1.Why students need grammar instruction?
Facilitates communication
Improve passing rates at NCLEX examinations
Opens employment opportunities
Helps writers explore sentence variations and apply them to the written language
Enables writer to adjust their language to their topic, audience, and purpose
Allows speakers to demonstrate more eloquence in delivery of spoken language.
2.What grammar should be taught?
Agreement of verbs and nouns
Punctuations marks
Agreement of tenses within continuous writing
Sentence construction
3.How it should be taught?
Separate from nursing instruction classes
Within a nursing school environment
Should be consistent with English grammar schools’ curriculum
Should be adopted to meet specific English grammar needs of students
4.By Whom and When?
A certified English instructor
A the beginning of training
After an English grammar evaluation of students has been conducted.
This research proposal is aimed at investigating why do students need grammar in nursing schools. It is necessary because poor grammar affects perfect expression. It is assumed that students fail nursing examinations and do not graduate due to grammar difficulties. This research paper will discuss why students need grammar; what should be taught; how it should be taught who and when.
Nursing Research: Why do students need grammar in nursing schools?
Introduction
Schools of nursing across America require that students have a strong command of the English language first, to understand instruction; then, interpret doctors’ orders accurately as well as express themselves with eloquence when relating to their patients. This is true of nursing schools in English speaking countries across the world.
Hence, while this research focuses on grammar in nursing schools it must be clarified that this researcher wishes to distinctly take into account English grammar and how knowledge of it or limitations affect the quality of graduates. An association with subsequent nursing care delivered within a specific geographic location will be developed. Thereafter, an attempt at generalizations to neighboring territories would be undertaken
Thesis
Students need grammar instruction with scientific approaches applied to teaching and learning strategies.
Why students need grammar instruction?
Facilitates communication
VickyRN (2012) declared that good writing skills are essential tools for daily living. It was emphasized that often an impression is made of someone based on the writing skills expressed in language. Therefore, as nurses English grammar is essential. More importantly, it was pointed out that often a person is evaluated based on the use or misuse of grammar. Whatever the language articulation might be, there seems to be a need for grammar to be taught in nursing schools. Today’s nurse ought to be more precise in deliverance of the spoken word. Correct grammar simplifies delivery and helps others understand want is being communicated in language (VickyRN, 2012)
Improves passing rates at NCLEX examinations
Hansen, E., & Beaver, S. (2012) reporting in their article ‘Faculty Support for ESL Nursing Students: Action Plan for Success found in Nursing Education Perspectives relates situations whereby nursing students who have another first language besides English tend to show lower retention rates and challenges passing the NCLEX-RN. The review specified four areas of difficulty. The researchers recommended strategies that can be adopted by nursing educators and faculty staff. In the long term it is expected to assist nursing students by creating better qualified nurses and extending the labor market to handle increasing demands for quality health care in America (Hansen & Beaver, 2012).
Helps writers explore sentence variations and apply them to the written language
VickyRN (2012) in the article, ‘Good writing skills are essential’ offered examples of how correct grammar can expand a student’s ability to word impressive sentences that would catch and hold the attention of readers as well as listeners. Improper grammar spoils the sound of language. For example, ‘we is going to continue’ instead of ‘we are going to continue.’ Further a better sentence variation using correct grammar can read ‘we will continue’ (VickyRN, 2012).
It enables a writer to adjust language to their topic, audience, and purpose.
Goodman, B. (2012) speaking regarding, ‘Student nurses need to know English Grammar’ in the Nursing Standard outlined the usefulness of English grammar for Student nurses and the deportment implied in its proper usage. He emphasized that often the character of a nurse is measured by the command of the language. Further a comparison between the nurse during Florence Nightingale era and modern times to show where there is a laxity in the integrity for maintaining correct. Precisely, it was highlighted that with a profound grammar knowledge base the student nurse writer can address a topic appropriately, direct discussions to meet the vocabulary needs of an audience and still maintain the purpose for writing or speaking (Goodman, 2012).
