EXPLORING THE NEEDS OF ESP MATERIALS FOR
THE UNDERGRADUATE NURSING STUDY
PROGRAM IN INDONESIA
By Yoseph Edmundus Budiyana
Doctoral Program of Language Education Semarang State University
A Paper presented
at the 2013 Ohio TESOL Conference
Developing English Language Teaching
Materials for the Undergraduate Nursing
Program in Indonesia
• By Yoseph Edmundus Budiyana
• A full time lecturer at the Faculty of Letters, Soegijapranata Catholic University, Semarang, Indonesia
• A part time lecturer at Nursing Study Program, St. Elizabeth College of Health Sciences, Semarang, Indonesia
BACKGROUND (NURSING)
Teaching Experience in Nursing
High School, Academy of Nursing,
School of Health Sciences
682 nursing schools altogether producing
34.000.000 nurses (World Bank, 2009)
Surplus of 15.000/year (Suwandono, 2005)
Solution:
Working abroad – increasing foreign
income and reducing unemployment
Meeting the requirements from the
destination countries (Communication
skills, TOEFL, IELTS)
Trainings in
- English for General Purposes
- English for Specific Purposes
- TOEFL/IELTS
• In need of Textbooks for Nursing
• Textbooks the visible hearts of ELT programs for both
students and teachers (Sheldon, 1988:237)
• No institutionally authorized English for nursing
textbook.
• the Limited textbooks commercially published by local
and foreign publishers
Reasons for Development Model There is no model at all available.
There is a model but it is not good.
Variation of the existing model
DEVELOPING TEXTBOOKS FOR NURSING
STUDENTS
Procedures
Needs analysis
Development of Prototype
Validation
Revision
Try- out
Evaluation
Revision to produce Final Product.
An Analysis of the local textbooks at the market
Need Analysis: The Users‟ Perception
of the Local Textbooks Questionnaires for ESP Teachers
Questionnaires for Students
Interviewer for ESP Teachers
Foreign Nursing Text Books Analysis Title Career Paths Nursing Career Paths Nursing Career Paths Nursing
Level Book 1 Book 2 Book 3
Author(s) V. Evans - Kori Salcido, RN V. Evans - Kori Salcido, RN V. Evans - Kori Salcido, RN
Publishers Express Publishing Express Publishing Express Publishing
Year 2011 2011 2011
Teacher Book Yes Yes Yes
Audio Yes Yes Yes
Pages 41 40 40
Title Cambridge English for Nursing Cambridge English for Nursing
Level Pre- Intermediate Intermediate
Author(s) Virginia Allum & Patricia McGarr Virginia Allum & Patricia McGarr
Publishers Cambridge University Press Cambridge University Press
Year 2012 2008
Teacher Book No No
Audio Yes Yes
Pages 111 120
Title Oxford English for Careers: Nursing Oxford English for Careers: Nursing Career Paths Nursing
Level Book 1 Book 2 Book 3
Author(s) Tony Grice Tony Grice V. Evans - Kori Salcido, RN
Publishers Oxford University Press Oxford University Press Express Publishing
Year 2011 2013 2011
Teacher Book Yes Yes Yes
Audio Yes Yes Yes
Pages 135 135 40
Title Career Paths Nursing Career Paths Nursing Career Paths Nursing
Level Book 1 Book 2 Book 3
Author(s) V. Evans - Kori Salcido, RN V. Evans - Kori Salcido, RN V. Evans - Kori Salcido, RN
Unit 1 Hospital Staff Nutrition Schedule and Hours
Unit 2 Hospital Departments Hygiene Communicating with patients and Families
Unit 3 Rooms and Equipment Administering Medication Chronic vs Acute
Unit 4 The Body Admitting Patients Diabetes
Unit 5 Blood Taking Vital Signs Cancers
Unit 6 The Circulation System Accident and Emergencies Heart Diseases
Unit 7 The Respiratory System Would Care Trauma and Triage
