{"title":"高风险护理考试取消美语习惯的影响。","authors":"Timothy M Parker, Kathleen O'Connell","doi":"10.3928/01484834-20240725-02","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>In the United States, English for Speakers of Other Languages (ESOL) health care providers are important to the nursing workforce but often face challenges when taking the NCLEX-RN examination. This study evaluated the effects of removing slang and words with multiple meanings from high-stakes examination questions.</p><p><strong>Method: </strong>This study used a quantitative, experimental posttest-only control group design and included a convenience sample of 169 nursing students from a college in southern Florida.</p><p><strong>Results: </strong>Nursing students performed significantly better on the experimental (<i>M</i> = 79.9 [7.48]) than on the control examination (<i>M</i> = 75.08 [10.51]), <i>t</i>(151.8) = 2.973, <i>p</i> = .003. Students with low language acculturation scores achieved significantly higher scores on the experimental (<i>M</i> = 81.48 [<i>SD</i> = 6.05]) versus the control examinations (<i>M</i> = 72.21 [10.09]), <i>t</i>(60.9) = 4.975, <i>p</i> = .001.</p><p><strong>Conclusion: </strong>Modifying examination questions linguistically can help ESOL nursing students perform better and aid examination creators to design bias-free tests. <b>[<i>J Nurs Educ</i>. 2024;63(12):818-825.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 12","pages":"818-825"},"PeriodicalIF":0.0000,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Effects of Eliminating Idiomatic American English From High-Stakes Nursing Examinations.\",\"authors\":\"Timothy M Parker, Kathleen O'Connell\",\"doi\":\"10.3928/01484834-20240725-02\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>In the United States, English for Speakers of Other Languages (ESOL) health care providers are important to the nursing workforce but often face challenges when taking the NCLEX-RN examination. This study evaluated the effects of removing slang and words with multiple meanings from high-stakes examination questions.</p><p><strong>Method: </strong>This study used a quantitative, experimental posttest-only control group design and included a convenience sample of 169 nursing students from a college in southern Florida.</p><p><strong>Results: </strong>Nursing students performed significantly better on the experimental (<i>M</i> = 79.9 [7.48]) than on the control examination (<i>M</i> = 75.08 [10.51]), <i>t</i>(151.8) = 2.973, <i>p</i> = .003. Students with low language acculturation scores achieved significantly higher scores on the experimental (<i>M</i> = 81.48 [<i>SD</i> = 6.05]) versus the control examinations (<i>M</i> = 72.21 [10.09]), <i>t</i>(60.9) = 4.975, <i>p</i> = .001.</p><p><strong>Conclusion: </strong>Modifying examination questions linguistically can help ESOL nursing students perform better and aid examination creators to design bias-free tests. <b>[<i>J Nurs Educ</i>. 2024;63(12):818-825.]</b>.</p>\",\"PeriodicalId\":94241,\"journal\":{\"name\":\"The Journal of nursing education\",\"volume\":\"63 12\",\"pages\":\"818-825\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Journal of nursing education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3928/01484834-20240725-02\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of nursing education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3928/01484834-20240725-02","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The Effects of Eliminating Idiomatic American English From High-Stakes Nursing Examinations.
Background: In the United States, English for Speakers of Other Languages (ESOL) health care providers are important to the nursing workforce but often face challenges when taking the NCLEX-RN examination. This study evaluated the effects of removing slang and words with multiple meanings from high-stakes examination questions.
Method: This study used a quantitative, experimental posttest-only control group design and included a convenience sample of 169 nursing students from a college in southern Florida.
Results: Nursing students performed significantly better on the experimental (M = 79.9 [7.48]) than on the control examination (M = 75.08 [10.51]), t(151.8) = 2.973, p = .003. Students with low language acculturation scores achieved significantly higher scores on the experimental (M = 81.48 [SD = 6.05]) versus the control examinations (M = 72.21 [10.09]), t(60.9) = 4.975, p = .001.
Conclusion: Modifying examination questions linguistically can help ESOL nursing students perform better and aid examination creators to design bias-free tests. [J Nurs Educ. 2024;63(12):818-825.].
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