It allows the student to demonstrate more eloquence in delivery of spoken language
Ojetunde, F., & Okanlawon B. (2011) discussed ‘The Usage of English conjuncts by students in selected tertiary institutions in South Western Nigeria’ in the African Symposium. In this study the researchers examined how conjuncts were used by a sample of students in selected tertiary institutions in Southwestern Nigeria. Problems related to usage discrepancies in conjuncts were detected. This was to determine whether it affected their mastery of the language. It was concluded that students had poor mastery of the language when conjuncts were used since they gave rise to monotonous expressions (Ojetunde & Okanlawon, 2011)
It might be argued that this study was conducted in Nigeria where English is just one language spoken among many dialect spoken by different tribes. However, in United States of America where there is such cultural diversity with an influx of immigrants from Mexico and non-English speaking territories this study is important for the American society and Nursing schools’ educators (Ojetunde & Okanlawon, 2011)
Agreement of verbs and nouns
According to VickyRN (2012) a singular noun explaining a nurse/ patient relationship at all times must be accompanied by a singular pronoun he, she or it. Never use a plural pronoun with a singular antecedent (VickyRN, 2912). More importantly, a singular noun takes a singular verb. For example, ‘the boy is playing’ and never ‘the boy are playing or the boys is playing’ (Aarts, 2011).
VickyRN (2012) alerts student nurses aspiring to become researchers that the sentence ‘a researcher must choose a population that best fits their hypothesis’ is the correct noun/pronoun verb agreement. Alternatively, ‘a researcher must choose a population that best fits his or her hypothesis’ is incorrect grammar from a noun pronoun agreement standpoint (VickyRN, 2012). Healthcare professionals are advised to be contemporary in their approach towards educating students in the twenty-first century nursing schools’ classrooms (VickyRN, 2012).
Punctuation marks
Punctuations marks in modern language expression cannot be over emphasized. Some linguists argue that punctuation is not grammar because technically grammar is defined by how words are placed in sentences that relate the syntax of language expression (McCarthy & Michael, 2006). However, for the purposes of this discussion the writer wishes to consider punctuation as a part of grammar instruction in contemporary nursing education instruction.
Precisely, punctuation is defined as ‘marks, such as period, comma, and parentheses, used in writing to separate sentences and their elements and to clarify meaning’ (Huddleston, 2009). Since this marks are so important to sentence construction and can affect meaning punctuation is a relevant language component that should be included in grammar schools’ curriculum when taught in nursing schools.
Agreement of tenses within continuous writing
Agreement of tenses within continuous writing is another common grammatical mistake writers of all categories make from time to time. As such, it must be included in a nursing school curriculum grammar instruction class. A nursing student must know that if a piece of writing begins in the present tense, the verb usage must continue in the same tense for that passage or sentence (Kolln & Funk, 2008).
Sentence construction
In English grammar there are different ways to organize words in a sentence. However there are grammatical rules pertaining to exactly what constitutes a sentence. First a sentence is not just a set of words, but words that make sense. For example, ‘coming in patient’s room ready,’ does not make complete sense. However, ‘I am coming in the patient’s room now’ makes grammatical sense because there is a subject,’ I;’ a verb ‘am coming’ and ‘in the patient’s room, now’ predicate with an object to the verb, ‘am coming.’ Basically a sentence must have a subject a verb and a predicate organized in a grammatical sequence. Student nurses need to know how to master this aspect of language expression (Aarts, 2011).
How it should be taught?
English grammar separate from nursing instruction classes; within a nursing school environment; should be consistent with English grammar schools’ curriculum and should be adopted to meet specific English grammar needs of students. Each of these statements will be discussed in detail in the following paragraphs where the researcher’s personal views will be articulated.
Separate from nursing instruction classes
Teaching of English grammar can be considered an extracurricular activity such as sports. It should not be included as a specific subject in a nursing school agenda of topics to be addressed like anatomy, physiology, psychology or nursing practical, but a fun activity. There can one time a week sessions offered in a relaxed atmosphere and used as a stimulant for improving assimilation of other subjects on the curriculum.
