Teaching nursing English based on needs analysis in Chinese context: Problem-situated instruction for EOP in a non-English speaking country

The aim of conducting this study was to investigate the effectiveness of a problem-situated intervention in nursing English teaching after needs analysis which is always neglected by Chinese EOP instructors. The control group and the intervention group students were taught by problem-situated instruction and current Chinese standard EOP teaching respectively. The intervention group students acted better in both course examination and examination for nursing English abilities, especially in listening, speaking and reading abilities. Additionally, the higher evaluation for teaching quality was made by the intervention group students. It can be inferred that problem-situated intervention based on needs analysis helps to improve students´ nursing English skills and instructors´ teaching effects in Chinese nurse education context.