Perceived English Competency and Satisfaction of Integrating English Language into Undergraduate Nursing Courses for Fourth Year Nursing Students, Prince of Songkla University

Abstract

          The objectives of this descriptive correlational research were to examine the perceived English competency and satisfaction of integrating English language into undergraduate nursing courses for fourth year nursing students, and examine the relationship between perceived English competency and satisfaction of integrating English language into undergraduate nursing courses. Census sampling was used to recruit 165 fourth year nursing students. Data collection tools were demographic data form, the Perceived English Competency Questionnaire and the Satisfaction of Integrating English Language into Undergraduate Nursing Course Questionnaire. The CVI values of these tools were 0.94 and 1 respectively. In addition, reliability test showed the Cronbach’s alpha coefficient of these tools were 0.96 and 0.91 respectively.
          The findings of the study revealed that the overall mean scores of perceived English competency and satisfaction of integrating English language into undergraduate nursing courses were at moderate level (Mean = 2.78, S.D. = 0.47; Mean = 3.38, S.D. = 0.48, respectively). In addition, the finding of the correlation showed that there was a significant positive correlation between perceived English competency and satisfaction of integrating English language into undergraduate nursing courses (r= 0.84, p < 0.01). The findings provide an insight into improvement of integrating of English language into undergraduate nursing courses for nursing students, focusing on four English skills according to student’s needs. In addition, developing English language competency particularly focuses on writing skill and content.