Unit 8 The Digestive System Meical Specimen and Testing Communicating with Staff
Unit 9 Physical Assessment Discharging patients IV care
Unit 10 Regonizing Symptoms Maternity Nursing Preparing patients for surgery
Unit 11 Pain Pediatric Nursing Ppreventing Infections
Unit 12 Medication Surgical Nursing OB/GYN Nursing
Unit 13 Licencesed Practical Nurse Home Health Nursing Geriatric Nursing
Unit 14 Registered Nurse Public Helth Nursing Psychiatric Nursing
Unit 15 Nurse Practitioners Agency Nursing Hospice Nursing
Table of Contens
Title Cambridge English for Nursing Cambridge English for Nursing
Level Pre- Intermediate Intermediate
Author(s) Virginia Allum & Patricia McGarr Virginia Allum & Patricia McGarr
Unit 1 Admitting Patients Patient Admission
Unit 2 Caring for Patients after an Operion Respiratory problems
Unit 3 Caring for Terminaaly ill Patients Wound care
Unit 4 The District Nurse Diabetes Care
Unit 5 Helping Patients with Rehabilitation Medical Specimen
Unit 6 Mobilizing Patients Medications
Unit 7 Medical Imaging Intravenous infusion
Unit 8 Helping patients with Diabetes Management Pre-operative patient assessment
Unit 9 Post-operative patient assessment
Unit 10 Discharge planning
Title Oxford English for Careers: Nursing Oxford English for Careers: Nursing
Level Book 1 Book 2
Author(s) Tony Grice Tony Grice
Unit 1 The Hospital Teams Admission by A&E
Unit 2 In and around the Hospital Admission by referal
Unit 3 Hospital Admision Obstetrics
Unit 4 Accidentsband Emergencies Pharmacy
Unit 5 Pains Opthamology
Unit 6 Symptoms Dermatology
Unit 7 Caring for the Eldrely Oncology
Unit 8 Nutrition and obesity Gastroenterology
Unit 9 Blood Neurology
Unit 10 Death and Dying Coronary
Unit 11 Hygiene Surgery
Unit 12 Mental and Health Nursing Infectious Diseases
Unit 13 Monitoring the Pateints Renal
Unit 14 Medication Psychiatry
Unit 15 Alternative Treatment Outpatients
Authors’ Background - Who wrote the books?
Title Career Paths Nursing Career Paths Nursing Career Paths Nursing
Level Book 1 Book 2 Book 3 Note The books are written by the combination between a book writer and a nurse (RN)
Title Cambridge English for Nursing Cambridge English for Nursing
Level Pre- Intermediate Intermediate
Note Both authors are English teachers, one of whom has a certificate in nursing
Title Oxford English for Careers: Nursing Oxford English for Careers: Nursing
Level Book 1 Book 2
Author Tony Grice Tony Grice
Note No background information about the author
Preliminary Results of Textbook Analysis
• Different authors’ background
• There are similarities but also differences
• The units are put in the different orders
Questions
1. Which units should be dropped and which other units
should be added?
2. How should they be put in a good order?
3. If there are two books, which units should be put in what
book?
How is the new Nursing Curriculum developed?
1. The Individual Domain
2. The Nursing Domain
3. The Health Care Domain
Reference
Nursing – A Concept-Based Aproach Learning Volume One
and Two (2011) by North Carolina Concept-Based Learning
Editorial Boards – Person Education Inc.
Nursing Senior High School (High School Level)
Academy of Nursing (23 April 1997)-Vocational Education
Nursing Study Program, St. Elizabeth College of Health
Sciences (18 April 2008) – Professional Education
Diploma 3 in Nursing (D3 Program);
S1 Program (Bachelor of Science in Nursing = 4 years/8 semesters);
