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The IUP Journal of English Studies :
Development of Self-Assessment Tool to Determine Language Difficulty and Its Associated Psychological Barriers in Presenting Clinical Cases Among Student Nurses with Limited English Proficiency (LEP)
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In the present scenario, honing English language skills related to one’s profession is the need of the hour. Booming opportunities in the nursing profession have attracted many students from the backward and rural areas to pursue it. Generally, they are from the lower middle class, income-wise, with limited exposure to English. Reviews on non-English speaking nursing students show that most of them do not experience meaningful learning outcome and face negative experience due to their inability to cope with the expected standard of achievement. They also have less possibility to work independently as their language ability poses barriers. A review on case presentation skills states that only one-fourth to one-third of medical students indicated any training in handoffs, and approximately only a fourth of those with a little experience in handoffs reported feeling confident in the task. This substantiates the need to understand the perceived language barriers in presenting a clinical case. Presently, there is no tool exclusively to measure the language needs of student nurses with Limited English Proficiency (LEP) with regard to clinical case presentation. Therefore, the author, as an English teaching faculty for student nurses, has developed and standardized a measurable tool to determine the perceived language difficulty and the associated psychological barriers of the nursing students with LEP in performing clinical case presentation.

 
 
 

In the present scenario, the booming opportunities in Nursing have attracted many students from the backward and rural areas to pursue the profession. Most parents make an investment in their children’s future and expect them to achieve economic independence and job security. Generally, they are first generation learners from the lower middle class.1 Considering their previous English exposure in the rural setup, evidently almost all of them have very limited exposure to English, as the medium of schooling is entirely in vernacular or with very little in English as most of the learning transactions happen in the regional language (Dutta 2012). Similarly, family background plays an important role in the successful acquisition of language; especially when parents speak in English, the language is easily passed on to the children with little or no effort. Unfortunately, in the case of first generation learners, they have no or very less opportunities to take additional English support at home environment. This inadequacy of English makes them fall into the category of students with Limited English Proficiency (LEP).

 
 
 

In the present scenario, the booming opportunities in Nursing have attracted many students from the backward and rural areas to pursue the profession.