Within the nursing school environment
Since it is advocated that grammar be taught separate from other nursing topics on the schedule, this researcher would like to clarify that English grammar should be taught within the confines of the nursing school program. This means that nursing schools should not recommend students to a grammar school operating outside of the geographic boundaries of the specific nursing program. Rather lecturers from grammar schools should be recruited to communicate correct grammar writing skills to students in their nursing school environment. In the way the psychology within learning experience would not be interrupted.
Should be consistent with English grammar schools’ curriculum
When English grammar is taught in nursing schools, it should reflect the contemporary grammar expectations of an accredited English grammar school in the community. Graduating nurses who have English as their first language would have access to modern trends in the language usage to apply in communication. Students learning English as a second language would be current in their language approaches.
The curriculum should be adopted to meet specific English grammar needs of students.
This does not mean that a nursing school should design one program for students who speak English as their first language and another for those learning it as a second language. Rather the curriculum should be so created to cater comprehensively for both groups at the same time. Students do know either to speak or write Basic English grammar, but overtime might have forgotten. Therefore, this grammar in nursing schools program should address these peculiar situations.
English grammar should be taught by a certified English instructor; at the beginning of training and after an English grammar evaluation of students has been conducted. This ought to be mandatory for contemporary nursing school programs.
A certified English instructor
Certified English instructors are expected to be proficient in language usage as it pertains to grammar. Hence, nursing schools should not use nursing instructors who are not certified to teach English to conduct this program. Language specialists need to design a specific program for each batch of students based on prior assessment needs.
At the beginning of training
It is believed that grammar instruction should be functional at the beginning of each nursing program, before actual nursing instruction commences and be a pre-requite for continuation of the program. Nursing schools when accepting students during their interviews ought to discuss grammar instruction with them to get a feedback about their views to when they feel that this intervention should begin.
After an English grammar evaluation of students has been conducted
Within the application process nursing schools ought to assess students’ ability to speak and write proper grammar. The intake should entail aptitude testing. Newton and Moor (2010) confirmed that there was a distinct association between ‘Nursing Students' Reading and English Aptitudes and Their Relationship to Discipline-Specific Formal Writing Ability.’ They conducted a Descriptive Correlational describing ‘writing apprehension and to assess the relationships among reading and English aptitude and discipline-specific formal writing ability among undergraduate nursing students’ (Newton & Moore, 2010). Conclusions revealed that students’ formal writing ability and reading and English aptitude were positively related. Therefore, conducting aptitude tests before enrolling students in nursing school is essential in collecting data pertaining to the type of English grammar program best suited for them.
Conclusion
The foregoing research presentation fulfilled my desire to conduct a study to find out why students need grammar in nursing school. The problem related in this research, from resources retrieved due to internet library searches, is that there is a need for grammar in nursing schools across English speaking territories. Modern nursing culture seemed to have de-emphasized grammar as being important to passing examinations and delivery of quality nursing care.
Based on the findings of this research knowing English grammar is very important in ensuring that students pass the NCLEX examination and improve their grades during instruction. Also when pursuing higher nursing education correct grammar in delivery of speech and written material affects the way nurses either as educators or administrators are perceived by subordinates at the public.
Goodman, B. (2012). Student nurses need to know English Grammar. Nursing Standard
Hansen, E., & Beaver, S. (2012). Faculty Support for ESL Nursing Students: Action Plan for
Success. Nursing Education Perspectives, 33 (4), 246-250
Huddleston,D.; &Pullum, K. (2005). A student's introduction to English grammar.
Cambridge University Press
Kolln, J., & Funk, W. (2008). Understanding English Grammar (8th Edition).
Longman
McCarthy, R., & Michael, B. (2006). Cambridge Grammar of English: A Comprehensive
Guide. Cambridge University
Newton, S., & Moore, G. (2010) Nursing Students' Reading and English Aptitudes and Their
Relationship to Discipline-Specific Formal Writing Ability: A Descriptive Correlational
Study. Nursing Education Perspectives, 31(4), 221-225
VickyRN. (Jul 9). Good Writing Skills Are Essential. Retrieved Wednesday, Aug 15, 2012, from
http://allnurses.com/showthread.php?t=754895
