A good beginning: The long-term effects of a clinical communication programme

Abstract

Students from culturally and linguistically diverse backgrounds play a valuable role in meeting the health care needs of multi-ethnic and multi-lingual societies. However, such students may face challenges during clinical placements due to difficulties with spoken communication. This paper is a report of an evaluation of the long-term effects of a language programme that aimed to improve students' spoken communication on clinical placements. Final year students who had completed the programme in the first year of their undergraduate degree were interviewed about their experiences of clinical placements and their perceptions of any long-term effects of the programme. The results suggest that early intervention language programmes may contribute to greater confidence and success for students. However, there is a need for further language programmes for some students as well as institutional changes to improve students' clinical learning experiences.

Enhancing Students' Learning Through Simulation: Dealing With Diverse, Large Cohorts

“…Nursing education increasingly seeks to address culturally diverse students, both as a result of globalised higher education, but also as part of a 'pipeline' that produces a diverse nursing workforce for a culturally diverse population. This is manifest in Australia, with an emphasis on particular regions as sources of international students (South East Asia particularly China, Vietnam, Taiwan, Philippines) (Jeong et al, 2011;San Miguel & Rogan, 2009). Across different cohorts, students may have differing levels of prior clinical experience.…”

“…Because simulation acts as a bridge between the classroom and the world of practice, it must account not only for students' varying expectations but also of their educational experiences and clinical practice. Asian students generally prefer transmission of knowledge through reading textbooks and attending lectures, are reticent to ask questions of or challenge the teacher (San Miguel & Rogan, 2009) and search for the right answer rather than an appropriate response (Jeong et al, 2011). Hence participating in contemporary educational strategies such as group work and simulations challenge their traditional norms and expectations.…”

“…They, and their particular needs, must be accounted for within curriculum design and specific learning activities, including simulation. A particular curricula strategy to support international students is the Clinically Speaking program (Rogan, San Miguel, Brown, & Kilstoff, 2006;San Miguel & Rogan, 2009). Students who are deemed to require development of their English language skills undertake the program run by a university language expert and a local academic.…”

Improving academic success: Evaluation of the BN Transition to Clinical Practice Module

“…Additionally, through the inclusion of discipline-specific literacies it not only supports students' successful engagement with their program of study, but begins the process of equipping graduates with the communication skills required by employers [23] .…”

An overview of data-based papers on undergraduate nurse education recently published in Contemporary Nurse: Progress, challenges and the need for a strategic agenda

“…From the collection of papers it is evident that optimising available clinical placements as quality learning opportunities is an important way to facilitate work readiness. San Miguel and Rogan (2009) and Unal (2012) highlight the importance of effective communication skills in clinical practice with both studies reporting the outcomes of communication programmes conducted within undergraduate courses. Education providers have also recognised the importance of non-clinical skills in the preparation for graduate practice.…”