The Evaluation of the English for Nursing Profession Course (SN 292) At McCormick Faculty of Nursing, Payap University Using CIPP Model

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Peeranuch LeSeure
On-Anong Thammajinda


This descriptive research aimed to evaluate teaching and learning management in the English for Nursing Profession course (SN292) for the second year nursing students at McCormick Faculty of Nursing. The research population was 33 nursing students who enrolled in the course offered in the summer semester 2013.  A questionnaire developed based on the concept of the CIPP Model was used. The evaluation comprised four aspects: 1) context 2) input 3) process and 4) product. The reliability of the questionnaire was 0.86. The data were analyzed by using descriptive statistics. Data from opened-ended questions were summarized and categorized.

The results showed that the overall mean score of the four evaluation components were at high level (M = 5.91, SD = 0.92).

  1. Context: The mean score of the importance of English for Thai people was at the highest level (M = 6.67, SD = 0.74). The mean scores of the necessity of English proficiency in today’s nursing profession and its significance for working as nurse professionals were at a high level (M = 6.45, SD = 0.79; M = 6.18, SD = 0.98; and M  = 5.91, SD = 1.01 respectively).
  2. Input: The mean scores of teachers’ pedagogical skills, teachers’ attitudes toward the students and their attentiveness to the students as well as the benefits of the course content were at the highest level (m = 6.61, SD = 0.61; M = 6.61, SD = 0.66; and M = 6.52, SD = 0.80 respectively).
  3. Process: The mean scores of having a native English-speaking instructor helped to enhance the students’ English communication skills was at a high level (M = 6.09, SD = 1.26). The students noted that teaching by a native English-speaking instructor helped them to practice correct pronunciation, grammar patterns, and learned culture differences. This was the strength of this course. They also suggested that the hours taught by a native English-speaking instructor should be increased. Moreover, in order to continually enhance English proficiencies in students, some of the nursing courses should be also partially taught in English. The students also suggested that this course should be continually offered every year and persistently included in the nursing program.
  4. Output: The mean score of feeling confident in their abilities to apply the knowledge and skills learned in this course to the situations if they have to provide nursing care to English-speaking clients was at the highest level. The student's average score was fairly good (77.33 percent). 


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LeSeure, P., & Thammajinda, O.-A. (2016). The Evaluation of the English for Nursing Profession Course (SN 292) At McCormick Faculty of Nursing, Payap University Using CIPP Model. Journal of Research in Nursing-Midwifery and Health Sciences, 36(2), 47–64. Retrieved from
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