The impact of simulation-based learning on studentsʹ English for Nursing Purposes (ENP) reading proficiency: A quasi-experimental study

SummaryAim s a report of a study which evaluated simulation-based learning as a teaching strategy for improving participantsʹ ENP reading proficiency in the senior college program of students whose first language is Chinese, not English. ound tion-based learning is known to be one of most effective teaching strategies in the healthcare professional curricula, which brings a clinical setting into the classroom. However, developing English reading skills for English written nursing journals through simulation-based learning in the nursing curricula, is largely unknown. d a quasi-experimental approach with nonequivalent control group design to collect the causal connections between intervention and outcomes. 101 students were enrolled in this study (response rate 92.6%) of these 48 students volunteered for the intervention group, and 53 students for the control group. s ndings indicated that the intervention group had significantly higher mean scores in ENP reading proficiency with unknown words in the article (p = .004), vocabulary (p < .001), and comprehension (p < .001) compared to the control group. Also, the intervention students showed more improvement in their English reading, both from quantitative and qualitative findings. sion tion-based learning may have some advantages in improving the English reading ability on English written nursing journals among nursing students. However, the benefits to the students of this study is still to be determined, and further exploration is needed with well designed research and a universal method of outcome measurement.