Cost: ¥2,600,000)
Fiscal Year 2003: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2002: ¥1,400,000 (Direct Cost: ¥1,400,000)
Fiscal Year 2001: ¥700,000 (Direct Cost: ¥700,000)
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| Research Abstract |
We sent a 20 item needs assessment survey to 5539 Japanese hospital nurses and nursing faculty in nursing schools, colleges and universities, to investigate their needs for English speaking, listening, writing and reading in their field. Returned were 3798 valid responses (69.43%). The data were analyzed using SPSS 11.5J for windows. As a result of this nationwide investigation, the following significant data were obtained: (1) Approximately 70% of respondents reported their need for English was very necessary, (2) The frequency of using English was quite low with 80% of respondents stating they use no English, (3) There were differences between the group of nursing faculty and hospital nurses, concerning the necessity for courses in English Conversation for Nursing and Technical Terms for Nursing. The hospital nurses wanted the two courses to be part of the nursing curriculum as required subjects, with native speakers in charge of the courses. The nursing faculty desired the two cours
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es to be a combination of elective and required subjects, and to permit native speakers and Japanese teachers of English to be in charge of the courses, and (4) The nursing faculty and nurse managers in the hospital agreed that they had a high need to be able to use English.
Next, the ongoing curricula of 36 four -year nursing programs at colleges and universities were investigated and categorized into 3 types with attention to the English courses. They Were: (1) national universities, in which English was taught only in the liberal arts curriculum and not in the nursing curriculum, (2) prefectural medical and nursing colleges, in which English or another foreign language was an elective or required among Liberal Arts, and (3) private medical and nursing colleges, in which English curricula are similar to those of the type 2 yet organized more freely.
Based on the findings taken from the above investigations, we would like to give the following suggestions for the curriculum of Nursing Education. (1) Courses of English Conversation for Nursing and Technical Terms for Nursing in terms of the English for Specific Purposes Concept need to be included in the liberal arts or nursing curriculum. (2) The short study abroad program in nursing field should be developed, because it is effective for learning both English and Nursing. (3) The goals and levels of learning English should be set according to the type of curriculum by each university or college. (4) English Classes for Academic Purposes are necessary. (5) Education for spoken English is highly desired by hospital nurses and nursing faculty and should be offered to nurses on a regular basis after graduation. Less
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