- 期刊
探討護理科學生學習英文專業術語的歷程
An Exploration of the Professional English Terminology Learning Process of Nursing Students
摘要
背景：英文醫護術語作為醫療人員共同語言的環境下，為專業教育中不可或缺的一門課程，但技職體系學生英文表現普遍不理想，成為學習英文專業術語的挑戰。目的：探討五專護理科學生學習英文專業術語之經驗。方法：採質性研究法，以修習「醫護術語」課程之護生為研究對象，於課程結束以書寫課程心得報告的方式進行資料收集，共收回110人（每人一篇）所撰寫的心得，進行內容分析。結果：護生學習英文專業術語經驗三大主題，包括：一、面對麻煩又困難學習：不理解、不喜歡、不拿手（13.6%）；不知如何下手（9%）；感覺麻煩又困難（10%）；二、參與多元的教學及學習策略：需要搭配講義放慢學習速度（20.9%）、運用構詞，幫助理解及閱讀（66.3%）；投入上課，加深學習印象（47.2%）；參與分組活動，感受學習樂趣（62.9%）；三、形成學習的結構，提升成就感：沉浸輕鬆氛圍，樂意開口說英文（30.9%）；建構基礎，專業英語變簡單（68%）；回首學習成果，提升自信及期待（81.8%）。結論／實務應用：透過分析護生學習英文專業術語之經驗，了解多元教學策略及學習策略對其影響，護生最常提及拆解字結構學習方式及運用。本篇結果讓教學者更了解護生英文專業術語學習困擾及歷程，提供學生學習及教師設計相關課程參考。
並列摘要
Background: Since medical English terminology is used as the common language in medical environments, it is an irreplaceable part of nursing students' education. However, the English proficiency of students in the technical vocational system is not ideal, making it difficult for them to learn professional English terminology. Objective: To explore the experience of 5-year nursing students learning professional English terminology. Methods: A qualitative research method was adopted. The subjects for this study were nursing students who took the course "Medical Terminology." They were invited to write down a course experience report at the end of the course. In total, 110 students (one report per student) wrote down their experiences, which were analyzed. Results: The following three major themes emerged from the professional English terminology experience reports written by nursing students: (1) facing learning difficulties: do not understand, do not like, cannot grasp the subject matter (13.6%); do not know how to approach the subject matter (9%); the subject matter is too difficult (10%); (2) participating in diverse teaching and learning strategies: classes must combine teaching materials to slow down the speed of learning (20.9%); explain how words are formed to facilitate understanding and reading (66.3%); participate in class to enhance learning (47.2%); participate in group activities to make the learning experience more fun (62.9%); (3) forming a learning structure that enables a bigger sense of achievement: provide a relaxed atmosphere where students feel comfortable speaking English (30.9%); build a learning foundation to make professional English simpler (68%); review the learning results to increase students' confidence and expectations (81.8%). Conclusion/Applications: By analyzing nursing students' experience in learning professional English terminology and understanding the impact of multiple teaching and learning strategies, it was found that nursing students most often mentioned explaining how words are formed as a useful method for learning. The results of this study can allow instructors to better understand the difficulties and processes of nursing students learning professional English terminology, and serve as reference for students' learning and teachers' course design.