DEVELOPING LEARNER-ORIENTED ENGLISH FOR NURSING SYLLABUS

Background: English has become an inseparable part of Nursing career in non-English speaking countries, including Indonesia. At Universitas Pelita Harapan, student nurses need to take English for Nursing class to prepare them to communicate in English with overseas patients during their internship year. Goal: To identify these basic communication needs to use English at the hospital setting, Faculty of Nursing at Universitas Pelita Harapan developed mapping for English for Nursing syllabus and materials for the internship students. Methodology: A simplified research and development study was conducted to identify needs and to design and develop the appropriate English for Nursing Syllabus and materials. The study involved 33 nurses and 72 student nurses, covering needs analysis stage to syllabus mapping. Results: The result suggested that the course cover 10 communication topics from patient admittance to patient discharge over 16 sessions.


BACKGROUND
Before the study was conducted, student nurses had to take two English Courses: General English and Academic English course in their first and second year.
However, these courses didn't seem to meet the specific communication needs of student nurses to perform their tasks in the hospital setting.From the students' feedback at the end of the semester, and also from the observation in the clinical setting, the faculty saw the need to add English to support their activities in the hospital setting.Kennedy & Bolitho (1984) define this type of English as English for Occupational Purposes (EOP).As a result, the development and design of mapping of the syllabus and materials English for Nursing course were initiated.
The English for Nursing is offered as the final subject that student nurses have to take in the stream of three English Courses.
Before students can take this course, they

FINDINGS AND DISCUSSIONS
The first stage of the R&D study resulted in a literature review (summarized in the previous part of this paper), and the following profile of target learners' English language competence and summary of needs analysis.
The brief profiles of respondents of the two instruments are presented in Table 1 and Table 1 shows that most of the respondents are female (79.2%) and from batch/cohort 2017 (75%).When asked about the need to learn different types of English, all of them (100%) think that Academic English is critical for their study success.This is probably in line with their needs to read and understand nursing journals and textbooks.

Course Description
This course is for student nurses who have early operational level of ability to communicate using basic English (who are beginning to use English to express themselves) and wish to improve their speaking mastery and confidence to operational level in general nursing context.

Course Terminal Objective
At the end of the course, students will be able to start communicating in English at basic operational level about 10 familiar topics in nursing context.
final year are assigned to do their internship in big hospitals throughout Indonesia.At these hospitals, the students who are assigned to assist and observe their seniors in the hospital wards frequently meet patients from a variety of cultural backgrounds and countries.Even though these student nurses work under strict guidance and observation of their mentors and seniors in the hospital, there are some occasions where they have to communicate with the patients from overseas.Therefore, to prepare the students to communicate in English with overseas patients during their internship year, Faculty of Nursing at Universitas Pelita Harapan developed syllabus to prepare them to perform basic conversations in English at the hospital setting.
have to pass General English and Academic English courses in the first and second year of study.The 2-credit-semester course is offered in the third year and in 16 sessions.The team of faculty staff in the English department of the faculty of nursing were given the opportunity to design and develop the syllabus and contents of this course.To do this, a Research and Development study was conducted.This article covers the stage of Needs Analysis up to Syllabus Development and content mapping.
EOP can also be given to support professionals at work.EOP takes into consideration the communication settings in the workplace.It is also designed and delivered to support learners' needs to communicate with their clients, with other professionals at work.This study focuses more on adopting EOP which is based on learners' needs to support their job-specific communication needs in the hospital setting.METHODOLOGY This study applied a Research and Development (R&D) cycle from Borg and Gall (1983) to develop and design learner-oriented syllabus and materials.The R&D cycle of Borg and Gall (2003: 775) consists of 10 stages from data collecting to dissemination and implementation: (1) Research and information collecting, (2) Planning, (3) Development of an initial product, (4) Preliminary field testing, (5) Preliminary product revision, (6) Primary field testing, (7) Operational revision of the product, (8) operational field testing, to time and resources considerations, the researcher was able to conduct and report the first three steps of the R & D model in this article.The study was conducted at the faculty of nursing, Universitas Pelita Harapan in Lippo Karawaci, Tangerang, Indonesia, involving 60 students and 30 nurses for identifying learning needs and goals.The first stage of information collection was conducted in the forms of review of literature.Information was also collected by distribution of Needs Analysis questionnaires to target students (72 second year and third year UPH nursing students), and nurses (33 Indonesian nurses with more than 2 years of experience in the hospital settings).The instrument for student nurses was uploaded on to online social media-academic group of UPH Faculty of Nursing students.Students were invited to take part in the survey.The instrument for nurses were uploaded on to mobile phone-based social media application group of nurses.The second stage is the planning stage, the researcher identified proposed topics for materials development.In this stage, the researcher also examined the current syllabus and conducting comparative analysis of other English for Nursing syllabus to identify goals and objectives.The result of this stage is a design document for the syllabus and learning materials.The third stage is developing the syllabus by detailing abilities and goals, and evaluation scheme.In this stage, teaching materials in the form of model dialogs and teaching plans are developed (Borg and Gall, 2003: 781).

From
the findings presented in the previous three tables, it can be concluded that English for Nursing should focus more on productive communication skills, especially speaking mastery and confidence.From the topics suggested, the course can choose 10 most needed topics in nursing context which can be structured based on the flow of patient's care from patient admission to patient discharge.The primary purpose of this stage of mini R&D study is to identify the urgent communication needs in nursing context, specifically the needs to communicate in basic English.Previously, it is believed that student nurses just need General English and English for Academic Purposes.However, this mini R&D study reveals the need to learn English in more specific nursing context.Traditionally, it is also believed that English for Nursing should just teach students to master the teaching medical term (Lee, 1998).This R&D study reveals that nurses also need the competence to communicate in English.Therefore, English for Nursing course should be more holistic in helping the student nurses to develop their communication skills in nursing context.

Table 4 .
Course Description and Objectives