LPN (License Practical Nursing) Certification = 12 months of
working in the hospital
NURSE QUALIFICATION FROM TIME TO TIME
Reasons for Development Model
1. There is no model at all available.
2. There is a model but it is not good.
3. Variation of the existing model.
17
Needs,
criteria
and others
USA Australia Saudi Arabia Malaysia
Needs Unlimited number of
nurses for ‘S1’ & 100
nurses for academic
level
- 1,000 nurses -
Criteria TOEFL (540 for ‘S1’ and
450 for academic level)
Passed CGFNS
Green Card
For academic nurses need
to take ESL for 6 months
South Australia:
- IELTS 5.5
- Worked at nursing home 6 mo
- Evaluated by Flinders Univ
- Pre registr. Course North Aust
-IELTS 6.0-6.5
- Passed Immersion Course
- Female
- Age </= 35 years
- 2 years experienced in
hospital
- Can speak English
- Passed written test,
audience, & health test
- ‘D3’ nursing
- Passed ESL in Indone
- Passed MNB test
- Posted in private
hospital as on the job
training in the first year
Possible
length of
contract
3 years and can be
extended
3 years and can be
extended
1 year and can be
extended
3 years and can be
extended
Fringe
benefits
None North Aust: RN Course Free housing, meal 3 X,
transportation, nursing
dress & health insurance.
After 3 years will get 50%
salary increased
Housing, civil service,
territory allowances and
air ticket
Possible
salary
US $ 4,000 per
month
Aust $ 3,000 - 4,000/
month
Real 2,250 for 2 years
experienced nurse and
Real 2,450 for 4 years
+/- Ringgit 1,500
Suwandono et al (2005)
CGFNS (Commission on Graduates of Foreign Nursing Schools)
*USA US$4000
+UK £2400 (interview, 2004) US$3864
*Australia AU$3500 US$3325
*Saudi Arabia 2250 Reals US$542
*Malaysia RM1500 US$467
- Indonesia US$131
Note: *The data taken from Suwandono et al (2005)
+ Interviewing four Philippines nurses working in the UK in 2004
NURSE SALARIES IN DIFFERENT COUNTRIES
The Proposed Allocation of the English Classes
No Subjects Semester Credits
1 Basic English for Nursing 1 2
2 Intermediate English for Nursing 3 2
3 TOEFL Preparation Course
5 2
4 English for Nursing Career (Job Interview &
Appl.Letter) TOEFL Practice 7 2
The English Classes in Nursing Study Program,
St. Elizabeth School of Health Sciences
No Subjects Undergraduate
Program (S1)
Diploma3
Program (D3)
1 Basic English for Nursing Sem 1 Sem 2
2 Intermediate English for Nursing Sem 3 Sem 4
3 TOEFL Preparation Course
Sem 5 Sem 6
4 English for Nursing Career (Job Interview
& Appl.Letter) TOEFL Practice Sem 7 -
Constraints
1. The main constraint is the block system
in nursing schools where students have to
study in between 4 and 6 weeks instead
of one semester. The schedule is very
busy. In addition, the teachers are mostly
part-time teachers. They have their own
schedule. It is difficult to meet the regular
schedule. So students complained about
the schedule.
NEED ANALYSIS
How are the needs of the students pereived by ESP teachers, Content Course teachers, Nursing Program Graduates working abroad, users, and the students themselves?
Questionnaire A for students;
Questionnaire B for ESP teachers;
Questionnaire C for Content Course teachers;
Questionnaire D for Nursing Program Graduates;
Questionnaire E for users.
Methodology
Participants : (117 students – 23 male + 94 female);
Instrument : Closed Questionnaire
Background Questions (5 questions).
Research Question What teaching materials the undergraduate nursing
study program students need (33 questions).
Procedure
Designing the questionnaires
Distributing the questionnaires
Analyzing the data
Research Findings
How important is it for you to learn English
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
Not so important 1 .9 .9 .9
Important 29 24.8 24.8 25.6
Very Important 87 74.4 74.4 100.0
Total 117 100.0 100.0
Table 6. Symptoms
Findings:
The Nursing Students‟ Beliefs on the
Recorded Role Play between a Nurse
and a Patient as a Strategy to Enhance
English Learning
Item-Total Statistics
Scale Mean
if Item
Deleted
Scale
Variance if
Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
I believe my motivation to learn English can increase
through “the recorded role-play between a patient and
a nurse”
39.41 14.365 .601 .793
I believe my confidence to speak English can increase
through the “the recorded role-play between a patient
and a nurse”
39.46 14.285 .573 .795
I believe I can improve my fluency in English through
“the recorded role-play between a patient and a
nurse”
39.41 14.520 .581 .795
I believe I can develop my English vocabulary through
“the recorded role-play between a patient and a
nurse”
39.54 14.061 .563 .795
I believe I prepare the role play between a patient and
a nurse more seriously because it is recorded. 39.68 14.325 .395 .817
I believe that “the recorded role-play between a patient
and a nurse” is a challenging activity 39.63 14.321 .445 .809
I believe that “the recorded role-play between a patient
and a nurse” can be fun. 39.66 14.037 .606 .791
I believe that the teaching material in “the recorded
role-play between a patient and a nurse” is useful for
my career.
