Limited studies address perspectives about exam-writing practices of nursing students for whom English is an additional language. The authors conducted a program-level study of perceptions of 26 nursing students of Asian background who identified as nonnative speakers of English regarding faculty-made, multiple-choice exam questions that had been linguistically modified. Linguistic modification promoted readability and comprehensibility; students preferred the linguistically modified versions 60 percent of the time. This inquiry attends to the need for greater responsiveness to student concerns about test-taking practices and for engendering their ongoing participation in creating local evidence for improving program outcomes.
|Number of pages
|Nursing Education Perspectives
|Published - Mar 1 2020
Bibliographical noteFunding Information:
About the Authors JoAnn Mulready-Shick, EdD, RN, CNE, ANEF, is a clinical professor, College of Nursing and Health Sciences, University of Massachusetts Boston, Boston, Massachusetts. Jean Edward, PhD, RN, CHPE, is an assistant professor at the College of Nursing and nurse scientist, University of Kentucky HealthCare Markey Cancer Center, Lexington, Kentucky. Somporn Sitthisongkram, MSN, RN, is a PhD candidate, College of Nursing and Health Sciences, University of Massachusetts Boston. This evaluation study received funding from the university’s Asian American Student Success Program, part of a US Department of Education Asian American Native American Pacific Islander Serving Institution grant. For more information, contact Dr. Mulready-Shick at email@example.com. The authors have declared no conflict of interest.
© Lippincott Williams & Wilkins.
Copyright 2020 Elsevier B.V., All rights reserved.
- Asian American Nursing Students
- Best Practices in Item Writing
- Cultural and Linguistic Diversity
- English as an Additional Language (EAL)
- Linguistic Modification
ASJC Scopus subject areas
- Nursing (all)