Sally Candlin

A literature review of the language needs of nursing students who have English as a second/other language and the effectiveness of English language support programmes.

Australia is increasingly becoming a culturally diverse country, with this trend being reflected in nursing education as significant numbers of students enrol from backgrounds where English is a second/other language (ESL). These students will enable the provision of culturally competent care that a culturally diverse health system requires (Ohr et al., 2010), however they require significant levels of support to not only achieve academically in their nursing programme, but also to perform at the expected level during clinical placements (Boughton et al., 2010). Difficulties communicating with colleagues, patients and their families in the clinical setting have been identified among the challenges that ESL nurses face (Boughton et al., 2010; Jeong et al., 2011). A review of the literature indicates sporadic research into the education of nurses from ESL backgrounds. This paper discusses and raises awareness of common themes such as the challenges of adjusting to Western culture and using the advanced and technical English required by higher education and healthcare. This paper also discusses mixed results reported from a number of English language support programmes. This indicates a need for further research in this area to strengthen support for these nurses who can assist in the provision of culturally competent care.

Investigating the language needs of culturally and linguistically diverse nursing students to assist their completion of the bachelor of nursing programme to become safe and effective practitioners.

BACKGROUND Australia has an increasing number of nursing students from culturally and linguistically diverse backgrounds however problems communicating in the clinical setting, difficulty with academic writing and a tendency to achieve lower grades have been reported. OBJECTIVES To identify the language needs of culturally and linguistically diverse students, and evaluate the English language support programme to develop appropriate strategies and assist academic progression and clinical communication skills. DESIGN AND METHODS An action research approach was adopted and this paper reports findings from the first round of semi-structured individual interviews. The strategies suggested by the participants will subsequently be implemented and evaluated during the first cycle of action research. SETTING An Australian Bachelor of Nursing programme which has students from culturally and linguistically diverse backgrounds. PARTICIPANTS Eight second and third year students who have a primary language other than English. RESULTS Four strategies emerged from initial student interviews. The English language support programme to be conducted during semester breaks, ongoing focus on reading and writing but also to include some International English Language Testing System exam strategies and practice, increase the use of nursing specific language and context in the English language support programme, and informing or reminding lecturers of the impact of their lecture delivery style on learning for students from diverse backgrounds. CONCLUSION Themes emerging from the initial round of interviews inform both the implementation of the English language support programme and teacher delivery. It is hoped that implementing these strategies will support the English language development of nurses from diverse backgrounds. Proficient communication will more likely contribute to providing safe and effective culturally sensitive care in a culturally diverse health care environment. Additional cycles of action research may be conducted to further improve the programme.

The consequences of diverse empathic responses in nurse-patient interactions: a discourse analysis

ABSTRACT Background: Empathy in healthcare interactions has been a focus of considerable research since the 1980s, and discourse analysis has been used more recently to identify how empathy is accomplished in interactions between healthcare professionals and their patients. However, there has been little research using naturally occurring nurse/patient interactions. Method: This study employs discourse analysis from an interactional sociolinguistic approach to examine and describe the interactional consequences of empathy during nurse-patient interactions. Results: The consequence of the display of empathy was an extended interaction with numerous affiliative responses by both parties, showing evidence of good rapport and a therapeutic relationship. This is compared to interactions where minimal affiliative responses are evident. The exchange with the patient is cut short with a quick return to the clinical agenda after a momentary acknowledgement of the patient’s concern. Where empathy is not displayed, the patient does not elaborate on concerns, thereby limiting the development of rapport and trust. The display of empathy has been linked to patient satisfaction and improved patient outcomes. Conclusion: Examining natural nurse-patient interactions allows for a greater understanding of the consequences of various communicative approaches and levels of engagement. This awareness can enable the development of stronger communicative competence of health professionals, enhancing professional practice and patient satisfaction.

Introduction to the Book

Communication and Professional Relationships in Healthcare Practice focuses on the crucial role that spoken interactions play in shaping relationships in contemporary healthcare practice. The authors apply theoretical concepts of communication to the workplace of healthcare, drawing upon scenarios based in the settings of clinical experience. The book presents a range of interactions (including consultations, team meetings, dialogues and casual conversations) between health professionals, their colleagues and their clients or patients in a variety of settings. Drawing on the latest research in applied linguistics and professional communication, the authors introduce readers to a number of approaches that can be used to analyse these interactions. Using these techniques, readers will discover exactly how central themes of healthcare practice (including trust, empathy, expertise and breaking bad news) are constructed through the communicative choices that participants make in these interactions. Designed specifically for medical, nursing and allied health practitioners with an interest in communication, this book makes the techniques of discourse analysis accessible and provides ample opportunities for individual practitioners to apply this knowledge to their own professional contexts.