39.56 13.903 .563 .795
I feel anxious when I know that the role play between a
patient and a nurse will be recorded. 39.40 15.656 .319 .819
I believe that through “the recorded role-play between
a patient and a nurse”, the lecturer can evaluate the
student’s performance more acurately as the recording
can be reviewed at home
39.40 15.277 .418 .810
Conclusion
The literature on ESP in general shows that need analysis
is the heart of ESP. It is a central concept that has been
considered as inevitable to be conducted before
designing any successful ESP Course.
In designing the ESP materials for nursing students, it is
essential that the contents of the book be based on the
results of the need analysis and the new nursing
curriculum (the individual domain, the nursing domain,
and the health care domain.
The initial assumption that students were reluctant to
have their role play recorded due to initial feelings of
embarrassment seems to be completely wrong seen from
the result of this research. With the recorded role paly,
the majority of the respondents felt to be motivated and
to gain confidence in learning English. They also believed
that they could improve their fluency and develop their
vocabulary. Surprisingly, they found their recorded
teaching practice not as something embarrassing or
frustrating but challenging and fun.
Reference Allun, V., & NcGarr, P., (2008) Cambridge English for Nursing – Pre Intemediate. Cambridge: Cambridge
University Press.
Allun, V., & NcGarr, P., (2010) Cambridge English for Nursing – Pre Intemediate. Cambridge: Cambridge
University Press.
Evan, V., & Salcido. RN, K. ((2011) Career Path – Nursing 1. Newbury: Express Publishing
Evan, V., & Salcido. RN, K. ((2011) Career Path – Nursing 2. Newbury: Express Publishing
Evan, V., & Salcido. RN, K. ((2011) Career Path – Nursing 3. Newbury: Express Publishing
Grice, T., (2011) Oxford English for Careers – Nursing 1. Oxford: Oxford University press.
Grice, T., (2013) Oxford English for Careers – Nursing 2. Oxford: Oxford University press.
Nursing – A Concept- Based Approach Learning Volume One (2011) North Carolina Concept Based Learning
Editorials – Pearson Education Inc.
Nursing – A Concept- Based Approach Learning Volume Two (2011) North Carolina Concept Based Learning
Editorials – Pearson Education Inc.
Pramudya, L., A., (2009) English for Professional Nurses 1, Jakarta: EPN Consultant
Pramudya, L., A., (2010) English for the Professional Nurses 2, Jakarta: EPN Consultant
Sheldon Leslie. E., (1988), "Evaluating ELT Textbooks and Materials", ELT Journal 42/4, p.237-246.
Suwandono et al. (2005) “Human Resources on Health (HRH) for Foreign Countries: A Case of Nurse
„Surplus‟ in Indonesia”, Asia-Pacific Action Alliance on Human Resources for Health
World bank (2009) Indonesia’s Doctors, Midwives and Nurses: Current Stock, Increasing Needs, Future
Challenges and Options, Jakarta: World Bank
Yoseph Edmundus Budiyana A visiting scholar at Ohio State University, Columbus, Ohio
A Ph.D. Candidate of English Language Education Program, Semarang State
University, Semarang, Indonesia.
A lecturer of Faculty of Letters, Soegijapranata Catholic Universoity,
Semarang, Indonesia
A lecturer of Nursing Study Program, St. Elizabeth College of Health
Sciences, Semarang Indonesia.
PH: 614-2845264 – 62-81542371074
Email: [email protected]
SKYPE: yoseph.budiyana