Filipino Nursing Students' Challenges and Techniques in Learning Jargons
Learning a jargon is indeed one of the most challenging facets in any field of specialization such as nursing, especially to novices. As they face this challenge, they tend to develop adaptive techniques vital in their studies. Nonetheless, being a practical source of learning experiences, identifying these challenges and techniques is significant to improve the edification process in the discipline. Hence, the study aims to narrate and analyze the challenges and techniques of fifteen (15) Filipino nursing student participants in learning jargons. This qualitative investigation used narrative research approach to retell the stories of the participants as they overcome the language demands of the nursing studies. Findings reveal that the challenges experienced by the participants are: (a) learning jargons, (b) word unfamiliarity, (c) schema insufficiency, and (d) their phonetic and orthographic perplexities. To address those, they read references, search on the Internet, and rely on memorization and familiarization through recall techniques and with nursing interlocutors. The empirical exploration was done to provide meaningful insights and inputs to clinical instruction through the lens of language learning, benefiting both instructors and students of nursing.
Bell, N. (2012). Formulaic Language, Creativity, and Language Play in a Second Language. Annual Review of Applied Linguistics, 32, 189–205. doi:10.1017/s0267190512000013
Brouwer, S., Van Engen, K. J., Calandruccio, L., & Bradlow, A. R. (2012). Linguistic contributions to speech-on-speech masking for native and non-native listeners: Language familiarity and semantic content. The Journal of the Acoustical Society of America, 131(2), 1449–1464. doi:10.1121/1.3675943
Creswell, J. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston, USA: Pearson Education, Inc.
Fowlert, A. E., Swainson, B., & Scarborough, H. (2004). Relationships of naming skills to reading, memory, and receptive vocabulary: Evidence for imprecise phonological representations of words by poor readers. Annals of Dyslexia, 54(2), 247–280. doi:10.1007/s11881-004-0013-0
Fraenkel, J., & Wallen, N. (2009). How to design and evaluate research in education. New York, USA: McGraw-Hill Companies, Inc.
Fuller, B. (2013). Evidence-Based Instructional Strategies. Nurse Educator, 38(3), 118–121. doi:10.1097/nne.0b013e31828dc2c3
Fushino, K. (2010). Causal Relationships Between Communication Confidence, Beliefs About Group Work, and Willingness to Communicate in Foreign Language Group Work. TESOL Quarterly, 44(4), 700–724. doi:10.5054/tq.2010.235993
Gablasova, D. (2014). Learning and Retaining Specialized Vocabulary From Textbook Reading: Comparison of Learning Outcomes Through L1 and L2. The Modern Language Journal, 98(4), 976–991. doi:10.1111/modl.12150
Gilmour, J. A., Scott, S. D., & Huntington, N. (2007). Nurses and Internet health information: a questionnaire survey. Journal of Advanced Nursing, 61(1), 19–28. doi:10.1111/j.1365-2648.2007.04460.x
González, M. A., Goñi-Artola, A., & Campos, A. (2020). Keyword Mnemonics: Effects of Immediate Recall on Delayed Recall. Imagination, Cognition and Personality, 027623662097610. doi:10.1177/0276236620976103
Henry, S. G., Zaner, R. M., & Dittus, R. S. (2007). Viewpoint: Moving Beyond Evidence-Based Medicine. Academic Medicine, 82(3), 292–297. doi:10.1097/acm.0b013e3180307f6d
Hirst, R. (2003). Scientific Jargon, Good and Bad. Journal of Technical Writing and Communication, 33(3), 201–229. doi:10.2190/j8jj-4yd0-4r00-g5n0
Khamees, K. S. (2016). An Evaluative Study of Memorization as a Strategy for Learning English. International Journal of English Linguistics, 6(4), 248. doi:10.5539/ijel.v6n4p248
Mendoza-Nápoles, C. A. (2020). Validation of learning adaptation patterns (PALS) scales in elementary Mexican school students. Current Psychology. doi:10.1007/s12144-020-01082-8
Mitchell, C., Del Fabbro, L., & Shaw, J. (2017). The acculturation, language and learning experiences of international nursing students: Implications for nursing education. Nurse Education Today, 56, 16–22. doi:10.1016/j.nedt.2017.05.019
Müller, A. (2016). Language proficiency and nursing registration. International Journal of Nursing Studies, 54, 132–140. doi:10.1016/j.ijnurstu.2015.01.007
Pookcharoen, S. (2007). Exploring How Teaching Morphemic Analysis Fosters Thai EFL Students’ Vocabulary Development. Journal of Studies in the English Language, 3. Retrieved from https://so04.tci-thaijo.org/index.php/jsel/article/view/23299
Salamonson, Y., Koch, J., Weaver, R., Everett, B., & Jackson, D. (2010). Embedded academic writing support for nursing students with English as a second language. Journal of Advanced Nursing, 66(2), 413–421. doi:10.1111/j.1365-2648.2009.05158.x
Sharon, A. J., & Baram-Tsabari, A. (2013). Measuring mumbo jumbo: A preliminary quantification of the use of jargon in science communication. Public Understanding of Science, 23(5), 528–546. doi:10.1177/0963662512469916
Sherrill, W. W., & Mayo, R. M. (2014). Medical and nursing student communication skills: Preparing to treat Latino patients. Journal of Communication in Healthcare, 7(2), 128–136. doi:10.1179/1753807614y.0000000052
Torregosa, M. B., Ynalvez, M. A., Schiffman, R., & Morin, K. (2015). English-Language Proficiency, Academic Networks, and Academic Performance of Mexican American Baccalaureate Nursing Students. Nursing Education Perspectives, 36(1), 8–15. doi:10.5480/13-1136.1
Van den Bosch, A., & Daelemans, W. (2013). Implicit Schemata and Categories in Memory-based Language Processing. Language and Speech, 56(3), 309–328. doi:10.1177/0023830913484902
Willoughby, S. D., Johnson, K., & Sterman, L. (2020). Quantifying scientific jargon. Public Understanding of Science, 096366252093743. doi:10.1177/0963662520937436
Wulff, H. R. (2004). The Language of Medicine. Journal of the Royal Society of Medicine, 97(4), 187–188. doi:10.1177/014107680409700412
Yusuf, Muhammed (2010). Memorization as a Learning Style: A Balance Approach to Academic Excellence. OIDA International Journal of Sustainable Development, 1 (6): 49-58. Retrieved from https://ssrn.com/abstract=1672306
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)